LEADER 02500nam 2200613 450 001 9910465023403321 005 20200520144314.0 010 $a1-4166-1898-8 035 $a(CKB)3710000000105561 035 $a(EBL)1681153 035 $a(SSID)ssj0001194290 035 $a(PQKBManifestationID)12403230 035 $a(PQKBTitleCode)TC0001194290 035 $a(PQKBWorkID)11150480 035 $a(PQKB)11312974 035 $a(MiAaPQ)EBC1681153 035 $a(Au-PeEL)EBL1681153 035 $a(CaPaEBR)ebr10865414 035 $a(CaONFJC)MIL660037 035 $a(OCoLC)879551060 035 $a(EXLCZ)993710000000105561 100 $a20140506h20142014 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aMemory at work in the classroom $estrategies to help underachieving students /$fFrancis Bailey and Ken Pransky 210 1$aAlexandria, Virginia :$cASCD,$d2014. 210 4$dİ2014 215 $a1 online resource (237 p.) 300 $aDescription based upon print version of record. 311 $a1-322-28757-0 311 $a1-4166-1757-4 320 $aIncludes bibliographical references and index. 327 $aCover; 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 Authors 330 $aThe authors compare and contrast the practices, beliefs, and strategies of award-winning teachers in the United States and China. 606 $aLearning, Psychology of 606 $aRemedial teaching 606 $aMemory in children 608 $aElectronic books. 615 0$aLearning, Psychology of. 615 0$aRemedial teaching. 615 0$aMemory in children. 676 $a370.15/23 700 $aBailey$b Francis$g(Francis M.),$0963969 702 $aPransky$b Ken 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910465023403321 996 $aMemory at work in the classroom$92186095 997 $aUNINA