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Improving learning how to learn : classrooms, schools and networks / Mary James ... [et al.].

Contributor(s): Material type: TextPublication details: New York : Routledge, 2007.Description: 249p.; 22 cmISBN:
  • 9780415404266 (hardback)
  • 9780415404273 (pbk.)
Subject(s): DDC classification:
  • 370.1523 22 IMP
LOC classification:
  • LB1060 .I473 2007
Online resources:
Contents:
Promoting learning how to learn through assessment for learning -- Challenges of embedding and spreading learning how to learn ideas and practice -- Learning how to learn in classrooms -- Schools learning how to learn -- Learning through networking -- Case studies of LHTL from primary schools -- Case studies of LHTL from secondary schools -- Differences between and within schools : classroom assessment practices and values -- Differences between and within schools : pupils' and teachers' beliefs about learning -- Unlocking transformative practice within and beyond the classroom : messages for policy and practice.
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Holdings
Cover image Item type Current library Home library Collection Shelving location Call number Materials specified Vol info URL Copy number Status Notes Date due Barcode Item holds Item hold queue priority Course reserves
Book - Borrowing Central Library First floor Alahram 370.1523 IMP (Browse shelf(Opens below)) 355 Available 000016488
Total holds: 0

Companion book to: Learnng how to learn.

Includes bibliographical references and index.

Promoting learning how to learn through assessment for learning -- Challenges of embedding and spreading learning how to learn ideas and practice -- Learning how to learn in classrooms -- Schools learning how to learn -- Learning through networking -- Case studies of LHTL from primary schools -- Case studies of LHTL from secondary schools -- Differences between and within schools : classroom assessment practices and values -- Differences between and within schools : pupils' and teachers' beliefs about learning -- Unlocking transformative practice within and beyond the classroom : messages for policy and practice.

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