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Author:
Publisher:
ISBN:
Category : American literature
Languages : en
Pages : 1300
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Book Description
Author:
Publisher:
ISBN:
Category : American literature
Languages : en
Pages : 1300
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Book Description
Author: Jay P. Abramson
Publisher:
ISBN: 9781938168376
Category : Algebra
Languages : en
Pages : 1564
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Book Description
"The text is suitable for a typical introductory algebra course, and was developed to be used flexibly. While the breadth of topics may go beyond what an instructor would cover, the modular approach and the richness of content ensures that the book meets the needs of a variety of programs."--Page 1.
Author:
Publisher:
ISBN:
Category : Best books
Languages : en
Pages : 612
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Book Description
The 1st ed. accompanied by a list of Library of Congress card numbers for books (except fiction, pamphlets, etc.) which are included in the 1st ed. and its supplement, 1926/29.
Author: Connecticut. State Board of Education
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 566
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Book Description
Author:
Publisher:
ISBN:
Category : American literature
Languages : en
Pages : 930
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Book Description
Author: Elisha Scott Loomis
Publisher:
ISBN:
Category : Geometry
Languages : en
Pages : 226
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Book Description
Author: James Silk Buckingham
Publisher:
ISBN:
Category :
Languages : en
Pages : 876
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Book Description
Author:
Publisher:
ISBN:
Category : Publishers' catalogs
Languages : en
Pages : 1982
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Book Description
Author: H.W. Wilson Company
Publisher: Minneapolis ; New York : H.W. Wilson
ISBN:
Category : American literature
Languages : en
Pages : 2174
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Book Description
Author: B. F. Skinner
Publisher: B. F. Skinner Foundation
ISBN: 099645392X
Category : Education
Languages : en
Pages : 268
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Book Description
On Parent's Day, in 1952, B. F. Skinner visited his daughter's fourth grade math class. As he watched the lesson, he became increasingly uncomfortable. Almost every principle of effective teaching that he had studied for more than 20 years was being violated in that classroom. Yet it was a typical class. The teacher showed how to solve the day's problems, then gave the students a worksheet to do. Some children began to work readily while others shifted uncomfortably in their chairs, or raised their hands for help. The teacher went from desk to desk, giving help and feedback. Skinner knew what was needed. Each student should be given a problem tailored precisely to his or her skill level, not to the class average, and every answer needed to be assessed immediately to determine the next step. The task was clearly impossible for one teacher. That afternoon, Skinner set to work on a teaching machine. Today's computers have made the mechanical machine obsolete, but the principles of how to design instruction in steps that lead from a basic level to competent performance are as valid today as they were in the 20th century. This book brings together Skinner's writings on education during the years he was most involved in improving education.
