rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Teaching learning for effective instruction
  name:
    name part: Buehl, Michelle M.
    role:
      role term: editor.
  name:
    name part: Vogler, Jane S.
    role:
      role term: editor.
  type of resource: text
  genre: bibliography
  genre: elektronické knihy
  genre: electronic books
  origin info:
    place:
      place term: enk
    date issued: 2022
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: remote
    extent: 1 online resource (xiii, 332 pages)
  abstract: "Given the complexity of learning, an increasingly diverse student population, and growing demands on today's teachers, educational psychology has never been more relevant for informing instructional practice. Notably, an understanding of learning, both what it is and how it occurs, is essential for teachers to design and implement effective instruction that is responsive to the needs of their learners. As part of the six-part series Theory to Practice: Educational Psychology for Teachers and Teaching, this volume highlights what and how teacher educators should teach about learning so that developing teachers will be more effective in their instructional practice. Pre-service teachers represent a group of unique learners; in that they are learning about learning in order to support others' learning. Similarly, teacher educators represent a unique group of educators in that they are guiding others in not just content knowledge but also in how to teach content across a variety of domains. As a means to highlight the ideas and constructs most essential for pre-service teachers to learn, this volume was crafted for teacher educators, whether teaching educational psychology content incorporated into domain-specific courses or in a dedicated educational psychology course. Each chapter offers insight into what teachers need to know about learning as well as practical applications for how to teach the content. Chapters draw from a variety of theoretical perspectives about learning and identify common misconceptions that educational psychology instructors and teacher educators need to address in their work with pre-service teachers"--
  table of contents: Foreword: Toward transparency in teaching learning for learners who will teach / Nancy E. Perry and Anita Woolfolk Hoy -- Acknowledgments -- Section I: A guide for navigating the gap between learning theory and practice -- Chapter 1. Introduction: Setting a course for the teaching of learning / Jane S. Vogler and Michelle M. Buehl -- Chapter 2. Transparent pedagogy: Promoting metacognition for students of teaching / Laura Kelley and Monique Alexander -- Section II: Tools for navigating learning -- Chapter 3. Student perceptions of teachers: What can students teach teachers about teaching? Angela d. Miller and jeff vomund -- Chapter 4. Developing students' intercultural competence through educational psychology / Kimberly M. Alberts, Alexandra A. Lee, Marissa Zhu, and David Wong -- Chapter 5. Assessment as an instructional strategy: Coupling assessment for learning and instruction in teacher education / Aarti P. Bellara and Jessica O. Lototski -- Section III: Charting instruction to challenge students' (mis)conceptions of learning -- Chapter 6. I went to class every day, so all that stuff must be in my head somewhere: Common misconceptions about the nature of knowledge and learning / Jeanne Ellis Ormrod -- Chapter 7. Strategies and challenges to teaching for conceptual learning / Marcus Lee Johnson, Imogen Rose Herrick, Ashley R. Vaughn, Suzanne H. Jones, Sydnie Schoepf, and Gita Taasoobshirazi -- Chapter 8. Preventing "i never learned how to study": How teachers can develop students' effective learning strategies / Lauren Hensley, Yeo-eun Kim, Robin Sayers, and Anna C. Brady -- Section IV: Learning as a collaborative journey -- Chapter 9. Vygotsky's sociocultural theory: Key concepts, common misconceptions, and applications for inclusive classrooms / Jenna Kelley Zucker and Meagan M. Patterson -- Chapter 10. The effectiveness of cooperative activities in promoting individual learning / Katherine S. Moore and James E. Corter -- Section v: Developing the learning itin…
  note: edited by Michelle M. Buehl, Jane S. Vogler.
  note: Plný text je dostupný pouze z IP adres počítačů Univerzity Tomáše Bati ve Zlíně nebo vzdáleným přístupem pro zaměstnance a studenty
  note: Includes bibliographical references and index.
  subject:
    topic: Learning, Psychology of
  subject:
    topic: Effective teaching
  subject:
    topic: Teachers
    topic: Training of
  subject:
    topic: Education
    topic: Educational Psychology
  subject:
    topic: Educational psychology
  classification: 370.15
  classification: 37.01
  related item:
    title info:
      title: Theory to practice : educational psychology for teachers and teaching
  identifier: 9781806602513
  identifier: https://proxy.k.utb.cz/login
  access condition: Plný text je dostupný pouze z IP adres počítačů Univerzity Tomáše Bati ve Zlíně nebo vzdáleným přístupem pro zaměstnance a studenty
  record info:
    record content source: DLC
    record creation date: 220711
    record change date: 20250607114623.9
    record identifier: em-9781806602513
    language of cataloging:
      language term: eng