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|a 10.4324/9780429061523.
|2 doi
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|a (OCoLC)1130382656
|z (OCoLC)1274672562
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|a 9780429061523
|b Taylor & Francis
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|a pcc
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|b .K57 2020
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|a HCDD
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1 |
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|a Kirschner, Paul A.,
|e author.
|4 aut
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| 245 |
1 |
0 |
|a How learning happens :
|b seminal works in educational psychology and what they mean in practice /
|c Paul A. Kirschner and Carl Hendrick ; illustrated by Oliver Caviglioli.
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| 264 |
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1 |
|a Abingdon, Oxon ;
|a New York, NY :
|b Routledge,
|c [2020].
|
| 264 |
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4 |
|c ©2020
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| 300 |
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|a 1 online resource (xviii, 309 pages) :
|b illustrations
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| 336 |
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|a text
|b txt
|2 rdacontent
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| 337 |
|
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|a computer
|b c
|2 rdamedia
|
| 338 |
|
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|a online resource
|b cr
|2 rdacarrier
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| 500 |
|
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|a "A David Fulton Book" -- taken from front cover.
|
| 504 |
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|a Includes bibliographical references and index.
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| 520 |
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|a "How Learning Happens introduces 28 giants of educational research and their findings on how we learn and what we need to learn effectively, efficiently and enjoyably. Many of these works have inspired researchers and teachers all around the world and have left a mark on how we teach today"--
|c Provided by publisher.
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| 545 |
0 |
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|a Paul A. Kirschner is Emeritus Professor of Educational Psychology at the Open University of the Netherlands as well as Guest Professor at the Thomas More University of Applied Science in Belgium. Carl Hendrick teaches at Wellington College, UK, and holds a PhD in Education from King's College London.
|
| 588 |
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|a Description based on online resource; title from digital title page (viewed on April 14, 2020).
|
| 506 |
1 |
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|a Legal Deposit;
|c Only available on premises controlled by the deposit library and to one user at any one time;
|e The Legal Deposit Libraries (Non-Print Works) Regulations (UK).
|5 WlAbNL
|
| 505 |
0 |
|
|a Cover -- Half Title -- Title Page -- Copyright Page -- Table of Contents -- Preface -- Acknowledgements -- Introduction -- PART I: How does our brain work? -- 1. A novice is not a little expert -- Why you should read this article -- Abstract of the article -- The article -- Conclusions/implications of the work for educational practice -- How to use the work in your teaching -- Takeaways -- References -- Suggested readings and links -- 2. Take a load off me -- Why you should read this article -- Abstract of the article -- The article
|
| 505 |
8 |
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|a Conclusions/implications of the work for educational practice -- How to use the work in your teaching -- Takeaways -- References -- Suggested readings and links -- 3. How deep is your processing? -- Why you should read this article -- Abstract of the article -- The article -- Conclusions/implications of the work for educational practice -- How to use the work in your teaching -- Takeaways -- References -- Suggested readings and links -- 4. An evolutionary view of learning -- Why you should read this article -- Abstract of the article -- The article
|
| 505 |
8 |
|
|a Conclusions/implications of the work for educational practice -- How to use the work in your teaching -- Takeaways -- References -- Suggested readings and links -- 5. One picture and one thousand words -- Why you should read this article -- Abstract of the articles -- The article -- Conclusions/implications of the work for educational practice -- How to use the work in your teaching -- Takeaways -- References -- Suggested readings and links -- PART II: Prerequisites for learning -- 6. What you know determines what you learn -- Why you should read this article -- Abstract of the article
|
| 505 |
8 |
|
|a The article -- Conclusions/implications of the work for educational practice -- How to use the work in your teaching -- Takeaways -- References -- Suggested readings and links -- 7. Why independent learning is not a good way to become an independent learner -- Why you should read this article -- Original abstract of the article -- The article -- Conclusions/implications of the work for educational practice -- How to use the work in your teaching -- Takeaways -- References -- Suggested readings and links -- 8. Beliefs about intelligence can affect intelligence -- Why you should read this article
|
| 505 |
8 |
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|a Abstract of the article -- The article -- Conclusions/implications of the work for educational practice -- How to use the work in your teaching -- Takeaways -- References -- Suggested readings and links -- 9. ... thinking makes it so -- Why you should read this article -- Abstract of the articles -- The article -- Conclusions/implications of the work for educational practice -- How to use the work in your teaching -- Takeaways -- References -- Suggested Readings and Links -- 10. How you think about achievement is more important than the achievement itself -- Why you should read this article
|
| 650 |
|
0 |
|a Learning, Psychology of.
|
| 650 |
|
0 |
|a Educational psychology.
|
| 650 |
|
0 |
|a Effective teaching.
|
| 650 |
|
7 |
|a EDUCATION
|x General.
|2 bisacsh
|
| 650 |
|
7 |
|a Educational psychology
|2 fast
|
| 650 |
|
7 |
|a Effective teaching
|2 fast
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| 650 |
|
7 |
|a Learning, Psychology of
|2 fast
|
| 700 |
1 |
|
|a Hendrick, Carl,
|e author.
|4 aut
|
| 700 |
1 |
|
|a Caviglioli, Oliver;
|e illustrator.
|4 ill
|
| 758 |
|
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|i has work:
|a How learning happens (Text)
|1 https://id.oclc.org/worldcat/entity/E39PCFHhhVPwCYkjvTB36qmFmm
|4 https://id.oclc.org/worldcat/ontology/hasWork
|
| 776 |
0 |
8 |
|i Print version:
|a Kirschner, Paul A.
|t How learning happens : seminal works in educational psychology and what they mean in practice.
|d Abingdon, Oxon ; New York : Routledge, 2020
|z 9780367184568
|w (DLC) 2019043773
|
| 856 |
4 |
0 |
|u https://ebookcentral.proquest.com/lib/holycrosscollege-ebooks/detail.action?docID=6040220
|y Click for online access
|
| 903 |
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|a EBC-AC
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| 994 |
|
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|a 92
|b HCD
|