02500nam 2200613 450 991046502340332120200520144314.01-4166-1898-8(CKB)3710000000105561(EBL)1681153(SSID)ssj0001194290(PQKBManifestationID)12403230(PQKBTitleCode)TC0001194290(PQKBWorkID)11150480(PQKB)11312974(MiAaPQ)EBC1681153(Au-PeEL)EBL1681153(CaPaEBR)ebr10865414(CaONFJC)MIL660037(OCoLC)879551060(EXLCZ)99371000000010556120140506h20142014 uy 0engur|n|---|||||txtccrMemory at work in the classroom strategies to help underachieving students /Francis Bailey and Ken PranskyAlexandria, Virginia :ASCD,2014.©20141 online resource (237 p.)Description based upon print version of record.1-322-28757-0 1-4166-1757-4 Includes bibliographical references and index.Cover; Title Page; Copyright; Table of Contents; Acknowledgements; Preface; Introduction; Chapter 1: Why Learn about Memory?; Chapter 2: Five Core Memory and Learning Concepts; Chapter 3: Why Do the Cultural Roots of Learning Matter So Much?; Chapter 4: Working Memory: The Doorway to Learning; Chapter 5: Executive Functions; Chapter 6: Semantic Memory: Foundation of Academic Learning; Chapter 7: Semantic Memory: A Sociocultural Perspective; Chapter 8: Episodic Memory; Chapter 9: Autobiographical Memory; Chapter 10: Practice; Conclusion; References; Index; About the AuthorsThe authors compare and contrast the practices, beliefs, and strategies of award-winning teachers in the United States and China.Learning, Psychology ofRemedial teachingMemory in childrenElectronic books.Learning, Psychology of.Remedial teaching.Memory in children.370.15/23Bailey Francis(Francis M.),963969Pransky KenMiAaPQMiAaPQMiAaPQBOOK9910465023403321Memory at work in the classroom2186095UNINA