Home » Using Qualitative Methods To Enrich Understandings of Self-regulated Learning
Product Image

Using Qualitative Methods To Enrich Understandings of Self-regulated Learning

€34.99
Quantity:
In stock with our UK publisher. 14-28 days
Delivery/Collection within 10-20 working days
14 days return policy Shipping & Delivery
Category=JNC
classroom interaction
Co-regulated Learning
cognitive development
Discrepant Findings
educational psychology
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Esm
Instructional Discourse
Instructional Scaffolding
learning motivation
Metacognitive Engagement
Motivational Beliefs
Nonsupportive Forms
PBS
qualitative analysis
qualitative self-regulated learning research
Role Self-regulation
Running Records
Scaffolded Discourse
Secondary Task Paradigm
Self-focused State
Semistructured Focus Group Interviews
Socioemotional Supports
Special Issue Document
SRL
SRL Theorist
SRL. Measure
Supportive Classroom Climate
Survey Scores
teacher-student dynamics
View Errors
Volitional Control Strategies
Volitional Strategies

Product details

  • ISBN 9780805896701
  • Weight: 204g
  • Dimensions: 210 x 280mm
  • Publication Date: 01 Feb 2002
  • Publisher: Taylor & Francis Inc
  • Publication City/Country: US
  • Product Form: Paperback
Secure checkout Fast Shipping Easy returns
Description

First published in 2002. In recent years, reported racial disparities in IQ scores have been the subject of raging debates in the behavioral and social science and education. What can be made of these results in the context of current scientific knowledge about human evolution and cognition? Unfortunately, discussion of these issues has tended to generate more heat than light. Now, the distinguished authors of this book offer powerful new illumination. Representing a range of disciplines-psychology, anthropology, biology, economics, history, philosophy, sociology, and statistics-the authors review the concept of race and then the concept of intelligence. Presenting a wide range of findings, they put the experience of the United States-so frequently the only locus of attention-in global perspective. They abo show that the human species has no "races" in the biological sense (though cultures have a variety of folk concepts of "race"), that there is no single form of intelligence, and that formal education helps individuals to develop a variety of cognitive abilities. This bookoffers the most comprehensive and definitive response thus far to claims of innate differences in intelligence among races.