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This book describes the basic elements of some of the essential learning theories and their applications for teaching and learning.
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This book describes the basic elements of some of the essential learning theories and their applications for teaching and learning.
Produktdetails
- Produktdetails
- Verlag: Rowman & Littlefield
- Seitenzahl: 180
- Erscheinungstermin: 30. Oktober 2019
- Englisch
- Abmessung: 229mm x 152mm x 10mm
- Gewicht: 270g
- ISBN-13: 9781475852707
- ISBN-10: 1475852703
- Artikelnr.: 56970386
- Herstellerkennzeichnung
- Libri GmbH
- Europaallee 1
- 36244 Bad Hersfeld
- gpsr@libri.de
- Verlag: Rowman & Littlefield
- Seitenzahl: 180
- Erscheinungstermin: 30. Oktober 2019
- Englisch
- Abmessung: 229mm x 152mm x 10mm
- Gewicht: 270g
- ISBN-13: 9781475852707
- ISBN-10: 1475852703
- Artikelnr.: 56970386
- Herstellerkennzeichnung
- Libri GmbH
- Europaallee 1
- 36244 Bad Hersfeld
- gpsr@libri.de
Andrew P. Johnson
Dedication
Preface
PART I. BACKGROUND
Chapter 1: Theories, Learning, and Learning to Teach
PART II. NEUROLOGICAL LEARNING THEORY
Chapter 2: Neurological Learning Theory
Chapter 3: Applying Neurological Learning Theory
PART III. BEHAVIORAL LEARNING THEORIES
Chapter 4: Behaviorism - Classical Conditioning
Chapter 5: Behaviorism - Operant Conditioning
Chapter 6: Applying Behave Modification In The Classroom
Chapter 7: Social Cognitive Learning Theory
PART IV. COGNITIVE LEARNING THEORIES
Chapter 8: Piaget's Learning Theory
Chapter 9: Vygotsky's Learning Theory
Chapter 10: The Information Processing Model
Chapter 11: Memory
Chapter 12: Learning
Chapter 13: Constructivist Learning Theory
Chapter 14: The Learning Theory of Jerome Bruner
Chapter 15: Ausubel's Theory of Meaningful Verbal Learning
PART V. TRANSFORMATIVE LEARNING THEORIES
Chapter 16: Humanistic Learning Theory
Chapter 17: Applying Humanistic Learning Theory in the Classroom
Chapter 18: Holistic Learning Theory
Chapter 19: Applying Holistic Learning Theory in the Classroom
PART VI. ALGORITHMIC VIEWS OF TEACHING
Chapter 20: Planning for Learning
Chapter 21: The Danielson Framework
PART VII. END MATERIAL
Chapter 22: Defining Teaching
Chapter 23: DEFINING YOUR EDUCATIONAL PHILOSOPHY
Preface
PART I. BACKGROUND
Chapter 1: Theories, Learning, and Learning to Teach
PART II. NEUROLOGICAL LEARNING THEORY
Chapter 2: Neurological Learning Theory
Chapter 3: Applying Neurological Learning Theory
PART III. BEHAVIORAL LEARNING THEORIES
Chapter 4: Behaviorism - Classical Conditioning
Chapter 5: Behaviorism - Operant Conditioning
Chapter 6: Applying Behave Modification In The Classroom
Chapter 7: Social Cognitive Learning Theory
PART IV. COGNITIVE LEARNING THEORIES
Chapter 8: Piaget's Learning Theory
Chapter 9: Vygotsky's Learning Theory
Chapter 10: The Information Processing Model
Chapter 11: Memory
Chapter 12: Learning
Chapter 13: Constructivist Learning Theory
Chapter 14: The Learning Theory of Jerome Bruner
Chapter 15: Ausubel's Theory of Meaningful Verbal Learning
PART V. TRANSFORMATIVE LEARNING THEORIES
Chapter 16: Humanistic Learning Theory
Chapter 17: Applying Humanistic Learning Theory in the Classroom
Chapter 18: Holistic Learning Theory
Chapter 19: Applying Holistic Learning Theory in the Classroom
PART VI. ALGORITHMIC VIEWS OF TEACHING
Chapter 20: Planning for Learning
Chapter 21: The Danielson Framework
PART VII. END MATERIAL
Chapter 22: Defining Teaching
Chapter 23: DEFINING YOUR EDUCATIONAL PHILOSOPHY
Dedication
Preface
PART I. BACKGROUND
Chapter 1: Theories, Learning, and Learning to Teach
PART II. NEUROLOGICAL LEARNING THEORY
Chapter 2: Neurological Learning Theory
Chapter 3: Applying Neurological Learning Theory
PART III. BEHAVIORAL LEARNING THEORIES
Chapter 4: Behaviorism - Classical Conditioning
Chapter 5: Behaviorism - Operant Conditioning
Chapter 6: Applying Behave Modification In The Classroom
Chapter 7: Social Cognitive Learning Theory
PART IV. COGNITIVE LEARNING THEORIES
Chapter 8: Piaget's Learning Theory
Chapter 9: Vygotsky's Learning Theory
Chapter 10: The Information Processing Model
Chapter 11: Memory
Chapter 12: Learning
Chapter 13: Constructivist Learning Theory
Chapter 14: The Learning Theory of Jerome Bruner
Chapter 15: Ausubel's Theory of Meaningful Verbal Learning
PART V. TRANSFORMATIVE LEARNING THEORIES
Chapter 16: Humanistic Learning Theory
Chapter 17: Applying Humanistic Learning Theory in the Classroom
Chapter 18: Holistic Learning Theory
Chapter 19: Applying Holistic Learning Theory in the Classroom
PART VI. ALGORITHMIC VIEWS OF TEACHING
Chapter 20: Planning for Learning
Chapter 21: The Danielson Framework
PART VII. END MATERIAL
Chapter 22: Defining Teaching
Chapter 23: DEFINING YOUR EDUCATIONAL PHILOSOPHY
Preface
PART I. BACKGROUND
Chapter 1: Theories, Learning, and Learning to Teach
PART II. NEUROLOGICAL LEARNING THEORY
Chapter 2: Neurological Learning Theory
Chapter 3: Applying Neurological Learning Theory
PART III. BEHAVIORAL LEARNING THEORIES
Chapter 4: Behaviorism - Classical Conditioning
Chapter 5: Behaviorism - Operant Conditioning
Chapter 6: Applying Behave Modification In The Classroom
Chapter 7: Social Cognitive Learning Theory
PART IV. COGNITIVE LEARNING THEORIES
Chapter 8: Piaget's Learning Theory
Chapter 9: Vygotsky's Learning Theory
Chapter 10: The Information Processing Model
Chapter 11: Memory
Chapter 12: Learning
Chapter 13: Constructivist Learning Theory
Chapter 14: The Learning Theory of Jerome Bruner
Chapter 15: Ausubel's Theory of Meaningful Verbal Learning
PART V. TRANSFORMATIVE LEARNING THEORIES
Chapter 16: Humanistic Learning Theory
Chapter 17: Applying Humanistic Learning Theory in the Classroom
Chapter 18: Holistic Learning Theory
Chapter 19: Applying Holistic Learning Theory in the Classroom
PART VI. ALGORITHMIC VIEWS OF TEACHING
Chapter 20: Planning for Learning
Chapter 21: The Danielson Framework
PART VII. END MATERIAL
Chapter 22: Defining Teaching
Chapter 23: DEFINING YOUR EDUCATIONAL PHILOSOPHY







