MARC details
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03866nam a22002897a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
NULRC |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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20250613152405.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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250613b ph ||||| |||| 00| 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9781119860143 |
| 040 ## - CATALOGING SOURCE |
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| Transcribing agency |
NULRC |
| 100 ## - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Lovett, Marsha C. |
| Relator term |
author |
| 245 ## - TITLE STATEMENT |
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| Title |
How learning works : |
| Remainder of title |
Eight research-based principles for smart teaching / |
| Statement of responsibility, etc. |
Marsha C. Lovett [and four others]. |
| 250 ## - EDITION STATEMENT |
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| Edition statement |
Second edition. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
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| Place of publication, distribution, etc. |
Hoboken, New Jersey : |
| Name of publisher, distributor, etc. |
Jossey-Bass, |
| Date of publication, distribution, etc. |
2023. |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
308 pages ; |
| 365 ## - TRADE PRICE |
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| Price amount |
USD45.00 |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
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| Bibliography, etc. note |
Includes bibliographical references and index. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Cover -- <br/>Title Page -- <br/>Copyright Page -- <br/>Contents -- <br/>List of Figures, Tables, and Exhibits -- <br/>Foreword to the First Edition: Applying the Science of Learning to College Teaching -- <br/>Acknowledgments -- <br/>About the Authors -- <br/>Preface to the Second Edition -- <br/>Introduction: Bridging Learning Research and Teaching Practice -- <br/>Chapter 1 Why Do Students’ Identities and Stages of Development Matter for Learning? -- <br/>Chapter 2 How Does Students’ Prior Knowledge Affect Their Learning? -- <br/>Chapter 3 How Does the Way Students Organize Knowledge Affect Their Learning? -- <br/>Chapter 4 What Factors Motivate Students to Learn? -- <br/>Chapter 5 How Do Students Develop Mastery? -- <br/>Chapter 6 What Kinds of Practice and Feedback Enhance Learning? -- <br/>Chapter 7 Why Does Course Climate Matter for Student Learning? -- <br/>Chapter 8 How Do Students Become Self-Directed Learners? -- <br/>Conclusion: Applying the Eight Principles to Ourselves -- <br/>Appendix A What Are Instructor Self-Assessments/Reflections and How Can We Use Them? -- <br/>Appendix B What Are Ground Rules and How Can We Use Them? -- <br/>Appendix C What Are Student Self-Assessments and How Can We Use Them? -- <br/>Appendix D What Are Concept Maps and How Can We Use Them? -- <br/>Appendix E What Are Rubrics and How Can We Use Them? -- <br/>Appendix F What Are Learner Checklists and How Can We Use Them? -- <br/>Appendix G What Are Learning Objectives and How Can We Use Them? -- <br/>Appendix H What Are Active Learning Strategies and How Can We Use Them? -- <br/>Appendix I What Are Reader Responses/Peer Reviews and How Can We Use Them? -- <br/>Appendix J What Are Exam Wrappers and How Can We Use Them? -- <br/>References -- <br/>Index of Names -- <br/>Index -- <br/>EULA. |
| 520 ## - SUMMARY, ETC. |
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| Summary, etc. |
Apply these eight learning principles for more effective teaching As educators in the ever-evolving landscape of higher education, we are continuously challenged to keep our courses effective, engaging, relevant, and inclusive. The updated and expanded second edition of How Learning Works can help! It incorporates the latest research, provides a wider range of strategies, and adds a new principle to your toolkit. Readers will find eight essential learning principles that distill the overwhelming research literature into: Real-world teaching and learning scenarios Examples that reflect a diverse set of teaching environments and learner populations 150 practical strategies you can apply to your teaching context With these practical, broadly applicable insights, you can: Understand why your successful teaching approaches work Solve common teaching and learning problems Adapt your teaching to new modalities (e.g., online, hybrid) and challenges Ground your innovations in evidence-based practice Based on research from cognitive psychology, developmental psychology, education, anthropology, and more—this book makes learning work…for you and your students. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
EFFECTIVE TEACHING -- CASE STUDIES |
| 700 ## - ADDED ENTRY--PERSONAL NAME |
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| Personal name |
Bridges, Michael W. |
| Relator term |
co-author |
| 700 ## - ADDED ENTRY--PERSONAL NAME |
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| Personal name |
DiPietro, Michele |
| Relator term |
co-author |
| 700 ## - ADDED ENTRY--PERSONAL NAME |
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| Personal name |
Ambrose, Susan A. |
| Relator term |
co-author |
| 700 ## - ADDED ENTRY--PERSONAL NAME |
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| Personal name |
Norman, Marie K. |
| Relator term |
co-author |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
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| Uniform Resource Identifier |
<a href="https://research.ebsco.com/c/nahjoz/search/details/l4yblx77tj?db=nlebk&db=nlabk">https://research.ebsco.com/c/nahjoz/search/details/l4yblx77tj?db=nlebk&db=nlabk</a> |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Source of classification or shelving scheme |
Library of Congress Classification |
| Koha item type |
Electronic Resources |
| Suppress in OPAC |
No |
