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1. |
Record Nr. |
UNINA9910463028903321 |
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Autore |
Soroka Mykola |
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Titolo |
Faces of displacement [[electronic resource] ] : the writings of Volodymyr Vynnychenko / / Mykola Soroka |
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Pubbl/distr/stampa |
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Montreal, : McGill-Queen's University Press, 2012 |
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ISBN |
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1-283-83486-3 |
0-7735-8767-5 |
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Descrizione fisica |
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1 online resource (273 p.) |
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Disciplina |
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Soggetti |
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Exile (Punishment) in literature |
Emigration and immigration in literature |
Travel in literature |
Identity (Philosophical concept) in literature |
Politics in literature |
Electronic books. |
Ukraine In literature |
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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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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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pt. 1. First displacement, 1907-1951 -- pt. 2. Second displacement, 1920-1951. |
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2. |
Record Nr. |
UNINA9910455346003321 |
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Titolo |
Metacognition, strategy use, and instruction [[electronic resource] /] / Harriet Salatas Waters and Wolfgang Schneider, editors |
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Pubbl/distr/stampa |
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New York, : Guilford Press, c2009 |
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ISBN |
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1-282-31914-0 |
9786612319143 |
1-60623-335-1 |
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Descrizione fisica |
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1 online resource (320 p.) |
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Altri autori (Persone) |
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WatersHarriet Salatas |
SchneiderWolfgang |
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Disciplina |
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Soggetti |
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Cognitive learning |
Creative thinking |
Metacognition in children |
Cognitive styles in children |
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 bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Front matter; Contents; Chapter 1; Chapter 2; Chapter 3; Chapter 4; Chapter 5; Chapter 6; Chapter 7; Chapter 8; Chapter 9; Chapter 10; Chapter 11; Chapter 12; Author index; Subject index |
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Sommario/riassunto |
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Showcasing exemplary research programs, this book explores how the latest theories and findings on cognitive development can be used to improve classroom instruction. The focus is on how children acquire knowledge about the processes involved in learning-such as remembering, thinking, and problem solving-as well as strategies for mastering new information. The contributors are leading experts who illustrate ways teachers can support the development of metacognition and goal-directed strategy use throughout the school years and in different academic domains. Teach |
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