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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... behaviour of both teachers and students is influenced by the activity patterns of the various activity segments. Thus, for example, certain activity segments (e.g. recitation) are associated with more meaningful, productive use of student ...
... classroom, (3) the communication of learning expectations to the learners, (4) the monitoring of student behaviour and learning progress, and (5) the provision of knowledge of learning progress to the students coupled with the provision ...
... student behaviour and student achievement. They conclude from their experiences that the basis for designing effective staff development or teacher training programmes 'rests in the proper understanding and use of a research-based ...
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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 | |