Teaching Study Strategies in Developmental Education by Russ Hodges; Michele L. Simpson; Norman Stahl - First Edition, 2012 from Macmillan Student Store

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Teaching Study Strategies in Developmental Education

First  Edition©2012  Russ Hodges; Michele L. Simpson; Norman Stahl

ISBN:9780312662745

About

Compiled by Russ Hodges of Texas State University-San Marcos, Michele L. Simpson emeritus of University of Georgia, and Norman A. Stahl of Northern Illinois University, Teaching Study Strategies in Developmental Education presents twenty-nine selections that discuss the theory and practice of teaching college students to be efficient and effective learners. Topics addressed include the needs of students in developmental education and learning assistance programs, current psychological and sociological principles that promote — or hinder — learning, and the role of effective learning strategies and assessment on instruction and student learning.

Table of Contents

Preface
 
1. Historical Background on Study Strategies of the Twenty-First Century
Isaac Watts, Of Study or Meditation
Michele L. Simpson, Norman A. Stahl, and Michelle Anderson Francis, Reading and Learning Strategies: Recommendations for the Twenty-First Century 
Norman A. Stahl and William A. Henk, Tracing the Roots of Textbook-Study Systems: An Extended Historical Perspective 
David R. Arendale, A Glossary of Developmental Education and Learning Assistance Terms  
 
2. Developmental Education and Learning Assistance Today 
Jeanne L. Higbee, Commentary: Who is the Developmental Student?   
Kathryn Bartel Angus and JoAnne Greenbaum, Position Statement on Rights of Adult Readers and Learners 
Hunter R. Boylan, Exploring Alternatives to Remediation  
David R. Arendale, Pathways of Persistence: A Review of Postsecondary Peer Cooperative Learning Programs
 
3. Diverse Populations in the Classrooms   
Ross B. MacDonald and Monica C. Bernardo, Reconceptualizing Diversity in Higher Education: Borderlands Research Program 
Donna McKusick and Irving Pressley McPhail, Walking the Talk: Using Learning-Centered Strategies to Close Performance Gaps 
Kate Wilson, Note-taking in the Academic Writing Process of Non-Native Speaker Students: Is It Important as a Process or a Product?
Shari Harrison, Creating a Successful Learning Environment for Postsecondary Students with Learning Disabilities: Policy and Practice    
Frances Prevatt, Abigail Reaser, Briley Proctor, and Yaacov Petscher, The Learning/Study Strategies of College Students with ADHD
 
4. Students' Beliefs about Study Strategies 
Myron H. Dembo and Helena Praks Seli, Students’ Resistance to Change in Learning Strategies Courses    
Sherrie L. Nist and Jodi Patrick Holschuh, Practical Applications of the Research on Epistemological Beliefs  
Barry J. Zimmerman, Becoming a Self-Regulated Learner: An Overview    
 
5. Theory, Research, and Best Practices
Paul R. Pintrich, The Role of Metacognitive Knowledge in Learning, Teaching, and Assessing  
Myron H. Demboand Keith Howard, Advice about the Use of Learning Styles: A Major Myth in Education    
Melinda S. Burchard and Peter Swerdzewski, Learning Effectiveness of a Strategic Learning Course  
Michele L. Simpson and Leslie Rush, College Students’ Beliefs, Strategy Employment, Transfer, and Academic Performance: An Examination across Three Academic Disciplines    
David C. Caverly, Shelia A. Nicholson, and Richard Radcliffe, The Effectiveness of Strategic Reading Instruction for College Developmental Readers 
Kenneth A. Kiewra, How Classroom Teachers Can Help Students Learn and Teach Them How to Learn    
Russ Hodges, De Sellers, and Carol  W. Dochen, Implementing a Learning Framework Course     

6. Assessment and Evaluation         
Noel Entwistle and Velda McCune, The Conceptual Bases of Study Strategy Inventories  
Carol Boston, The Concept of Formative Assessment 
Kouider Mokhtari and Ravi Sheorey, Measuring ESL Students’ Awareness of Reading Strategies  
Nannette Evans Commander and Marie Valeri-Gold, The Learning Portfolio: A Valuable Tool for Increasing Metacognitive Awareness 
Mary P. Deming, Learning Logs: A Vehicle for Student Learning and Reflective Teaching  
Michele L. Simpson, Program Evaluation Studies: Strategic Learning Delivery Model Suggestions  

Russ Hodges

Michele L. Simpson

Norman A. Stahl

Norman A. Stahl is a Professor Emeritus from the Department of Literacy Education at Northern Illinois University. Over the years his research has focused on postsecondary reading instruction with particular interest in the field's history. Dr. Stahl's works include content analyses, quantitative research, instructional reviews, commentaries, organizational histories, and methodological pieces on documentary history and oral history. He has received honors from the National Association for Developmental Education, the College Reading and Learning Association, the College Literacy and Learning Special Interest Group of the International Reading Association, and the Association of Literacy Educators and Researchers for his scholarship pertaining to reading and learning. He has served as president of the College Reading and Learning Association, the Learning Research Association, the Association of Literacy Educators and Researchers, and the History of Literacy Special Interest Group of the International Reading Association as well as serving as the Chair of the American Reading Forum. He is a national Fellow of the Council of Learning Assistance and Developmental Education Associations.