The research described in Student Learning and Academic Understanding had its origins in the pioneering work of Ausubel, Bruner, and McKeachie and followed two complementary lines of development. The first line extended the ideas of Marton on approaches to learning through an inventory designed to assess these approaches among large samples of students and using in-depth interviews with students about their experiences of academic understanding. The second line drew on a range of studies to explore the influences of university teaching and the whole teaching–learning environment on the quality of student learning. Taking the research as a whole shows the value of complementary research approaches to describing student learning, while the findings brought together in the final chapter suggest ways of supporting deep approaches and the development of personal academic understanding among students. Student Learning and Academic Understanding covers a wide range of concepts that have emerged from interviews in which students use their own experiences to describe how they study and what they find most useful in developing an academic understanding of their own. These concepts differ from the traditional psychological concepts by being focused on the specific contexts of university and college, although they are also relevant to the later stages of school education. - Explains the origins, meanings, and relevance of "deep" and "surface" approaches to learning - Introduces an array of concepts derived from the specific contexts of university education - Illustrates how in-depth interviewing can be used to explore students' ways of thinking - Provides a series of heuristic models to guide thinking about the influences on student learning - Includes an inventory on approaches to studying and experiences of teaching for use by teachers
Research into how teaching affects the quality of student learning at university is a rapidly changing field. University teachers are increasingly required to develop their own strategies for effective teaching, often with limited guidance from their institutions. Teaching for Understanding at University not only outlines a wide range of recent developments in the area, but shows how approaches can be brought together to help university teachers think more imaginatively about ways of encouraging students' learning. Written in a way designed to be interesting and accessible to university teachers across disciplines, the volume concentrates on how students reach a personal understanding of the subject they are studying. Covering academic understanding, approaches to teaching, assessment methods and evaluation of teaching, the book provides a comprehensive introduction to the latest ideas on teaching and learning. Avoiding unnecessary jargon and 'business speak', this is the ideal book for the newly qualified lecturer, as well as the more experienced academic who is keen to consider their teaching methods from a fresh perspective. Noel Entwistle is Professor Emeritus of Education at the University of Edinburgh. He was previously the editor of the British Journal of Educational Psychology and Higher Education, and has an international reputation for his work in the field of student learning in higher education.
First published in 1983, Understanding Student Learning provides an in-depth analysis of students’ learning methods in higher education, at the time. It examines the extent to which these learning methods reflected the teaching, assessment and individual personalities of the students involved. The book contains interviews with students, experiments and statistical analyses of survey data in order to identify successes and difficulties in student learning and the culmination of these techniques is a clearer insight into the process of student learning.
The research described in Student Learning and Academic Understanding had its origins in the pioneering work of Ausubel, Bruner, and McKeachie and followed two complementary lines of development. The first line extended the ideas of Marton on approaches to learning through an inventory designed to assess these approaches among large samples of students and using in-depth interviews with students about their experiences of academic understanding. The second line drew on a range of studies to explore the influences of university teaching and the whole teaching–learning environment on the quality of student learning. Taking the research as a whole shows the value of complementary research approaches to describing student learning, while the findings brought together in the final chapter suggest ways of supporting deep approaches and the development of personal academic understanding among students. Student Learning and Academic Understanding covers a wide range of concepts that have emerged from interviews in which students use their own experiences to describe how they study and what they find most useful in developing an academic understanding of their own. These concepts differ from the traditional psychological concepts by being focused on the specific contexts of university and college, although they are also relevant to the later stages of school education. - Explains the origins, meanings, and relevance of "deep" and "surface" approaches to learning - Introduces an array of concepts derived from the specific contexts of university education - Illustrates how in-depth interviewing can be used to explore students' ways of thinking - Provides a series of heuristic models to guide thinking about the influences on student learning - Includes an inventory on approaches to studying and experiences of teaching for use by teachers
First Published in 1989. This book is, in a sense, a text-book of educational psychology designed mainly for those with little previous knowledge of the subject. But it is not a conventional text-book. To begin with it does not cover the whole area which normally defines educational psychology. It concentrates instead on those aspects which are most directly applicable to understanding the processes related to learning intellectual skills and acquiring knowledge. Also the book does not aim to provide a detailed coverage; it is deliberately selective in the topics which are covered. The main aim is to present an outline, or perhaps an overview, of current ideas in educational psychology in the hope of providing a more coherent picture of what otherwise tends to be a rather fragmentary set of topics drawn from mainstream psychology. Read in conjunction with more conventional textbooks, this overview should provide a good guide to the recent literature.
Hot on the heels of the sensational success of the "World's Greatest Book of Useless Information", the Official Useless Information Society brings you another essential compendium of everything you never needed but always wanted to know. Were you aware, for example, that cigarettes contain honey? Or that a ferret will die if it cannot find a mate? Would you like to know what Madonna did before she was famous, or how many toothpick accidents there are every year.If you are a lover of the wonderfully pointless, then this is the book for you.
Structured Discovery Cane Travel (SDCT) is an Orientation and Mobility (O&M) curriculum which focuses on the foundational techniques necessary to develop future independence for students who are blind or visually impaired. The ABCs of Structured Discovery Cane Travel for Children addresses essential non-visual concept development, techniques and mobility skills needed to travel efficiently, gracefully and safely within a myriad of natural environments while using the long, white cane with a metal tip as the primary mobility tool. This curriculum utilizes transformational knowledge and problem-solving opportunities through teachable moments to develop personal reflection and mental mapping which can be utilized post instruction. These students maximize their cognitive intrinsic feedback while completing everyday mobility tasks. Parents and instructors of children who are blind or visually impaired will comprehend the essentials of SDCT by reading The ABCs of Structured Discovery Cane Travel for Children; in addition, they will receive a treasure trove of O&M skill-building activities.
Who was the actress who died just before Christmas? She was the voice of …..... in …...... Did Hitler commit suicide, or was he shot by Russian troops? Do you remember what year Princess Diana died in that car crash in Paris? How many husbands did Elizabeth Taylor divorce in her lifetime? What was that well known British actor who passed away right after David Bowie died? Questions you might hear at the next table of your favourite eatery. Questions you may or may not know the answer to. They Died on My Watch can answer these and many more. It is a comprehensive reference work that should prove itself indispensable to any household. Most certainly a book to sustain interest when cruising at 35,000 feet between London and New York. It might be seen as the ultimate ‘umpire’ to settle any argument that may arise within a discussion involving a deceased celebrity, recent or not.
Did you know... The Sumerians were the first to brew beer, and all the brewers were women? If you didn't - then read on. If you are intrigued by the odd, fascinated by the fantastic or tickled by trivia, then this is the book for you. The Useless Information Society was formed by some of Britain's best-loved journalists, writers and entertainers, including Keith Waterhouse, Richard Littlejohn, Suggs, Noel Botham, Ken Stott and Brian Hitchen. They meet regularly to swap new nuggets of trivia. This is the eighth collection of their absorbing, hilarious and wholly useless facts. An absolutely enormous collection, lose yourself in hundreds of pages of endlessly diverting facts that will keep you amused for hours.
Though all but three of Robert Sidney's 332 extant letters to his wife Barbara Gamage Sidney have been in the Sidney family archive, they have never previously been fully transcribed or edited. This edition of the surviving letters, which Sidney wrote to his wife when they were separated for long periods by his official duties at various continental locations, provides a wealth of information about the Sidneys' family life. They touch on matters such as family illnesses, the children's education, court gossip, finances, and the construction of additions to Penshurst Place, the seat of the Sidney family. The letters also offer an extraordinary record of an early-modern English household in which the wife was entrusted with the overall responsibility for the well-being of her family, and for managing a large estate in the absence of her husband. Sidney's letters show that, although his union with the wealthy Welsh heiress Barbara Gamage may have been engineered primarily for political and financial ends, clearly the couple enjoyed a happy and loving marriage. Their correspondence is full of endearments, and Robert frequently tells his wife how much he misses her and their beloved children, including his 'Malkin,' later Lady Mary Wroth. The volume includes an introduction and notes by the editors. It also includes contextual materials such as relevant sections on family matters from letters to Robert from his trusted agent, Rowland Whyte; and from Robert Sidney's own business correspondence. The introduction specifically addresses the issue of Barbara's literacy, within the broader context of late-Elizabethan women's literacy.
The purpose of the research program described here was to investigate college students' approaches to learning, and to determine the extent to which these reflected the effects of teaching and assessment demands rather than representing relatively stable characteristics of the individual learners. There were six main areas within the program: (1) the measurement of approaches to and styles of studying; (2) the exploration of the cognitive skills, cognitive styles, and personality characteristics underlying different approaches to studying; (3) the extension of Marton's work on reading academic articles; (4) the identification of students' perceptions of the academic 'climate' of departments; (5) the use of interviews to investigate students' strategies in carrying out particular types of academic task; and (6) an investigation of how contrasting academic contexts appear to affect the approaches to studying adopted by students in those departments. Details of each of these areas of research are presented. (BW)
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