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| Title: | Handbook of Instructional Resources & Their Applications in the Classroom
|
| Author: | Mohammad Ahsanullah (ed) |
| ISBN: | 1604561041 : 9781604561043 |
| Format: | Hardback |
| Size: | 180x260mm |
| Pages: | 409 |
| Weight: | 1.066 Kg. |
| Published: | Nova Science Publishers - March 2008 |
| List Price: | 52.99 Pounds Sterling |
| Availability: | In Print |
| Subjects: | EDUCATION |
This book provides a series of instructional resources, at the aptitudinal, cognitive-strategic, and affective-motivational levels to be applied in the classroom. It integrates in a single text some techniques, programs, and instructional procedures that the participating authors consider relevant for educational practice, and which are very useful tools for the professionals involved in educational intervention. To achieve this purpose, several professors from various universities have developed a conjoint proposal. Starting from the main research tendencies in educational and instructional psychology, they have systematised this research-derived knowledge, making it both practical and useful.
Preface; From "G Factor" to Multiple Intelligencies: Theoretical Foundations and Implications for Classroom Practice; Beyond the Intelligence: Predictive Power of the Theory of the Mental Molds (MMT) on the Effectiveness and the Achievement; Intellectual Abilities, Thinking Styles, and Academic Achievement; Emotional Intelligence as a Crucial Mental Ability on Educational Context; Learning Strategies; Storytelling as a Promoter of Self-Regulated Learning (SRL) Throughout Schooling; Homework and Self-Regulated Learning (SRL) at Issue: Findings and Future Trends; Explicit and Implicit Cognitive Learning Strategies; Learning from Texts by Means of Strategies; Fostering the Self-Regulation of the Recursive Thinking involved in Composition Writing; Pedagogic Experiences with the CSIT Model. Strategic Learning and the Use of the New Technologies; Methods and Instruments for Measuring Self-Regulated Learning; Changes in Cognitive-Motivational Changes Factors Resulting from the Process of Scholastic Transition; An Intervention Programme for the Improvement of Students' Academic Goals; An Intervention Programme for the Improvement of Self-Perceptions and Self-Beliefs; You Can Write, Just Do It: Enhancing Self-Efficacy; Socio-Personal Development and Psychoeducational Intervention; Action-Emotion Style as a Characteristic of Achievement Motivation in University Students; Stress in University Students. The Subjective Experience of Stress and Coping; Intervention in Exceptional Students through Multiple Intelligencies; Advances in the Knowledge about Students with Attention Deficit with Hyperactivity (ADHD); Intervention to Improve Attentional Processes; Attitudes at School Toward the Disabled Student: The Case of the Student Who Stutters; Index.
