Improving Human Learning in the Classroom

George R. Taylor; Loretta MacKenney

doi:10.5771/9781578869091

Summary

Improving Human Learning in the Classroom provides a functional and realistic approach to facilitate learning through a demonstration of commonalities between the various theories of learning. Designed to assist educators in eliciting students' prior knowledge, providing feedback, transfer of knowledge, and promoting self-assessment, Taylor and MacKenney provide proven strategies for infusing various learning theories into a curriculum, guiding educators to find their own strategies for promoting learning in the classroom. Both quantitative and qualitative research methods investigate learning theories and reforms in education. Quantitative data sources build the theoretical framework for educating the student, as well as developing strategies for closing the achievement gap. Taylor and MacKenney fuse personal experiences with solid strategies for human learning.

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Bibliographic data

Copyright year: 2008
ISBN-Print: 978-1-57886-857-5
ISBN-Online: 978-1-57886-909-1
Publisher: Rowman & Littlefield, Lanham
Language: English
Pages: 316
Product type: Book Titles

1. Contents No access
2. Foreword No access
3. Preface No access
4. Acknowledgments No access
Chapter 01. The Psychology of Human Learning No access Pages 1 - 14
Chapter 02. Emotions and Human Motivation in Learning No access Pages 15 - 22
Chapter 03. Behaviorism and Its Impact on Learning Theories No access Pages 23 - 40
Chapter 04. Ivan Petrovich Pavlov No access Pages 41 - 46
Chapter 05. Burrhus Frederic Skinner No access Pages 47 - 54
Chapter 06. Social Learning Theories No access Pages 55 - 70
Chapter 07. Application of Social Learning Theories No access Pages 71 - 86
Chapter 08. Cognitive Psychology No access Pages 87 - 98
Chapter 09. Cognitive Theories of Learning No access Pages 99 - 112
Chapter 10. Theory of Multiple Intelligences No access Pages 113 - 124
Chapter 11. Concept Learning No access Pages 125 - 130
Chapter 12. Critical Thinking and Problem Solving No access Pages 131 - 142
Chapter 13. Holistic Learning and Education No access Pages 143 - 154
Chapter 14. Reciprocal Teaching No access Pages 155 - 164
Chapter 15. Brain-Based Learning No access Pages 165 - 182
Chapter 16. Integrating Learning Styles into the Curriculum No access Pages 183 - 200
Chapter 17. Strategies for Improving Memory No access Pages 201 - 214
Chapter 18. Direct Intervention Techniques for Teaching Social Skills No access Pages 215 - 228
Chapter 19. Integrating Reading into Content Areas No access Pages 229 - 244
Chapter 20. Summary No access Pages 245 - 252
Appendix. Checklist for Assessing Students’ Multiple Intelligences No access Pages 253 - 258
Glossary No access Pages 259 - 266
References No access Pages 267 - 296
Index No access Pages 297 - 314
About the Authors No access Pages 315 - 316