MARC details
| 000 -LEADER |
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| fixed length control field |
05293cam a2200433Ii 4500 |
| 050 04 - LIBRARY OF CONGRESS CALL NUMBER |
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| Classification number |
LB1025.M478.T433 2015 |
| 050 04 - LIBRARY OF CONGRESS CALL NUMBER |
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| Classification number |
LB1025 |
| 001 - CONTROL NUMBER |
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| control field |
ocn926818733 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
OCoLC |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20240726100340.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
151023t20152015vau ob 001 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9781620363164 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9781620363188 |
| 029 1# - OTHER SYSTEM CONTROL NUMBER (OCLC) |
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| OCLC library identifier |
AU@ |
| System control number |
000056997761 |
| 029 1# - OTHER SYSTEM CONTROL NUMBER (OCLC) |
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| OCLC library identifier |
DEBBG |
| System control number |
BV044026893 |
| 035 ## - SYSTEM CONTROL NUMBER |
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| System control number |
(OCoLC)926818733 |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
YDXCP |
| Language of cataloging |
eng |
| Description conventions |
rda |
| -- |
pn |
| Transcribing agency |
YDXCP |
| Modifying agency |
NT |
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OCLCF |
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OSU |
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EBLCP |
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IDB |
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ITD |
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NRC |
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MERUC |
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D6H |
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INT |
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VT2 |
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STF |
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OCLCQ |
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G3B |
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GDC |
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OCLCQ |
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DKC |
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OCLCQ |
| -- |
UKAHL |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
McGuire, Saundra Yancy, |
| Relator term |
Author |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
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| Place of publication, distribution, etc. |
Sterling, Virginia : |
| Name of publisher, distributor, etc. |
Stylus Publishing, LLC, |
| Date of publication, distribution, etc. |
(c)2015. |
| 245 10 - TITLE STATEMENT |
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| Title |
Teach students how to learn : |
| Remainder of title |
strategies you can incorporate into any course to improve student metacognition, study skills, and motivation / |
| Statement of responsibility, etc. |
Saundra Yancy McGuire with Stephanie McGuire ; foreword by Thomas A. Angelo. |
| Medium |
[print] |
| 250 ## - EDITION STATEMENT |
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| Edition statement |
First edition. |
| 336 ## - CONTENT TYPE |
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| Content type term |
text |
| Content type code |
txt |
| Source |
rdacontent |
| 337 ## - MEDIA TYPE |
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| Media type term |
computer |
| Media type code |
c |
| Source |
rdamedia |
| 338 ## - CARRIER TYPE |
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| Carrier type term |
online resource |
| Carrier type code |
cr |
| Source |
rdacarrier |
| 347 ## - DIGITAL FILE CHARACTERISTICS |
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| File type |
data file |
| Source |
rda |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
288 pages. |
| Dimensions |
15.24 cm |
| 530 ## - COPYRIGHT INFORMATION: |
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| COPYRIGHT INFORMATION |
COPYRIGHT NOT covered - Click this link to request copyright permission: |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
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| Bibliography, etc. note |
|
| 505 00 - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Saundra's journey: from traditional instructor to academic transformer -- |
| Title |
Why don't our students already know how to learn? -- |
| -- |
Metacognition: what it is and how it helps students become independent learners -- |
| -- |
The power of teaching Bloom's Taxonomy and the study cycle to students -- |
| -- |
Metacognitive learning strategies at work -- |
| -- |
Mindset matters -- |
| -- |
Connections between motivation, emotions, and learning -- |
| -- |
What faculty can do to boost motivation, positive emotions, and learning -- |
| -- |
What students can do to boost motivation, postive emotions, and learning -- |
| -- |
Partnering with your campus learning center -- |
| -- |
Teaching learning strategies to groups -- |
| -- |
Teaching uprepared students. |
| 520 0# - SUMMARY, ETC. |
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| Summary, etc. |
Miriam, a freshman Calculus student at Louisiana State University, made 37.5% on her first exam but 83% and 93% on the next two. Matt, a first year General Chemistry student at the University of Utah, scored 65% and 55% on his first two exams and 95% on his third-These are representative of thousands of students who decisively improved their grades by acting on the advice described in this book. |
| Expansion of summary note |
What is preventing your students from performing according to expectations? Saundra McGuire offers a simple but profound answer: If you teach students how to learn and give them simple, straightforward strategies to use, they can significantly increase their learning and performance. For over a decade Saundra McGuire has been acclaimed for her presentations and workshops on metacognition and student learning because the tools and strategies she shares have enabled faculty to facilitate dramatic improvements in student learning and success. This book encapsulates the model and ideas she has developed in the past fifteen years, ideas that are being adopted by an increasing number of faculty with considerable effect. The methods she proposes do not require restructuring courses or an inordinate amount of time to teach. They can often be accomplished in a single session, transforming students from memorizers and regurgitators to students who begin to think critically and take responsibility for their own learning. Saundra McGuire takes the reader sequentially through the ideas and strategies that students need to understand and implement. First, she demonstrates how introducing students to metacognition and Bloom's Taxonomy reveals to them the importance of understanding how they learn and provides the lens through which they can view learning activities and measure their intellectual growth. Next, she presents a specific study system that can quickly empower students to maximize their learning. Then, she addresses the importance of dealing with emotion, attitudes, and motivation by suggesting ways to change students' mindsets about ability and by providing a range of strategies to boost motivation and learning; finally, she offers guidance to faculty on partnering with campus learning centers. She pays particular attention to academically unprepared students, noting that the strategies she offers for this particular population are equally beneficial for all students. While stressing that there are many ways to teach effectively, and that readers can be flexible in picking and choosing among the strategies she presents, Saundra McGuire offers the reader a step-by-step process for delivering the key messages of the book to students in as little as 50 minutes. Free online supplements provide three slide sets and a sample video lecture. - Amazon. |
| 521 ## - TARGET AUDIENCE NOTE |
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| Target audience note |
This book is written primarily for faculty but will be equally useful for TAs, tutors, and learning center professionals. For readers with no background in education or cognitive psychology, the book avoids jargon and esoteric theory. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
Effective teaching. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Learning |
| General subdivision |
Study and teaching. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
Study skills |
| General subdivision |
Study and teaching. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Motivation in education. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
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| Personal name |
McGuire, Stephanie, |
| Relator term |
|
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Koha item type |
Circulating Book (checkout times vary with patron status) |
| Classification part |
LB |
| PUBLICATION YEAR |
2015 |
| VENDOR |
|
| Delivery Date: ACADEMIC YEAR - ie 2022-2023 |
2019-07-11 |
| COST |
27.14 |
| Koha issues (borrowed), all copies |
1 |
| 948 ## - LOCAL PROCESSING INFORMATION (OCLC); SERIES PART DESIGNATOR (RLIN) |
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| h (OCLC) |
HELD BY SBI - 207 OTHER HOLDINGS |
| 902 ## - LOCAL DATA ELEMENT B, LDB (RLIN) |
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| a |
1 |
| b |
Cynthia Snell |
| c |
1 |
| d |
Cynthia Snell |