Book + Online + Video
Publisher: Simon and Schuster
Category: Study Aids
View: 8468Kaplan's GMAT Premier 2016 is a comprehensive prep system that includes both book and mobile-enabled online components. Get access to in-depth strategies, test information, and practice questions to help you score higher on the GMAT. Kaplan's GMAT Premier 2016 contains 1,200+ total practice questions with detailed explanations, covering the Verbal, Quantitative, Analytical Writing, and Integrated Reasoning sections, and strategies for handling all the question types you’ll encounter on Test Day. It also comes with a digital copy of the book and study plans to help you make the most of your time preparing for the GMAT, as well as 1-year access to an online center that includes practice tests, Quiz Bank, and videos. Kaplan GMAT Premier 2016 features: * 1,200+ practice questions with detailed explanations * 6 full-length practice tests (5 realistic Computer Adaptive Tests available online and 1 in the book) * 200-question online Quiz Bank, for customized quiz creation and review of GMAT practice questions * Mobile-enabled online resources: study anywhere on any device with an internet connection * Academic support from Kaplan faculty via our Facebook page: facebook.com/KaplanGMAT * Updated Integrated Reasoning strategies and practice questions * A digital copy of this book to read online on your computer, tablet or smartphone * Bite-sized video lessons with top Kaplan GMAT faculty * For test takers who want to break 700—and nail Integrated Reasoning—this is the definitive resource. Kaplan guarantees that if you study with this book and its online resources, you will score higher on the GMAT.
Author: Robyn M. Gillies,Adrian Ashman,Jan Terwel
Publisher: Springer Science & Business Media
View: 7274Cooperative learning is widely endorsed as a pedagogical practice that promotes student learning. Recently, the research focus has moved to the role of teachers’ discourse during cooperative learning and its effects on the quality of group discussions and the learning achieved. However, although the benefits of cooperative learning are well documented, implementing this pedagogical practice in classrooms is a challenge that many teachers have difficulties accomplishing. Difficulties may occur because teachers often do not have a clear understanding of the basic tenets of cooperative learning and the research and theoretical perspectives that have informed this practice and how they translate into practical applications that can be used in their classrooms. In effect, what do teachers need to do to affect the benefits widely documented in research? A reluctance to embrace cooperative learning may also be due to the challenge it poses to teachers’ control of the learning process, the demands it places on classroom organisational changes, and the personal commitments teachers need to make to sustain their efforts. Moreover, a lack of understanding of the key role teachers need to play in embedding cooperative learning into the curricula to foster open communication and engagement among teachers and students, promote cooperative investigation and problem-solving, and provide students with emotionally and intellectually stimulating learning environments may be another contributing factor. The Teacher's Role in Implementing Cooperative Learning in the Classroom provides readers with a comprehensive overview of these issues with clear guidelines on how teachers can embed cooperative learning into their classroom curricula to obtain the benefits widely attributed to this pedagogical practice. It does so by using language that is appropriate for both novice and experienced educators. The volume provides: an overview of the major research and theoretical perspectives that underpin the development of cooperative learning pedagogy; outlines how specific small group experiences can promote thinking and learning; discusses the key role teachers play in promoting student discourse; and, demonstrates how interaction style among students and teachers is crucial in facilitating discussion and learning. The collection of chapters includes many practical illustrations, drawn from the contributors’ own research of how teachers can use cooperative learning pedagogy to facilitate thinking and learning among students across different educational settings.
Author: Kevin Evans,Keith Gordon,Trevor Senior,Brian Speed
Publisher: Collins Educational
View: 3258'New Maths Frameworking' provides full support for the New Framework for Teaching Mathematics ensuring the right progression for all levels and complete success at Key Stage 3.
Author: Richard Parsons
Category: English language
View: 8034A guide covering reading and writing skills for the SATS. It gives some useful tips to help getting through the tests. It features gags and graphics. It is useful for children at Key Stage 3 for working through at home.
The Development and Use of Print and Non-Print Text Materials in Diverse School Settings
Author: A. Peacock,A. Cleghorn
View: 4468Missing the Meaning investigates recent evidence that school text materials are more problematic than previously imagined. Difficulties with language, illustrations, design and cultural mismatch are highlighted, and ways in which young students 'read' books and electronic materials in classrooms are compared through contributions from researchers across five continents. The book suggests new ways to develop and use text so that the materials are better matched to the diverse needs of teachers and students. The implications of this collection are wide, applying not only to teachers, but to teacher educators, educational publishers, software developers and policy makers.
Author: David A. Sousa
Publisher: Corwin Press
View: 5677Teaching students with learning challenges just got easier with this groundbreaking guide! If you’ve been searching for effective strategies to meet the needs of learning challenged students, look no further. In this newly revised and updated third edition, expert David A. Sousa addresses the causes of common learning disabilities and provides alternative instructional strategies to ensure learning occurs. Discover cutting-edge brain research to help you: Effectively instruct students with ADHD, LD, dyslexia, autism, and more Utilize assistive technologies to remove barriers to learning Differentiate instruction in speech, reading, writing, and mathematics
Challenges and Opportunities
Author: Angela W. Little
Publisher: Springer Science & Business Media
View: 9617Multigrade teaching poses a challenge to learning. Millions of learners worldwide are taught by teachers who, at any one time, are responsible for two or more school grades/years. These are the invisible multigrade teachers who struggle to provide learning opportunities for all within curriculum and teacher education systems designed for monograded classes. In many countries multigraded classes arise out of necessity and are regarded as second class education. Yet in some parts of the world learning and teaching in multigraded settings is embraced as the pedagogy of choice, offering equivalent, and sometime superior, learning opportunities. Multigrade teaching provides an opportunity for improved learning. This book is based on original research on challenges and opportunities in Colombia, England, Ghana, Malawi, Nepal, Sri Lanka, Sudan, Peru, Turks and Caicos and Vietnam. Its purpose is to raise awareness among educational policymakers and practitioners worldwide of the realities of multigrade classes in the context of Education for All, and to explore the implications for teachers, teacher educators, curriculum developers and educational planners.
Social Psychological Theories, History Teaching and Reconciliation
Author: Charis Psaltis,Mario Carretero,Sabina Čehajić-Clancy
View: 3560This book is open access under a CC BY 4.0 license. This volume discusses the effects, models and implications of history teaching in relation to conflict transformation and reconciliation from a social-psychological perspective. Bringing together a mix of established and young researchers and academics, from the fields of psychology, education, and history, the book provides an in-depth exploration of the role of historical narratives, history teaching, history textbooks and the work of civil society organizations in post-conflict societies undergoing reconciliation processes, and reflects on the state of the art at both the international and regional level. As well as dealing with the question of the ‘perpetrator-victim’ dynamic, the book also focuses on the particular context of transition in and out of cold war in Eastern Europe and the post-conflict settings of Northern Ireland, Israel and Palestine and Cyprus. It is also exploring the pedagogical classroom practices of history teaching and a critical comparison of various possible approaches taken in educational praxis. The book will make compelling reading for students and researchers of education, history, sociology, peace and conflict studies and psychology.
Theory, Research and Practice
Author: Thomas, Michael
Publisher: IGI Global
View: 5378"This book contributed to the debate about the importance of research-based studies in the field of educational policy making in general and learning technologies, particularly the use of interactive whiteboards for education"--Provided by publisher.