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Record Nr. |
UNINA9910831184903321 |
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Autore |
Willingham Daniel T |
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Titolo |
Why don't students like school? : a cognitive scientist answers questions about how the mind works and what it means for the classroom / / Daniel T. Willingham |
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Pubbl/distr/stampa |
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San Francisco, : Jossey-Bass, c2009 |
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ISBN |
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1-282-12321-1 |
9786612123214 |
1-118-26952-7 |
0-470-73043-9 |
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Descrizione fisica |
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1 online resource (195 p.) |
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Classificazione |
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Disciplina |
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Soggetti |
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Learning, Psychology of |
Effective teaching |
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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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WHY DON'T STUDENTS LIKE SCHOOL? A Cognitive Scientist Answers Questions About How the Mind Works and What it Means for the Classroom; Contents; Acknowledgments; The Author; Introduction; Chapter 1: Why Don't Students Like School?; Chapter 2: How Can I Teach Students the Skills They Need When Standardized Tests Require Only Facts?; Chapter 3: Why Do Students Remember Everything That's on Television and Forget Everything I Say?; Chapter 4: Why Is It So Hard for Students to Understand Abstract Ideas?; Chapter 5: Is Drilling Worth It? |
Chapter 6: What's the Secret to Getting Students to Think Like Real Scientists, Mathematicians, and Historians?Chapter 7: How Should I Adjust My Teaching for Different Types of Learners?; Chapter 8: How Can I Help Slow Learners?; Chapter 9: What About My Mind?; Conclusion; Notes; Index; Credit Lines |
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Sommario/riassunto |
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Easy-to-apply, scientifically-based approaches for engaging students in the classroom Cognitive scientist Dan Willingham focuses his |
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acclaimed research on the biological and cognitive basis of learning. His book will help teachers improve their practice by explaining how they and their students think and learn. It reveals-the importance of story, emotion, memory, context, and routine in building knowledge and creating lasting learning experiences.Nine, easy-to-understand principles with clear applications for the classroomIncludes surprising findings, such as that intellig |
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2. |
Record Nr. |
UNINA9910972109303321 |
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Autore |
Miller Montana |
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Titolo |
Playing dead : mock trauma and folk drama in staged high school drunk-driving tragedies / / Montana Miller |
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Pubbl/distr/stampa |
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Boulder, : University Press of Colorado, c2012 |
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ISBN |
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9781457184710 |
1457184710 |
9781283906630 |
1283906635 |
9780874218923 |
0874218926 |
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Edizione |
[1st ed.] |
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Descrizione fisica |
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1 online resource (161 p.) |
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Collana |
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Ritual, Festival, and Celebration ; ; v.2 |
Ritual, festival, and celebration ; ; v. 2 |
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Disciplina |
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Soggetti |
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Folklore - Performance |
Folk drama |
High school students - Psychology |
Death - Social aspects |
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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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Contents; Foreword by Jack Santino; 1. Every 15 Minutes Someone Dies; 2. Backdrop for the Scene; 3. Marked for Death: Ambiguity and Slippery Steps in Frames of Play; 4. Engrossed Out: Every 15 Minutes as Folk |
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Drama; 5. The Dazzle and Darkness of Play; 6. Shattering Frames: The Crash through YouTube's Window; Conclusion: Rustles in the Gallery; References; Index |
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Sommario/riassunto |
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As the Grim Reaper pulls a student out of class to be a "victim" of drunk driving in a program called "Every 15 Minutes," Montana Miller observes the ritual through a folklorist's lens. Playing Dead examines why hundreds of American schools and communities each year organize these mock tragedies without any national sponsorship or coordination. Often, the event is complete with a staged accident in the parking lot, a life-flight helicopter, and faux eulogies for the "dead" students read in school assemblies. Grounding her research in play theory, frame theory, and theory of folk drama, |
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