000			04044cam a2200433 i 4500
001			ocn841212089
003			OCoLC
005			20240726104611.0
008			130422s2013 vau b 001 0 eng
010			_a2013009090
015			_aGBB3B7004 _2bnb
016	7		_a016585917 _2Uk
020			_a9781579228668
020			_a9781579228675 _q((pa(print & electronic)rback)a((pa(print & electronic)rback)rint & (electronic)l(electronic)ctronic)rback)
029	1		_aAU@ _b000050878767
029	1		_aCHBIS _b009981896
029	1		_aCHVBK _b313294674
029	1		_aNZ1 _b15256441
029	1		_aUKMGB _b016585917
040			_aDLC _beng _erda _cDLC _dYDX _dOCLCO _dYDXCP _dIAD _dBTCTA _dCDX _dUKMGB _dOCLCF _dCOO _dOCLCQ _dCHVBK _dZ45 _dI3U _dOCLCQ _dS3O _dOCLCA _dMNS _dOCLCO _dOCLCQ _dHUELT _dRC9 _dOCLCQ _dOCLCA _dZHC _dIWO _dOCLCO
042			_apcc
050	0	0	_aLB1060 _b.C743 2013
100	1		_aNilson, Linda Burzotta, _e1
245	1	0	_aCreating self-regulated learners : _bstrategies to strengthen students' self-awareness and learning skills / _cLinda B. Nilson ; foreword by Barry J. Zimmerman.
250			_aFirst edition.
260			_aSterling, Virginia : _bStylus Publishing, _c(c)2013.
300			_axxx, 152 pages ; _c23 cm
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
505	0	0	_tWhat is self-regulated learning and how does it enhance learning? -- _tFostering self-regulated learning from the start -- _tSelf-regulated reading, watching, and listening -- _tSelf-regulated learning from live lectures -- _tSelf-regulated learning from meta-assignments -- _tSelf-regulated learning from exams and quizzes -- _tFrequent or occasional self-regulated learning activities -- _tFostering self-regulated behaviors -- _tClosing a course with self-regulated learning -- _tTo grade or not to grade? or to grade another way? -- _tPlanning to integrate self-regulated learning into course design -- _tModels of integrated courses and their impact on students.
520	0		_aMost of our students neither know how learning works nor what they have to do to ensure it, to the detriment both of their studies and their development as lifelong learners. The point of departure for this book is the literature on self-regulated learning that tells us that deep, lasting, independent learning requires learners to bring into play a range of cognitive skills, affective attitudes, and even physical activities--about which most students are wholly unaware; and that self-regulation, which has little to do with measured intelligence, can be developed by just about anyone and is a fundamental prerequisite of academic success. Linda Nilson provides the theoretical background to student self-regulation, the evidence that it enhances achievement, and the strategies to help students develop it. She presents an array of tested activities and assignments through which students can progressively reflect on, monitor and improve their learning skills; describes how they can be integrated with different course components and on various schedules; and elucidates how to intentionally and seamlessly incorporate them into course design to effectively meet disciplinary and student development objectives. Recognizing that most faculty are unfamiliar with these strategies, she also recommends how to prepare for introducing them into the classroom and adding more as instructors become more confident using them. The book concludes with descriptions of courses from different fields to offer models and ideas for implementation. At a time of so much concern about what our students are learning in college and how well prepared they are for the challenges of tomorrow's economy and society, self-regulated learning provides a reassuring solution, particularly as studies indicate that struggling students benefit the most from practicing it. _c2
530			_a1
650		0	_aLearning.
650		0	_aSelf-control.
650		0	_aStudy skills.
942			_cBK
948			_hHELD BY SBI - 362 OTHER HOLDINGS
999			_c72509 _d72509
902			_a1 _bCynthia Snell _c1 _dCynthia Snell