Learning and Study Strategies :: Issues in Assessment, Instruction, and Evaluation.
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 thi...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Weitere Verfasser: | , , |
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Burlington :
Elsevier Science,
2014.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | 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. |
| Beschreibung: | II. Student Interviews. |
| Beschreibung: | 1 online resource (372 pages) |
| ISBN: | 9781483297675 1483297675 |
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| 245 | 1 | 0 | |a Learning and Study Strategies : |b Issues in Assessment, Instruction, and Evaluation. |
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| 505 | 0 | |a Front Cover; Learning and Study Strategies: Issues in Assessment, Instruction, and Evaluation; Copyright Page; Dedication; Table of Contents; Contributors; Preface; PART I:INTRODUCTION: TWO PERSPECTIVES ON LEARNING AND STUDY STRATEGIES; CHAPTER1. THE NEED FOR STUDY STRATEGY TRAINING; CHAPTER2. LEARNING STRATEGIES: AN OVERVIEW; I. Three Views of Learning; II. Four Components of Learning; III. Can Students Learn to Manipulate Their Cognitive Processes?; IV. An Example; V. Research Issues; VI. General Conclusion; References; PART II:ISSUES IN THE ASSESSMENT OF LEARNING AND STUDY STRATEGIES. | |
| 505 | 8 | |a CHAPTER3. ASSESSING LEARNING STRATEGIES: THE DESIGN AND DEVELOPMENT OF THE LASSII. Issues in the Assessment of Learning Strategies; II. LASSI-Early Developmental Stages; III. Preliminary Pilot Test; IV. Revision of the LASSI Item Pool; V. Second Pilot Test; VI. Construction of the LASSI Scales; VII. Test-Retest Reliability; VIII. Validity and Norms; IX. Concluding Comment; X. Appendix: Brief Descriptions of LASSI Scales and Sample Items; References; CHAPTER4. SELECTION AND USE OF STUDY STRATEGIES: THE ROLE OF THE STUDIER'S BELIEFS ABOUT SELF AND STRATEGIES; I. Conceptual Frameworks. | |
| 505 | 8 | |a II. Attribution TheoryIII. Self-Efficacy Theory; IV. Learner Variables and Strategy Use; V. An Empirical Look at the Model; VI. Implications; References; CHAPTER5. VERBAL-REPORT DATA ON COGNITIVE AND METACOGNITIVE STRATEGIES; I. Strategies: What Are They?; II. Verbal-Report Methods; III. Criticisms of Verbal Reports as Data; IV. Other Methods for Assessing Strategies; References; CHAPTER6. THE ROLE OF ATTENTION IN STUDYING AND LEARNING; I. Introduction; II. What is Effective Studying?; III. The Process of Studying; IV. Theoretical Considerations; References. | |
| 505 | 8 | |a PART III:APPROACHES TO INSTRUCTION IN LEARNING AND STUDY STRATEGIESCHAPTER7. COOPERATIVE LEARNING STRATEGIES; Development of a Dyadic Cooperative Learning Strategy; References; CHAPTER8. DIRECT INSTRUCTION OF READING COMPREHENSION STRATEGIES: THE NATURE OF TEACHER EXPLANATION; I. The Nature of Teacher Explanation; II. Teacher Explanations in Successful Instructional Studies; III. The Value of Complete Explanations in Strategy Instruction; IV. Summary; References; CHAPTER9. MOTIVATIONAL SKILLS TRAINING: COMBINING METACOGNITIVE, COGNITIVE, AND AFFECTIVE LEARNING STRATEGIES. | |
| 505 | 8 | |a I. Role of Motivation in Strategic BehaviorII. An Integrative Model of Processes underlying Intrinsic Motivation toLearn; III. Conclusion and Future Research Recommendations; REFERENCES; CHAPTER10. INDIVIDUAL DIFFERENCES AND LEARNING STRATEGIES; I. Learning Style as a Dimension of Individual Difference; II. Inventory of Learning Processes; III. Should We Accommodate Personal Characteristics or Try to ChangeThem?; IV. Other Individual Differences Worthy of Study; V. Summary; References; CHAPTER11. IMPLICIT INSTRUCTION OF STRATEGIES FOR LEARNING FROM TEXT; I. Student Diaries. | |
| 500 | |a II. Student Interviews. | ||
| 520 | |a 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. | ||
| 650 | 0 | |a Learning |v Congresses. | |
| 650 | 0 | |a Study skills |v Congresses. | |
| 650 | 0 | |a Cognitive styles |v Congresses. | |
| 650 | 0 | |a Individualized instruction |v Congresses. | |
| 650 | 6 | |a Apprentissage |v Congrès. | |
| 650 | 6 | |a Étude |x Méthodes |v Congrès. | |
| 650 | 6 | |a Styles cognitifs |v Congrès. | |
| 650 | 6 | |a Enseignement individualisé |v Congrès. | |
| 650 | 7 | |a EDUCATION |x Essays. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Organizations & Institutions. |2 bisacsh | |
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| 650 | 7 | |a Individualized instruction |2 fast | |
| 650 | 7 | |a Learning |2 fast | |
| 650 | 7 | |a Study skills |2 fast | |
| 655 | 7 | |a Conference papers and proceedings |2 fast | |
| 700 | 1 | |a Weinstein, Claire E. | |
| 700 | 1 | |a Goetz, Ernest T. | |
| 700 | 1 | |a Alexander, Patricia A. | |
| 776 | 0 | 8 | |i Print version: |a Edwards, Allen J. |t Learning and Study Strategies : Issues in Assessment, Instruction, and Evaluation. |d Burlington : Elsevier Science, ©2014 |z 9780127424606 |
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| author | Edwards, Allen J. |
| author2 | Weinstein, Claire E. Goetz, Ernest T. Alexander, Patricia A. |
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| author_facet | Edwards, Allen J. Weinstein, Claire E. Goetz, Ernest T. Alexander, Patricia A. |
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| contents | Front Cover; Learning and Study Strategies: Issues in Assessment, Instruction, and Evaluation; Copyright Page; Dedication; Table of Contents; Contributors; Preface; PART I:INTRODUCTION: TWO PERSPECTIVES ON LEARNING AND STUDY STRATEGIES; CHAPTER1. THE NEED FOR STUDY STRATEGY TRAINING; CHAPTER2. LEARNING STRATEGIES: AN OVERVIEW; I. Three Views of Learning; II. Four Components of Learning; III. Can Students Learn to Manipulate Their Cognitive Processes?; IV. An Example; V. Research Issues; VI. General Conclusion; References; PART II:ISSUES IN THE ASSESSMENT OF LEARNING AND STUDY STRATEGIES. CHAPTER3. ASSESSING LEARNING STRATEGIES: THE DESIGN AND DEVELOPMENT OF THE LASSII. Issues in the Assessment of Learning Strategies; II. LASSI-Early Developmental Stages; III. Preliminary Pilot Test; IV. Revision of the LASSI Item Pool; V. Second Pilot Test; VI. Construction of the LASSI Scales; VII. Test-Retest Reliability; VIII. Validity and Norms; IX. Concluding Comment; X. Appendix: Brief Descriptions of LASSI Scales and Sample Items; References; CHAPTER4. SELECTION AND USE OF STUDY STRATEGIES: THE ROLE OF THE STUDIER'S BELIEFS ABOUT SELF AND STRATEGIES; I. Conceptual Frameworks. II. Attribution TheoryIII. Self-Efficacy Theory; IV. Learner Variables and Strategy Use; V. An Empirical Look at the Model; VI. Implications; References; CHAPTER5. VERBAL-REPORT DATA ON COGNITIVE AND METACOGNITIVE STRATEGIES; I. Strategies: What Are They?; II. Verbal-Report Methods; III. Criticisms of Verbal Reports as Data; IV. Other Methods for Assessing Strategies; References; CHAPTER6. THE ROLE OF ATTENTION IN STUDYING AND LEARNING; I. Introduction; II. What is Effective Studying?; III. The Process of Studying; IV. Theoretical Considerations; References. PART III:APPROACHES TO INSTRUCTION IN LEARNING AND STUDY STRATEGIESCHAPTER7. COOPERATIVE LEARNING STRATEGIES; Development of a Dyadic Cooperative Learning Strategy; References; CHAPTER8. DIRECT INSTRUCTION OF READING COMPREHENSION STRATEGIES: THE NATURE OF TEACHER EXPLANATION; I. The Nature of Teacher Explanation; II. Teacher Explanations in Successful Instructional Studies; III. The Value of Complete Explanations in Strategy Instruction; IV. Summary; References; CHAPTER9. MOTIVATIONAL SKILLS TRAINING: COMBINING METACOGNITIVE, COGNITIVE, AND AFFECTIVE LEARNING STRATEGIES. I. Role of Motivation in Strategic BehaviorII. An Integrative Model of Processes underlying Intrinsic Motivation toLearn; III. Conclusion and Future Research Recommendations; REFERENCES; CHAPTER10. INDIVIDUAL DIFFERENCES AND LEARNING STRATEGIES; I. Learning Style as a Dimension of Individual Difference; II. Inventory of Learning Processes; III. Should We Accommodate Personal Characteristics or Try to ChangeThem?; IV. Other Individual Differences Worthy of Study; V. Summary; References; CHAPTER11. IMPLICIT INSTRUCTION OF STRATEGIES FOR LEARNING FROM TEXT; I. Student Diaries. |
| ctrlnum | (OCoLC)897644195 |
| dewey-full | 370.15 |
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| dewey-ones | 370 - Education |
| dewey-raw | 370.15 |
| dewey-search | 370.15 |
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| discipline | Pädagogik |
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| publisher | Elsevier Science, |
| record_format | marc |
| spelling | Edwards, Allen J. Learning and Study Strategies : Issues in Assessment, Instruction, and Evaluation. Burlington : Elsevier Science, 2014. 1 online resource (372 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier Print version record. Front Cover; Learning and Study Strategies: Issues in Assessment, Instruction, and Evaluation; Copyright Page; Dedication; Table of Contents; Contributors; Preface; PART I:INTRODUCTION: TWO PERSPECTIVES ON LEARNING AND STUDY STRATEGIES; CHAPTER1. THE NEED FOR STUDY STRATEGY TRAINING; CHAPTER2. LEARNING STRATEGIES: AN OVERVIEW; I. Three Views of Learning; II. Four Components of Learning; III. Can Students Learn to Manipulate Their Cognitive Processes?; IV. An Example; V. Research Issues; VI. General Conclusion; References; PART II:ISSUES IN THE ASSESSMENT OF LEARNING AND STUDY STRATEGIES. CHAPTER3. ASSESSING LEARNING STRATEGIES: THE DESIGN AND DEVELOPMENT OF THE LASSII. Issues in the Assessment of Learning Strategies; II. LASSI-Early Developmental Stages; III. Preliminary Pilot Test; IV. Revision of the LASSI Item Pool; V. Second Pilot Test; VI. Construction of the LASSI Scales; VII. Test-Retest Reliability; VIII. Validity and Norms; IX. Concluding Comment; X. Appendix: Brief Descriptions of LASSI Scales and Sample Items; References; CHAPTER4. SELECTION AND USE OF STUDY STRATEGIES: THE ROLE OF THE STUDIER'S BELIEFS ABOUT SELF AND STRATEGIES; I. Conceptual Frameworks. II. Attribution TheoryIII. Self-Efficacy Theory; IV. Learner Variables and Strategy Use; V. An Empirical Look at the Model; VI. Implications; References; CHAPTER5. VERBAL-REPORT DATA ON COGNITIVE AND METACOGNITIVE STRATEGIES; I. Strategies: What Are They?; II. Verbal-Report Methods; III. Criticisms of Verbal Reports as Data; IV. Other Methods for Assessing Strategies; References; CHAPTER6. THE ROLE OF ATTENTION IN STUDYING AND LEARNING; I. Introduction; II. What is Effective Studying?; III. The Process of Studying; IV. Theoretical Considerations; References. PART III:APPROACHES TO INSTRUCTION IN LEARNING AND STUDY STRATEGIESCHAPTER7. COOPERATIVE LEARNING STRATEGIES; Development of a Dyadic Cooperative Learning Strategy; References; CHAPTER8. DIRECT INSTRUCTION OF READING COMPREHENSION STRATEGIES: THE NATURE OF TEACHER EXPLANATION; I. The Nature of Teacher Explanation; II. Teacher Explanations in Successful Instructional Studies; III. The Value of Complete Explanations in Strategy Instruction; IV. Summary; References; CHAPTER9. MOTIVATIONAL SKILLS TRAINING: COMBINING METACOGNITIVE, COGNITIVE, AND AFFECTIVE LEARNING STRATEGIES. I. Role of Motivation in Strategic BehaviorII. An Integrative Model of Processes underlying Intrinsic Motivation toLearn; III. Conclusion and Future Research Recommendations; REFERENCES; CHAPTER10. INDIVIDUAL DIFFERENCES AND LEARNING STRATEGIES; I. Learning Style as a Dimension of Individual Difference; II. Inventory of Learning Processes; III. Should We Accommodate Personal Characteristics or Try to ChangeThem?; IV. Other Individual Differences Worthy of Study; V. Summary; References; CHAPTER11. IMPLICIT INSTRUCTION OF STRATEGIES FOR LEARNING FROM TEXT; I. Student Diaries. II. Student Interviews. 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. Learning Congresses. Study skills Congresses. Cognitive styles Congresses. Individualized instruction Congresses. Apprentissage Congrès. Étude Méthodes Congrès. Styles cognitifs Congrès. Enseignement individualisé Congrès. EDUCATION Essays. bisacsh EDUCATION Organizations & Institutions. bisacsh EDUCATION Reference. bisacsh Cognitive styles fast Individualized instruction fast Learning fast Study skills fast Conference papers and proceedings fast Weinstein, Claire E. Goetz, Ernest T. Alexander, Patricia A. Print version: Edwards, Allen J. Learning and Study Strategies : Issues in Assessment, Instruction, and Evaluation. Burlington : Elsevier Science, ©2014 9780127424606 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=919032 Volltext |
| spellingShingle | Edwards, Allen J. Learning and Study Strategies : Issues in Assessment, Instruction, and Evaluation. Front Cover; Learning and Study Strategies: Issues in Assessment, Instruction, and Evaluation; Copyright Page; Dedication; Table of Contents; Contributors; Preface; PART I:INTRODUCTION: TWO PERSPECTIVES ON LEARNING AND STUDY STRATEGIES; CHAPTER1. THE NEED FOR STUDY STRATEGY TRAINING; CHAPTER2. LEARNING STRATEGIES: AN OVERVIEW; I. Three Views of Learning; II. Four Components of Learning; III. Can Students Learn to Manipulate Their Cognitive Processes?; IV. An Example; V. Research Issues; VI. General Conclusion; References; PART II:ISSUES IN THE ASSESSMENT OF LEARNING AND STUDY STRATEGIES. CHAPTER3. ASSESSING LEARNING STRATEGIES: THE DESIGN AND DEVELOPMENT OF THE LASSII. Issues in the Assessment of Learning Strategies; II. LASSI-Early Developmental Stages; III. Preliminary Pilot Test; IV. Revision of the LASSI Item Pool; V. Second Pilot Test; VI. Construction of the LASSI Scales; VII. Test-Retest Reliability; VIII. Validity and Norms; IX. Concluding Comment; X. Appendix: Brief Descriptions of LASSI Scales and Sample Items; References; CHAPTER4. SELECTION AND USE OF STUDY STRATEGIES: THE ROLE OF THE STUDIER'S BELIEFS ABOUT SELF AND STRATEGIES; I. Conceptual Frameworks. II. Attribution TheoryIII. Self-Efficacy Theory; IV. Learner Variables and Strategy Use; V. An Empirical Look at the Model; VI. Implications; References; CHAPTER5. VERBAL-REPORT DATA ON COGNITIVE AND METACOGNITIVE STRATEGIES; I. Strategies: What Are They?; II. Verbal-Report Methods; III. Criticisms of Verbal Reports as Data; IV. Other Methods for Assessing Strategies; References; CHAPTER6. THE ROLE OF ATTENTION IN STUDYING AND LEARNING; I. Introduction; II. What is Effective Studying?; III. The Process of Studying; IV. Theoretical Considerations; References. PART III:APPROACHES TO INSTRUCTION IN LEARNING AND STUDY STRATEGIESCHAPTER7. COOPERATIVE LEARNING STRATEGIES; Development of a Dyadic Cooperative Learning Strategy; References; CHAPTER8. DIRECT INSTRUCTION OF READING COMPREHENSION STRATEGIES: THE NATURE OF TEACHER EXPLANATION; I. The Nature of Teacher Explanation; II. Teacher Explanations in Successful Instructional Studies; III. The Value of Complete Explanations in Strategy Instruction; IV. Summary; References; CHAPTER9. MOTIVATIONAL SKILLS TRAINING: COMBINING METACOGNITIVE, COGNITIVE, AND AFFECTIVE LEARNING STRATEGIES. I. Role of Motivation in Strategic BehaviorII. An Integrative Model of Processes underlying Intrinsic Motivation toLearn; III. Conclusion and Future Research Recommendations; REFERENCES; CHAPTER10. INDIVIDUAL DIFFERENCES AND LEARNING STRATEGIES; I. Learning Style as a Dimension of Individual Difference; II. Inventory of Learning Processes; III. Should We Accommodate Personal Characteristics or Try to ChangeThem?; IV. Other Individual Differences Worthy of Study; V. Summary; References; CHAPTER11. IMPLICIT INSTRUCTION OF STRATEGIES FOR LEARNING FROM TEXT; I. Student Diaries. Learning Congresses. Study skills Congresses. Cognitive styles Congresses. Individualized instruction Congresses. Apprentissage Congrès. Étude Méthodes Congrès. Styles cognitifs Congrès. Enseignement individualisé Congrès. EDUCATION Essays. bisacsh EDUCATION Organizations & Institutions. bisacsh EDUCATION Reference. bisacsh Cognitive styles fast Individualized instruction fast Learning fast Study skills fast |
| title | Learning and Study Strategies : Issues in Assessment, Instruction, and Evaluation. |
| title_auth | Learning and Study Strategies : Issues in Assessment, Instruction, and Evaluation. |
| title_exact_search | Learning and Study Strategies : Issues in Assessment, Instruction, and Evaluation. |
| title_full | Learning and Study Strategies : Issues in Assessment, Instruction, and Evaluation. |
| title_fullStr | Learning and Study Strategies : Issues in Assessment, Instruction, and Evaluation. |
| title_full_unstemmed | Learning and Study Strategies : Issues in Assessment, Instruction, and Evaluation. |
| title_short | Learning and Study Strategies : |
| title_sort | learning and study strategies issues in assessment instruction and evaluation |
| title_sub | Issues in Assessment, Instruction, and Evaluation. |
| topic | Learning Congresses. Study skills Congresses. Cognitive styles Congresses. Individualized instruction Congresses. Apprentissage Congrès. Étude Méthodes Congrès. Styles cognitifs Congrès. Enseignement individualisé Congrès. EDUCATION Essays. bisacsh EDUCATION Organizations & Institutions. bisacsh EDUCATION Reference. bisacsh Cognitive styles fast Individualized instruction fast Learning fast Study skills fast |
| topic_facet | Learning Congresses. Study skills Congresses. Cognitive styles Congresses. Individualized instruction Congresses. Apprentissage Congrès. Étude Méthodes Congrès. Styles cognitifs Congrès. Enseignement individualisé Congrès. EDUCATION Essays. EDUCATION Organizations & Institutions. EDUCATION Reference. Cognitive styles Individualized instruction Learning Study skills Conference papers and proceedings |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=919032 |
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