Introducing a model for supporting and guiding successful learning and teaching in schools. Learning is a complex process and Towards Successful Learning attempts to 'solve the puzzle' by taking significant 'pieces' of the process one by one and putting them together. This book introduces the reader to a model for supporting and guiding the development of successful learning in classrooms. The model is designed to engage learners and teachers in exploring what learners need in order to experience success and what the implications of this will be for teachers and educators. It is intended that the model should be used as a starting point to help learners and teachers make better sense of successful learning - from that point it is the teachers and leaders in schools who will take ownership of it and move forward with it to improve the quality of learning through a deeper understanding. So what is successful learning? What do successful learners do? What do successful learners need? How can we make it happen?
Metacognition plays an important role in numerous aspects of higher educational learning strategies. When properly integrated in the educational system, schools are better equipped to build more efficient and successful learning strategies for students in higher education. Metacognition and Successful Learning Strategies in Higher Education is a detailed resource of scholarly perspectives that discusses current trends in learning assessments. Featuring extensive coverage on topics such as spiritual intelligence strategies, literacy development, and ubiquitous learning, this is an ideal reference source for academicians, graduate students, practitioners, and researchers who want to improve their learning strategies using metacognition studies.
Committee on the Evaluation Framework for Successful K-12 STEM Education
Author: Committee on the Evaluation Framework for Successful K-12 STEM Education
Publisher: National Academies Press
Following a 2011 report by the National Research Council (NRC) on successful K-12 education in science, technology, engineering, and mathematics (STEM), Congress asked the National Science Foundation to identify methods for tracking progress toward the report's recommendations. In response, the NRC convened the Committee on an Evaluation Framework for Successful K-12 STEM Education to take on this assignment. The committee developed 14 indicators linked to the 2011 report's recommendations. By providing a focused set of key indicators related to students' access to quality learning, educator's capacity, and policy and funding initiatives in STEM, the committee addresses the need for research and data that can be used to monitor progress in K-12 STEM education and make informed decisions about improving it. The recommended indicators provide a framework for Congress and relevant deferral agencies to create and implement a national-level monitoring and reporting system that: assesses progress toward key improvements recommended by a previous National Research Council (2011) committee; measures student knowledge, interest, and participation in the STEM disciplines and STEM-related activities; tracks financial, human capital, and material investments in K-12 STEM education at the federal, state, and local levels; provides information about the capabilities of the STEM education workforce, including teachers and principals; and facilitates strategic planning for federal investments in STEM education and workforce development when used with labor force projections. All 14 indicators explained in this report are intended to form the core of this system. Monitoring Progress Toward Successful K-12 STEM Education: A Nation Advancing? summarizes the 14 indicators and tracks progress towards the initial report's recommendations.
The editors have compiled this critical and comparative study of changes which took place in the New Zealand education system in the second half of the twentieth century. For other Western societies who have felt the impact of New Right policies the New Zealand case is interesting because it provides some indication of how policies of decentralization in education might be used to develop egalitarian and democratic educational policies. In recent years there have been major changes to educational systems in the Western world. Often these changes have been justified by reference to successful educational practices in other countries. However, it is not always possible simply to abstract educational practices from one context and apply them in another successfully. Moreover claims that policies in one country are more successful than those in another have to be treated cautiously: there are always problems in making valid comparisons between the educational performances of different countries. It is important, therefore, that critical and comparative studies are made of educational systems which take full account of the contexts in which they are embedded.
Cases on Successful E-Learning Practices in the Developed and Developing World: Methods for the Global Information Economy provides eclectic accounts of case studies in different contexts of e-learning.
Improving the Impact of Learning, Teaching and Professional Development
Author: Jennifer Moon
A discussion of the management of learning on short courses and in workshops, which may take place in a wide range of "educational" or training situations. It cuts across the cultures of academic teaching and training and draws on Jenny Moon's experience in both fields.
Methodologies and Case Studies for Successful Learning
Author: García-Peñalvo, Francisco José
Publisher: IGI Global
After centuries of rethinking education and learning, the current theory is based on technology’s approach to and affect on the planned interaction between knowledge trainers and trainees. Online Tutor 2.0: Methodologies and Case Studies for Successful Learning demonstrates, through the exposure of successful cases in online education and training, the necessity of the human factor, particularly in teaching/tutoring roles, for ensuring the development of quality and excellent learning activities. The didactic patterns derived from these experiences and methodologies will provide a basis for a more powerful and efficient new generation of technology-based learning solutions for high school teachers, university professors, researchers, and students at all levels of education.