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Learn to succeed

Learn to succeed

Author: Campbell, Mike

Publisher: Policy Press

ISBN: 9781847425454

Category: Education

Page: 128

View: 621

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This is the first book to draw together the evidence on the 'case' for skills and to examine the policies appropriate to achieving 'skills for all'. Learn to succeed: argues that raising skill levels is crucial to both economic success and social inclusion; demonstrates the benefits of higher skill levels to people, to companies and to communities; synthesises a wide range of materials in one convenient volume, providing a reference source on the issues; deals with the issues at both national and local levels; sets out a clear agenda for action. Learn to succeed is essential reading for policy makers and practitioners in national, regional and local government departments and agencies, and is also recommended for students and academics on courses at undergraduate and graduate level in applied economics, education or public policy.

Make, Learn, Succeed

Make, Learn, Succeed

Author: Mark Gura

Publisher: International Society for Technology in Education

ISBN: 9781564846037

Category: Education

Page: 220

View: 939

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In order to adequately prepare students for success in their lifetimes, our schools need to be transformed into environments that encourage students to evolve and develop as creative individuals. Educators are challenged to establish an instructional practice that will encourage and support the development of student creativity as well as meet curricular goals and assessments. In this book, author Mark Gura shows that yes, creativity can be developed and—with the variety of technology resources currently available—doing so is not only possible, but practical and effective. Through examples and practical approaches the book guides educators in: • weaving Maker, STEAM, Robotics, and Gaming into Instruction • encouraging motivation, entrepreneurship, curiosity, and play • teaching creativity across the curriculum • finding technology tools and resources to support student creativity

Learning to Succeed and Succeeding to Learn

Learning to Succeed and Succeeding to Learn

Author: Christopher K. James

Publisher: Lulu.com

ISBN: 9780615192413

Category: Education

Page: 82

View: 592

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In this light-hearted and informative guide, college and high school students that are dedicated to improving their grades can find the keys to success that they need in order to survive in today's competitive institutions, and in life. Written by a peer who has mastered the art of success in school, the guide can effectively inform, motivate, and entertain its readers in a way that perhaps no other resource can.

Learning by Choice in Secondary Physical Education

Learning by Choice in Secondary Physical Education

Author: Kevin Kaardal

Publisher: Human Kinetics

ISBN: 0880116889

Category: Medical

Page: 268

View: 820

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Presents a step-by-step program designed to help physical education teachers create a curriculum that allows students to select their activities, organize themselves, plan personal objectives, follow through, and stay on course with little direction.

The Six Success Factors for Children with Learning Disabilities

The Six Success Factors for Children with Learning Disabilities

Author: Frostig Center

Publisher: John Wiley & Sons

ISBN: 9780470383773

Category: Education

Page: 240

View: 708

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Research-based, classroom-tested Teaches children skills for long-term success Fosters social skills, proactivity, perseverance, and more The 6 Success Factors for Children with Learning Disabilities Ready-to-Use Activities to Help Kids with Learning Disabilities Succeed in School and in Life From the acclaimed Frostig Center comes a valuable resource for teachers and parents of children with learning disabilities. Based on a 20-year study, Frostig research has revealed six attributes that lead to long-term success for individuals with LD. This book helps teachers identify and encourage the growth of characteristics that will help students thrive in the classroom, at home, and in social situations. The book offers an array of classroom-tested,engaging activities—complete with reproducible worksheets—that have been proven to foster the "success attributes" in children. The six attributes identified by the Frostig Center are: Self-awareness Proactivity Perseverance Goal setting Use of social support systems Emotional coping strategies Each of the book's activities contains a lesson plan with goals, materials, and procedures, including teaching instructions and reproducible student worksheets. The book is designed to be both flexible and easy-to-use. All activities can be modified to accommodate a variety of learners. Praise for The 6 Success Factors for Children with Learning Disabilities "Provides educators, parents, and other caregivers with pragmatic and measurable strategies to foster maturity and independence…The activities demonstrate that success is not amorphous and unattainable—rather, it can be achieved by adopting an established set of behaviors, attitudes, and characteristics. [This book] will be enormously useful as you prepare your students for their journey to adulthood." —From the foreword by Richard D. Lavoie, bestselling author, It's So Much Work to be Your Friend and The Motivation Breakthrough

Why Students Resist Learning

Why Students Resist Learning

Author: Anton O. Tolman

Publisher: Stylus Publishing, LLC

ISBN: 9781620363461

Category: Education

Page: 296

View: 142

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However personally committed faculty may be to helping students learn, their students are not always as eager to participate in this endeavor, and may react with both active and passive resistant behaviors, including poor faculty evaluations. The purpose of this book is to help faculty develop a coherent and integrated understanding of the various causes of student resistance to learning, providing them with a rationale for responding constructively, and enabling them to create conditions conducive to implementing effective learning strategies. In this book readers will discover an innovative integrated model that accounts for student behaviors and creates a foundation for intentional and informed discussion, evaluation, and the development of effective counter strategies. The model takes into account institutional context, environmental forces, students’ prior negative classroom experiences, their cognitive development, readiness to change, and metacognition. The various chapters take the reader through the model’s elements, exploring their practical implications for teaching, whether relating to course design, assessments, assignments, or interactions with students. The book includes a chapter written entirely by students, offering their insights into the causes of resistance, and their reflections on how participating on this project has affected them. While of great value for faculty, this book is also useful to faculty developers advising future and current faculty, as well as to administrators, offering insight into how institutional values impact teaching practice and student attitudes.

Reflective Teaching in Further and Adult Education

Reflective Teaching in Further and Adult Education

Author: Yvonne Hillier

Publisher: Bloomsbury Publishing

ISBN: 9781441178077

Category: Education

Page: 264

View: 770

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Hillier is a friendly guide for those new to the world of further and adult education or for those... finding themselves required for the first time to work towards a formal teaching qualification.' Richard Sykes, Studies in the Education of Adults 'This is a useful book... [It] systematically covers the FENTO standards for teaching and supporting learning in further education...' Ron Kirby, Youth & Policy This second edition of the best-selling textbook Reflective Teaching in Further and Adult Education has been extensively revised and updated throughout. The book has: - An updated chapter on new government policy in lifelong learning. - Details of the changing qualifications framework, foundation degrees and e-learning - An expanded chapter on professional practice - New sections on disability awareness, working with young people, and new technologies. - Checklists, examples, scenarios and figures to aid learning - Chapter summaries to aid navigation of the text - A guide to the FENTO standards at the end of each chapter - Guides for further reading and websites - A glossary of unfamiliar terms This comprehensive, accessibly-written textbook is a practical resource which will be invaluable to teachers in further and adult education, whether in-training or in-service.

Policy and Practice in Primary Education

Policy and Practice in Primary Education

Author: Robin Alexander

Publisher: Routledge

ISBN: 9781135100438

Category: Education

Page: 336

View: 527

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Detailed accounts of two influential initiatives of the 1990s, whose educational and political lessons remain highly relevant: systemic and pedagogic reform in one of Britain’s largest cities, and the controversial ‘three wise men’ government enquiry into primary teaching to which it led. Alexander's controversial and widely-read report on primary education in Leeds has now been revised as a major study of policy initiatives in primary education and their impact on practice. The book examines an ambitious programme of local reform aimed at improving teaching and learning in the primary schools of one of Britain's largest cities. It addresses important questions about children's needs, the curriculum, classroom practice and school management. When first published, Robin Alexander's report was hailed as `seminal' and `the most important document since Plowden' but it was also quoted and misquoted in support of widely opposed political and media agendas. This new edition retains Part I from the first edition, detailing the impact of Leeds LEA's programme for educational reform. However, it also provides a totally new and greatly extended Part II, which gives an insider's account of the sequel to the Leeds report - the government's 1992 'three wise men' report. There is also a new introduction.

Learning to Succeed

Learning to Succeed

Author: Thomas Nelson

Publisher: AMACOM

ISBN: 9780814434147

Category: Business & Economics

Page: 240

View: 276

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You’ve probably heard the old saying, “The only constant is change.” But with the frequent market shifts thus far in the early twenty-first century, combined with the rapid pace of technological change coming out of Silicon Valley, the old saying has morphed into a stern warning that demands the attention of any business wishing to survive. For the penalties for companies who fail to learn and adapt to the changing tides of today’s marketplace have never been higher.Learning to Succeed warns us all that companies need to continually assess where they need to go in relation to where they are now--and use training to bridge the gap. An integrated model for corporate education--one that links development programs with strategic goals--is critical to building agile and resilient learning organizations that will survive in our fast-evolving business landscape. Corporate learning expert Jason Wingard has drawn from hundreds of interviews with senior executives, surveys, and questionnaires with division heads and business unit managers in order to create new education initiatives designed to advance concrete corporate goals, helping participants become active learners. Learning is then reinforced and ROI is optimized.Complete with practical guidelines and illuminating case studies, this pioneering book holds the key to putting your business on the path to long-term success.

Hopeful Pedagogies in Higher Education

Hopeful Pedagogies in Higher Education

Author: Mike Seal

Publisher: Bloomsbury Publishing

ISBN: 9781350116542

Category: Education

Page: 320

View: 259

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Many accounts of critical pedagogy, particularly accounts of trying to enact it within higher education (HE), express a deep cynicism about whether it is possible to counter the ever creeping hegemony of neo-liberalism, neo- conservatism and new managerialism within Universities. Hopeful Pedagogies in Higher Education acknowledges some of these criticisms, but attempts to rescue critical pedagogy, locating some of its associated pessimism as misreading of Freire and offering hopeful avenues for new theory and practice. These misreadings are also located in the present, in the assumption that unless change comes within the lifetime of the project, it has somehow failed. Instead, this book argues that a positive utopianism is possible. Present actions need to be celebrated, and cultivated as symbols of hope, possibility and generativity for the future - which the concept of hope implies. The contributors make the case for celebrating the pedagogies of HE that operate in liminal spaces – situated in the spaces between the present and the future (between the world as it is and the world as it could be) and also in the cracks that are beginning to show in the dominant discourses.