Resultados
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1661.
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1662.
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1663.
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1664.
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1665.
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Research on motivation in education. volume 3. goals and cognitions / compil. Carole Ames ; co-aut. Russell Ames Nível de parte analítica: Furthering our understanding of motivation and environments • Thoughts about motivation • Family structures and student motivation : a developmental perspectives • Cognitive-processing analysis of motivation within classroom tasks • Perceptions of classroom processes and student motivation : children's views of self-fulfilling prophecies • Stage-environment fit : developmentally appropriate classroom for young adolescents • Social life as a goal-coordination task • Intrinsic motivation in the classroom • Dynamics of intrinsic motivation : a study of adolescents • Self-efficacy and cognitive skill learning • IntroductionPublicação: San Diego : Academic Press, 1989Descrição: 346 p.Disponibilidade:
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1666.
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1667.
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1668.
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Decrire l'ecrire / compil. Jacques Fijalkow Nível de parte analítica: Propos de ce que l'enfant sait et de ce qu'il ignore au sujet de l'ecrit avant qu'on lui ait appris • Acte d'ecrire • Ecriture et micro-informatique • Develppement de l'ecriture chez l'adulte : les perspectives en angleterre et au pays de gallles • Organiser l'apprentissage de l'ecriture a l'ecole maternelle • Questions-reponses sur la psychogenese se la langue ecrite • Apprendre a lire, a ecrire, a compter... quelles relations entre ces apprentissages instrumentaux? • Connaissance, activites de langage et alphabetisation • Acquisition de l'ecriture dans une perspective socio-genetique • Recherche sur le processus d'ecriture a l'ecole primaire • Ecriture et alphabetisation • Prehistoire d'une discipline scolaire : l'ecriture • IntroductionPublicação: Toulouse : Presses Universitaires de Mirail, 1990Descrição: 172 p.Disponibilidade:
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1669.
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1670.
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1671.
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Advances in research on teaching. volume 1 / compil. Jere Brophy Nível de parte analítica: Conclusion : toward a theory of teaching • Implementing instructional programs to promote meaningful, self-regulated learning • Teaching for meaningful and self-regulated learning of science • Choosing and using mathematical tools in classroom discourse • Learning mathematics with understanding : cognitively guided instruction • Writing in the content areas : reaching its potential in the learning process • Developing successful writers through cognitive strategy instruction • Role of instruction in learning to write • Classroom dialogues to promote self-regulated comprehension • Tension between information-giving and mediation : perspectives on instructional explanation and teacher change • Introduction to volume 1 • Introduction to advances in research on teachingPublicação: Greenwich : Jai Press, 1989Descrição: 355 p.Disponibilidade:
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1672.
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1673.
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1674.
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1676.
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1677.
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1678.
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1679.
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1680.
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Learning and instruction. volume 2.2 / e outros Heinz Mandl, co-aut. Erik De Corte, co-aut. Neville Bennett, co-aut. Helmut Friedrich Nível de parte analítica: Children's reasoning about biological structures • Learning and teaching at middle school level of concepts and phenomena in psysics : the case of temperature • Cross-cultural investigation of children's conceptions about the earth, the sun, and the moon : greek and american data • Psychological aspects of learning about basic electricity • Science students conceptions : themes and variations • Statistical preconceptions during data analysis by naive subjects • Mediating processes between children's self-concept of ability and mathematical achievement : a longitudinal study • Analysis of item difficulty in the solution of geometric analogies • Deductive reasoning in geometry : search strategies and surface features • From text situation to equation : cognitive simulation of understanding and solving mathematical word problems • Conceptual obstacles to the development of the concepts of multiplication and division • Structuring principle for the memory representation of simple arithmetic facts • Training procedure for children with learning deficiencies improve their representation simple arithmetic word problem • Do non-semantic factors also influence the solution process of addition and subtraction word problem ? • Problem solving and concept : formation in the learning of mathematics • Testing the bereiter model of writing : cognitive and communicative aspects of diary-writing during adolescence • Learning text composition in early literacy • Micro- and macrostructural planning and control in production : approaches to the storytelling situation • Knowledge and text production • Composition book : learning to write by dialogue • Constructing and highlighting main points in production • Effect of topic and theme interestingness on the production of school expositions • Student -generated activities in learner- and program-controlled text processing • Recall of nonintegrated paragraphs from a text • Self-imposed local learning criteria in studying text • Repeated reading and severe reading disability • Information selection strategies in the reading of scientific texts • Thinking out loud about concepts in science text : how instructional objectives work • Relative importance of information and retrieval from memory • Selecting and cueing key phrases in instructional texts • Professional ethics of teachers as a result of a developmental process : conditions and consequences • Development of professional perspectives and behaviour in prospective teachers • Injustice in interactions between teachers and pupils • Maternal sensitivity and teaching behaviour in dyadic interaction • Teachers questions : some differences between experienced and novice teachers • Types and consequences of student teachers diagnoses during classroom interaction • Integrating the development of the operational abilities of thinking and the transmission of knowledge • Teaching decision-making to solve textbook problems • Formation of learning activity in pupils • Paradigmatic teaching of inductive thinking • When teaching kills learning : research on mathemathantics • PrefacePublicação: New York : Pergamon Press, 1990Descrição: 688 p.Disponibilidade:
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