Peak Learning
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Peak Learning
Tens of thousands of readers have become lifelong learners with the help of Ronald Gross's bestselling guidebook. Now, Gross uses the latest developments in technology, at-home learning, and cognitive studies to provide an updated and easy-to-follow program that will take lifetime learners into the next century. In this new edition of Peak Learning, discover: * ten ways computer technology can enliven, speed, and maximize your learning; * how to get the courses, credit, or degree you want via Cyberspace, TV, video, audio, and other distance-learning tools; and * how to use work-place learning resources to advance your career and earning potential.
Peak Learning
Unlike studies which focus on theory or practice in adult education, this book presents a set of skills and techniques for self-education. Written by the author of The Lifelong Learner: A Guide to Self-Development ( LJ 9/15/77), it aims to unlock the potential of a learner's mind by teaching fast, efficient, thorough, and productive learning skills. As the book describes, peak learning--or, the ``realist education,''--is independent, unconstrained, noninstitutionalized development incorporating individual learning styles. The book's ideas are presented in a simple and easy-to-understand manner. Recommended for education collections.-- Samuel T. Huang, Northern Illinois Univ. Libs., DeKalb -Library Journal.
Inquiry, Data, and Understanding
Author: Lorin W. Anderson
language: en
Publisher: Taylor & Francis
Release Date: 2023-05-31
Inquiry, Data, and Understanding is a reflective collection of papers in which Lorin Anderson offers his personal perspective on developments in educational research over thirty years. Following an introductory chapter, in which educational research is defined as disciplined inquiry, the remaining chapters are divided into four sections: time and learning, factors influencing educational effectiveness, international perspectives, and the nature and purpose of educational research. Each section contains an introduction that places the chapters in that section in a historical and personal context. The fourth section, which concludes the book, summarises four lessons that were learned about becoming a researcher. Based on these lessons, the final chapter describes four needs that must be met if school and classroom research is to move forward: * The need for concept-based research * The need to put students back into the equation * The need to stop focusing on correlates of student achievement * The need for research on alterable variables.
