Titel: Fast Facts for the Classroom Nursing Instructor: Classroom Teaching in a Nutshell
Verlag: Springer Publishing Company
Erscheinungsjahr: 2012
Sprache: Englisch
ISBN-10: 0826110169
ISBN-13: 9780826110169
Einband: Paperback
Zustand: Good
Zustand des Schutzumschlags: No Jacket

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Inhaltsangabe

This Fast Facts guide provides the support needed by all classroom teachers and future nurse educators to improve their effectiveness and to more thoroughly and efficiently engage even the most challenging of contemporary learners. Using the concise, conversational Fast Facts format, the book offers quick access to information about varied aspects of classroom management and describes how to use ""self as educator"" to influence positive learning.

The guide delineates key priorities on which educators must focus to provide an optimal learning experience for their students, and includes strategies for keeping students engaged in learning. Chapters feature vivid case examples and cover understanding the use of self, preparing for the classroom, building on strengths, engaging and coaching students, using agreements, and dealing with incivility in the classroom. In addition to traditional classroom learning, the book will be useful for online courses and in clinical conference discussions.

Key Features:

Focuses on the application of multiple learning theories
Delineates key priorities for providing optimal classroom and online teaching
Addresses common challenges such as dealing with incivility in the classroom
Includes ""Fast Facts in a Nutshell"" feature and checklists to help guide new nurse faculty

NOTE: This title is not for sale in the UK

�ber die Autorin bzw. den Autor

Paul Yoder, Ph.D. is a Professor in Vanderbilt University's Department of Special Education. As the past director of the Observational and Quantitative Methods core for the Kennedy Center of Vanderbilt University, he has consulted for numerous single subject and group design researchers for over 20 years. He has conducted methodological studies and written methodological and measurement articles and chapters for both single subject and group design literatures. Among these are 3 simulation studies relevant to sequential analysis. He currently teaches a recurring course on observational measurement for doctoral level students at Vanderbilt and is frequently asked to provide workshops on various aspects of observational measurement, including sequential analysis. He has been and continues to be an active user of observational measurement in his research on early communication in children with disabilities.

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