Foundations for Learning: Claiming Your Education - Softcover

Laurie, Hazard; Jean-Paul, Nadeau

Softcover

ISBN 10: 0132318067 ISBN 13: 9780132318068

Verlag: Pearson, 2012

Inhaltsangabe

This book is appropriate for courses in First-Year Experience, College Success, and Study Skills. The focus of Foundations for Learning is on academic adjustment with personal development issues seamlessly integrated into the academic emphasis theme of 'claiming an education' and taking responsibility for one's own education .

Foundations for Learning addresses both the attitudinal variables and personality traits that affect college achievement like locus of control, conceptions of intelligence, and intellectual curiosity in relation to specific study-related behaviors such as text annotation and active listening. At its core, this text is based on the psychology of adjustment. Students are pushed to consider how each mindset, perception, and attitude connects with their skill sets, and how one influences the other. The text encourages students to use this insight to make the necessary adjustments to their new role as college students. It offers an acute awareness of first-year student needs, an intellectual approach, and a tight framework. It is primarily focused on the development of academic adjustment issues and meta-cognitive strategies as they naturally unfold during the first semester, as opposed to primarily focusing on social adjustment issues or issues that aren’t immediately relevant such as career development and is written in a challenging yet accessible way. This revision covers emerging technologies, broadens its audience, and more.

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Über die Autorin bzw. den Autor

Laurie L. Hazard holds an Ed.M. in Counseling and an Ed.D. in Curriculum and Teaching from Boston University. She is the Directo fo the Academic Center for Excellence at Bryant University, the Curriculum Coordinator for the First-Year Experience (FYE) course, and teached in the Applied Psychology Department. laurie, and award winning educator, was selected by the National Resource Center for the First-Year Experience and Students in Transition as a top ten Outstanding First-Year Student Advocate. She also received the Learning Assistance Association of New Englad's Outstanding Research and Publication Award.

Laurie has been designing curricula for FYE and study skills courses for more than twenty years reflecting her area of expertise: the personality traits and habits of students that influence academic achievement. She has done extensive work assessing the effectiveness of learning assistance programs and FYE courses. She has been a Guest Editorial Board member for the Learning Assistance Review. Publications by Laurie and her co-author include: Exploring the Evidence, Volume III: Reporting Outcomes of First-Year Seminars, a monograph published by the National Resource Center for The First-Year Experieince and Student in Transistion and "What Does It Mean to be 'College-Ready'?, and article which appears in Connection: The Journal of the New England Board of Higher Education.

Laurie's expertise has recieved national media attention. her interviews include: "Prepare college-bound kids for hard work ahead," which appeared in the Chicago Tribune in 2007 and "Study Tip for College Students" in Seventeen Ma gazine in 2008. most recently, in March 2010, Laurie was interviewed by Associated Press columnist Beth Harpaz for her article "Colleges Don't Like Senior Slump in High School."

Jean-Paul (JP) Nadeau earned his Ph.D. in Rhetoric and Composition from the University of Rhode Island and has been teaching first-year composition, basic writing, and literature courses since 1992. Currently he is an Associate Professor of English at Bristol Community College, located in Southeastern Massachusetts, where he is also Chair of the English Department’s Portfolio Assessment Program. He recently co-authored Community College Writers: Exceeding Expectations (Southern Illinois University Press, 2010), a longitudinal study of first-year writers. JP has given dozens of presentations at local and national conferences during the last fifteen years, including the Conference on College Composition and Communication, the Learning Assistance Association of New England Conference, and the Northeast Writing Centers Association Conference. He was recipient of the 2006 Learning Assistance Association of New England Outstanding Research and Publication Award along with his co-author, Laurie Hazard. In that same year he was awarded a research grant from the Calderwood Writing Initiative at the Boston Athenaeum.

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The focus of Foundations for Learning is on academic adjustment with personal development issues seamlessly integrated into the academic emphasis theme of 'claiming an education' and taking responsibility for one's own education. Addresses both the attitudinal variables and personality traits that affect college achievement like locus of control, conceptions of intelligence, and intellectual curiosity in relation to specific study-related behaviors such as text annotation and active listening. At its core, this text is based on the psychology of adjustment. Students are pushed to consider how each mindset, perception, and attitude connects with their skill sets, and how one influences the other. It offers an acute awareness of first-year student needs, an intellectual approach, and a tight framework.

 

New to this edition:

• First Year Diaries: Adjustment Reflections - journal entry “chunks” from actual students enrolled in a first-year experience course link readers to key chapter concepts. (In each chapter).
• Adjust Your Mindset and Adjust Your Strategies sections - serves to emphasize the distinction between attitudes and behaviors, which helps students consider their own evolving position. (In every chapter).
• Broadened audience - Now includes examples and student narratives originating in four-year institutions as well as two-year colleges, commuters, and adult learners. (In each chapter).  
• Additional visual aids - These include a sample syllabus, a breakdown of variations of the 8-8-8 formula, and a graphic representation of Freud’s theory of personality, among others to reinforce difficult concepts. (In each chapter).
• Attention to emerging technologies - Addresses the influences of technology that educators are increasingly aware of such as course management systems (ie. - Blackboard, Desire to Learn, etc.), Facebook, Twitter, and texting is having on student learning. (Chapter 2).
• New Sections/emphases - The “Planning, Prioritizing, and Procrastination” and “Developing Malleable Mindsets and Metacognitive Skills” chapters have undergone extensive revision. (Chapters 4, 5).

For more information about the book including its’ support package, go to www.pearsonhighered.com/studentsuccess  

 

Start strong. Finish stronger.

 

www.MyStudentSuccessLab.com

 

Details zur Ausgabe

• Verlag: Pearson
• Erscheinungsdatum: 2012
• Sprache: Englisch
• ISBN 10: 0132318067
• ISBN 13: 9780132318068
• Einband: Tapa blanda
• Anzahl der Seiten: 224
• Kontakt zum Hersteller: Nicht verfügbar
• Verantwortliche Person: Riccardo Bacigalupo; riccardo.bacigalupo@sanoma.it; ; Sanoma Italia Via Arconati, 1 �; Milano; 20135; Italien