Most of our students neither know how learning works nor what they have to do to ensure it, to the detriment both of their studies and their development as lifelong learners.
Most of our students neither know how learning works nor what they have to do to ensure it, to the detriment both of their studies and their development as lifelong learners.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Linda B. Nilson is founding director emeritus of the Office of Teaching Effectiveness and Innovation (OTEI) at Clemson University and author of Teaching at Its Best: A Research-Based Resource for College Instructors, now in its fourth edition. Barry J. Zimmerman is a Professor Emeritus of Educational Psychology at the Graduate School and University Center of the City University of New York. He has conducted research and written extensively on the role of social learning and self regulatory processes of children, youth, and adults. He has written more than 200 research articles, book chapters, and professional conference papers. He has also authored or edited 14 books or journal volumes on social cognitive and self regulatory processes in the learning of children and youth. His most recent book is Self-Regulated Learning and Academic Achievement: Theoretical Perspectives.
Inhaltsangabe
Foreword Barry J. Zimmerman Preface Acknowledgements 1. What Is Self Regulated Learning and How Does It Enhance Learning? 2. Fostering Self Regulated Learning from the Start 3. Self Regulated Reading, Watching, and Listening 4. Self Regulated Learning from Live Lectures 5. Self Regulated Learning from Meta Assignments 6. Self Regulated Learning from Exams and Quizzes 7. Frequent or Occasional Self Regulated Learning Activities 8. Fostering Self Regulated Behavior 9. Closing a Course with Self Regulated Learning 10. To Grade or Not to Grade? Or to Grade a Different Way? 11. Planning to Integrate Self Regulated Learning into Course Design 12. Models of Integrated Courses and Their Impact on Students References About the Author Index
Foreword Barry J. Zimmerman Preface Acknowledgements 1. What Is Self Regulated Learning and How Does It Enhance Learning? 2. Fostering Self Regulated Learning from the Start 3. Self Regulated Reading, Watching, and Listening 4. Self Regulated Learning from Live Lectures 5. Self Regulated Learning from Meta Assignments 6. Self Regulated Learning from Exams and Quizzes 7. Frequent or Occasional Self Regulated Learning Activities 8. Fostering Self Regulated Behavior 9. Closing a Course with Self Regulated Learning 10. To Grade or Not to Grade? Or to Grade a Different Way? 11. Planning to Integrate Self Regulated Learning into Course Design 12. Models of Integrated Courses and Their Impact on Students References About the Author Index
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