Time and School Learning (1984): Theory, Research and PracticeLorin Anderson Routledge, 6 lut 2018 - 530 This book was first published in 1984. The role of time in school learning has long been a topic of interest to educationalists. So much so that in the United States, Carnegie Units (purely time based entities) are used to certify high school graduates and credit hours are the basic unit of college certification. In this book, contributors explore the role of time in school learning. In particular, American research has demonstrated that learning is a function of two time variables; the time actually spent learning, and the time needed to learn. The book presents an integrated synthesis of the developments in the understanding of time in school learning and shows how this can have a dramatic impact on the process of schooling. |
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... feedback . Thinking about the way in which all these variables might interact with one another and affect the predictiveness of aptitude measurements , I somehow got the idea of developing a general learning model that could explain my ...
... feedback and correction would promote learning. One of his doctoral students (Kim, 1968) mounted an extensive programme of mastery learning in his native country, South Korea, apparently with spanking success. Over the subsequent years ...
... feedback and correction ' . The BTES project recognized that it was not solely the amount of time devoted to a learning task that counted , but that it was the kind of time utilization , or more specifically , the kinds of learning ...
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Spis treści
1954 | |
1967 | |
the Structuring of School Time Rhonda P Ross | 1997 |
the Activity Structure of Classrooms | 1978 |
Time Achievement and Teacher Development W John Smyth | |
a Review Lorin W Anderson | |
Timeuse and the Provision of Adaptive Instruction Margaret C Wang | |
an R and Dbased Approach William | |
Notes on Contributors | |