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Inhaltsangabe
Lack of learner motivation is the single greatest challenge before American schools and colleges. When students are self-motivated, they invest more and work harder at learning even if resources are inadequate. Jackson Kytle’s provocative book argues that students and teachers waste time and human energy because the conventional curriculum rests on flawed mental models. Hope for change requires a searching critique of modernity as well as expanded theories of human motivation and learning based on advances in neurobiology and cognitive studies. After consideration of existentialism and choice of life purposes, and the dynamics of psychological involvement, Kytle closes his ambitious, interdisciplinary book with ten considerations for better learning.
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Über die Autorin bzw. den Autor
Jackson Kytle is a social psychologist, progressive educator, writer, and consultant to college leaders, working for the Advance Group. He was elected a Commissioner for the Middle States Commission on Higher Education. Previous college leadership positions include: Vice President for Academic Affairs, HealthCare Chaplaincy; Deputy Provost of The New School in New York City; Dean of Vermont College and Vice President, Norwich University; President of Goddard College; and Vice President for Academic Affairs at Antioch University. Jackson has taught at each of these colleges, offering courses in social psychology, research methods and statistics, educational philosophy, and college writing.
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To Want to Learn: Insights and Provocations for Engaged Learning
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To Want to Learn: Insights and Provocations for Engaged Learning
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Hardcover. Zustand: Very Good. No Jacket. May have limited writing in cover pages. Pages are unmarked. ~ ThriftBooks: Read More, Spend Less 1.15. Artikel-Nr. G1403963339I4N00
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To Want to Learn: Insights and Provocations for Engaged Learning
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To Want to Learn
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Palgrave Macmillan US, Palgrave Macmillan US Aug 2012, 2012
ISBN 10: 1403963339
ISBN 13: 9781403963338
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Buch. Zustand: Neu. Neuware -When students are self-motivated, they work harder at learning even if resources are inadequate. Thisbook argues that students and teachers waste time and energy because the curriculum rests on flawed mental models. Change requirestheories ofmotivation and learning based on advances in neurobiology and cognitive studies.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 252 pp. Englisch. Artikel-Nr. 9781403963338
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