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E-raamat: Improving Learning How to Learn: Classrooms, Schools and Networks [Taylor & Francis e-raamat]

, (University of Cambridge, UK), (Kings Colle), (Formerly University of Cambridge, UK), (University of Cambridge, UK), (University of Cambridge, UK), (University of Cambridge, UK), (The Open University, UK), (King's College London, UK),
  • Formaat: 264 pages, 14 Tables, black and white
  • Sari: Improving Learning
  • Ilmumisaeg: 11-Oct-2007
  • Kirjastus: Routledge
  • ISBN-13: 9780203934319
  • Taylor & Francis e-raamat
  • Hind: 166,18 €*
  • * hind, mis tagab piiramatu üheaegsete kasutajate arvuga ligipääsu piiramatuks ajaks
  • Tavahind: 237,40 €
  • Säästad 30%
  • Formaat: 264 pages, 14 Tables, black and white
  • Sari: Improving Learning
  • Ilmumisaeg: 11-Oct-2007
  • Kirjastus: Routledge
  • ISBN-13: 9780203934319
Learning how to learn is an essential preparation for lifelong learning. Whilst this is widely acknowledged by teachers, they have lacked a rich professional knowledge base from which they can teach their pupils how to learn.

This book makes a major contribution to the creation of such a professional knowledge base for teachers by building on previous work associated with formative assessment or assessment for learning which has a strong evidence base, and is now being promoted nationally and internationally. However, it adds an important new dimension by reporting the conditions within schools, and across networks of schools, that are conducive to the promotion, in classrooms, of learning how to learn as an extension of assessment for learning.

There is a companion book, Learning How to Learn in Classrooms: Tools for schools (also available from Routledge), which provides practical resources for those teachers looking to put into practice the principles covered in this book.
List of illustrations
vii
List of contributors
x
Series editor's preface xi
Acknowledgements xii
PART I What is the issue?
1(42)
Promoting learning how to learn through assessment for learning
3(27)
Mary James
Paul Black
Robert Mccormick
David Pedder
Challenges of embedding and spreading learning how to learn ideas and practice
30(13)
Mary James
PART II What does the research tell us?
43(168)
Learning how to learn in classrooms
45(19)
Bethan Marshall
Patrick Carmichael
Mary-Jane Drummond
Schools learning how to learn
64(25)
John Macbeath
David Pedder
Sue Swaffield
Learning through networking
89(25)
Robert Mccormick
Alison Fox
Patrick Carmichael
Richard Procter
Case studies of LHTL from primary schools
114(30)
Mary-Jane Drummond
Mary James
David Pedder
Case studies of LHTL from secondary schools
144(30)
John Macbeath
Bethan Marshall
Sue Swaffield
Differences between and within schools: classroom assessment practices and values
174(25)
David Pedder
Mary James
Differences between and within schools: pupils' and teachers' beliefs about learning
199(12)
Paul Black
Joanna Swann
Dylan Wiliam
PART III What are the overall implications?
211(16)
Unlocking transformative practice within and beyond the classroom: messages for practice and policy
213(14)
Mary James
Appendix: how the research was carried out 227(12)
References 239(6)
Index 245


Mary James, Robert McCormick, Paul Black, Patrick Carmichael, Mary-Jane Drummond, Alsion Fox, John MacBeath, Bethan Marshall, David Pedder, Richard proctor, Sue Swaffield, Joanna Swan, Dylan Wiliam