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Collaborative learning techniques : a handbook for college faculty / / Elizabeth F. Barkley, Claire Howell Major, K. Patricia Cross
| Collaborative learning techniques : a handbook for college faculty / / Elizabeth F. Barkley, Claire Howell Major, K. Patricia Cross |
| Autore | Barkley Elizabeth F. |
| Edizione | [Second edition.] |
| Pubbl/distr/stampa | San Francisco, California : , : Jossey-Bass, , 2014 |
| Descrizione fisica | 1 online resource (441 pages) |
| Disciplina | 378.1/2 |
| Collana | The Jossey-Bass Higher and Adult Education series Collaborative learning techniques |
| Soggetto topico |
Team learning approach in education
College teaching |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-118-76126-X |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Part 1. Establishing the context -- Part 2. Implementing collaborative learning -- Part 3. Collaborative learning techniques. |
| Record Nr. | UNINA-9910464479703321 |
Barkley Elizabeth F.
|
||
| San Francisco, California : , : Jossey-Bass, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Collaborative learning techniques : a handbook for college faculty / / Elizabeth F. Barkley, Claire Howell Major, K. Patricia Cross
| Collaborative learning techniques : a handbook for college faculty / / Elizabeth F. Barkley, Claire Howell Major, K. Patricia Cross |
| Autore | Barkley Elizabeth F. |
| Edizione | [Second edition.] |
| Pubbl/distr/stampa | San Francisco, California : , : Jossey-Bass, , 2014 |
| Descrizione fisica | 1 online resource (441 pages) |
| Disciplina | 378.1/2 |
| Collana | The Jossey-Bass Higher and Adult Education series Collaborative learning techniques |
| Soggetto topico |
Team learning approach in education
College teaching |
| ISBN | 1-118-76126-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Part 1. Establishing the context -- Part 2. Implementing collaborative learning -- Part 3. Collaborative learning techniques. |
| Record Nr. | UNINA-9910786777003321 |
|
Barkley Elizabeth F.
|
||
| San Francisco, California : , : Jossey-Bass, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Collaborative learning techniques : a handbook for college faculty / / Elizabeth F. Barkley, Claire Howell Major, K. Patricia Cross
| Collaborative learning techniques : a handbook for college faculty / / Elizabeth F. Barkley, Claire Howell Major, K. Patricia Cross |
| Autore | Barkley Elizabeth F. |
| Edizione | [Second edition.] |
| Pubbl/distr/stampa | San Francisco, California : , : Jossey-Bass, , 2014 |
| Descrizione fisica | 1 online resource (441 pages) |
| Disciplina | 378.1/2 |
| Collana | The Jossey-Bass Higher and Adult Education series Collaborative learning techniques |
| Soggetto topico |
Team learning approach in education
College teaching |
| ISBN | 1-118-76126-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Part 1. Establishing the context -- Part 2. Implementing collaborative learning -- Part 3. Collaborative learning techniques. |
| Record Nr. | UNINA-9910812425103321 |
|
Barkley Elizabeth F.
|
||
| San Francisco, California : , : Jossey-Bass, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Interactive lecturing : a handbook for college faculty / / Elizabeth F. Barkley, Claire Howell Major
| Interactive lecturing : a handbook for college faculty / / Elizabeth F. Barkley, Claire Howell Major |
| Autore | Barkley Elizabeth F. |
| Edizione | [1st edition] |
| Pubbl/distr/stampa | San Francisco, California : , : Jossey-Bass, , 2018 |
| Descrizione fisica | 1 online resource (411 pages) |
| Disciplina | 378.1/25 |
| Soggetto topico |
College teaching - Aids and devices
Lectures and lecturing |
| ISBN |
1-119-27744-2
1-119-27745-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Lecture versus active learning : reconsidering the debate -- Integrating lectures and active learning -- Setting goals -- Creating content -- Structuring the session -- Leveraging the language -- Designing effective audio-visuals -- Crafting handouts and supplements -- Demonstrating readiness -- Generating enthusiasm and interest -- Managing the session -- Presenting like a professional -- Asking and answering questions -- Signaling the takeaways -- Actively preparing -- Anticipating or predicting new information -- Listening for information -- Taking notes -- Rehearsing information -- Applying information -- Checking understanding -- Reflecting and metacognition. |
| Record Nr. | UNINA-9910796995303321 |
|
Barkley Elizabeth F.
|
||
| San Francisco, California : , : Jossey-Bass, , 2018 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Interactive lecturing : a handbook for college faculty / / Elizabeth F. Barkley, Claire Howell Major
| Interactive lecturing : a handbook for college faculty / / Elizabeth F. Barkley, Claire Howell Major |
| Autore | Barkley Elizabeth F. |
| Edizione | [1st edition] |
| Pubbl/distr/stampa | San Francisco, California : , : Jossey-Bass, , 2018 |
| Descrizione fisica | 1 online resource (411 pages) |
| Disciplina | 378.1/25 |
| Soggetto topico |
College teaching - Aids and devices
Lectures and lecturing |
| ISBN |
1-119-27744-2
1-119-27745-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Lecture versus active learning : reconsidering the debate -- Integrating lectures and active learning -- Setting goals -- Creating content -- Structuring the session -- Leveraging the language -- Designing effective audio-visuals -- Crafting handouts and supplements -- Demonstrating readiness -- Generating enthusiasm and interest -- Managing the session -- Presenting like a professional -- Asking and answering questions -- Signaling the takeaways -- Actively preparing -- Anticipating or predicting new information -- Listening for information -- Taking notes -- Rehearsing information -- Applying information -- Checking understanding -- Reflecting and metacognition. |
| Record Nr. | UNINA-9910807101303321 |
|
Barkley Elizabeth F.
|
||
| San Francisco, California : , : Jossey-Bass, , 2018 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Learning assessment techniques : a handbook for college faculty / / Elizabeth F. Barkley and Claire Howell Major
| Learning assessment techniques : a handbook for college faculty / / Elizabeth F. Barkley and Claire Howell Major |
| Autore | Barkley Elizabeth F. |
| Pubbl/distr/stampa | San Francisco, California : , : Jossey-Bass, , 2016 |
| Descrizione fisica | 1 online resource (483 p.) |
| Disciplina | 378.1/25 |
| Soggetto topico |
College teaching - Evaluation
College students - Rating of Learning - Evaluation Education, Higher - Aims and objectives |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-119-05092-8 |
| Classificazione | EDU029000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Machine generated contents note: Preface Acknowledgments Introduction: Conceptual FrameworkHow Can We Best Teach to Promote Learning? What Is a Learning Assessment Technique (LAT)? How Do LATs Support the Kind of Teaching that Promotes Significant Learning? Part One: The Learning Assessment Techniques Cycle 1 Step One: Clarifying What You Want Students to Learn Defining Learning Aiming for Significant Learning Using the Learning Goals Inventory (LGI) to Identify Significant Learning Goals Expressing What You Want Students to Learn in Language that Is Helpful for Assessment Identifying Course-Level Goals Considering the Challenges Related to Course Learning Objectives and Outcomes Determining Course-Level Learning Objectives Identifying Course-Level Student Learning Outcomes (SLOs) Differentiating Between Learning Objectives and Learning Outcomes Crafting a Course Learning Outcome Statement Determining Performance Criteria and Standards for Individuals and the Class as a Whole Is All the Work Required Worth the Effort? 2 Step Two: Determining Your Purpose for Assessing Learning Defining Assessment How Learning Assessment Is Different from Grading Types of Learning Assessment Assessing Students to Determine for Ourselves How Well Students Are Learning Assessing to Give Learners Feedback on Their Progress Assessing to Improve Our Profession Through the Scholarship of Teaching and Learning (SoTL) Assessing to Provide Information to Institutional and External Stakeholders on How Well Students Are Learning Crafting the Assessment Question 3 Step Three: Selecting a LAT Using the Learning Goals Inventory (LGI) Considering Instructional Context When Choosing a LAT Key Instructional Elements to Consider Considering Clustering LATs Together 4 Step Four: Implementing the Learning Activities and Collecting the Learning ArtifactsCreating Assessment Rubrics Creating Student Self-Evaluation Forms Creating Peer Evaluation Forms Introducing the Activity Providing Students with Information They Need About the Learning Assessment Facilitating the Learning Assessment Concluding the Activity Timing the Phases Collecting the Learning Artifacts Managing the Learning Artifacts 5 Analyzing and Reporting What Students Have LearnedIdentifying Whose Learning You Are Gauging Considering Independent and Collaborative Data Analysis Scoring Individual Learning Artifacts Scoring Group Artifacts Determining the Method of Data Analysis Using Quantitative Data Analysis Using Qualitative Data Analysis Displaying the DataInterpreting the Results Writing Up the Results of the Assessment 6 Closing the LoopModifying Your Learning Goals, Objectives, and Outcomes Adjusting Your Purpose for Assessing Learning Selecting a Different LAT Altering an Aspect of Implementation Changing the Way You Analyze or Report Findings Part Two: Learning Assessment Techniques 7 Teaching and Assessing for Foundational Knowledge Clarifying Learning Goals Related to Foundational Knowledge Identifying Learning Outcomes for Foundational Knowledge Aligning Course Level Foundational Knowledge Learning Outcomes with Institutional Learning Goals Assessing Achievement of Foundational Knowledge Learning Outcomes Foundational Knowledge Domain LATs 8 Teaching and Assessing for Application Clarifying Learning Goals Related to Application Learning Identifying Learning Outcomes for Application Learning Aligning Course Level Application Learning Outcomes with Institutional Learning Goals Assessing Achievement of Application Learning Outcomes Application Domain LATs 9 Teaching and Assessing for the Integration Domain Clarifying Learning Goals Related to the Integration Domain Identifying Learning Outcomes for Integration Learning Aligning Course Level Integration Learning Outcomes with Institutional Learning Goals Assessing Achievement of Learning in the Integration Domain Integration Domain LATs 10 Teaching and Assessing for the Human Dimension Domain Clarifying Learning Goals Related to the Human Dimension Domain Identifying Learning Outcomes for Human Dimension Learning Aligning Course Level Human Dimension Learning Outcomes with Institutional Learning Goals Assessing Achievement of Learning Regarding the Human Dimension Domain Human Dimension Domain LATs 11 Teaching and Assessing for the Caring Domain Clarifying Learning Goals Related to the Caring Domain Identifying Learning Outcomes for Caring Domain Aligning Learning Outcomes Related to Caring with Institutional Learning Goals Assessing Achievement of Learning Outcomes in the Domain of Caring Caring Domain LATs 12 Teaching and Assessing for the Learning How to Learn Domain Clarifying Learning Goals Related to the Learning How to Learn Domain Identifying Learning Outcomes for the Learning How to Learn Domain Aligning Learning Outcomes Related to Learning How to Learn with Institutional Learning GoalsAssessing Achievement of Learning Outcomes in the Domain of Learning How to LearnLearning How to Learn Domain LATs Appendices . |
| Record Nr. | UNINA-9910460511503321 |
|
Barkley Elizabeth F.
|
||
| San Francisco, California : , : Jossey-Bass, , 2016 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Learning assessment techniques : a handbook for college faculty / / Elizabeth F. Barkley and Claire Howell Major
| Learning assessment techniques : a handbook for college faculty / / Elizabeth F. Barkley and Claire Howell Major |
| Autore | Barkley Elizabeth F. |
| Pubbl/distr/stampa | San Francisco, California : , : Jossey-Bass, , 2016 |
| Descrizione fisica | 1 online resource (483 p.) |
| Disciplina | 378.1/25 |
| Soggetto topico |
College teaching - Evaluation
College students - Rating of Learning - Evaluation Education, Higher - Aims and objectives |
| ISBN |
1-119-05093-6
1-119-05092-8 |
| Classificazione | EDU029000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Machine generated contents note: Preface Acknowledgments Introduction: Conceptual FrameworkHow Can We Best Teach to Promote Learning? What Is a Learning Assessment Technique (LAT)? How Do LATs Support the Kind of Teaching that Promotes Significant Learning? Part One: The Learning Assessment Techniques Cycle 1 Step One: Clarifying What You Want Students to Learn Defining Learning Aiming for Significant Learning Using the Learning Goals Inventory (LGI) to Identify Significant Learning Goals Expressing What You Want Students to Learn in Language that Is Helpful for Assessment Identifying Course-Level Goals Considering the Challenges Related to Course Learning Objectives and Outcomes Determining Course-Level Learning Objectives Identifying Course-Level Student Learning Outcomes (SLOs) Differentiating Between Learning Objectives and Learning Outcomes Crafting a Course Learning Outcome Statement Determining Performance Criteria and Standards for Individuals and the Class as a Whole Is All the Work Required Worth the Effort? 2 Step Two: Determining Your Purpose for Assessing Learning Defining Assessment How Learning Assessment Is Different from Grading Types of Learning Assessment Assessing Students to Determine for Ourselves How Well Students Are Learning Assessing to Give Learners Feedback on Their Progress Assessing to Improve Our Profession Through the Scholarship of Teaching and Learning (SoTL) Assessing to Provide Information to Institutional and External Stakeholders on How Well Students Are Learning Crafting the Assessment Question 3 Step Three: Selecting a LAT Using the Learning Goals Inventory (LGI) Considering Instructional Context When Choosing a LAT Key Instructional Elements to Consider Considering Clustering LATs Together 4 Step Four: Implementing the Learning Activities and Collecting the Learning ArtifactsCreating Assessment Rubrics Creating Student Self-Evaluation Forms Creating Peer Evaluation Forms Introducing the Activity Providing Students with Information They Need About the Learning Assessment Facilitating the Learning Assessment Concluding the Activity Timing the Phases Collecting the Learning Artifacts Managing the Learning Artifacts 5 Analyzing and Reporting What Students Have LearnedIdentifying Whose Learning You Are Gauging Considering Independent and Collaborative Data Analysis Scoring Individual Learning Artifacts Scoring Group Artifacts Determining the Method of Data Analysis Using Quantitative Data Analysis Using Qualitative Data Analysis Displaying the DataInterpreting the Results Writing Up the Results of the Assessment 6 Closing the LoopModifying Your Learning Goals, Objectives, and Outcomes Adjusting Your Purpose for Assessing Learning Selecting a Different LAT Altering an Aspect of Implementation Changing the Way You Analyze or Report Findings Part Two: Learning Assessment Techniques 7 Teaching and Assessing for Foundational Knowledge Clarifying Learning Goals Related to Foundational Knowledge Identifying Learning Outcomes for Foundational Knowledge Aligning Course Level Foundational Knowledge Learning Outcomes with Institutional Learning Goals Assessing Achievement of Foundational Knowledge Learning Outcomes Foundational Knowledge Domain LATs 8 Teaching and Assessing for Application Clarifying Learning Goals Related to Application Learning Identifying Learning Outcomes for Application Learning Aligning Course Level Application Learning Outcomes with Institutional Learning Goals Assessing Achievement of Application Learning Outcomes Application Domain LATs 9 Teaching and Assessing for the Integration Domain Clarifying Learning Goals Related to the Integration Domain Identifying Learning Outcomes for Integration Learning Aligning Course Level Integration Learning Outcomes with Institutional Learning Goals Assessing Achievement of Learning in the Integration Domain Integration Domain LATs 10 Teaching and Assessing for the Human Dimension Domain Clarifying Learning Goals Related to the Human Dimension Domain Identifying Learning Outcomes for Human Dimension Learning Aligning Course Level Human Dimension Learning Outcomes with Institutional Learning Goals Assessing Achievement of Learning Regarding the Human Dimension Domain Human Dimension Domain LATs 11 Teaching and Assessing for the Caring Domain Clarifying Learning Goals Related to the Caring Domain Identifying Learning Outcomes for Caring Domain Aligning Learning Outcomes Related to Caring with Institutional Learning Goals Assessing Achievement of Learning Outcomes in the Domain of Caring Caring Domain LATs 12 Teaching and Assessing for the Learning How to Learn Domain Clarifying Learning Goals Related to the Learning How to Learn Domain Identifying Learning Outcomes for the Learning How to Learn Domain Aligning Learning Outcomes Related to Learning How to Learn with Institutional Learning GoalsAssessing Achievement of Learning Outcomes in the Domain of Learning How to LearnLearning How to Learn Domain LATs Appendices . |
| Record Nr. | UNINA-9910798046303321 |
|
Barkley Elizabeth F.
|
||
| San Francisco, California : , : Jossey-Bass, , 2016 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Learning assessment techniques : a handbook for college faculty / / Elizabeth F. Barkley and Claire Howell Major
| Learning assessment techniques : a handbook for college faculty / / Elizabeth F. Barkley and Claire Howell Major |
| Autore | Barkley Elizabeth F. |
| Pubbl/distr/stampa | San Francisco, California : , : Jossey-Bass, , 2016 |
| Descrizione fisica | 1 online resource (483 p.) |
| Disciplina | 378.1/25 |
| Soggetto topico |
College teaching - Evaluation
College students - Rating of Learning - Evaluation Education, Higher - Aims and objectives |
| ISBN |
1-119-05093-6
1-119-05092-8 |
| Classificazione | EDU029000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Machine generated contents note: Preface Acknowledgments Introduction: Conceptual FrameworkHow Can We Best Teach to Promote Learning? What Is a Learning Assessment Technique (LAT)? How Do LATs Support the Kind of Teaching that Promotes Significant Learning? Part One: The Learning Assessment Techniques Cycle 1 Step One: Clarifying What You Want Students to Learn Defining Learning Aiming for Significant Learning Using the Learning Goals Inventory (LGI) to Identify Significant Learning Goals Expressing What You Want Students to Learn in Language that Is Helpful for Assessment Identifying Course-Level Goals Considering the Challenges Related to Course Learning Objectives and Outcomes Determining Course-Level Learning Objectives Identifying Course-Level Student Learning Outcomes (SLOs) Differentiating Between Learning Objectives and Learning Outcomes Crafting a Course Learning Outcome Statement Determining Performance Criteria and Standards for Individuals and the Class as a Whole Is All the Work Required Worth the Effort? 2 Step Two: Determining Your Purpose for Assessing Learning Defining Assessment How Learning Assessment Is Different from Grading Types of Learning Assessment Assessing Students to Determine for Ourselves How Well Students Are Learning Assessing to Give Learners Feedback on Their Progress Assessing to Improve Our Profession Through the Scholarship of Teaching and Learning (SoTL) Assessing to Provide Information to Institutional and External Stakeholders on How Well Students Are Learning Crafting the Assessment Question 3 Step Three: Selecting a LAT Using the Learning Goals Inventory (LGI) Considering Instructional Context When Choosing a LAT Key Instructional Elements to Consider Considering Clustering LATs Together 4 Step Four: Implementing the Learning Activities and Collecting the Learning ArtifactsCreating Assessment Rubrics Creating Student Self-Evaluation Forms Creating Peer Evaluation Forms Introducing the Activity Providing Students with Information They Need About the Learning Assessment Facilitating the Learning Assessment Concluding the Activity Timing the Phases Collecting the Learning Artifacts Managing the Learning Artifacts 5 Analyzing and Reporting What Students Have LearnedIdentifying Whose Learning You Are Gauging Considering Independent and Collaborative Data Analysis Scoring Individual Learning Artifacts Scoring Group Artifacts Determining the Method of Data Analysis Using Quantitative Data Analysis Using Qualitative Data Analysis Displaying the DataInterpreting the Results Writing Up the Results of the Assessment 6 Closing the LoopModifying Your Learning Goals, Objectives, and Outcomes Adjusting Your Purpose for Assessing Learning Selecting a Different LAT Altering an Aspect of Implementation Changing the Way You Analyze or Report Findings Part Two: Learning Assessment Techniques 7 Teaching and Assessing for Foundational Knowledge Clarifying Learning Goals Related to Foundational Knowledge Identifying Learning Outcomes for Foundational Knowledge Aligning Course Level Foundational Knowledge Learning Outcomes with Institutional Learning Goals Assessing Achievement of Foundational Knowledge Learning Outcomes Foundational Knowledge Domain LATs 8 Teaching and Assessing for Application Clarifying Learning Goals Related to Application Learning Identifying Learning Outcomes for Application Learning Aligning Course Level Application Learning Outcomes with Institutional Learning Goals Assessing Achievement of Application Learning Outcomes Application Domain LATs 9 Teaching and Assessing for the Integration Domain Clarifying Learning Goals Related to the Integration Domain Identifying Learning Outcomes for Integration Learning Aligning Course Level Integration Learning Outcomes with Institutional Learning Goals Assessing Achievement of Learning in the Integration Domain Integration Domain LATs 10 Teaching and Assessing for the Human Dimension Domain Clarifying Learning Goals Related to the Human Dimension Domain Identifying Learning Outcomes for Human Dimension Learning Aligning Course Level Human Dimension Learning Outcomes with Institutional Learning Goals Assessing Achievement of Learning Regarding the Human Dimension Domain Human Dimension Domain LATs 11 Teaching and Assessing for the Caring Domain Clarifying Learning Goals Related to the Caring Domain Identifying Learning Outcomes for Caring Domain Aligning Learning Outcomes Related to Caring with Institutional Learning Goals Assessing Achievement of Learning Outcomes in the Domain of Caring Caring Domain LATs 12 Teaching and Assessing for the Learning How to Learn Domain Clarifying Learning Goals Related to the Learning How to Learn Domain Identifying Learning Outcomes for the Learning How to Learn Domain Aligning Learning Outcomes Related to Learning How to Learn with Institutional Learning GoalsAssessing Achievement of Learning Outcomes in the Domain of Learning How to LearnLearning How to Learn Domain LATs Appendices . |
| Record Nr. | UNINA-9910815951703321 |
|
Barkley Elizabeth F.
|
||
| San Francisco, California : , : Jossey-Bass, , 2016 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Student engagement techniques : a handbook for college faculty / / Elizabeth F. Barkley, Claire Howell Major
| Student engagement techniques : a handbook for college faculty / / Elizabeth F. Barkley, Claire Howell Major |
| Autore | Barkley Elizabeth F. |
| Edizione | [Second edition.] |
| Pubbl/distr/stampa | Hoboken, NJ : , : John Wiley & Sons, Inc., , [2020] |
| Descrizione fisica | 1 online resource (435 pages) |
| Disciplina | 370.152 |
| Soggetto topico |
Academic achievement - United States
Classroom environment - United States |
| ISBN |
1-119-68689-X
1-119-68686-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910794160803321 |
|
Barkley Elizabeth F.
|
||
| Hoboken, NJ : , : John Wiley & Sons, Inc., , [2020] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Student engagement techniques : a handbook for college faculty / / Elizabeth F. Barkley, Claire Howell Major
| Student engagement techniques : a handbook for college faculty / / Elizabeth F. Barkley, Claire Howell Major |
| Autore | Barkley Elizabeth F. |
| Edizione | [Second edition.] |
| Pubbl/distr/stampa | Hoboken, NJ : , : John Wiley & Sons, Inc., , [2020] |
| Descrizione fisica | 1 online resource (435 pages) |
| Disciplina | 370.152 |
| Soggetto topico |
Academic achievement - United States
Classroom environment - United States |
| ISBN |
1-119-68689-X
1-119-68686-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910812217103321 |
|
Barkley Elizabeth F.
|
||
| Hoboken, NJ : , : John Wiley & Sons, Inc., , [2020] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||