For the first time in science education, the subject of multiple solution methods is explored in book form. While a multiple method teaching approach is utilized extensively in math education, there are very few journal articles and no texts written on this topic in science. Teaching multiple methods to science students in order to solve quantitative word problems is important for two reasons. First it challenges the practice by teachers that one specific method should be used when solving problems. Secondly, it calls into question the belief that multiple methods would confuse students and retard their learning. Using a case study approach and informed by research conducted by the author, this book claims that providing students with a choice of methods as well as requiring additional methods as a way to validate results can be beneficial to student learning. A close reading of the literature reveals that time spent on elucidating concepts rather than on algorithmic methodologies is a critical issue when trying to have students solve problems with understanding. It is argued that conceptual understanding can be enhanced through the use of multiple methods in an environment where students can compare, evaluate, and verbally discuss competing methodologies through the facilitation of the instructor. This book focuses on two very useful methods: proportional reasoning (PR) and dimensional analysis (DA). These two methods are important because they can be used to solve a large number of problems in all of the four academic sciences (biology, chemistry, physics, and earth science). This book concludes with a plan to integrate DA and PR into the academic science curriculum starting in late elementary school through to the introductory college level. A challenge is presented to teachers as well as to textbook writers who rely on the single-method paradigm to consider an alternative way to teach scientific problem solving.

Demonstrate how teachers can use a "conceptual lens" to design instructional units and differentiated lessons that deepen students' thinking skills and inspire a genuine love of learning.

The trend in universities is moving from the traditional lecture hall to the halls of the World Wide Web, where students are experiencing a new kind of classroom; one that is exciting, fast-paced, and full of rich cultural experiences as they sit, "virtually," among classmates from all around the globe. This study focuses on graduate and undergraduate students' perceptions of the hybrid course format which is a blended course structure encompassing both traditional and online practices. Soliciting the opinions of students' aide institutional leaders in determining areas in which they can improve, strengthen, and grow university programs. In a world where technology is advancing at breakneck speeds and is an integral part of everyday life, online learning is being embraced by students. Consequently, educational institutions must recognize student demands for innovative and effective course delivery that meets not only institutional objectives, but also meets the needs of the student body. The university that considers diversity in learning, supports learning opportunities that are innovated, flexible, interacting, and engaging, and is committed to ongoing program evaluation will see an increase in student satisfaction, thus resulting in successful program development and growth. Whether institutions are interested in creating new learning experiences, increasing access and convenience, or reducing costs, research indicates that providing the option of various online course formats is necessary to remain competitive in a global market.

In this unprecedented work, Juliann Cortese heightens our understanding of the learning process as it relates to information acquired through the Internet. Internet Learning and the Building of Knowledge shows us how design elements such as pop-up windows with augmented content and relational links influence knowledge structure as well as definitional and factual knowledge. The book also notes that personal factors such as motivation and expertise interact with web site design to influence learning outcomes. It also sheds light on how learning from a website can be primed based on the content presented before exposure. This book is a must for educators concerned with designing hypermedia environments for learning.

The concept of 'communities of practice' (Lave and Wenger 1991, Wenger 1998) has become an influential one in education, management, and social sciences in recent years. This book consists of a series of studies by linguists and educational researchers, examining and developing aspects of the concept which have remained relatively unexplored. Framings provided by theories of language-in-use, literacy practices, and discourse extend the concept, bringing to light issues around conflict, power, and the significance of the broader social context which have been overlooked. Chapters assess the relationship between communities of practice and other theories including literacy studies, critical language studies, the ethnography of communication, socio-cultural activity theory, and sociological theories of risk. Domains of empirical research reported include schools, police stations, adult basic education, higher education, and multilingual settings. The book highlights the need to incorporate thinking around language-in-use, power and conflict, and social context into communities of practice.

Fostering knowledgeable, responsible, and caring students is one of the most urgent challenges facing schools, families, and communities. Promoting Social and Emotional Learning provides sound principles for meeting this challenge. Students today face unparalleled demands. In addition to achieving academically, they must learn to work cooperatively, make responsible decisions about social and health practices, resist negative peer and media influences, contribute constructively to their family and community, function in an increasingly diverse society, and acquire the skills, attitudes, and values necessary to become productive workers and citizens. A comprehensive, integrated program of social and emotional education can help students meet these many demands. The authors draw upon scientific studies, theories, site visits, and their own extensive experiences to describe approaches to social and emotional learning at all levels. Framing the discussion are 39 concise guidelines, as well as many field-inspired examples for classrooms, schools, and districts. Chapters address how to develop, implement, and evaluate effective strategies. Educators who have programs in place will find ways to strengthen them. Those seeking further direction will find an abundance of approaches and ideas. Appendixes include a curriculum scope for preschool through grade 12 and an extensive list of contacts that readers may follow up on for firsthand knowledge about effective social and emotional programs. The authors of Promoting Social and Emotional Learning are members of the Research and Guidelines Work Group of the Collaborative for the Advancement of Social and Emotional Learning (CASEL).

How may one learn to concentrate? "I am going to tell you about the easiest, most natural, helpful, method I know of. And I can vouch for its efficacy.

A guide to methods for accessing your mind and making changes to behaviours, attitudes and thought patterns. The text is a combined study and theory of the processes of NLP, self-talk, imagery and Ericksonian hypnosis.

Systems That Learn presents a mathematical framework for the study of learning in a variety of domains. It provides the basic concepts and techniques of learning theory as well as a comprehensive account of what is currently known about a variety of learning paradigms.Daniel N. Osherson and Scott Weinstein are at MIT, and Michael Stob at Calvin College.

Parents are offered techniques for developing their child's own way of learning and are helped to uncover hidden talents which teachers may overlook. The Clarks provide a fun, innovative, and effective program for eliminating the drudgery and improving school performance. Illustrated.

'As the problems raised in this book are fundamental to learning they have a long history of investigation and discussion. In phsycho-analytical practice, particularly with patients displaying symptoms of disorders of thought, it becomes clear that psycho-analysis has added a dimension to problems if not to their solution. 'This book deals with emotional experiences that are directly related both to theories of knowledge and to clinical psycho-analysis, and that in the most practical manner.'- Wilfred R. Bion, from the Introduction

The chief purpose of this book is to explain how public education in this country became dysfunctional as a result of the education policies and programs funded by the federal government to address low academic achievement. It highlights student effort as a central factor in academic achievement, based on research noting its significance. Teachers and school administrators cannot make children ready for college or career by grade 12 if their parents do not make them ready for school learning by kindergarten or grade 1. Once both the schools and students' parents together made students ready for membership in our civic culture. They learned they were politically equal to each other, with a shared civic identity, regardless of academic achievement. Yet, policy makers at USED and philanthropists in this country with a professed interest in the education of low achievers want low achievers to believe that their academic status is all that matters and that they haven't succeeded academically because of bigoted teachers, administrators, and communities. Parent/school partnerships need to revive their community's agreed-upon mission for public education if we are to alter the roots of low achievement in this country.

According to experts in educational measurement, current and past performance remains the best single predictor of future performance. This book seeks to maximize individual and institutional efforts to support students optimal development, specifically their talents. The Talent Record introduced a common language, cataloging, and recording levels of talent achieved thus far on a Talent Profile page. Communicating accomplishments in a common language across talent fields unites the ever-changing team of individuals associated with a child's development and advances meaningful educational practice.

On the eve of his fortieth birthday, renowned cognitive scientist Gary Marcus decided to fulfil a lifelong dream and learn to play the guitar. He had tried many times before - failing miserably. This time, he decided to use the tools of his "trade" to see if he might suceed. On his quest he jams with twelve-year-olds and takes master classes with guitar gods. A groundbreaking exploration of the allure of music, Guitar Zero is also an empowering case for the mind's ability to grow throughout life.

The goal of this book is to present and evaluate the concept of dynamic testing. Unlike "static" tests such as the SAT or IQ tests, it emphasizes learning potential rather than past learning accomplishments. This book is unique in its wide-ranging review of virtually all approaches to dynamic testing. It also suggests alternatives to the typical kinds of tests given in the United States--tests that often seem to stifle rather than encourage the development of human potential.

Whether you are a student or a working professional, you can benefit from being better at solving the complex problems that come up in your life. Strategic Thinking in Complex Problem Solving provides a general framework and the necessary tools to help you do so. Based on his groundbreaking course at Rice University, engineer and former strategy consultant Arnaud Chevallier provides practical ways to develop problem solving skills, such as investigating complex questions with issue maps, using logic to promote creativity, leveraging analogical thinking to approach unfamiliar problems, and managing diverse groups to foster innovation. This book breaks down the resolution process into four steps: 1) frame the problem (identifying what needs to be done), 2) diagnose it (identifying why there is a problem, or why it hasn't been solved yet), 3) identify and select potential solutions (identifying how to solve the problem), and 4) implement and monitor the solution (resolving the problem, the 'do'). For each of these four steps - the what, why, how, and do - this book explains techniques that promotes success and demonstrates how to apply them on a case study and in additional examples. The featured case study guides you through the resolution process, illustrates how these concepts apply, and creates a concrete image to facilitate recollection. Strategic Thinking in Complex Problem Solving is a tool kit that integrates knowledge based on both theoretical and empirical evidence from many disciplines, and explains it in accessible terms. As the book guides you through the various stages of solving complex problems, it also provides useful templates so that you can easily apply these approaches to your own personal projects. With this book, you don't just learn about problem solving, but how to actually do it.