In this thought-provoking, informative book, noted education expert Kathleen Ricards Hopkins provides teachers with a hands-on resource based on the latest research on how we learn. Hopkins offers clear, actionable guidelines for teachers to enable all students to gain both the cognitive competence and confidence needed to succeed academically. Using the metaphor of a skylight—a window leading to infinite possibilities—Hopkins provides down-to-earth techniques teachers can use to help students develop their skills as readers, writers, and mathematicians. Hopkins translates the theoretical ideas of Piaget, Vygotsky, and Feuerstein into practical suggestions for teachers to use with their students.
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Students will benefit from these principles, and teachers may find their cognitive abilities transformed as well. This vital teachers' resource answers such questions as 'Can intelligence be developed? Itunes 64 setup exe download for windows 7.
Do teacher expectations shape student learning? How can I make learning 'stick' for my students?' Drawing from theory and research in learning, this book offers clear, practical guidance along with inspirational ideas to show how teachers can enable students to gain both the cognitive competence and confidence needed to succeed academically. * Offers techniques for students to develop their reading, writing, and math abilities * Provides suggestions for helping students build perseverance and diligent work habits * Helps cultivate students' reasoning skills for problem solving * Includes ideas for teachers to improve their students' verbal and written skills.
“Psychologists have become essential consultants in the school system and, although programs have taken root to train behavioral health professionals to work in the school system, this book provides a different approach to effectively administering that role. The intention is to instruct novice psychologists in the art and science of the unique consultant role they will play in the school system. Intended mainly for school and child clinical psychologists, but also for other clinical or developmental psychologists, school social workers, and special educators.” (Christopher J. Graver, Doody’s Review Service, September, 2010) From the Back Cover. The Third Edition of School Consultation: Conceptual and Empirical Bases of Practice shows in expert detail how this relationship works by synthesizing mental health and behavioral models of consultation with the most effective evidence-based practices (e.g., implementation support, response to intervention) informing the field today. The authors provide real-world contexts for all participants in the equation―consultants, teachers, students, staff, and the school itself―and thoroughly review consultation processes and outcomes for a contemporary practice-oriented approach suited to the new consultant, trainee, or researcher.
Erchul, Ph.D., is a Professor of Psychology at North Carolina State University, where he served as Director of the School Psychology Program from 1987 to 2004. He received his B.A. In Psychology and Communication Arts from the University of Wisconsin-Madison, and his Ph.D. In Educational Psychology with a specialization in School Psychology from the University of Texas at Austin.
He has worked for the Human Interaction Research Institute in Los Angeles and has been a consultant to various North Carolina school systems, public agencies, and private businesses. Erchul is a Fellow of the American Psychological Association and the American Academy of School Psychology, a recipient of APA's Lightner Witmer Award (given in recognition of early career research contributions to the field of School Psychology), an elected member of the Society for the Study of School Psychology, a recipient of the North Carolina School Psychology Association's Excellence in Staff Development Award, and has been recognized as an outstanding faculty researcher at NCSU. He has been President of the North Carolina Inter-University Council on School Psychology; Vice-President of Publications, Communications, and Convention Affairs of APA’s Division of School Psychology; and Executive Producer of The Conversation Series for the Division of School Psychology.
Erchul is board certified in school psychology by the American Board of Professional Psychology (ABPP) and has served as President of the American Academy of School Psychology. His primary research program centers on interpersonal processes and outcomes associated with psychological consultation. Erchul has produced approximately 100 journal articles, book chapters, and other scholarly works, as well as three books.