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03107nam a2200421 a 4500 |
| 001 |
1403579 |
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20171111233407.0 |
| 008 |
990401s1998 gr r 000 0 eng d |
| 020 |
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|a 1557984646
|q χαρτόδ.
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| 040 |
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|a GR-KoDPT
|b gre
|e AACR2
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| 050 |
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|a LB1060
|b .H674 1998
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| 082 |
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|2 21
|a 371.102/0973
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| 082 |
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|2 21
|a 371.102 097 3
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| 245 |
0 |
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|a How students learn :
|b reforming schools through learner-centered education /
|c edited by Nadine M. Lambert & Barbara L. McCombs
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| 250 |
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|a 1st ed.
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| 260 |
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|a Washington, DC :
|b American Psychological Association,
|c c1998
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| 300 |
|
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|a xiv, 540 σ. :
|b εικ. ;
|c 26 εκ.
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| 500 |
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|a English
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| 504 |
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|a Περιέχει βιβλιογραφικές παραπομπές και ευρετήρια
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| 504 |
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|a Includes bibliographical references and indexes
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| 505 |
0 |
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|a 1 Introduction: learner-centered schools and classrooms as a direction for school reform, Part I: Learner-centered perspectives for classroom teaching, 2 The research base for APA's learner-centered psychological principles, 3 Contextual factors influencing the classroom application of learner-centered principles, 4 Promoting positive expectations in schooling, 5 Cognitive principles applied to the development of literacy, 6 Cognition and subject matter learning, 7 Designing a community of young learners: theoretical and practical lessons, Part II: Learner-centered perspectives in the design of assessment systems, 8 Why learner-centered assessment is better than high-stakes testing, 9 Using learner-centered assessment on a large scale, 10 Cognitive, metacognitive and conative considerations in classroom assessment, Part III: Dilemmas in assessment: policy and educational reform, 11 Higher education assessment and national goals for education: issues, assumptions and principles, 12 Educational assessment and diversity, 13 Dilemmas in assessing academic achievement, Part IV: Teacher education for the learner-centered classrooms of the future, 14 Cognitive theory for education: what teachers need to know, 15 Intergrating metacognition, affect and motivation in improving teacher education, 16 Developmental psychology as a guide for teaching and teacher preparation, Part V: Summary and conclusion, 17 What have we learned and where are we going in school reform?
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| 650 |
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0 |
|a Learning, Psychology of
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| 650 |
|
0 |
|a Cognition
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| 650 |
|
0 |
|a Teaching
|z United States
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| 650 |
|
0 |
|a Educational tests and measurements
|z United States
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| 650 |
|
0 |
|a Teachers
|x Training of
|z United States
|
| 650 |
|
0 |
|a Educational change
|z United States
|
| 650 |
|
0 |
|a Learning, Psychology of
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| 650 |
|
0 |
|a Γνωστικό
|
| 650 |
|
0 |
|a Teaching
|z United States
|
| 650 |
|
0 |
|a Educational tests and measurements
|z United States
|
| 650 |
|
0 |
|a Teachers
|x Training of
|z United States
|
| 650 |
|
0 |
|a Educational change
|z United States
|
| 700 |
1 |
|
|a Lambert, Nadine M.
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| 700 |
1 |
|
|a McCombs, Barbara L.
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| 700 |
1 |
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|a Lambert, Nadine M
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| 710 |
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|a American Psychological Association
|
| 952 |
|
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|a GrAtEKP
|b 59cd25d76c5ad1344610c3bb
|c 998a
|d 945l
|e 371.102 097 3 HOW
|t 1
|x m
|z Books
|
