This practical, "how-to" book on co-operative learning is designed to serve as a resource for faculty members at colleges and universities. It offers an overview of the co-operative learning process, including its rationale, its research base, its value, and its practical implementation. The authors also describe a variety of approaches to co-operative learning drawn from complementary movements such as classroom research, writing across-the-curriculum, computer technology and critical thinking. They begin with a basic structure for implementing a co-operative learning programme, then move progressively through more complex activities. Numerous examples of actual co-operative learning programmes are included which span a wide variety of disciplines. These examples underscore how a successful programme can bolster student achievement, increase self-esteem, and foster the spirit of teamwork. This book should appeal to those new to the cooperative learning process, as well as to established practitioners in the field.

While there are some books and articles about the importance of understanding in-school learning style and the benefits in achievement and attitude toward learning that accrue from matching learning style to learning environment, this is the first book on homework style. Homework style is the personal preference for doing the tasks assigned by teachers and learning new material outside of the formal school setting.

Learning style and homework style have been found to be related yet empirically distinguishable, indicating the unique situation the home variable plays in forming individual learning styles. This guide will help parents, teachers, and counselors understand homework style and gain an awareness of the relationship between homework style, homework achievement, and school achievement.

This book describes lessons learned from the implementation of research based learning at Maastricht University. Well-known for its problem based learning (PBL) educational model, Maastricht University implemented research-based learning (RBL) as a new educational concept in addition to PBL, around 2009. The model has taken the shape of an excellence programme offering third-year bachelor students an opportunity to conduct academic research together with academic staff. The introduction of the research-based learning concept into the programmes of all Maastricht University's faculties has resulted in a range of RBL models that vary to fit the various disciplines and programmes offered by the faculties. The book first presents theoretical models and a description of the concepts of research-based learning and undergraduate research (UGR). Next, by means of case studies, it describes the formulas developed to suit the various programmes, the challenges encountered, the initial reservations on the part of the staff, the limitations caused by regulations and demands of the curricula, as well as the successes and results of the excellence programme. The disciplines described in the case studies include psychology and neuroscience, knowledge engineering, social and cultural sciences, law, and business and economics.

Technology has become an integral part of our everyday lives. As today's teachers prepare to instruct a new generation of students, the question is no longer whether technology should be integrated into the classroom, but "how?" The Handbook of Research on Integrating Technology Into Contemporary Language Learning and Teaching is a critical scholarly publication that examines the relationship between language education and technology and the ability to improve language education through technological advances. Featuring coverage on a wide range of topics, such as computer-assisted language learning, flipped instruction, and teacher education, this publication is geared toward researchers, practitioners, and education professionals seeking relevant research on the improvement of language education through the use of technology.

The chapters in this book all demonstrate just how far service-learning research has come. Researchers, practitioners, and students alike have benefited from its dissemination and use the research to improve practice. The research does not simply inform educators how to create a better pedagogy. Rather, it informs a service-learning practice that can transform both individuals and institutions.

This book provides a step-by-step journey to giving a successful academic conference presentation, taking readers through all of the potential steps along the way-from the initial idea and the abstract submission all the way up to the presentation itself. Drawing on the author's own experiences, the book highlights good and bad practices while explaining each introduced feature in a very accessible style. It provides tips on a wide range of issues such as writing up an abstract, choosing the right conference, negotiating group presentations, giving a poster presentation, what to include in a good presentation, conference proceedings and presenting at virtual or hybrid events. This book will be of particular interest to graduate students, early-career researchers and non-native speakers of English, as well as students and scholars who are interested in English for Academic Purposes, Applied Linguistics, Communication Studies and generally speaking, most of the Social Sciences. With that said, because of the book's theme, many of the principles included within will appeal to broad spectrum of academic disciplines.

Are you a student about to enrol on a Problem-based Learning course? Or are you currently engaged in Problem-based Learning and want to get the most out of your course? Are you tutoring a course in Problem-based education? This book will help you understand this popular learning method. It enables students and teachers to experience the full potential of Problem-based Learning. Introduction to Problem-based Learning pays particular attention to the skills students need to operate within, as well as outside of Problem-based groups.

Hi, Hope you enjoy my horrid 'Whoops Apostrophe' findings - WHOOP'S in the title for the humour; ... in the title as there are lots of other errors in here, shock

Apostrophe errors are my favourite horror, but I have 'snapped' so many others...and have 'chaptered' them, to file similar types of errors together. I suppose that you could say some spelling errors are more typesetting mistakes...but hey somebody's to blame in there, every time

Plenty more in my mobile phone's memory, and every day I see and capture more...for posterity ? In shop windows, in cafes, in businesses, in pubs; on cars, vans, on the TV...in Scotland, England, Ireland; in Amsterdam recently, and all over Europe ('and' Turkey ). Australia...

Thought long and hard about adding witty and / or informative 'captions' under many of the images, especially as regards locations; but in the final analysis decided to let the visual nature of the 'humour' speak for itself

And oh I know it's our modern world's 'fault' really, really? Technology - texting, e-mails, Facebook...leads to phonetic spellings and not 'bothering' with Capital letters... Mobile phones especially - I've got to press at least 6 times to even get to an '

Apostrophes don't seem even to be taught anymore either, certainly not in any continuous form.

Smile, and learn?

MLP (March '13)

(Read any of MLP's BOYLE-BREATH series of books yet? Three so far; 4 and 5 on their way All also published by authorhouse.com).

Integrating Quantitative and Qualitative Methods in Research systematically outlines specific strategies to guide the student in designing and conducting empirical research. As with any undertaking that is based on skill development, the more you use the skill the more adept you become with the skill. The quality and usefulness of all research is only as good as the skills of the researcher and the clarity of the research study. This book is written primarily for graduate level producers of education and social science research. It is also appropriate for students who are proposing and conducting a research project as a culminating undergraduate requirement, and individuals and groups conducting research on topics independent of an informed means of assuming the role of researcher and embarking on a research study. It is written with the encouragement of learners who participated or will participate in research.

This book (hardcover) is part of the TREDITION CLASSICS. It contains classical literature works from over two thousand years. Most of these titles have been out of print and off the bookstore shelves for decades. The book series is intended to preserve the cultural legacy and to promote the timeless works of classical literature. Readers of a TREDITION CLASSICS book support the mission to save many of the amazing works of world literature from oblivion. With this series, tredition intends to make thousands of international literature classics available in printed format again - worldwide.