Info
- Utilizzare la checkbox di selezione a fianco di ciascun documento per attivare le funzionalità di stampa, invio email, download nei formati disponibili del (i) record.
Great Myths of Education and Learning [[electronic resource]]
| Great Myths of Education and Learning [[electronic resource]] |
| Autore | Holmes Jeffrey D |
| Pubbl/distr/stampa | Wiley, 2016 |
| Descrizione fisica | 1 online resource (203 p.) |
| Disciplina | 370.15/23 |
| Altri autori (Persone) | RichmondAaron S |
| Collana | Great Myths of Psychology |
| Soggetto topico |
Learning, Psychology of
Educational tests and measurements Theory & Practice of Education Education Social Sciences |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-118-76048-4 |
| Classificazione | PSY012000 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Title Page; Table of Contents; INTRODUCTION; References; ACKNOWLEDGMENTS; 1 MYTH: STUDENTS ARE ACCURATE JUDGES OF HOW MUCH THEY KNOW; References; 2 MYTH: STUDENTS LEARN BETTER WHEN TEACHING METHODS ARE MATCHED WITH THEIR LEARNING STYLES; References; 3 MYTH: LECTURING IS BROADLY INFERIOR TO OTHER TEACHING METHODS; References; 4 MYTH: USING POWERPOINT IN THE CLASSROOM IMPROVES STUDENT LEARNING; References; 5 MYTH: MINIMALLY GUIDED INSTRUCTION IS SUPERIOR TO TRADITIONAL DIRECT INSTRUCTION; References; 6 MYTH: REWARDS ALWAYS UNDERMINE STUDENTS' INTRINSIC MOTIVATION; References
7 MYTH: MULTITASKING DOES NOT INHIBIT ACADEMIC PERFORMANCEReferences; 8 MYTH: PEOPLE ARE EITHER LEFT-BRAINED OR RIGHT-BRAINED; References; 9 MYTH: THERE ARE MANY INDEPENDENT VARIETIES OF INTELLIGENCE; References; 10 MYTH: SELF-ESTEEM IMPROVES ACADEMIC PERFORMANCE; References; 11 MYTH: REPETITION IS A HIGHLY EFFECTIVE STUDY STRATEGY; References; 12 MYTH: MULTIPLE-CHOICE EXAMS ARE INFERIOR TO OTHER EXAM FORMATS; References; 13 MYTH: STUDENTS SHOULD NOT CHANGE ANSWERS ON MULTIPLE-CHOICE EXAMS; References; 14 MYTH: COACHING PRODUCES LARGE GAINS IN COLLEGE ADMISSION TEST SCORES; References 15 MYTH: STANDARDIZED TESTS DO NOT PREDICT ACADEMIC PERFORMANCEReferences; 16 MYTH: STANDARDIZED ABILITY TESTS ARE BIASED AGAINST SOME MINORITY GROUPS; References; INDEX; End User License Agreement |
| Record Nr. | UNINA-9910136544703321 |
Holmes Jeffrey D
|
||
| Wiley, 2016 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Great Myths of Education and Learning [[electronic resource]]
| Great Myths of Education and Learning [[electronic resource]] |
| Autore | Holmes Jeffrey D |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Wiley, 2016 |
| Descrizione fisica | 1 online resource (203 p.) |
| Disciplina | 370.15/23 |
| Altri autori (Persone) | RichmondAaron S |
| Collana | Great Myths of Psychology |
| Soggetto topico |
Learning, Psychology of
Educational tests and measurements Theory & Practice of Education Education Social Sciences |
| ISBN | 1-118-76048-4 |
| Classificazione | PSY012000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Title Page; Table of Contents; INTRODUCTION; References; ACKNOWLEDGMENTS; 1 MYTH: STUDENTS ARE ACCURATE JUDGES OF HOW MUCH THEY KNOW; References; 2 MYTH: STUDENTS LEARN BETTER WHEN TEACHING METHODS ARE MATCHED WITH THEIR LEARNING STYLES; References; 3 MYTH: LECTURING IS BROADLY INFERIOR TO OTHER TEACHING METHODS; References; 4 MYTH: USING POWERPOINT IN THE CLASSROOM IMPROVES STUDENT LEARNING; References; 5 MYTH: MINIMALLY GUIDED INSTRUCTION IS SUPERIOR TO TRADITIONAL DIRECT INSTRUCTION; References; 6 MYTH: REWARDS ALWAYS UNDERMINE STUDENTS' INTRINSIC MOTIVATION; References
7 MYTH: MULTITASKING DOES NOT INHIBIT ACADEMIC PERFORMANCEReferences; 8 MYTH: PEOPLE ARE EITHER LEFT-BRAINED OR RIGHT-BRAINED; References; 9 MYTH: THERE ARE MANY INDEPENDENT VARIETIES OF INTELLIGENCE; References; 10 MYTH: SELF-ESTEEM IMPROVES ACADEMIC PERFORMANCE; References; 11 MYTH: REPETITION IS A HIGHLY EFFECTIVE STUDY STRATEGY; References; 12 MYTH: MULTIPLE-CHOICE EXAMS ARE INFERIOR TO OTHER EXAM FORMATS; References; 13 MYTH: STUDENTS SHOULD NOT CHANGE ANSWERS ON MULTIPLE-CHOICE EXAMS; References; 14 MYTH: COACHING PRODUCES LARGE GAINS IN COLLEGE ADMISSION TEST SCORES; References 15 MYTH: STANDARDIZED TESTS DO NOT PREDICT ACADEMIC PERFORMANCEReferences; 16 MYTH: STANDARDIZED ABILITY TESTS ARE BIASED AGAINST SOME MINORITY GROUPS; References; INDEX; End User License Agreement |
| Record Nr. | UNINA-9910813068503321 |
|
Holmes Jeffrey D
|
||
| Wiley, 2016 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||