The science of learning : (Record no. 599)

000 -LEADER
fixed length control field 05695cam a2200361 i 4500
001 - CONTROL NUMBER
control field 20760185
003 - CONTROL NUMBER IDENTIFIER
control field OSt
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20251027105654.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 181115s2019 enk b 000 0 eng c
010 ## - LIBRARY OF CONGRESS CONTROL NUMBER
LC control number 2018049126
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number 9781138617704
Qualifying information (pb : alk. paper)
040 ## - CATALOGING SOURCE
Original cataloging agency LBSOR/DLC
Language of cataloging eng
Transcribing agency LBSOR
Description conventions rda
Modifying agency DLC
042 ## - AUTHENTICATION CODE
Authentication code pcc
050 00 - LIBRARY OF CONGRESS CALL NUMBER
Classification number LB1060
Item number .B875 2019
082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number 370.15/23
Item number B977 2019
Edition number 23
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Busch, Bradley,
Relator term author.
245 14 - TITLE STATEMENT
Title The science of learning :
Remainder of title 77 studies that every teacher needs to know /
Statement of responsibility, etc. Bradley Busch and Edward Watson.
264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE
Place of production, publication, distribution, manufacture London ;
-- New York :
Name of producer, publisher, distributor, manufacturer Routledge, Taylor & Frncis Group,
Date of production, publication, distribution, manufacture, or copyright notice 2019.
300 ## - PHYSICAL DESCRIPTION
Extent xv, 172 pages ;
Dimensions 25 cm
336 ## - CONTENT TYPE
Content type term text
Source rdacontent
337 ## - MEDIA TYPE
Media type term unmediated
Source rdamedia
338 ## - CARRIER TYPE
Carrier type term volume
Source rdacarrier
504 ## - BIBLIOGRAPHY, ETC. NOTE
Bibliography, etc. note Includes bibliographical references.
505 0# - FORMATTED CONTENTS NOTE
Formatted contents note The one about memory -- The one about aspirations & expectations -- The one about the planning fallacy -- The one about spacing your learning -- The one about growth mindset -- The one about predicating future behaviour -- The one about teacher mindset -- The one about teenagers and social reflection -- The one about high expectations -- The one about IQ and success -- Th one about parents and grades -- The one about student resilience -- The one about marshmallow and self-control -- The one about mindset and purpose -- The one about spacing and interleaving -- The one about parental views on failure -- The one about revising to music -- The one about the importance of sleep -- The one about parental praise -- The one about effort being contagious -- The one about teacher rating and learning -- The one about talent bias -- The once about retrieval practice -- The one about thought suppression -- The one about effective feedback -- The one about motivating bored students -- The one about self-analysis over time -- The one about asking why -- The one about the importance of sleep -- The one about mobile phones -- The one about marshmallows, reliability and self-control -- The one about note taking -- The one about the impostor syndrome -- The one about reading out loud -- The one about eating breakfast -- The one about streaming -- The one about academic buoyancy -- The one about the spotlight effect -- The one about resilience -- The one about phones and sleep -- The one about pictures and words -- The one about teaching others -- The one about experts overclaiming -- The one about the Kohler effect -- The one about the Ikea effect -- The one about parental beliefs -- The one about motivation -- The one about student daydreaming -- The one about banning mobile phones -- The one about going for a walk -- The one about stress mindset -- The one about how to give better feedback -- The one about self-talk -- The one about parents and reading -- The one about the seduction of neuroscience -- The once about deadlines, choice and procrastination -- The one about smart reputations -- The one about emotions and achievement -- The one about interacting with nature -- The one about stress and uncertainty -- The one about metacognition -- The once about helping disadvantages students -- The one about picturing the process -- The one about what the teacher says -- The one about parental warmth -- The one about how much we forget -- The one about homework -- The one about mindset attitude and self-esteem -- The one about pre-questions -- The one about the learning style myth -- The one about eating dinner together -- The one about note taking -- The one about the bandwagon effect -- The one about struggling scientists -- The one about effective teachers -- The one about retrieval practice and stress -- The one about false confidence.
520 ## - SUMMARY, ETC.
Summary, etc. "Supporting teachers in the quest to help students learn as effectively and efficiently as possible, The Science of Learning translates 77 of the most important and influential studies on the topic of learning into accessible and easily digestible overviews. Demystifying key concepts and translating research into practical advice for the classroom, this unique resource will increase teachers' understanding of crucial psychological research so they can help students improve how they think, feel and behave in school. From large to small scale studies, from the quirky to the iconic, The Science of Learning breaks down complicated research to provide teachers with the need-to-know facts and implications of each study. Each overview combines graphics and text, asks key questions, describes related research and considers implications for practice. Highly accessible, each overview is attributed to one of six key categories: - Memory: increasing how much students remember - Mindset, motivation and resilience: improving persistence, effort and attitude - Self-regulation and metacognition: helping students to think clearly and consistently - Student behaviours: enocuraging positive student habits and processes - Teacher attitudes, expectations and behaviours: adopting positive classroom practices - Parents: how parents' choices and behaviours impact their childrens' learning - Thinking biases: avoiding faulty thinking habits that get in the way of learning A hugely accessible resource, this unqiue book will support, inspire and inform teaching staff, parents and students, and those involved in leadership and CPD"--
Assigning source Provided by publisher.
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Learning, Psychology of.
Topical term or geographic name entry element Learning
General subdivision Research.
Topical term or geographic name entry element Teaching
General subdivision Research.
700 1# - ADDED ENTRY--PERSONAL NAME
Personal name Watson, Edward,
Relator term author.
906 ## - LOCAL DATA ELEMENT F, LDF (RLIN)
a 7
b cbc
c orignew
d 1
e ecip
f 20
g y-gencatlg
942 ## - ADDED ENTRY ELEMENTS
Source of classification or shelving scheme
Item type CIRCULATION BOOK
Holdings
Withdrawn status Lost status Source of classification or shelving scheme Damaged status Not for loan Collection code Permanent Location Current Location Shelving location Date acquired Fund Source Cost, normal purchase price RFID Tag Total Checkouts Full call number Barcode Date last seen Price effective from Item type
          NON-FICTION COLLEGE LIBRARY COLLEGE LIBRARY RESERVED SECTION 2023-07-24 Purchased (Linar) 2924.00 10491   370.15/23 B977 2019 10491 2023-07-24 2023-07-24 CIRCULATION BOOK