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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 36
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 36
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Book Description
Author: Nancy Paulu
Publisher:
ISBN:
Category : Government publications
Languages : en
Pages : 56
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Book Description
Author: Julian Stern
Publisher: Bloomsbury Publishing
ISBN: 1441110909
Category : Education
Languages : en
Pages : 145
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Book Description
Did you realise that properly structured homework can add the equivalent of one year to a student's full-time education? In this fully updated new edition, Julian Stern provides teachers with a wide range of practical techniques that can be used to motivate pupils of all ages to do their homework. He equips teachers with a variety of strategies for setting more effective, interesting and differentiated homework. Julian offers dozens of examples of homework tasks covering every subject in the curriculum. Brimming with innovative ideas, this book will prove essential reading for every teacher and trainee teacher.
Author: Cheli Cerra
Publisher: John Wiley & Sons
ISBN: 0787985392
Category : Family & Relationships
Languages : en
Pages : 154
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Book Description
Put an end to nightly homework battles! Homework Talk! provides parents with simple and practical advice to help them deal with the many issues that can come up surrounding their children's homework. The authors, Cheli Cerra and Ruth Jacoby, have identified fifty-two typical homework situations and provided tips, strategies, and advice for handling each of them. Are you concerned about: * Making sure your child is doing all of his homework on time? * Talking to a teacher who assigns too much homework? * Understanding how much help to give your child? * Motivating your child to handle homework issues on her own? * Overcoming your child's resistance to doing particular types of homework? If you answered yes to any of these questions, then Homework Talk! is the book you need. Don't wait to start working with your child and your child's teachers to make homework a simple and productive process for everyone. Praise for other books in Cheli Cerra and Ruth Jacoby's School Talk series: "A must-read for today's educational leader." --Jack Canfield Co-author of Chicken Soup for the Parent's Soul on Principal Talk! "An amazing compilation of what to say to parents." --Harry K. Wong Ed.D., author of The First Days of School on Teacher Talk!
Author: Sandra F. Rief
Publisher: John Wiley & Sons
ISBN: 0470432586
Category : Family & Relationships
Languages : en
Pages : 278
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Book Description
The bestselling guide, fully revised and updated, offering practical information and tips to help every child with ADHD succeed The ADD/ADHD Checklist helps parents and teachers to better understand children and teenagers with attention problems and provide the kind of support and intervention that is crucial to kids' success. Presented in a concise, easy-to-read checklist format, the book is packed with practical advice and information on a wide range of topics, including what we do and don't know about ADHD, probable causes, critical elements for school success, the most commonly prescribed medications, what children with ADHD need at home, effective behavioral strategies, how to help kids stay organized, and advocating for an ADHD child.
Author: Antonio Valle
Publisher: Frontiers Media SA
ISBN: 2889634922
Category :
Languages : en
Pages : 130
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Book Description
The main purpose of this Research Topic is to analyze and identify the main family and contextual variables that are involved in the process of carrying out homework. This will require studying the role played by teachers, students, and families in order to ensure that schoolwork is a useful learning tool. Although the role of the student is, obviously, crucial in homework, research has focused on the cumulative time spent by the student carrying out homework. However, the time spent on homework is not in itself evidence of the student’s involvement nor is time spent indicative of quality time. Indeed, an excess of time can sometimes denote low competence in a field of knowledge, while spending less time on homework could be indicative of high competence. It is more likely that a high dedication of time spent on homework reflects high motivation, or comprehension deficits, rather than commitment to learning or academic motivation. In tandem with the role of the student, teachers, as responsible for prescribing homework assignments for students, also become central players in the process of completing homework assignments. The decisions that teachers make about homework prescriptions, and the amount and type of tasks they set, will determine, to a large extent, the quality of the homework process including the student’s motivation and the student’s level of engagement with homework. Furthermore, the fact that homework is useful, interesting and motivating for students, will depend on how the teacher prescribes those tasks and the connection established with classroom learning. Teacher feedback also acquires particular relevance for this point by helping the students to accurately estimate the quality of their progress and overcome the difficulties they may have encountered in carrying out their homework. Lastly, the effectiveness of teacher feedback depends on its contribution to the student’s educational progress and how that student will perform in the future. In addition to the student who performs the task and the teacher who prescribes and corrects it, we must not lose sight of parents’ role. Although there are discrepancies regarding the role that parents play in relation to homework, it is evident that their implication has important consequences not only on the final result of those tasks but also on the very process of carrying them out. Everything seems to indicate that the family environment and, more specifically, the support and feedback provided by parents is a factor that can determine the involvement of students in school duties. In this way, providing emotional support encouraging children to get involved can contribute positively to improving their motivation and interest in the performance of homework. The objective of this Research Topic is to provide researchers and professionals in psychology and education settings with some of the most recent empirical evidence regarding the homework process, its prescription and correction. Overall, we aim to cease making homework a source of conflict and controversy at the socio-educational level in order to provide useful instruments for improving the quality of student learning. This work was developed with the financing of the research projects EDU2013-44062-P (MINECO), EDU2017-82984-P (MEIC).
Author: Disha Experts
Publisher: Disha Publications
ISBN:
Category :
Languages : en
Pages : 218
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Book Description
Author: Carol F. Intner
Publisher: American Library Association
ISBN: 0838910467
Category : Education
Languages : en
Pages : 217
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Book Description
Filled with nuts-and-bolts advice on the best ways to help young people with their homework, the author concentrates on the practical, covering how students' different learning styles and current technology inform the homework process, on staff training and community outreach, and on options for working more closely with both students and teachers.
Author: Vera Goodman
Publisher: Vera Goodman
ISBN: 9780969993858
Category : Education
Languages : en
Pages : 108
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Book Description
Author: Joan Garfield
Publisher: Springer Science & Business Media
ISBN: 1402083831
Category : Education
Languages : en
Pages : 407
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Book Description
Increased attention is being paid to the need for statistically educated citizens: statistics is now included in the K-12 mathematics curriculum, increasing numbers of students are taking courses in high school, and introductory statistics courses are required in college. However, increasing the amount of instruction is not sufficient to prepare statistically literate citizens. A major change is needed in how statistics is taught. To bring about this change, three dimensions of teacher knowledge need to be addressed: their knowledge of statistical content, their pedagogical knowledge, and their statistical-pedagogical knowledge, i.e., their specific knowledge about how to teach statistics. This book is written for mathematics and statistics educators and researchers. It summarizes the research and highlights the important concepts for teachers to emphasize, and shows the interrelationships among concepts. It makes specific suggestions regarding how to build classroom activities, integrate technological tools, and assess students’ learning. This is a unique book. While providing a wealth of examples through lessons and data sets, it is also the best attempt by members of our profession to integrate suggestions from research findings with statistics concepts and pedagogy. The book’s message about the importance of listening to research is loud and clear, as is its message about alternative ways of teaching statistics. This book will impact instructors, giving them pause to consider: "Is what I’m doing now really the best thing for my students? What could I do better?" J. Michael Shaughnessy, Professor, Dept of Mathematical Sciences, Portland State University, USA This is a much-needed text for linking research and practice in teaching statistics. The authors have provided a comprehensive overview of the current state-of-the-art in statistics education research. The insights they have gleaned from the literature should be tremendously helpful for those involved in teaching and researching introductory courses. Randall E. Groth, Assistant Professor of Mathematics Education, Salisbury University, USA
