9780897898409 - Promoting the Success of Individual Learners: Teachers Applying Their Craft at the Undergraduate Level (16 risultati)

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Condizione: New. In the tone of "practitioners talking to practitioners", eight teachers representing various undergraduate institutions and disciplines share assumptions and strategies for supporting successful learning by individual students. Num Pages: 256 pages, index. BIC Classification: JNM; JNT. Category: (P) Professional & Vocational. Dimension: 235 x 156 x 25. Weight in Grams: 529. . 2002. hardcover. . . . .

Condizione: As New. Unread book in perfect condition.

Condizione: New. In the tone of "practitioners talking to practitioners", eight teachers representing various undergraduate institutions and disciplines share assumptions and strategies for supporting successful learning by individual students. Num Pages: 256 pages, index. BIC Classification: JNM; JNT. Category: (P) Professional & Vocational. Dimension: 235 x 156 x 25. Weight in Grams: 529. . 2002. hardcover. . . . . Books ship from the US and Ireland.

Hardcover. Condizione: Brand New. 239 pages. 9.25x6.25x1.00 inches. In Stock.

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Hardcover. Condizione: new. Hardcover. In the words of K. Patricia Cross, how do undergraduate programs simultaneously serve all students, as well as each and every student? Responding to the challenge of realizing this educational ideal, this book explores guiding assumptions and instructional strategies for individualizing instruction to support and extend the learning of diverse students. Assumptions and strategies are provided by experienced teachers from undergraduate institutions throughout the country, representing eight discipline areas. Discipline areas include literature, composition, mathematics, chemistry, physics, educational psychology, accounting, and an interdisciplinary freshman year course.Chapters by contributing teachers are framed by four introductory chapters that establish the meaning of individualizing instruction, the nature of classroom learning, and provide a framework and set of general guidelines for individualizing instruction. Individualizing instruction is positioned at the intersection of two main premises: Talent Development as the most appropriate model of excellence for undergraduate education; and the reality of individual differences among undergraduate students, beyond demographic categories and learning-style taxonomies. Accepting these two premises, efforts by undergraduate teachers to work with students to create effective alternative learning/teaching paths leading to common curricular outcomes and standards becomes a critical factor in moving towards educational excellence. Porter (National Technical Institute for the Deaf, Rochester Institute of Technology) presents 13 chapters penned by undergraduate teachers, in which they reflect on the need to support a diverse range of students and discuss their pedagogical strategies. The papers are organized into sections addre This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

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Hardcover. Condizione: new. Hardcover. In the words of K. Patricia Cross, how do undergraduate programs simultaneously serve all students, as well as each and every student? Responding to the challenge of realizing this educational ideal, this book explores guiding assumptions and instructional strategies for individualizing instruction to support and extend the learning of diverse students. Assumptions and strategies are provided by experienced teachers from undergraduate institutions throughout the country, representing eight discipline areas. Discipline areas include literature, composition, mathematics, chemistry, physics, educational psychology, accounting, and an interdisciplinary freshman year course.Chapters by contributing teachers are framed by four introductory chapters that establish the meaning of individualizing instruction, the nature of classroom learning, and provide a framework and set of general guidelines for individualizing instruction. Individualizing instruction is positioned at the intersection of two main premises: Talent Development as the most appropriate model of excellence for undergraduate education; and the reality of individual differences among undergraduate students, beyond demographic categories and learning-style taxonomies. Accepting these two premises, efforts by undergraduate teachers to work with students to create effective alternative learning/teaching paths leading to common curricular outcomes and standards becomes a critical factor in moving towards educational excellence. Porter (National Technical Institute for the Deaf, Rochester Institute of Technology) presents 13 chapters penned by undergraduate teachers, in which they reflect on the need to support a diverse range of students and discuss their pedagogical strategies. The papers are organized into sections addre This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.

Gebunden. Condizione: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. In the tone of practitioners talking to practitioners , eight teachers representing various undergraduate institutions and disciplines share assumptions and strategies for supporting successful learning by individual students.&Uumlber den Autor.

Buch. Condizione: Neu. Promoting the Success of Individual Learners | Teachers Applying Their Craft at the Undergraduate Level | Jeffrey Porter | Buch | Gebunden | Englisch | 2002 | Praeger | EAN 9780897898409 | Verantwortliche Person für die EU: Libri GmbH, Europaallee 1, 36244 Bad Hersfeld, gpsr[at]libri[dot]de | Anbieter: preigu Print on Demand.

Buch. Condizione: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - In the words of K. Patricia Cross, how do undergraduate programs simultaneously serve all students, as well as each and every student Responding to the challenge of realizing this educational ideal, this book explores guiding assumptions and instructional strategies for individualizing instruction to support and extend the learning of diverse students. Assumptions and strategies are provided by experienced teachers from undergraduate institutions throughout the country, representing eight discipline areas. Discipline areas include literature, composition, mathematics, chemistry, physics, educational psychology, accounting, and an interdisciplinary freshman year course.Chapters by contributing teachers are framed by four introductory chapters that establish the meaning of individualizing instruction, the nature of classroom learning, and provide a framework and set of general guidelines for individualizing instruction. Individualizing instruction is positioned at the intersection of two main premises: Talent Development as the most appropriate model of excellence for undergraduate education; and the reality of individual differences among undergraduate students, beyond demographic categories and learning-style taxonomies. Accepting these two premises, efforts by undergraduate teachers to work with students to create effective alternative learning/teaching paths leading to common curricular outcomes and standards becomes a critical factor in moving towards educational excellence.