Learning and Study Strategies: Issues in Assessment, Instruction, and EvaluationClaire E. Weinstein, Ernest T. Goetz, Patricia A. Alexander Elsevier Science, 1988 M04 28 - 353 páginas This volume reflects current research on the cognitive strategies of autonomous learning. Topics such as metacognition, attribution theory, self-efficacy, direct instruction, attention, and problem solving are discussed by leading researchers in learning and study strategies. The contributors to this volume acknowledge and address the concerns of educators at the primary, secondary, and postsecondary school levels. The blend of theory and practice is an important feature of this volume. |
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THE NEED for Study Strategy TraiNING | 3 |
AN OVERVIEW | 11 |
THE Design and Development | 25 |
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Learning and Study Strategies: Issues in Assessment, Instruction, and Evaluation Vista previa limitada - 2014 |
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ability Academic Press achievement ANCOVA Anderson ASSESSMENT attribution theory attributions Bandura basal reader behavior causal classroom cognitive learning strategies cognitive strategies competence components concepts cooperative learning courses cues direct instruction Educational Psychology effective elaborative Erlbaum evaluate example explanations goals Goetz Hillsdale important individual differences instructors interaction interviews intrinsic motivation Journal of Educational knowledge learned helplessness learners learning activities learning outcome learning strategies research learning strategies training learning style main idea mastery learning materials McCombs metacognitive strategies metaphors methods motivational skills training Paris passage perceived perceptions performance personal control problems processes programs questions readers reading comprehension reported role Schmeck Schunk scores second language second language acquisition selective attention self-control self-efficacy self-evaluation self-regulated learning Social specific strat strategy instruction study skills study strategies suggest summary tactics task teachers teaching text elements textbook theory tion variables verbal