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Books > Social sciences > Psychology > Cognition & cognitive psychology > Learning
Since the early days of formalized large-scale testing, there have
been efforts to understand learners in order to provide better
aligned learning opportunities and accommodations. What has been
less explored has been how prospective and current target learners
are profiled as target groups to adapt the learning to them, both
statically (such as in pre-learning biographical profiling) and
dynamically (on-the-fly as they interact with learning contents in
online learning systems). This work takes more of a micro-scale and
meso-scale approach, and these often involve both formal and
informal means and creative teaching-and-learning accommodations.
Profiling Target Learners for the Development of Effective Learning
Strategies: Emerging Research and Opportunities is a critical
scholarly resource that focuses on the practice of profiling
prospective and current target learners through manual and
computational means in order to better meet and improve their
online and offline learning needs, as well as how those profiles
influence the design, development, and provision of learning
experiences. Featuring a wide range of topics such as diversity,
curriculum design, and online learning, this book is ideal for
educators, curriculum developers, instructional designers,
principals, educational software developers, administrators,
policymakers, academicians, researchers, and students.
Despite the varied perceptions or ideologies of strategic
leadership, educational leaders are expected to become more
tactical in their leadership by leading more proactively,
efficiently, and with a sense of urgency. This means moving beyond
standard operational leadership, which focuses on a single approach
or job, and becoming more strategic. Strategic Leadership in PK-12
Settings: Emerging Research and Opportunities is a critical
research publication that explores the relevance and necessity of
strategic leadership in PK-12 settings and discusses correlates
that connect strategic leadership in education in order to achieve
positive outcomes in student achievement. Highlighting a range of
topics such as curriculum design, personalized learning, and
special education, this book is ideal for educators,
administrators, principals, superintendents, board members,
researchers, academicians, policymakers, and students.
Learning to Think, Thinking to Learn: A Metacognitive Skills
Program for Student Success is designed to help students develop
resiliency, self-facilitation, initiation, and executive function
skills that contribute to academic success. The text is built upon
a strong model of executive function development within a
metacognitive framework. It helps students develop behaviors
critical to success, identify and leverage their unique strengths
within their courses, and learn how to effectively overcome
internal and external obstacles. Opening chapters introduce
students to the unique framework for the text and explain how the
workbook has been designed to foster academic success. The
following parts guide students through a series of exercises that
help them develop particular skills. In Part II, students hone the
five skills in the executing group: initiating, planning,
comprehending, monitoring, and evaluating. Part III introduces six
additional skills: motivating, shifting, regulating, controlling,
allocating, and task progressing. The final part focuses on the
skills of self-reflection, self-correction, and resiliency.
Providing students with a deeply reflective and highly interactive
experience, Learning to Think, Thinking to Learn is an ideal
resource for first-year orientation and student success courses and
programs.
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