Listing 1 - 10 of 17 | << page >> |
Sort by
|
Choose an application
À l'école, les élèves rencontrent une série de tâches et de savoirs qui peuvent être plus ou moins explicités dans les programmes officiels. Mais ils doivent aussi assumer un certain rapport au savoir, c'est-à-dire l'ensemble des relations que l'école entretient avec les objets, les situations et les processus d'apprentissage. Ce rapport ne fait pas forcément l'objet d'un enseignement délibéré, mais c'est précisément parce qu'il se construit plutôt dans le registre implicite et/ou inconscient qu'il peut durablement conditionner les apprentissages et l'expérience scolaire des élèves. Entre les enfants qui répondent et ceux qui ne répondent pas aux attentes de l'institution, les inégalités peuvent se creuser dès les premiers degrés. Entrer dans l'école, c'est s'initier au métier d'élève en assimilant plus ou moins facilement un certain mode (scolaire) d'appropriation du savoir (scolaire). D'où une question vive, à la fois théorique et pratique : entre le rapport au savoir de l'école et le rapport au savoir des élèves, quel est le lien ? Autrement dit, quel est le rapport entre les savoirs tels qu'ils sont conçus, pensés, organisés, enseignés par l'école, et les savoirs tels qu'ils sont appris, construits, compris par les élèves ? Cet ouvrage pose ces questions en concentrant l'analyse sur les premières années de la scolarité (préscolaire, école enfantine, école élémentaire, école maternelle ; en Belgique, en France et en Suisse). Il problématise l'entrée dans l'école en étudiant tour à tour les représentations des acteurs, les pratiques pédagogiques, les apprentissages des élèves, les rapports entre recherche et travail de terrain. Aux enseignants, formateurs, chercheurs en éducation, il propose des outils pour mieux comprendre comment les enfants et leurs familles rencontrent le savoir et la culture scolaires, comment évolue et/ou peut évoluer la première étape de la scolarisation.
Choose an application
Choose an application
Dynamic assessment embeds interaction within the framework of a test-intervene-retest approach to psychoeducational assessment. This book offers an introduction to diagnostic assessors in psychology, education, and speech/language pathology to the basic ideas, principles, and practices of dynamic assessment. Most importantly, the book presents an array of specific procedures developed and used by the authors that can be applied to clients of all ages in both clinical and educational settings. The authors discuss their approach to report-writing, with a number of examples to demonstrate how they incorporate dynamic assessment into a comprehensive approach to assessment. The text concludes with a discussion of issues and questions that need to be considered and addressed. Two appendixes include descriptions of additional tests used by the authors that are adapted for dynamic assessment, as well as information about dynamic assessment procedures developed by others and sources for additional information about this approach.
Learning disabilities --- Learning ability --- Dynamic assessment (Education) --- Diagnosis. --- Testing. --- Health Sciences --- Psychiatry & Psychology --- Educational tests and measurements --- Learning --- Testing --- Ability testing
Choose an application
C.J. Simister provides a highly effective method for introducing a comprehensive set of thinking and learning skills to children aged 5-11, as well as for integrating these skills through the curriculum.
Creative thinking --- Critical thinking --- Learning ability --- Ability --- Learning, Psychology of --- Creative thinking (Education) --- Creative ability --- Thought and thinking --- Study and teaching.
Choose an application
Decision making --- Learning, Psychology of --- Learning --- Psychology of learning --- Educational psychology --- Comprehension --- Learning ability --- Deciding --- Decision (Psychology) --- Decision analysis --- Decision processes --- Making decisions --- Management --- Management decisions --- Choice (Psychology) --- Problem solving --- Psychological aspects
Choose an application
Learning, Psychology of --- Technical education --- Vocational education --- Education, Vocational --- Vocational training --- Work experience --- Education --- Education, Technical --- Professional education --- Learning --- Psychology of learning --- Educational psychology --- Comprehension --- Learning ability --- Curricula&delete& --- Evaluation --- Psychological aspects --- Curricula
Choose an application
Judy Willis draws on her experience as a neurologist and classroom teacher to demonstrate brain research-based strategies that provide developmentally and academically appropriate challenges to suit the needs and goals of students with learning disabilities.
Learning, Psychology of. --- Learning --- Brain. --- Cognitive styles. --- Styles, Cognitive --- Cognition --- Intellect --- Personality and cognition --- Cerebrum --- Mind --- Central nervous system --- Head --- Neuropsychology --- Psychology of learning --- Educational psychology --- Comprehension --- Learning ability --- Physiological aspects. --- Psychological aspects
Choose an application
The popular author of Classroom Instruction That Works discusses 10 questions that can help teachers sharpen their craft and do what really works for the particular students in their classroom.
Effective teaching --- Classroom management --- Teaching --- Learning, Psychology of. --- Learning --- Psychology of learning --- Educational psychology --- Comprehension --- Learning ability --- Curriculum materials --- Educational media --- Instructional materials --- Teaching materials --- Educational technology --- Media programs (Education) --- Aids and devices. --- Psychological aspects
Choose an application
Cet ouvrage est une lecture essentielle pour tous ceux que la question de l’éducation intéresse, qu’il s’agisse de parents, d’enseignants, d’apprenants ou de responsables politiques. Ce livre pourra confirmer et éclairer ce qu’ils savent déjà d’expérience, mais il ménage également des surprises. L’un des objectifs de Comprendre le cerveau est d’encourager le dialogue entre les éducateurs et les chercheurs en neurosciences. Il s’agit de voir ce que chacun peut apporter à l’étude du processus d’apprentissage. Un effort international et transdisciplinaire contribuera de manière décisive au traitement des problèmes récurrents dans le domaine de l’éducation.
Cognitive neuroscience --- Learning, Psychology of --- Learning --- Brain --- Neurosciences cognitives --- Psychologie de l'apprentissage --- Apprentissage --- Cerveau --- Physiological aspects --- Aspect physiologique --- Apprentissage Leerproces --- Cerveau Hersenen --- Méthodes d'enseignement Onderwijsmethoden --- Sciences Wetenschappen --- Cognitive neuroscience. --- Learning, Psychology of. --- Brain. --- Physiological aspects. --- Cerebrum --- Mind --- Central nervous system --- Head --- Neuropsychology --- Psychology of learning --- Educational psychology --- Comprehension --- Learning ability --- Cognitive neuropsychology --- Cognitive science --- Psychological aspects --- Learning - Physiological aspects
Choose an application
Cognition. --- Conditioned response. --- Learning, Psychology of. --- Learning. --- Behavior. --- Conditioning (Psychology) --- Klinische psychologie --- specifieke problemen --- Conditioning (Psychology). --- specifieke problemen. --- Cognition --- Conditioned response --- Learning, Psychology of --- Learning --- Psychology of learning --- Educational psychology --- Comprehension --- Learning ability --- Conditional reflexes --- Conditional response --- Conditioned reflexes --- Response, Conditioned --- Association of ideas --- Behaviorism (Psychology) --- Reflexes --- Habituation (Neuropsychology) --- Psychology --- Psychological aspects --- Apprentissage --- Comportement --- Conditionnement opérant --- Conditionnement pavlovien --- Processus cognitif
Listing 1 - 10 of 17 | << page >> |
Sort by
|