Written for both students and people at work, this work sets out to help readers assess their own learning styles and devise study programmes while explaining a range of study skills and learning techniques to assist in training or exam preparation.
This book explains: Why sometimes letting your mind wander is an important part of the learning process How to avoid "rut think" in order to think outside the box Why having a poor memory can be a good thing The value of metaphors in ...
In this book, the authors argue for the practical importance of an alternate view, that learning is synonymous with a change in the meaning of experience.
This is an essential read for all teachers and educational practitioners, designed to convey the concepts of research to the reality of a teacher's classroom.
In this brilliantly researched book, Boser maps out the new science of learning, showing how simple techniques like comprehension check-ins and making material personally relatable can help people gain expertise in dramatically better ways.
Learning how to learn is an essential preparation for lifelong learning. This book offers a set of in-service resources to help teachers develop new classroom practices informed by sound research.
In this provocative book, authors Washor and Mojkowski observe that beneath the worrisome levels of dropouts from our nation’s high school lurks a more insidious problem: student disengagement from school and from deep and productive ...
In Free to Learn, developmental psychologist Peter Gray argues that our children, if free to pursue their own interests through play, will not only learn all they need to know, but will do so with energy and passion.
This book is written primarily for faculty but will be equally useful for TAs, tutors, and learning center professionals. For readers with no background in education or cognitive psychology, the book avoids jargon and esoteric theory.
This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning.
Chi, M. T., Bassok, M., Lewis, M. W., Reimann, P., & Glaser, R. (1989). Self explanations: How students study and use examples in learning to solve problems. Cognitive Science, 13(2), 145–182. Chi, M. T., De Leeuw, N., Chiu, M. H., ...