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How Learning Works: Seven Research-Based Principles for Smart Teaching

Distilling the research literature and translating the scientific approach into language relevant to a college or university teacher, this book introduces seven general principles of how students learn. The authors have drawn on research from a breadth of perspectives (cognitive, developmental, and social psychology; educational research; anthropology; demographics; organizational behavior) to identify a set of key principles underlying learning, from how effective organization enhances retrieval and use of information to what impacts motivation. Integrating theory with real-classroom examples in practice, this book helps faculty to apply cognitive science advances to improve their own teaching.

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Motivation Matters and Interest Counts: Fostering Engagement in Mathematics

Why do smart people disengage from mathematical pursuits… and how can we reverse the trend?

This book is designed to be the go-to source for information on mathematical motivation. It presents the full body of research on motivation in a useful, interesting, and provocative matter.

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How To Live On Twenty-four Hours A Day…

This is a reproduction of a book published before 1923. This book may have occasional imperfections
such as missing or blurred pages, poor pictures, errant marks, etc. that were either part of the original artifact,
or were introduced by the scanning process. We believe this work is culturally important, and despite the imperfections,
have elected to bring it back into print as part of our continuing commitment to the preservation of printed works
worldwide. We appreciate your understanding of the imperfections in the preservation process, and hope you enjoy this valuable book.

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The below data was compiled from various identification fields in the bibliographic record of this title. This data is provided as an additional tool in helping to ensure edition identification:

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How To Live On Twenty-four Hours A Day

Arnold Bennett

Review of Reviews, 1910

Conduct of life; Time management; Values

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How To Live on 24 Hours a Day

About Author Enoch Arnold Bennett was born on 27 May 1867 and died on 27 March 1931. He was an English novelist. Book Excerpt : Rise an hour, an hour and a half, or even two hours earlier; and—if you must—retire earlier when you can. In the matter of exceeding programmes, you will accomplish as much in one morning hour as in two evening hours. “But,” you say, “I couldn’t begin without some food, and servants.” Surely, my dear sir, in an age when an excellent spirit-lamp (including a saucepan) can be bought for less than a shilling, you are not going to allow your highest welfare to depend upon the precarious immediate co-operation of a fellow creature! Instruct the fellow creature, whoever she may be, at night. Tell her to put a tray in a suitable position over night. On that tray two biscuits, a cup and saucer, a box of matches and a spirit-lamp; on the lamp, the saucepan; on the saucepan, the lid—but turned the wrong way up; on the reversed lid, the small teapot, Book Content: PREFACE I THE DAILY MIRACLE II THE DESIRE TO EXCEED ONE’S PROGRAMME III PRECAUTIONS BEFORE BEGINNING IV THE CAUSE OF THE TROUBLE V TENNIS AND THE IMMORTAL SOUL VI REMEMBER HUMAN NATURE VII CONTROLLING THE MIND VIII THE REFLECTIVE MOOD IX INTEREST IN THE ARTS X NOTHING IN LIFE IS HUMDRUM XI SERIOUS READING XII DANGERS TO AVOID

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Current Directions in Motivation and Emotion for Motivation: Biological, Psychological, and Environmental

This updated and exciting reader includes 25 articles that have been carefully selected for the undergraduate audience, and taken from the very accessible Current Directions in Psychological Science journal. These timely, cutting-edge articles allow instructors to bring their students real-world perspective-–from a reliable source–-about today’s most current and pressing issues in abnormal psychology.

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The Sports Gene: Inside the Science of Extraordinary Athletic Performance

In high school, I wondered whether the Jamaican Americans who made our track team so successful might carry some special speed gene from their tiny island. In college, I ran against Kenyans, and wondered whether endurance genes might have traveled with them from East Africa. At the same time, I began to notice that a training group on my team could consist of five men who run next to one another, stride for stride, day after day, and nonetheless turn out five entirely different runners. How could this be?

We all knew a star athlete in high school. The one who made it look so easy. He was the starting quarterback and shortstop; she was the all-state point guard and high-jumper. Naturals. Or were they?

The debate is as old as physical competition. Are stars like Usain Bolt, Michael Phelps, and Serena Williams genetic freaks put on Earth to dominate their respective sports? Or are they simply normal people who overcame their biological limits through sheer force of will and obsessive training?
The truth is far messier than a simple dichotomy between nature and nurture. In the decade since the sequencing of the human genome, researchers have slowly begun to uncover how the relationship between biological endowments and a competitor’s training environment affects athleticism. Sports scientists have gradually entered the era of modern genetic research.

In this controversial and engaging exploration of athletic success, Sports Illustrated senior writer David Epstein tackles the great nature vs. nurture debate and traces how far science has come in solving this great riddle. He investigates the so-called 10,000-hour rule to uncover whether rigorous and consistent practice from a young age is the only route to athletic excellence.

Along the way, Epstein dispels many of our perceptions about why top athletes excel. He shows why some skills that we assume are innate, like the bullet-fast reactions of a baseball or cricket batter, are not, and why other characteristics that we assume are entirely voluntary, like an athlete’s will to train, might in fact have important genetic components.

This subject necessarily involves digging deep into sensitive topics like race and gender. Epstein explores controversial questions such as: Are black athletes genetically predetermined to dominate both sprinting and distance running, and are their abilities influenced by Africa’s geography? Are there genetic reasons to separate male and female athletes in competition? Should we test the genes of young children to determine if they are destined for stardom? Can genetic testing determine who is at risk of injury, brain damage, or even death on the field? Through on-the-ground reporting from below the equator and above the Arctic Circle, revealing conversations with leading scientists and Olympic champions, and interviews with athletes who have rare genetic mutations or physical traits, Epstein forces us to rethink the very nature of athleticism.
 

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A Theory of Human Motivation

2013 Reprint of 1943 Edition. Full facsimile of the original edition, not reproduced with Optical Recognition Software. This is the article in which Maslow first presented his hierarchy of needs. It was first printed in his 1943 paper “A Theory of Human Motivation”. Maslow subsequently extended the idea to include his observations of humans’ innate curiosity. His theories parallel many other theories of human developmental psychology, some of which focus on describing the stages of growth in humans. Maslow described various needs and used the terms “Physiological, Safety, Belongingness and Love, Esteem, Self-Actualization and Self-Transcendence” needs to describe the pattern that human motivations generally move through. Maslow studied what he called exemplary people such as Albert Einstein, Jane Addams, Eleanor Roosevelt, and Frederick Douglass rather than mentally ill or neurotic people.

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Motivation for Achievement: Possibilities for Teaching and Learning

Understanding student and teacher motivation and developing strategies to foster motivation for students at all levels of performance are essential to effective teaching. This text is designed to help prospective and practicing teachers achieve these goals. Its premise is that current research and theory about motivation offer hope and possibilities for educators —teachers, parents, coaches, and administrators—to enhance motivation for achievement. The orientation draws primarily on social-cognitive perspectives that have generated much research relevant to classroom practice.

Ideal for any course that is dedicated to, or includes coverage of, motivation and achievement, the text focuses on two key roles teachers play in supporting and cultivating motivation in the classroom: establishing the classroom structure and instruction that provides the environment for optimal motivation, engagement, and learning; and helping students develop the tools that will enable them to be self-regulated learners and develop their potential.

Pedagogical features aid the understanding of concepts and the application to practice:

Strategy boxes present guidelines and strategies for using the various concepts.

Exhibit boxes include forms for different purposes (for example, goal setting), examples of teacher beliefs and practices, and samples of student work.

Reflection boxes stimulate readers’ thinking about motivational issues inherent in the topics, their experiences, and their beliefs.

A motivational toolbox at the end of each chapter helps readers identify important points to think about, lingering questions, strategies to use now, and strategies to develop in the future.

 

NEW IN THE THIRD EDITION

Updated research and new topics are added throughout as warranted by current inquiry in the field.

Chapters are reorganized to provide more coherence and to account for new findings.

New and updated material is included on issues of educational reform, standards for achievement, and high-stakes testing, and on achievement goal theory, especially regarding performance goals and the distinction between performance-approach and performance-avoidance goals as relevant to classroom practice.