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Record Nr. |
UNINA9910450131903321 |
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Titolo |
Feedback for learning / / edited by Susan Askew ; written by members of the group Assessment, Guidance and Effective Learning at the Institute of Education, University of London |
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Pubbl/distr/stampa |
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London ; ; New York : , : Routledge/Falmer, , 2000 |
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ISBN |
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1-134-55808-2 |
1-280-05327-5 |
0-203-01767-6 |
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Descrizione fisica |
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1 online resource (192 p.) |
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Altri autori (Persone) |
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Disciplina |
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Soggetti |
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Feedback (Psychology) |
Interaction analysis in education |
Learning |
Learning, Feedback (Psychology) |
Electronic books. |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di contenuto |
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Book Cover; Title; Copyright; Contents; 1 Gifts ping pong and loops linking feedback and learning; 2 Teacher feedback strategies in primary classrooms new evidence; 3 Getting it right distance marking as accessible and effective feedback in the primary classroom; 4 Dialogue discussion and feedback views of secondary school students on how others help their learning; 5 Feedback between teachers; 6 Student views on careers education and guidance what sort of feedback to careers co ordinators; 7 Learning from research |
8 Communications between school and home correction consultation or conversation for learning9 Promoting organisational learning in schools the role of feedback; 10 Value added feedback for the purpose of school self evaluation; 11 Using your initiative feedback to an LEA on a school improvement initiative; Index |
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Sommario/riassunto |
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Teachers may be surrounded by feedback and involved in it every day, but the notion is poorly analysed and poorly used. Feedback for |
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Learning provides an important collection of contributions to the highly topical theme of feedback to support learning.The book spans three major areas which affect all teachers:*young people's learning*teachers' learning *organisational learning.The authors critically examine the assumption that feedback necessarily has positive learning outcomes and describe models and practices which are more likely to result in effective learning |
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2. |
Record Nr. |
UNINA9910783075503321 |
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Titolo |
Imagery, language, and visuo-spatial thinking [[electronic resource] /] / edited by Michel Denis ... [et al.] |
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Pubbl/distr/stampa |
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Philadelphia, : Psychology Press, 2001 |
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ISBN |
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1-135-43094-2 |
1-280-11191-7 |
9786610111916 |
0-203-99623-2 |
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Descrizione fisica |
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1 online resource (213 p.) |
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Collana |
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Current Issues in Thinking and Reasoning |
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Altri autori (Persone) |
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Disciplina |
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Soggetti |
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Imagery (Psychology) |
Visualization |
Psycholinguistics |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and indexes. |
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Nota di contenuto |
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Book Cover; Title; Copyright; Contents |
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Sommario/riassunto |
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Imagery, Language and Visuo-Spatial Thinking discusses the remarkable human ability to use mental imagery in everyday life: from helping plan actions and routes to aiding creative thinking; from making sense of and remembering our immediate environment to generating pictures in our minds from verbal descriptions of scenes or people. The book also considers the important theme of how individuals differ in their ability to use imagery. With contributions from leading researchers in the field, this book will be of interest to |
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