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G is for genes : the impact of genetics on education and achievement / / Kathryn Asbury and Robert Plomin
| G is for genes : the impact of genetics on education and achievement / / Kathryn Asbury and Robert Plomin |
| Autore | Asbury Kathryn |
| Pubbl/distr/stampa | Chichester, West Sussex : , : John Wiley & Sons, , [2014] |
| Descrizione fisica | 1 online resource (211 p.) |
| Disciplina | 370.15/23 |
| Altri autori (Persone) | PlominRobert <1948-> |
| Collana | Understanding children's worlds |
| Soggetto topico |
Learning ability - Genetic aspects
Academic achievement Behavior genetics |
| ISBN |
1-118-48280-8
1-118-48279-4 1-118-48276-X 1-118-48281-6 |
| Classificazione | PSY012000 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | part one. In theory -- part two. In practice. |
| Record Nr. | UNINA-9910131930003321 |
Asbury Kathryn
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| Chichester, West Sussex : , : John Wiley & Sons, , [2014] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
G is for genes : the impact of genetics on education and achievement / / Kathryn Asbury and Robert Plomin
| G is for genes : the impact of genetics on education and achievement / / Kathryn Asbury and Robert Plomin |
| Autore | Asbury Kathryn |
| Pubbl/distr/stampa | Chichester, West Sussex : , : John Wiley & Sons, , [2014] |
| Descrizione fisica | 1 online resource (211 p.) |
| Disciplina | 370.15/23 |
| Altri autori (Persone) | PlominRobert <1948-> |
| Collana | Understanding children's worlds |
| Soggetto topico |
Learning ability - Genetic aspects
Academic achievement Behavior genetics |
| ISBN |
1-118-48280-8
1-118-48279-4 1-118-48276-X 1-118-48281-6 |
| Classificazione | PSY012000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | part one. In theory -- part two. In practice. |
| Record Nr. | UNINA-9910817379003321 |
|
Asbury Kathryn
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||
| Chichester, West Sussex : , : John Wiley & Sons, , [2014] | ||
| 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 |
| 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
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||
| 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 |
| 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 |
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Holmes Jeffrey D
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| Wiley, 2016 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Reading assessment [[electronic resource] ] : linking language, literacy, and cognition / / Melissa Lee Farrall
| Reading assessment [[electronic resource] ] : linking language, literacy, and cognition / / Melissa Lee Farrall |
| Autore | Farrall Melissa Lee |
| Pubbl/distr/stampa | Hoboken, N.J., : John Wiley and Sons, Inc., 2012 |
| Descrizione fisica | 1 online resource (410 p.) |
| Disciplina | 372.48 |
| Soggetto topico |
Reading - Ability testing
Educational tests and measurements Reading, Psychology of Cognition in children |
| ISBN |
1-118-28542-5
1-118-28201-9 1-118-09266-X |
| Classificazione | PSY012000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Machine generated contents note: Acknowledgments Chapter 1: Introduction Chapter 2: Reading Theory and the Stages of Reading Acquisition Chapter 3: Oral Language Chapter 4: Linguistic and Cultural Diversity Chapter 5: Statistics and Test Development Chapter 6: Test Administration and Report Writing Chapter 7: Response to Intervention Chapter 8: The Role of Intellectual Assessment Chapter 9: Oral Language Assessment Chapter 10: Underlying Processes Chapter 11: Decoding and Fluency Chapter 12: Comprehension Chapter 13: Informal Inventories and Readability Chapter 14: Written Expression and Spelling Chapter 15: Last Words Appendix A: Answer Key Appendix B: Glossary References Index. |
| Record Nr. | UNINA-9910130740603321 |
|
Farrall Melissa Lee
|
||
| Hoboken, N.J., : John Wiley and Sons, Inc., 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Reading assessment : linking language, literacy, and cognition / / Melissa Lee Farrall
| Reading assessment : linking language, literacy, and cognition / / Melissa Lee Farrall |
| Autore | Farrall Melissa Lee |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Hoboken, N.J., : John Wiley and Sons, Inc., 2012 |
| Descrizione fisica | 1 online resource (410 p.) |
| Disciplina | 372.48 |
| Soggetto topico |
Reading - Ability testing
Educational tests and measurements Reading, Psychology of Cognition in children |
| ISBN |
1-118-28542-5
1-118-28201-9 1-118-09266-X |
| Classificazione | PSY012000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Machine generated contents note: Acknowledgments Chapter 1: Introduction Chapter 2: Reading Theory and the Stages of Reading Acquisition Chapter 3: Oral Language Chapter 4: Linguistic and Cultural Diversity Chapter 5: Statistics and Test Development Chapter 6: Test Administration and Report Writing Chapter 7: Response to Intervention Chapter 8: The Role of Intellectual Assessment Chapter 9: Oral Language Assessment Chapter 10: Underlying Processes Chapter 11: Decoding and Fluency Chapter 12: Comprehension Chapter 13: Informal Inventories and Readability Chapter 14: Written Expression and Spelling Chapter 15: Last Words Appendix A: Answer Key Appendix B: Glossary References Index. |
| Record Nr. | UNINA-9910821645803321 |
|
Farrall Melissa Lee
|
||
| Hoboken, N.J., : John Wiley and Sons, Inc., 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||