Affective learning together : social and emotional dimensions of collaborative learning

kkerns — Tue, 07 May 2013 20:45:00 +0000

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Publication Type:

Book

Authors:

Baker,Michael; Andriessen,Jerry; Järvelä,Sanna

Source:

Routledge, Milton Park, Abingdon, Oxon ; New York (2013)

Publication Language:

eng

An interpersonal approach to classroom management : strategies for improving student engagement

kkerns — Thu, 07 Feb 2013 23:58:58 +0000

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Book

Authors:

Davis,Heather A.; Summers,Jessica J.; Miller,Lauren M.

Source:

Classroom insights from educational psychology, Corwin/Division 15 (Educational Psychology) of the APA, Thousand Oaks, Calif., p.233 (2012)

Call Number:

Cubb LB3013 .D378 2012

URL:

http://searchworks.stanford.edu/view/9758973

Keywords:

Classroom management, Educational psychology, Teacher-student relationships

Publication Language:

eng

Best practices for technology-enhanced teaching and learning : connecting to psychology and the social sciences

kkerns — Fri, 08 Apr 2011 20:47:34 +0000

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Publication Type:

Book

Authors:

Dunn,Dana; Society for the Teaching of Psychology

Source:

Oxford University Press, Oxford ; New York, p.332 (2011)

Call Number:

Cubb LB1051 .B469 2011

URL:

http://searchworks.stanford.edu/view/9084289

Keywords:

Computer-assisted instruction, Distance education, Educational psychology, Educational technology--Study and teaching, Internet in education, Science--Study and teaching

Publication Language:

eng

Brain-based teaching in the digital age

kkerns — Thu, 27 May 2010 23:25:45 +0000

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Book

Authors:

Sprenger,Marilee; Association for Supervision and Curriculum Development

Source:

Ascd, Alexandria, Va., p.177 (2010)

Call Number:

Cubb LB1057 .S66 2010

URL:

http://searchworks.stanford.edu/view/8536367

Keywords:

brain, Classroom environment, Computer-assisted instruction, learning, Psychology of

Bringing applied behavior analysis into your inclusive classroom

kkerns — Fri, 25 Jun 2010 22:48:16 +0000

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Book

Authors:

Leach,Debra

Source:

Paul H. Brookes Pub. Co., Baltimore, Md., p.168 (2010)

Call Number:

Cubb LC4718 .L43 2010

URL:

http://searchworks.stanford.edu/view/8578458

Keywords:

Autistic children--Education, Autistic youth--Education--United States, Developmentally disabled--Education, Inclusive education--United States

Cognition-based assessment & teaching of fractions : building on students' reasoning

kkerns — Thu, 08 Nov 2012 23:24:41 +0000

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Book

Authors:

Battista,Michael T.

Source:

Heinemann, Portsmouth, NH, p.144 (2012)

Call Number:

Cubb QA137 .B37 2012

URL:

http://searchworks.stanford.edu/view/9704193

Keywords:

Cognitive learning, Fractions--Studyand teaching (Elementary)

Publication Language:

eng

Developing everyday coping skills in the early years : proactive strategies for supporting social and emotional development

kkerns — Mon, 30 Apr 2012 19:23:30 +0000

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Book

Authors:

Frydenberg,Erica; Deans,Jan; O'Brien,Kelly

Source:

Continuum, London ; New York, NY, p.158 (2012)

Call Number:

Cubb LB1072 .F79 2012

URL:

http://searchworks.stanford.edu/view/9531980

Keywords:

Adjustment (Psychology) in children, Affective education, Child development, Early childhood education--Parent participation

Publication Language:

eng

Developing mindful students, skillful thinkers, thoughtful schools

kkerns — Thu, 12 Jul 2012 21:26:44 +0000

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Book

Authors:

Buoncristiani,Martin; Buoncristiani,Patricia

Source:

Corwin, Thousand Oaks, Calif., p.171 (2012)

Call Number:

Cubb LB1590.3 .B86 2012

URL:

http://searchworks.stanford.edu/view/9621260

Keywords:

Metacognition in children, School improvement programs, Thought and thinking--Study and teaching

Abstract:

Contents: Some game changers: the brain, intelligence, and the role of metacognition -- How people learn -- Deconstructing metacognition -- Behaving metacognitively: habits of mind -- The wright brothers: an example of skillful thinking -- The language of thinking: how can I know what I think until I hear what I say? -- Creative problem solving -- Knowledge networks: the organization of knowledge to facilitate metacognition -- A metacognitive classroom -- Two powerful classroom tools -- Creating a metacognitive learning community: school and home.

Publication Language:

eng

Differentiation and the brain : how neuroscience supports the learner-friendly classroom

kkerns — Fri, 03 Feb 2012 21:13:47 +0000

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Publication Type:

Book

Authors:

Sousa,David A.; Tomlinson,Carol A.

Source:

Solution Tree Press, Bloomington, IN, p.202 (2011)

Call Number:

Cubb LB1031 .S65 2011

URL:

http://searchworks.stanford.edu/view/9389460

Keywords:

brain, Individualized instruction--Psychological aspects, learning, Neurosciences, Psychology of

Abstract:

Contents: The nonnegotiables of effective differentiation -- Mindset, learning environment, and differentiation -- Curriculum and differentiation -- Classroom assessment and differentiation -- Differentiating in response to student readiness -- Differentiating in response to student interest -- Differentiating in response to student learning profile -- Managing a differentiated classroom.

Publication Language:

eng

Discipline without anger : a new style of classroom management

kkerns — Fri, 11 Jan 2013 16:54:36 +0000

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Book

Authors:

Campbell,Doug

Source:

R&L Education, Lanham, Md., p.139 (2012)

Call Number:

Cubb LB3012.2 .C35 2012

URL:

http://searchworks.stanford.edu/view/9758646

Keywords:

Behavior modification--United States, Classroom management--United States, School discipline--United States

Abstract:

Summary: "As times and students change, teachers are finding that the old methods of anger and intimidation are no longer working for classroom management. Discipline without Anger shows teachers how to successfully manage student misbehavior so that they can be free to teach at their full potential. Without a change, our schools and students will continue to suffer the consequences"-- Provided by publisher.

Publication Language:

eng

Effective online teaching : foundations and strategies for student success

kkerns — Fri, 21 Oct 2011 17:41:55 +0000

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Book

Authors:

Stavredes,Tina

Source:

Jossey-Bass higher and adult education series, Jossey-Bass, Volume 1st, San Francisco, p.257 (2011)

Call Number:

Cubb LB1044.87 .S846 2011

URL:

http://searchworks.stanford.edu/view/9318512

Keywords:

Distance education--Social aspects, learning, Psychology of, Web-based instruction, Web-based instruction--Social aspects

Abstract:

Contents: Profile of the online learner -- Foundations of cognition and learning -- Cognitive strategies to support learners' thinking -- Developing cognitive, social, and teaching presence online -- Strategies for managing your online course.; Summary: "In order to enable the widespread adoption of online education, faculty must be trained in the pedagogy of teaching in this medium. This book offers an understanding of how cognition and learning theory applies to an online learning environment. Through behaviorist, constructivist, and cognitive approaches it provides strategies for incorporating this knowledge into effective learner-centered teaching practice. Each chapter contains reflection and discussion questions and, with the use of the accompanying CD, can be used for self-directed learning. It is ideal for new instructors or those new to online teaching."-- Provided by publisher.

Publication Language:

eng

Encouraging metacognition : supporting learners through metacognitive teaching strategies

kkerns — Thu, 12 Apr 2012 22:04:35 +0000

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Book

Authors:

Kolencik,Patricia Liotta; Hillwig,Shelia A.

Source:

Educational psychology New York, N.Y. ; v. 12, P. Lang, New York, p.183 (2011)

Call Number:

Cubb LB1590.3 .K655 2011

URL:

http://searchworks.stanford.edu/view/9515437

Keywords:

learning, Metacognition, Psychology of, Thought and thinking--Study and teaching

Abstract:

Contents: Metacognition: a bit of theory -- The language of thinking: creating a metacognitive vocabulary in the classroom -- Thinking aloud -- Thinking journals -- Thinking with mnemonics -- Thinking maps -- Thinking as a reader -- Meta Q: thinking with questioning -- Meta-S: thinking while studying -- Thinking actively: more metacognitive strategies -- Appendix A: Thinking as a learner: best practices -- Appendix B: Thinking as a learner: self-monitoring checkbric -- Appendix C: Thinking as a learner: metacognitive rubric.

Publication Language:

eng

Explicit instruction : effective and efficient teaching

kkerns — Thu, 10 Feb 2011 21:42:57 +0000

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Book

Authors:

Archer,Anita L.; Hughes,Charles A.

Source:

What works for special needs learners, Guilford Press, New York, p.290 (2011)

Call Number:

Cubb LB1025.3 .A718 2011

URL:

http://searchworks.stanford.edu/view/8832546

Keywords:

Cognitive learning, Effective teaching, Teaching--United States

Publication Language:

eng

Learning to write for readers using brain-based strategies

kkerns — Fri, 23 Mar 2012 17:39:56 +0000

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Book

Authors:

Crow,John T.

Source:

National Council of Teachers of English, Urbana, Ill., p.157 (2011)

Call Number:

Cubb LB1576 .C828 2011

URL:

http://searchworks.stanford.edu/view/9437490

Keywords:

English language--Composition and exercises--Study and teaching, Learning--Physiological aspects

Abstract:

Contents: Feeding reading -- Economy of effort and the self-Googling brain -- Reader expectations and the essay -- Reading like writers -- Exploring the concept of sentence -- Exploring the concept of paragraph -- Exploring the concept of essay -- Dialectically diverse writers -- Appendixes. Paris in the spring sign -- Textual analysis worksheet -- Sentence linkage worksheet.; Summary: As students move from grade to grade, they often seem to forget writing concepts, skills, and strategies taught in previous years. How can we help ensure that our writing instruction and student learning stick? Many of the concepts we try to teach students in our writing and literature classrooms are difficult to explain or demonstrate. But once students have a basic idea of how a reader's brain processes written material, these same concepts become more accessible, more logical, and therefore more teachable. In the first two chapters of Learning to Write for Readers, John T. Crow uses nontechnical language and fun classroom demonstrations to explore how proficient readers process written material. The remaining chapters apply this perspective to specific areas of writing instruction, including: analyzing texts and audiences; experimenting with sentences, paragraphs, and essay writing; and helping Standard English learners acquire academic English. This brain-based approach to writing instruction will help you build from the tremendous storehouse of knowledge students already possess about language to help them learn what they need to know about writing. - Publisher.

Publication Language:

eng

Making Thinking Visible : How to Promote Engagement, Understanding, and Independence for All Learners

kkerns — Fri, 16 Sep 2011 23:13:32 +0000

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Book

Authors:

Ritchhart,Ron; Church,Mark; Morrison,Karin

Source:

Jossey-Bass, San Francisco, CA (2011)

Call Number:

Cubb LB1590.3 .R63 2011

URL:

http://searchworks.stanford.edu/view/9206013

Keywords:

Cognition in children, Critical thinking--Study and teaching, EDUCATION / Teaching Methods & Materials / General, Thought and thinking--Study and teaching

Abstract:

Summary: "Visible Thinking is a research-based approach to teaching thinking that develops students' thinking dispositions, while at the same time deepening their understanding of the topics they study. Rather than a set of fixed lessons, Visible Thinking is an extensive and adaptable collection of practices that include thinking routines and the documentation of student thinking. The routines are a central element of the practical, functional and accessible nature of Visible Thinking. Thinking routines are easy to use mini-strategies that are repeatedly used in the classroom. They are a small set of questions or a short sequence of steps that can be used across various grade levels and content. Each routine targets a different type of thinking and by bringing their own content, teachers can integrate the routines into the fabric of their classrooms. Thinking Routines help direct student thinking and structure classroom discussion. Thinking becomes visible as the students' different viewpoints are expressed, documented, discussed and reflected upon"-- Provided by publisher.

Publication Language:

eng

Now you see it : how the brain science of attention will transform the way we live, work, and learn

kkerns — Fri, 20 Jan 2012 19:24:39 +0000

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Book

Authors:

Davidson,Cathy N.

Source:

Viking, New York, p.342 (2011)

Call Number:

Cubb BF321 .D38 2011

URL:

http://searchworks.stanford.edu/view/9379623

Keywords:

Attention, Distraction (Psychology), Neurosciences

Abstract:

Contents: Learning from the distraction experts -- Learning ourselves -- Project classroom makeover -- How we measure -- The epic win -- The changing workplace -- The changing worker -- You, too, can program your VCR (and probably should).

Publication Language:

eng

Positive behavior support in secondary schools : a practical guide

kkerns — Mon, 05 Mar 2012 21:17:31 +0000

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Book

Authors:

Young,Ellie L.

Source:

Guilford practical intervention in the schools series, Guilford Press, New York, p.158 (2012)

Call Number:

Cubb LB1027.55 .P67 2012

URL:

http://searchworks.stanford.edu/view/9437529

Keywords:

Behavior modification--United States, High school students--United States--Psychology, Middle school students--United States--Psychology, School children--United States--Discipline, School psychology--United States

Abstract:

Summary: " This much-needed guide shows how to implement positive behavior support (PBS) strategies in secondary settings, using a three-tiered approach. The authors adapt the core ideas of PBS to the developmental context of adolescence and the organizational structures of middle schools and junior and senior high schools. With an emphasis on data-based decision making, the book provides ideas and examples for meeting the behavioral needs of all students, from those with emerging concerns to those with ongoing, chronic problems. It takes practitioners step by step through planning, implementing, evaluating, and sustaining schoolwide, small-group, and individual interventions. In a large-size format with convenient lay-flat binding, the book includes useful reproducible forms. "-- Provided by publisher.

Publication Language:

eng

Secrets of the teenage brain : research-based strategies for reaching and teaching today's adolescents

kkerns — Fri, 03 Dec 2010 00:32:25 +0000

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Book

Authors:

Feinstein,Sheryl

Source:

Corwin Press, Volume 2nd, Thousand Oaks, Calif., p.202 (2009)

Call Number:

Cubb LB1737 .U6 F418 2009

URL:

http://searchworks.stanford.edu/view/8389432

Keywords:

Adolescent psychology--United States, brain, learning, Teenagers--Education--United States

Abstract:

Contents: Teen brain : under construction -- Teen cognition and learning -- The social brain -- Communication and the unfinished brain -- Self-concept under attack -- The risk-taking brain -- Reaching and teaching today's adolescents--tomorrow!

Publication Language:

eng

Skillstreaming in early childhood : a guide for teaching prosocial skills

kkerns — Thu, 07 Feb 2013 23:59:20 +0000

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Book

Authors:

McGinnis,Ellen; Goldstein,Arnold P.

Source:

Research Press, Volume 3rd, Champaign, Ill., p.333 (2012)

Call Number:

Cubb LB1139 .S6 M37 2012

URL:

http://searchworks.stanford.edu/view/9717199

Keywords:

Behavior modification, Social interaction--Study and teaching (Preschool), Social skills--Study and teaching (Preschool)

Publication Language:

eng

Strategies and models for teachers : teaching content and thinking skills

kkerns — Thu, 21 Apr 2011 22:05:43 +0000

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Book

Authors:

Eggen,Paul D.; Kauchak,Donald P.

Source:

Pearson, Volume 6th, Boston, p.346 (2012)

Call Number:

Cubb LB1027.3 .E44 2012

URL:

http://searchworks.stanford.edu/view/9055100

Keywords:

Education--Experimental methods, learning, Psychology of, Teaching, Thought and thinking--Study and teaching

Publication Language:

eng

Student successes with thinking maps : school-based research, results, and models for achievement using visual tools

kkerns — Fri, 13 May 2011 19:56:37 +0000

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Book

Authors:

Hyerle,David N.; Alper,Larry

Source:

Corwin, Volume 2nd, Thousand Oaks, Calif., p.221 (2011)

Accession Number:

Cubb LB1067.5 .S78 2011

URL:

http://searchworks.stanford.edu/view/9099380

Keywords:

learning, Psychology of, Thought and thinking, Visual learning--United States

Publication Language:

eng

Teaching and the adolescent brain

kkerns — Thu, 08 Dec 2011 22:44:39 +0000

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Book

Authors:

Schenck,Jeb

Source:

Norton books in education, W.W. Norton & Co., Volume 1st, New York, p.377 (2011)

Call Number:

Cubb LB1060 .S353 2011

URL:

http://searchworks.stanford.edu/view/9343457

Keywords:

brain, learning, Learning--Physiological aspects, Psychology of, Teenagers--Education

Abstract:

Contents: An introduction to neuroeducation -- Foundations for learning: from neurons to maintenance and communication -- In the beginning: from pattern detection to attention systems -- Emotional processing -- The multiple roles of motivation -- Intelligence: different ways of being smart -- Working memory and the beginning of memory formation -- Long-term memory -- Review, studying, and assessment -- The future of neuroeducation: opportunities and considerations.

Publication Language:

eng

Teaching how to learn in a what-to-learn culture

kkerns — Thu, 10 Jun 2010 23:06:36 +0000

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Book

Authors:

Hopkins,Kathleen Ricards

Source:

Jossey-Bass teacher, Jossey-Bass, Volume 1st, San Francisco, CA, p.158 (2010)

Call Number:

Cubb LB1590.3 .H675 2010

URL:

http://searchworks.stanford.edu/view/8570755

Keywords:

Cognitive learning, learning, Learning--Study and teaching, Psychology of, Teaching

The brain-targeted teaching model for 21st-century schools

kkerns — Fri, 15 Jun 2012 23:35:47 +0000

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Book

Authors:

Hardiman,Mariale M.

Source:

Corwin, Thousand Oaks, Calif., p.223 (2012)

Call Number:

Cubb LB1057 .H26 2012

URL:

http://searchworks.stanford.edu/view/9581571

Keywords:

brain, Educational psychology, Learning--Physiological aspects, Teaching--Psychological aspects

Abstract:

Contents: Information from the neuro- and cognitive sciences that educators should know? -- Brain structure and function -- The brain-targeted teaching model for 21st-century schools -- Brain-target one: establishing the emotional climate for learning -- Brain-target two: creating the physical learning environment -- Brain-target three: designing the learning experience -- Brain-target four: teaching for mastery of content, skills, and concepts -- Brain-target five: teaching for the extension and application of knowledge? -- Brain-target six: evaluating learning -- Implementing brain-targeted teaching in a school and classroom -- Appendix I: alignment of brain-targeted teaching with cognitive taxonomies, teaching standards, and frameworks -- Appendix II: brain-targeted teaching implementation checklist.

Publication Language:

eng

The instructional leader and the brain : using neuroscience to inform practice

kkerns — Fri, 03 Feb 2012 21:10:29 +0000

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Book

Authors:

Glick,Margaret

Source:

Corwin Press, Thousand Oaks, Calif., p.187 (2011)

Call Number:

Cubb LB1060 .G558 2011

URL:

http://searchworks.stanford.edu/view/9398637

Keywords:

learning, Learning--Physiological aspects, Neurosciences, Psychology of

Abstract:

Contents: A brain primer -- Emotions -- Attention and engagement -- The power of processing -- Feedback -- Memory.

Publication Language:

eng

The learner-centered curriculum : design and implementation

kkerns — Sat, 23 Jun 2012 00:04:00 +0000

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Book

Authors:

Cullen,Roxanne Mann; Harris,Michael; Hill,Reinhold R.

Source:

Jossey-Bass higher and adult education series, Jossey-Bass, Volume First edition, San Francisco, CA (2012)

Call Number:

Cubb LB2361.5 .C85 2012

URL:

http://searchworks.stanford.edu/view/9598997

Keywords:

Curriculum planning--United States, Education, Higher--Curricula--United States, learning, Psychology of

Publication Language:

eng

The thinking child resource book : brain-based learning for the early years foundation stage

kkerns — Thu, 27 Jan 2011 21:54:53 +0000

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Book

Authors:

Call,Nicola; Featherstone,Sally

Source:

Continuum, Volume 2nd, London ; New York, p.180 (2010)

Call Number:

Cubb LB1062 .C353 2010

URL:

http://searchworks.stanford.edu/view/8809592

Keywords:

brain, Cognitive learning, Early childhood education, Effective teaching

Publication Language:

eng

Universal design for learning in the classroom : practical applications

kkerns — Thu, 13 Dec 2012 00:23:57 +0000

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Book

Authors:

Hall,Tracey E.; Meyer,Anne,Ed.D.; Rose,David H.

Source:

What works for special needs learners, Guilford Press, New York, p.156 (2012)

Call Number:

Cubb LB1031 .U52 2012

URL:

http://searchworks.stanford.edu/view/9719648

Keywords:

Children with disabilities--Education, Cognitive styles, Individualized instruction

Abstract:

Summary: "Clearly written and well organized, this book shows how to apply the principles of universal design for learning (UDL) across all subject areas and grade levels. The editors and contributors describe practical ways to develop classroom goals, assessments, materials, and methods that use UDL to meet the needs of all learners. Specific teaching ideas are presented for reading, writing, science, mathematics, history, and the arts, including detailed examples and troubleshooting tips. Particular attention is given to how UDL can inform effective, innovative uses of technology in the inclusive classroom"-- Provided by publisher.; Summary: "Clearly written and well organized, this book shows how to apply the principles of universal design for learning (UDL) across all subject areas and grade levels. The editors and contributors describe practical ways to develop classroom goals, assessments, materials, and methods that use UDL to meet the needs of all learners. Specific teaching ideas are presented for reading, writing, science, mathematics, history, and the arts, including detailed examples and troubleshooting tips. Particular attention is given to how UDL can inform effective, innovative uses of technology in the inclusive classroom. Subject Areas/Keywords: assessments, classrooms, content areas, curriculum design, digital media, educational technology, elementary, inclusion, instruction, learning disabilities, literacy, schools, secondary, special education, supports, teaching methods, UDL, universal design Audience: General and special educators in grades K-8, literacy specialists, school psychologists, administrators, teacher educators, and graduate students"-- Provided by publisher.

Publication Language:

eng

We're born to learn : using the brain's natural learning process to create today's curriculum

kkerns — Thu, 25 Aug 2011 21:27:30 +0000

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Book

Authors:

Smilkstein,Rita

Source:

Corwin, Volume 2nd, Thousand Oaks, Calif., p.248 (2011)

Call Number:

Cubb LB1060 .S544 2011

URL:

http://searchworks.stanford.edu/view/9199129

Keywords:

Brain--Research, Curriculum planning, learning

Abstract:

Summary: "In this updated edition of the extraordinary book that linked brain research and the classroom, Smilkstein incorporates all-new research on brain-compatible teaching and the implications of the brain's natural learning process for how teachers can design and deliver effective lesson plans and curriculum. The author's unique research with almost 7,000 students and educators reveals how people experience their own natural learning. In this book Smilkstein breaks down the physiological as well as the emotional development of learning into practitioner-friendly terms well-grounded in research, with special emphasis in this revised edition upon the use of technology in schools; strategies to reach gifted students as well as those who are diagnosed with ADD, ADHD, and autism spectrum disorders; and upon the 7 magic words--"see if you can figure this out"--that lie at the heart of curriculum development to engage all learners"-- Provided by publisher.

Publication Language:

eng

What learning looks like : mediated learning in theory and practice, K-6

kkerns — Thu, 18 Oct 2012 22:00:05 +0000

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Book

Authors:

Feuerstein,Reuven; Lewin-Benham,Ann

Source:

Teachers College Press, New York, NY, p.220 (2012)

Call Number:

Cubb LB1590.3 .F48 2012

URL:

http://searchworks.stanford.edu/view/9709843

Keywords:

Cognition in children, Cognitive learning, Mediated learning experience, Thought and thinking--Study and teaching (Elementary)

Abstract:

Contents: Learning through mediation -- The mediated learning experience defined -- Mediated learning in action -- Expert mediators -- Four essential cognitive acts -- Defining the effectiveness of learning experiences -- Creative use of effective exhibits -- More essential cognitive acts -- Blue sky partnerships -- Enlarging the cognitive repertoire -- Stretching the brain to make learning happen -- After words -- Appendix A: list of deficient cognitive functions -- Appendix B: advice for parents of children with learning challenges.

Publication Language:

eng