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Download or read book Abstracts of Dissertations for the Degree of Philosophy written by University of Southern California and published by . This book was released on 1939 with total page 556 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Abstracts of Dissertations written by University of Southern California and published by . This book was released on 1940 with total page 696 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Abstracts of Dissertations for the Degree of Doctor of Philosophy and the Degree of Doctor of Education with the Titles of Theses Accepted for Masters Degrees written by and published by . This book was released on 1940 with total page 730 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Abstracts of Dissertations for the Degree of Doctor of Philosophy written by University of Southern California and published by . This book was released on 1939 with total page 338 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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Download or read book Visible Learning written by John Hattie and published by Routledge. This book was released on 2008-11-19 with total page 389 pages. Available in PDF, EPUB and Kindle. Book excerpt: This unique and ground-breaking book is the result of 15 years research and synthesises over 800 meta-analyses on the influences on achievement in school-aged students. It builds a story about the power of teachers, feedback, and a model of learning and understanding. The research involves many millions of students and represents the largest ever evidence based research into what actually works in schools to improve learning. Areas covered include the influence of the student, home, school, curricula, teacher, and teaching strategies. A model of teaching and learning is developed based on the notion of visible teaching and visible learning. A major message is that what works best for students is similar to what works best for teachers – an attention to setting challenging learning intentions, being clear about what success means, and an attention to learning strategies for developing conceptual understanding about what teachers and students know and understand. Although the current evidence based fad has turned into a debate about test scores, this book is about using evidence to build and defend a model of teaching and learning. A major contribution is a fascinating benchmark/dashboard for comparing many innovations in teaching and schools.
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