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Books > Social sciences > Education > Study & learning skills
Shortlisted for Special Education Resource of the Year at the
Education Resources Awards 2021. Motivate your learners to succeed
with Action Jackson! From motivational speaker and founder of Fix
Up Seminars, Action Jackson, comes an inspirational guide offering
a tried-and-tested method that enables primary and secondary
teachers to motivate young people and unlock their potential for
success. Many learners are plagued with the fear of failure,
anxious about self-image and apathetic towards the future. Are we,
as educators, not responsible for helping them navigate through
life and empowering them to unlock their potential? Happy School
365 is packed with 21 easy-to-implement ideas to motivate young
people to achieve academic and personal success, helping them to
make the most of school and life, build better relationships with
teachers and develop a sense of self-worth, focus and discipline.
Dividing his approach into five stages - the manifesto, the
mission, the mindset, the method and the miracle - Jackson sets out
a vision for what this method can achieve: well-rounded individuals
who are agents of change for humanity. This is the must-have guide
for all teachers looking to play their part in developing a
generation that is happy, healthy and successful.
Study Simpler contains fifty-two study skills interventions that
students, parents, and educators can rely on to lay a solid
foundation of holistic study skills proficiency within the lives of
students, especially at the university level. The acronym SIMPLER
outlines seven of the most influential factors related to student
well-being: Space, Intervals, Method, People, Loyalty, Energy, and
Resources. These seven categories make up the Who, What, When,
Where, Why, and How of student success. Learn more at
www.studysimpler.com
This volume is important because despite various external
representations, such as analogies, metaphors, and visualizations
being commonly used by physics teachers, educators and researchers,
the notion of using the pedagogical functions of multiple
representations to support teaching and learning is still a gap in
physics education. The research presented in the three sections of
the book is introduced by descriptions of various psychological
theories that are applied in different ways for designing physics
teaching and learning in classroom settings. The following chapters
of the book illustrate teaching and learning with respect to
applying specific physics multiple representations in different
levels of the education system and in different physics topics
using analogies and models, different modes, and in reasoning and
representational competence. When multiple representations are used
in physics for teaching, the expectation is that they should be
successful. To ensure this is the case, the implementation of
representations should consider design principles for using
multiple representations. Investigations regarding their effect on
classroom communication as well as on the learning results in all
levels of schooling and for different topics of physics are
reported. The book is intended for physics educators and their
students at universities and for physics teachers in schools to
apply multiple representations in physics in a productive way.
The book is a collective investigation of the structuring of theses
in education, the social sciences and other disciplines that
commonly do not follow the standard procedures of the scientific
method. To help research students design a structure for their own
thesis and liberate their investigations from the constraints
associated with the use of the conventional structure, it explains
how the structures adopted were designed to suit the topic,
methodology and paradigm. It also provides a wide range of examples
to draw upon, which suit a broad spectrum of theory, methodological
approaches, research methods and paradigms. Additionally, by
analyzing the methodologies and paradigms, and reviewing the
methodological and paradigmatic spectrum, it offers a significant
contribution to the way research is conceptualized. The book
addresses a number of key questions faced by students, supervisors
and examiners: *Why do examiners often find it difficult to read
work in non-scientific disciplines when theses are structured in
accordance with the conventional scientific method? *Why do
students in non-scientific disciplines struggle to write up the
outcomes of their research in the conventional structure? *What
alternative thesis structures can be devised to better suit the
wide range of methods? *Which theories and paradigms are commonly
followed in education and the social sciences and how do these
perspectives influence the research process? *What methods,
theories and paradigms are commonly adopted by education and social
science students and what problems do these pose when students
write their theses?
"A fresh update to a true classic. This is one of the most
reassuring and useful books you will ever read about doing your
PhD, no matter your topic - or where you are enrolled." Professor
Inger Mewburn, Director of Researcher Development, Office of the
Dean of Higher Degree by Research, The Australian National
University, Canberra, Australia "How to get a PhD is both honest
and thorough and thus immensely helpful, for supervisors as much as
for students." Professor Paul Allain, Dean of the Graduate and
Researcher College, University of Kent, UK "The 7th edition! 'How
to get a PhD' is proving its status as a must read for PhDs and
supervisors." Dr Hans Sonneveld, Founder and Board member,
Netherlands Centre of Expertise for Doctoral Education How to Get a
PhD 7e provides a practical and realistic approach for all students
who are embarking on a PhD. In addition, supervisors will find
invaluable tips on their role in the process, good supervisory
practices and how to support students to work effectively.
Thoroughly revised and updated throughout, the seventh edition
provides an overview of what it means to undertake a PhD within a
modern university, exploring both the challenges and rewards of a
doctoral degree, including: * Contemporary challenges for students
including transgender issues, sexual harassment, and exploitation
within the academic environment * Time demands, the balance of
academia and paid work, and the uncertainty of academic careers and
how this can impact students' mental health * Academic debates
surrounding the increased importance of technology and open access
* Emphasising diversity with an increased focus on how students,
supervisors and universities can work together to make a more
effective and welcoming academic environment The new edition is
structured so that users can find the section that will help the
specific stage of their work. With practical guidance through the
application process, research, viva and post-viva, this book
supports PhD students of all disciplines across their journey and
beyond, including part-time, those returning to study and those who
are practice-based. Estelle M. Phillips has enjoyed a long career
as an academic and independent educational consultant. She has
published widely on various aspects of the PhD and has spoken at
universities on four continents about the skills required to
complete and supervise a PhD. Colin G. Johnson is an associate
professor at the University of Nottingham, and was formerly
Associate Dean for Graduate Studies in the sciences at the
University of Kent. He is an experienced PhD supervisor and
examiner, and has led training courses for new PhD students and
advised on postgraduate strategy for a number of universities.
Professor Derek S Pugh (1930-2015) was Emeritus Professor of
International Management of the Open University Business School,
UK. He published 17 books and over 100 papers in his field and had
considerable experience in the design of doctoral programmes and
the successful supervision and examination of PhD students.
ON COURSE: STRATEGIES FOR CREATING SUCCESS IN COLLEGE, CAREER, AND
LIFE, 9th Edition, empowers students to take charge of their
academic and lifelong success. Through short articles and guided
journal entries, Skip Downing and new co-author Jonathan Brennan
encourage students to explore and develop eight non-cognitive
qualities that help them make wise choices and create success, such
as personal responsibility and emotional intelligence. The unique
CORE Learning Process guides students to employ study strategies,
and a MindTap-exclusive "Toolbox for Active Learners" helps
students identify and implement effective study skills. New for
2021: Empower your students to connect the dots between what
they're learning now and their current or future careers with "How
Transferable Are Your Skills?" - a new MindTap activity that
challenges students to identify how personal and academic
experiences can help them become career-ready.
1. Guides students through writing each section of a lab report in
turn. 2. Contains examples from typical Sport and Exercise Science
lab classes 3. Includes all data sets used and fully explained
statistical outputs
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