Theoretical Models of Learning and Literacy Development.:
This book advances theoretical knowledge through rich description of cognitive and social elements of the teaching and learning processes of literacy formation. This text offers ten theories that describe how students learn in the 21st century and how to improve curriculum and instruction towards me...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Weitere Verfasser: | |
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Bradford :
Emerald Group Publishing Limited,
2014.
|
| Schriftenreihe: | Literacy research, practice and evaluation.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | This book advances theoretical knowledge through rich description of cognitive and social elements of the teaching and learning processes of literacy formation. This text offers ten theories that describe how students learn in the 21st century and how to improve curriculum and instruction towards meeting the current needs of students today. |
| Beschreibung: | 1 online resource (279 pages) |
| Bibliographie: | Includes bibliographical references at the end of each chapters. |
| ISBN: | 9781783508228 1783508221 9781306930314 1306930316 9781783508211 1783508213 |
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| 505 | 0 | |a Front cover; theoretical models of learning and literacy development; copyright page; contents; about the author; introduction; part i: new learning; attraction theory; examining other fields; posner's model; history of learning theories; attraction theory; embedding of schemata; summary; references; spacing theory; introduction; anticipation/attention; learned behaviors; cognitive spacing; set (prepare); go (decide/act/hypothesize); strategies for ca; conclusion; references; backwards sequencing theory; introduction; conceptual model; read; reverse read; read again. | |
| 505 | 8 | |a Connectivity to other theoriessequencing and learning; sequencing of content; sequencing of skills; instructional design; applications; conclusion; references; read fast, read slow theory; introduction; underlying theories; instructional implications; need for a new model of reading; conclusion; references; experiential learning theory; introduction; historical roots; theoretical frameworks; reflection on experience; holistic adaptation to the world; transaction between self and environment; learning situations; creating new knowledge; practical applications; conclusion; references. | |
| 505 | 8 | |a Part ii: further learningextending theory; introduction; vocabulary acquisition; word processing; mapping; toward a new theory of vocabulary acquisition; word form learning; word consciousness; how to extend vocabulary learning; historical changes in vocabulary instruction; references; language creation theory; language appreciation; reading for pleasure; language creation in action; conclusion; references; capital investment theory; introduction; finance; science; history; toward developing a model; conclusion; references; part iii: revised learning; learn over theory; introduction; history. | |
| 505 | 8 | |a Reorganization/clean upconclusion; references; e-reading theory; introduction; theories of e-reading; practical applications; conclusion; references. | |
| 520 | |a This book advances theoretical knowledge through rich description of cognitive and social elements of the teaching and learning processes of literacy formation. This text offers ten theories that describe how students learn in the 21st century and how to improve curriculum and instruction towards meeting the current needs of students today. | ||
| 504 | |a Includes bibliographical references at the end of each chapters. | ||
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| adam_text | |
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| author | Cheek, Earl |
| author2 | Ortlieb, Evan |
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| author_facet | Cheek, Earl Ortlieb, Evan |
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| callnumber-raw | LB1050.4 .C384 2014 |
| callnumber-search | LB1050.4 .C384 2014 |
| callnumber-sort | LB 41050.4 C384 42014 |
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| collection | ZDB-4-EDU |
| contents | Front cover; theoretical models of learning and literacy development; copyright page; contents; about the author; introduction; part i: new learning; attraction theory; examining other fields; posner's model; history of learning theories; attraction theory; embedding of schemata; summary; references; spacing theory; introduction; anticipation/attention; learned behaviors; cognitive spacing; set (prepare); go (decide/act/hypothesize); strategies for ca; conclusion; references; backwards sequencing theory; introduction; conceptual model; read; reverse read; read again. Connectivity to other theoriessequencing and learning; sequencing of content; sequencing of skills; instructional design; applications; conclusion; references; read fast, read slow theory; introduction; underlying theories; instructional implications; need for a new model of reading; conclusion; references; experiential learning theory; introduction; historical roots; theoretical frameworks; reflection on experience; holistic adaptation to the world; transaction between self and environment; learning situations; creating new knowledge; practical applications; conclusion; references. Part ii: further learningextending theory; introduction; vocabulary acquisition; word processing; mapping; toward a new theory of vocabulary acquisition; word form learning; word consciousness; how to extend vocabulary learning; historical changes in vocabulary instruction; references; language creation theory; language appreciation; reading for pleasure; language creation in action; conclusion; references; capital investment theory; introduction; finance; science; history; toward developing a model; conclusion; references; part iii: revised learning; learn over theory; introduction; history. Reorganization/clean upconclusion; references; e-reading theory; introduction; theories of e-reading; practical applications; conclusion; references. |
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| dewey-raw | 379.24 |
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| dewey-sort | 3379.24 |
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| discipline | Pädagogik |
| format | Electronic eBook |
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| indexdate | 2024-11-26T14:54:11Z |
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| series2 | Literacy Research, Practice and Evaluation ; |
| spelling | Cheek, Earl. Theoretical Models of Learning and Literacy Development. Bradford : Emerald Group Publishing Limited, 2014. 1 online resource (279 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier Literacy Research, Practice and Evaluation ; v. 4 Print version record. Front cover; theoretical models of learning and literacy development; copyright page; contents; about the author; introduction; part i: new learning; attraction theory; examining other fields; posner's model; history of learning theories; attraction theory; embedding of schemata; summary; references; spacing theory; introduction; anticipation/attention; learned behaviors; cognitive spacing; set (prepare); go (decide/act/hypothesize); strategies for ca; conclusion; references; backwards sequencing theory; introduction; conceptual model; read; reverse read; read again. Connectivity to other theoriessequencing and learning; sequencing of content; sequencing of skills; instructional design; applications; conclusion; references; read fast, read slow theory; introduction; underlying theories; instructional implications; need for a new model of reading; conclusion; references; experiential learning theory; introduction; historical roots; theoretical frameworks; reflection on experience; holistic adaptation to the world; transaction between self and environment; learning situations; creating new knowledge; practical applications; conclusion; references. Part ii: further learningextending theory; introduction; vocabulary acquisition; word processing; mapping; toward a new theory of vocabulary acquisition; word form learning; word consciousness; how to extend vocabulary learning; historical changes in vocabulary instruction; references; language creation theory; language appreciation; reading for pleasure; language creation in action; conclusion; references; capital investment theory; introduction; finance; science; history; toward developing a model; conclusion; references; part iii: revised learning; learn over theory; introduction; history. Reorganization/clean upconclusion; references; e-reading theory; introduction; theories of e-reading; practical applications; conclusion; references. This book advances theoretical knowledge through rich description of cognitive and social elements of the teaching and learning processes of literacy formation. This text offers ten theories that describe how students learn in the 21st century and how to improve curriculum and instruction towards meeting the current needs of students today. Includes bibliographical references at the end of each chapters. English. Language arts. http://id.loc.gov/authorities/subjects/sh85074546 Reading. Thought and thinking Study and teaching. Reading https://id.nlm.nih.gov/mesh/D011932 Arts du langage. Lecture. Pensée Étude et enseignement. Education. bicssc EDUCATION Administration General. bisacsh EDUCATION Educational Policy & Reform General. bisacsh Language arts fast Reading fast Thought and thinking Study and teaching fast Ortlieb, Evan. Erscheint auch als: Druck-Ausgabe Ortlieb, Evan. Theoretical models of learning and literacy development Literacy research, practice and evaluation. http://id.loc.gov/authorities/names/no2012061228 FWS01 ZDB-4-EDU FWS_PDA_EDU https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=808921 Volltext |
| spellingShingle | Cheek, Earl Theoretical Models of Learning and Literacy Development. Literacy research, practice and evaluation. Front cover; theoretical models of learning and literacy development; copyright page; contents; about the author; introduction; part i: new learning; attraction theory; examining other fields; posner's model; history of learning theories; attraction theory; embedding of schemata; summary; references; spacing theory; introduction; anticipation/attention; learned behaviors; cognitive spacing; set (prepare); go (decide/act/hypothesize); strategies for ca; conclusion; references; backwards sequencing theory; introduction; conceptual model; read; reverse read; read again. Connectivity to other theoriessequencing and learning; sequencing of content; sequencing of skills; instructional design; applications; conclusion; references; read fast, read slow theory; introduction; underlying theories; instructional implications; need for a new model of reading; conclusion; references; experiential learning theory; introduction; historical roots; theoretical frameworks; reflection on experience; holistic adaptation to the world; transaction between self and environment; learning situations; creating new knowledge; practical applications; conclusion; references. Part ii: further learningextending theory; introduction; vocabulary acquisition; word processing; mapping; toward a new theory of vocabulary acquisition; word form learning; word consciousness; how to extend vocabulary learning; historical changes in vocabulary instruction; references; language creation theory; language appreciation; reading for pleasure; language creation in action; conclusion; references; capital investment theory; introduction; finance; science; history; toward developing a model; conclusion; references; part iii: revised learning; learn over theory; introduction; history. Reorganization/clean upconclusion; references; e-reading theory; introduction; theories of e-reading; practical applications; conclusion; references. Language arts. http://id.loc.gov/authorities/subjects/sh85074546 Reading. Thought and thinking Study and teaching. Reading https://id.nlm.nih.gov/mesh/D011932 Arts du langage. Lecture. Pensée Étude et enseignement. Education. bicssc EDUCATION Administration General. bisacsh EDUCATION Educational Policy & Reform General. bisacsh Language arts fast Reading fast Thought and thinking Study and teaching fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85074546 https://id.nlm.nih.gov/mesh/D011932 |
| title | Theoretical Models of Learning and Literacy Development. |
| title_auth | Theoretical Models of Learning and Literacy Development. |
| title_exact_search | Theoretical Models of Learning and Literacy Development. |
| title_full | Theoretical Models of Learning and Literacy Development. |
| title_fullStr | Theoretical Models of Learning and Literacy Development. |
| title_full_unstemmed | Theoretical Models of Learning and Literacy Development. |
| title_short | Theoretical Models of Learning and Literacy Development. |
| title_sort | theoretical models of learning and literacy development |
| topic | Language arts. http://id.loc.gov/authorities/subjects/sh85074546 Reading. Thought and thinking Study and teaching. Reading https://id.nlm.nih.gov/mesh/D011932 Arts du langage. Lecture. Pensée Étude et enseignement. Education. bicssc EDUCATION Administration General. bisacsh EDUCATION Educational Policy & Reform General. bisacsh Language arts fast Reading fast Thought and thinking Study and teaching fast |
| topic_facet | Language arts. Reading. Thought and thinking Study and teaching. Reading Arts du langage. Lecture. Pensée Étude et enseignement. Education. EDUCATION Administration General. EDUCATION Educational Policy & Reform General. Language arts Thought and thinking Study and teaching |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=808921 |
| work_keys_str_mv | AT cheekearl theoreticalmodelsoflearningandliteracydevelopment AT ortliebevan theoreticalmodelsoflearningandliteracydevelopment |