|
|
|
|
| LEADER |
00000cam a2200000 a 4500 |
| 001 |
EBSCO_ocn733057094 |
| 003 |
OCoLC |
| 005 |
20231017213018.0 |
| 006 |
m o d |
| 007 |
cr cnu---unuuu |
| 008 |
110627s2010 nyua ob 001 0 eng d |
| 040 |
|
|
|a N$T
|b eng
|e pn
|c N$T
|d OCLCQ
|d OCLCE
|d YDXCP
|d OCLCQ
|d E7B
|d OCLCF
|d NLGGC
|d EBLCP
|d OCLCQ
|d AGLDB
|d OCLCQ
|d VTS
|d AU@
|d STF
|d OCLCQ
|d K6U
|d YDX
|d OCLCQ
|d OCLCO
|d OCLCQ
|d OCLCO
|
| 019 |
|
|
|a 761196858
|a 1159021492
|
| 020 |
|
|
|a 9781613243381
|q (electronic bk.)
|
| 020 |
|
|
|a 1613243383
|q (electronic bk.)
|
| 020 |
|
|
|z 9781608761135
|
| 020 |
|
|
|z 1608761134
|
| 029 |
1 |
|
|a AU@
|b 000067830539
|
| 029 |
1 |
|
|a DEBBG
|b BV043162982
|
| 029 |
1 |
|
|a DEBSZ
|b 42158775X
|
| 035 |
|
|
|a (OCoLC)733057094
|z (OCoLC)761196858
|z (OCoLC)1159021492
|
| 050 |
|
4 |
|a LB2325
|b .D47 2010eb
|
| 072 |
|
7 |
|a EDU
|x 015000
|2 bisacsh
|
| 082 |
0 |
4 |
|a 378
|2 22
|
| 049 |
|
|
|a UAMI
|
| 245 |
0 |
0 |
|a Developments in higher education /
|c Mary Lee Albertson, editor.
|
| 260 |
|
|
|a New York :
|b Nova Science Publishers,
|c ©2010.
|
| 300 |
|
|
|a 1 online resource (xiv, 225 pages) :
|b illustrations (some color)
|
| 336 |
|
|
|a text
|b txt
|2 rdacontent
|
| 337 |
|
|
|a computer
|b c
|2 rdamedia
|
| 338 |
|
|
|a online resource
|b cr
|2 rdacarrier
|
| 490 |
1 |
|
|a Education in a competitive and globalizing world series
|
| 504 |
|
|
|a Includes bibliographical references and index.
|
| 588 |
0 |
|
|a Print version record.
|
| 505 |
0 |
|
|a DEVELOPMENTS INHIGHER EDUCATION; CONTENTS; PREFACE; EXAMINING WAYS TO IMPROVE VISUAL TEACHINGMATERIALS: THE ROLE OF VISUAL LITERACY ANDPREDOMINATE LEARNING MODALITY; ABSTRACT; INTRODUCTION; WHAT IS VISUAL LITERACY AND HOW DO WE TEACH IT?; THE BALANCING ACT BETWEEN THEVISUAL, VERBAL AND WRITTEN; THE BALANCING ACT BETWEEN WHAT TO LEAVEAND WHAT TO REMOVE; VISUAL LITERACY AND MEMORY; SEMANTIC CUES AND MEMORY RETRIEVAL; EXPERT-NOVICE DIFFERENCESIN UNDERSTANDING VISUAL MATERIAL; RECOGNIZING STUDENTS DIFFERENTVISUAL LITERACY LEVELS; LEARNING STYLE MODELS DEFINED; KEY LEARNING STYLE MODELS.
|
| 505 |
8 |
|
|a VAK AND VARK LEARNINGMODALITY-SPECIFIC MODELSLEARNING STYLE MODELS:IMPLICATIONS FOR EDUCATORS AND LEARNERS; VISUAL LITERACY AND LEARNINGSTYLE MODALITIES STUDY; Research Aim; Research Design; Test 1 -- Identifying Predominant Learning Modality; Test 2 -- Assessing Visual Literacy; Stimulus Sampling Process; Procedure; Participants and Sample Size; Data Analysis: F-Sort Results; Q-Sort Results; Predominant Learning Modality; Patterns of Similarity and Difference:Visual Literacy Levels and Learning Modality; STUDY CONCLUSION AND DISCUSSION.
|
| 505 |
8 |
|
|a SUGGESTIONS FOR IMPROVING STUDENTSLEARNING OF VISUAL MATERIALREFERENCES; DECONSTRUCTING INTERTEACHING:IS THE WHOLE GREATER THAN THE SUMOF ITS PARTS?; ABSTRACT; INTRODUCTION; INTRODUCING "INTERTEACHING"; INTERTEACHING: THE METHODS; Course Preparation; Applying the Method; Pre-Class Student Preparation; At the Start of Class; In-Class Discussion; Interteaching Reports; Clarifying Lectures; Evaluation; RESEARCH ON INTERTEACHING; DECONSTRUCTING INTERTEACHING; Preparation Guides; Interteaching Discussion and Report; Clarifying Lectures; STUDENT PERCEPTIONS OF INTERTEACHING.
|
| 505 |
8 |
|
|a Student Perceptions of Preparation GuidesStudent Perceptions of Interteaching Discussion and Report; Student Perceptions of the Clarifying Lecture; GETTING STARTED: TIPS FOR WRITINGTHE PREPARATION GUIDE; Beginner Questions: Facts and Definitions; Advanced Questions: Conceptual and Applied; Questions that Generate Discussion: Convergent vs. Divergent; IS THE WHOLE GREATER THAN THE SUM OF ITS PARTS?; REFERENCES; WHAT DO TRAINEE TEACHERS KNOW AND WHATDO THEY THINK ABOUT SOCIAL STUDIES?; ABSTRACT; INTRODUCTION; TEACHERS' PROFESSIONAL KNOWLEDGEOF SOCIAL STUDIES TEACHING.
|
| 505 |
8 |
|
|a TEACHER EDUCATION AND PROFESSIONAL DEVELOPMENTSCHOOL KNOWLEDGE IN SOCIALSTUDIES EDUCATION PROGRAMMES; TEMPORAL NOTIONS: THE CONTENT KNOWLEDGE ANDPEDAGOGICAL CONTENT KNOWLEDGE OFPRIMARY TEACHER TRAINEES; NOVICE TEACHERS' CONCEPTIONS OF THE MEANINGOF HERITAGE AS AN ELEMENT IN THE CONSTRUCTION OF IDENTITY; A STUDY OF TRAINEE PRIMARY TEACHERS' CONCEPTIONSOF TEACHING AND THEIR TRAINING IN RESPECT OFCONTEMPORARY AND HISTORICAL SOCIETIES; A STUDY OF TRAINEE TEACHERS' CONCEPTIONSOF THE EDUCATIONAL USE OF MUSEUMS; CONCLUSION; REFERENCES.
|
| 590 |
|
|
|a eBooks on EBSCOhost
|b EBSCO eBook Subscription Academic Collection - Worldwide
|
| 650 |
|
0 |
|a Education, Higher.
|
| 650 |
|
6 |
|a Enseignement supérieur.
|
| 650 |
|
7 |
|a higher education.
|2 aat
|
| 650 |
|
7 |
|a EDUCATION
|x Higher.
|2 bisacsh
|
| 650 |
|
7 |
|a Education, Higher
|2 fast
|
| 650 |
|
7 |
|a Hochschule
|2 gnd
|
| 700 |
1 |
|
|a Albertson, Mary Lee.
|
| 776 |
0 |
8 |
|i Print version:
|t Developments in higher education.
|d New York : Nova Science Publishers, ©2010
|z 9781608761135
|w (DLC) 2009034042
|w (OCoLC)430053580
|
| 830 |
|
0 |
|a Education in a competitive and globalizing world series.
|
| 856 |
4 |
0 |
|u https://ebsco.uam.elogim.com/login.aspx?direct=true&scope=site&db=nlebk&AN=373021
|z Texto completo
|
| 938 |
|
|
|a ProQuest Ebook Central
|b EBLB
|n EBL3019599
|
| 938 |
|
|
|a ebrary
|b EBRY
|n ebr10671164
|
| 938 |
|
|
|a EBSCOhost
|b EBSC
|n 373021
|
| 938 |
|
|
|a YBP Library Services
|b YANK
|n 6958434
|
| 994 |
|
|
|a 92
|b IZTAP
|
