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| lassi learning and study strategies inventory: LASSI Claire Ellen Weinstein, David R. Palmer, 2002 |
| lassi learning and study strategies inventory: LASSI Claire E. Weinstein, D. Robert Palmer, Ann C. Schulte, 1987 |
| lassi learning and study strategies inventory: LASSI User's Manual , 1987 |
| lassi learning and study strategies inventory: Learning and Study Strategies Inventory (LASSI) Weinstein, 1997-12-01 |
| lassi learning and study strategies inventory: Learning and Study Strategies , 2014-06-28 This volume reflects current research on the cognitive strategies of autonomous learning. Topics such as metacognition, attribution theory, self-efficacy, direct instruction, attention, and problem solving are discussed by leading researchers in learning and study strategies. The contributors to this volume acknowledge and address the concerns of educators at the primary, secondary, and postsecondary school levels. The blend of theory and practice is an important feature of this volume. |
| lassi learning and study strategies inventory: Lassi H&H Publishing H & H Publishing, Claire E. Weinstein, 2005-06 Overview of LASSI(For additional information, please visit www.hhpublishing.com) What is the LASSI assessment and what does it measure? Nine years of research, development, and testing led to the creation of this statistically valid and reliable tool for the diagnosis of study skills. The LASSI is a 10-scale, 80-item assessment of students' awareness about and use of learning and study strategies related to skill, will and self-regulation components of strategic learning. The focus is on both covert and overt thoughts, behaviors, attitudes and beliefs that relate to successful learning and that can be altered through educational interventions. Research has repeatedly demonstrated that these factors contribute significantly to success in college and that they can be learned or enhanced through educational interventions such as learning and study skills courses. Also available online, ISBN#0131723162. |
| lassi learning and study strategies inventory: Essential Study Strategies Walter Pauk, 2000 This unique, concise book uses a conversational tone to encourage readers and students to immediately improve their learning experience. It provides inspiration and incentive for studying and achieving an education--along with easy-to-understand skills and strategies to become more effective in school. Strategies include setting goals, time management, concentration, and memory. Study skills coverage includes the Cornell Notetaking System and other formats, test taking, vocabulary building, classroom lectures, textbook assignments, and research papers. Two learning and study strategies inventories are provided to give meaningful information about the strengths and weaknesses of the student's study patterns in ten areas directly related to academic success. For students who want to improve their study skills and the quality of their education. |
| lassi learning and study strategies inventory: LASSI Claire E. Weinstein, David R. Palmer, Ann C. Schulte, 1987 |
| lassi learning and study strategies inventory: Why Students Resist Learning Anton O. Tolman, Janine Kremling, 2023-07-03 However personally committed faculty may be to helping students learn, their students are not always as eager to participate in this endeavor, and may react with both active and passive resistant behaviors, including poor faculty evaluations. The purpose of this book is to help faculty develop a coherent and integrated understanding of the various causes of student resistance to learning, providing them with a rationale for responding constructively, and enabling them to create conditions conducive to implementing effective learning strategies. In this book readers will discover an innovative integrated model that accounts for student behaviors and creates a foundation for intentional and informed discussion, evaluation, and the development of effective counter strategies. The model takes into account institutional context, environmental forces, students’ prior negative classroom experiences, their cognitive development, readiness to change, and metacognition. The various chapters take the reader through the model’s elements, exploring their practical implications for teaching, whether relating to course design, assessments, assignments, or interactions with students.The book includes a chapter written entirely by students, offering their insights into the causes of resistance, and their reflections on how participating on this project has affected them. While of great value for faculty, this book is also useful to faculty developers advising future and current faculty, as well as to administrators, offering insight into how institutional values impact teaching practice and student attitudes. |
| lassi learning and study strategies inventory: LASSI Claire E. Weinstein, David A. Palmer, 1990 |
| lassi learning and study strategies inventory: Thinking Like an Engineer Elizabeth A. Stephan, William J. Park, David R. Bowman, Benjamin L. Sill, Matthew W. Ohland, 2013 Thinking Like an Engineer: An Active Learning Approach, 2e, is specifically designed to utilize an active learning environment for first year engineering courses. In-class activities include collaborative problem-solving, computer-based activities, and hands-on experiments, encouraging guided inquiry. Homework assignments and review sections reinforce and expand on the activities. Content can be customized to match the topic organization in your course syllabi. Paired with Pearson's new MyEngineeringLab , Thinking Like an Engineer, 2e, is a complete digital solution for your first year engineering course. MyEngineeringLab offers students customized, self-paced learning with instant feedback. Students will be prepared ahead of class, allowing you to spend class time focusing on active learning. Subscriptions to MyEngineeringLab are available to purchase online or packaged with your textbook (unique ISBN). Use the following ISBNs to purchase MyEngineeringLab: Thinking Like an Engineer, 2e & MyEngineeringLab with Pearson eText Student Access Code Card for Thinking Like an Engineer, 2e ISBN: 0132981386 This package includes the Thinking Like an Engineer, 2e textbook, an access card for MyEngineeringLab, and a Pearson eText Student Access Code Card for Thinking Like an Engineer, 2e. MyEngineeringLab with Pearson eText -- Access Card -- for Thinking Like an Engineer, 2e ISBN: 0132766744 This stand-alone access card package contains an access code for MyEngineeringLab, and a Pearson eText student access code card for Thinking Like an Engineer, 2e eText. |
| lassi learning and study strategies inventory: Fostering Independent Learning Virginia Smith Harvey, Louise A. Chickie-Wolfe, 2007-03-02 Accessible, practical, and empowering, this book gives school professionals the tools to put students in charge of their own learning. Going beyond traditional study skills guides that focus on the mechanics of homework completion and test taking, the authors address the underlying psychological factors that influence academic success and lifelong learning. They provide step-by-step guidance and data-based interventions for helping each student develop a repertoire of problem-solving strategies in the areas of motivation, emotional responses to learning, behavior, time management, organization, memory, reading, writing, math, and more. In a large-size format with lay-flat binding to facilitate photocopying, the volume includes dozens of reproducible handouts and forms. This book is in The Guilford Practical Intervention in the Schools Series. |
| lassi learning and study strategies inventory: Center Will Hold Michael Pemberton, 2003-12-01 In The Center Will Hold, Pemberton and Kinkead have compiled a major volume of essays on the signal issues of scholarship that have established the writing center field and that the field must successfully address in the coming decade. The new century opens with new institutional, demographic, and financial challenges, and writing centers, in order to hold and extend their contribution to research, teaching, and service, must continuously engage those challenges. Appropriately, the editors offer the work of Muriel Harris as a key pivot point in the emergence of writing centers as sites of pedagogy and research. The volume develops themes that Harris first brought to the field, and contributors here offer explicit recognition of the role that Harris has played in the development of writing center theory and practice. But they also use her work as a springboard from which to provide reflective, descriptive, and predictive looks at the field. |
| lassi learning and study strategies inventory: Motivation and Learning Strategies for College Success Helena Seli, Myron H. Dembo, 2016-06-21 Combining theory, research, and applications, this popular text guides college students on how to become self-regulated learners. Students gain knowledge about human motivation and learning as they improve their study skills. The focus is on relevant information and features to help students to identify the components of academic learning that contribute to high achievement, to master and practice effective learning and study strategies, and then to complete self-regulation studies that teach a process for improving their academic behavior. A framework organized around motivation, methods of learning, time management, control of the physical and social environment, and monitoring performance makes it easy for students to recognize what they need to do to become academically more successful. Pedagogical features include Exercises, Follow-Up Activities, Student Reflections, Chapter-end Reviews, Key Points, and a Glossary. New in the Fifth Edition Discussion of the importance of sleep in learning and memory Revised and updated chapter on self-regulation of emotions Current research on impact of students’ use of technology including digital learning platforms and tools, social media, and online learning Updated Companion Website resources for students and instructors |
| lassi learning and study strategies inventory: Self-regulation of Learning and Performance Dale H. Schunk, Barry J. Zimmerman, 2023-01-06 In recent years, educators have become increasingly concerned with students' attempts to manage their own learning and achievement efforts through activities that influence the instigation, direction and persistence of those efforts. In 1989, Zimmerman and Schunk edited the first book devoted to this topic. They assembled key theorists offering a range of perspectives on how students self-regulate their academic functioning. One purpose of that volume was to provide theoretical direction to ongoing as well as nascent efforts to explore academic self-regulatory processes. Since that date, there has been an exponential surge in research. This second volume on academic self-regulation offers the fruits of the first generation of research. It also addresses a number of key issues that have arisen since then such as how self-regulation differs from such related constructs as motivation and metacognition, and whether students can be taught self-regulatory skills. The contributors reveal an interesting, uplifting, and at times, disturbing picture of how students grapple with the day-to-day problems of achieving in circumstances with inherent limitations and obstacles. This volume provides insight into the source of students' capabilities to surmount adversities -- the origins of their self-initiated processes designed to improve learning, motivation, and achievement. The text is organized on the basis of a conceptual framework that analyzes academic self-regulation into four major dimensions. That model is presented in the first chapter, and key processes that influence each of these dimensions are discussed by prominent researchers in the chapters that follow. Because each chapter is written to follow a common format, this work provides a level of continuity and parsimony normally found only in authored textbooks. |
| lassi learning and study strategies inventory: Learning Strategies and Learning Styles Ronald R. Schmeck, 2013-11-11 A style is any pattern we see in a person's way of accomplishing a particular type of task. The task of interest in the present context is education-learning and remembering in school and transferring what is learned to the world outside of school. Teachers are expressing some sort of awareness of style when they observe a particular action taken by a particular student and then say something like: This doesn't surprise me! That's just the way he is. Observation of a single action cannot reveal a style. One's impres sion of a person's style is abstracted from multiple experiences of the person under similar circumstances. In education, if we understand the styles of individual students, we can often anticipate their perceptions and subsequent behaviors, anticipate their misunderstandings, take ad vantage of their strengths, and avoid (or correct) their weaknesses. These are some of the goals of the present text. In the first chapter, I present an overview of the terminology and research methods used by various authors of the text. Although they differ a bit with regard to meanings ascribed to certain terms or with regard to conclusions drawn from certain types of data, there is none theless considerable agreement, especially when one realizes that they represent three different continents and five different nationalities. |
| lassi learning and study strategies inventory: ADHD Coaching Frances F. Prevatt, Abigail Levrini, 2015 People with ADHD often struggle with time management, staying organized, maintaining relationships, and other life skills. Professional coaching can help them overcome these obstacles and regain confidence in their own problem-solving abilities. This book is an A-Z guide for mental health professionals who want to develop or expand their ADHD Coaching skills. Drawing on over a decade of research and clinical work with ADHD clients, Frances Prevatt and Abigail Levrini have established an empirically-based model for ADHD Coaching. Their approach uses elements of cognitive behavioral theory and psycho-education to target executive functioning deficits, and focuses on clients' key impairments.This book describes the underlying principles as well as the nuts and bolts of ADHD Coaching. Step-by-step details for gathering information, conducting the intake, establishing goals and objectives, and working through all stages of coaching are included, along with helpful forms and a detailed list of additional resources. The practicalities of setting up a practice, as well as professional issues are covered, and five richly detailed case studies illustrate how to help adults, college students, and adolescents who present with a variety of ADHD symptoms. |
| lassi learning and study strategies inventory: Student Motivation Farideh Salili, Chi-yue Chiu, Ying-yi Hong, 2012-12-06 This book presents the latest developments in the major theories of student motivation as well as up-to-date research on the contextual and cultural variables that influence learning motivation in educational settings. An international roster of experts provides ample illustration of the complexities that are revealed when the study of cultural and contextual interactions is combined with motivational and cognitive variables. |
| lassi learning and study strategies inventory: College Students with ADHD Lisa L. Weyandt, George J. DuPaul, 2012-10-28 Not long ago, conventional wisdom held that ADHD was a disorder of childhood only—that somewhere during puberty or adolescence, the child would outgrow it. Now we know better: the majority of children with the disorder continue to display symptoms throughout adolescence and into adulthood. It is during the teen and young adult years that the psychological and academic needs of young people with ADHD change considerably, and clinical and campus professionals are not always sufficiently prepared to meet the challenge. College Students with ADHD is designed to bring the professional reader up to speed. The book reviews the latest findings on ADHD in high school and college students, assessment methods, and pharmacological and nonpharmacological interventions. Practical guidelines are included for helping young adults make the transition to college, so they may cope with their disorder and do as well as possible in school and social settings. Coverage is straightforward, realistic, and geared toward optimum functioning and outcomes. Among the topics featured: - Background information, from current statistics to diagnostic issues. - ADHD in high school adolescents. - ADHD in college students: behavioral, academic, and psychosocial functioning. - Assessment of ADHD in college students. - Psychosocial/educational treatment of ADHD in college students. - Pharmacotherapy for college students with ADHD. - Future directions for practice and research. The comprehensive information in College Students with ADHD provides a wealth of information to researchers and professionals working with this population, including clinical and school psychologists, school and college counselors, special education teachers, social workers, developmental psychologists, and disability support staff on college campuses, as well as allied mental health providers. |
| lassi learning and study strategies inventory: Tomorrow's Professor Richard M. Reis, 2012-03-16 Tomorrow's Professor is designed to help you prepare for, find, and succeed at academic careers in science and engineering. It looks at the full range of North American four-year academic institutions while featuring 30 vignettes and more than 50 individual stories that bring to life the principles and strategies outlined in the book. Tailored for today's graduate students, postdocs, and beginning professors, Tomorrow's Professor: Presents a no-holds-barred look at the academic enterprise Describes a powerful preparation strategy to make you competitive for academic positions while maintaining your options for worthwhile careers in government and industry Explains how to get the offer you want and start-up package you need to help ensure success in your first critical years on the job Provides essential insights from experienced faculty on how to develop a rewarding academic career and a quality of life that is both balanced and fulfilling NEW Bonus material is available for free download at http://booksupport.wiley.com At a time when anxiety about academic career opportunities for Ph.D.s in these field is at an all-time high, Tomorrow's Professor provides a much-needed practical approach to career development. |
| lassi learning and study strategies inventory: The Model of Domain Learning Helenrose Fives, Daniel Dinsmore, 2017-12-14 The Model of Domain Learning is the first edited volume to provide a comprehensive overview of the Model of Domain Learning (MDL). Unique in its emphasis on development, this model examines both the cognitive and motivational forces behind expertise in academic domains. Chapters written by a variety of scholars, including those responsible for the model’s evolution, are tied together by commentaries that synthesize these varied perspectives. With dedicated sections focused on the foundations, current applications, and future potential of the MDL, this book is indispensable as an introduction to the theory and research associated with this topic and as a cutting-edge resource for established scholars. |
| lassi learning and study strategies inventory: Noncognitive Skills in the Classroom Jeffrey A. Rosen, Elizabeth J. Glennie, Ben W. Dalton, Jean M. Lennon, Robert N. Bozick, 2010-09-27 This book provides an overview of recent research on the relationship between noncognitive attributes (motivation, self efficacy, resilience) and academic outcomes (such as grades or test scores). We focus primarily on how these sets of attributes are measured and how they relate to important academic outcomes. Noncognitive attributes are those academically and occupationally relevant skills and traits that are not “cognitive”—that is, not specifically intellectual or analytical in nature. We examine seven attributes in depth and critique the measurement approaches used by researchers and talk about how they can be improved. |
| lassi learning and study strategies inventory: Tools for Learning Meredith D. Gall, 1990 Covers how to identify important study skills and how to teach them. |
| lassi learning and study strategies inventory: Teaching Reading to Black Adolescent Males Alfred W. Tatum, 2023-10-10 The racial achievement gap in literacy is one of the most difficult issues in education today, and nowhere does it manifest itself more perniciously than in the case of black adolescent males. Approaching the problem from the inside, author Alfred Tatum brings together his various experiences as a black male student, middle school teacher working with struggling black male readers, reading specialist in an urban elementary school, and staff developer in classrooms across the nation. His book, Teaching Reading to Black Adolescent Males: Closing the Achievement Gap' addresses the adolescent shift black males face and the societal experiences unique to them that can hinder academic progress. With an authentic and honest voice, Tatum bridges the connections among theory, instruction, and professional development to create a roadmap for better literacy achievement. He presents practical suggestions for providing reading strategy instruction and assessment that is explicit, meaningful, and culturally responsive, as well as guidelines for selecting and discussing nonfiction and fiction texts with black males. The author' s first-hand insights provide middle school and high school teachers, reading specialists, and administrators with new perspectives to help schools move collectively toward the essential goal of literacy achievement for all. |
| lassi learning and study strategies inventory: Alternatives in Assessment of Achievements, Learning Processes and Prior Knowledge Menucha Birenbaum, F. Dochy, 2012-12-06 Achievement assessment has undergone a major shift, from what some call a `culture of testing' to a `culture of assessment'. Nowadays, a strong emphasis is placed on the integration of assessment and instruction, on assessing processes rather than just products, and on evaluating individual progress relative to each student's starting point. This book addresses assessment issues in light of the present state of affairs. The first part discusses new alternatives in the assessment of achievement in various subject areas, focusing on agenda, practice, impact and evaluation of the assessment. The second part deals with issues related to assessment of the learning process, specifically: questions concerning the assessment of individual differences in prior knowledge, learning skills and strategies. |
| lassi learning and study strategies inventory: Perspectives on Thinking, Learning, and Cognitive Styles Robert J. Sternberg, Li-fang Zhang, 2014-04-08 This volume presents the most comprehensive, balanced, and up-to-date coverage of theory and research on cognitive, thinking, and learning styles, in a way that: * represents diverse theoretical perspectives; * includes solid empirical evidence testing the validity of these perspectives; and * shows the application of these perspectives to school situations, as well as situations involving other kinds of organizations. International representation is emphasized, with chapters from almost every major leader in the field of styles. Each chapter author has contributed serious theory and/or published empirical data--work that is primarily commercial or that implements the theories of others. The book's central premise is that cognitive, learning, and thinking styles are not abilities but rather preferences in the use of abilities. Traditionally, many psychologists and educators have believed that people's successes and failures are attributable mainly to individual differences in abilities. However, for the past few decades research on the roles of thinking, learning, and cognitive styles in performance within both academic and nonacademic settings has indicated that they account for individual differences in performance that go well beyond abilities. New theories better differentiate styles from abilities and make more contact with other psychological literatures; recent research, in many cases, is more careful and conclusive than are some of the older studies. Cognitive, learning, and thinking styles are of interest to educators because they predict academic performance in ways that go beyond abilities, and because taking styles into account can help teachers to improve both instruction and assessment and to show sensitivity to cultural and individual diversity among learners. They are also of interest in business, where instruments to assess styles are valuable in selecting and placing personnel. The state-of-the-art research and theory in this volume will be of particular interest to scholars and graduate students in cognitive and educational psychology, managers, and others concerned with intellectual styles as applied in educational, industrial, and corporate settings. |
| lassi learning and study strategies inventory: International Handbook of Metacognition and Learning Technologies Roger Azevedo, Vincent Aleven, 2013-04-23 Education in today's technologically advanced environments makes complex cognitive demands on students pre-learning, during, and post-learning. Not surprisingly, these analytical learning processes--metacognitive processes--have become an important focus of study as new learning technologies are assessed for effectiveness in this area.Rich in theoretical models and empirical data, the International Handbook of Metacognition and Learning Technologies synthesizes current research on this critical topic. This interdisciplinary reference delves deeply into component processes of self-regulated learning (SRL), examining theories and models of metacognition, empirical issues in the study of SRL, and the expanding role of educational technologies in helping students learn. Innovations in multimedia, hypermedia, microworlds, and other platforms are detailed across the domains, so that readers in diverse fields can evaluate the theories, data collection methods, and conclusions. And for the frontline instructor, contributors offer proven strategies for using technologies to benefit students at all levels. For each technology covered, the Handbook: Explains how the technology fosters students' metacognitive or self-regulated learning.Identifies features designed to study or support metacognitve/SRL behaviors.Reviews how its specific theory or model addresses learners' metacognitive/SRL processes.Provides detailed findings on its effectiveness toward learning.Discusses its implications for the design of metacognitive tools.Examines any theoretical, instructional, or other challenges.These leading-edge perspectives make the International Handbook of Metacognition and Learning Technologies a resource of great interest to professionals and researchers in science and math education, classroom teachers, human resource researchers, and industrial and other instructors. |
| lassi learning and study strategies inventory: Self-regulated Learning Dale H. Schunk, Barry J. Zimmerman, 1998-03-20 This text provides a framework for teaching students how to be students, and offers practical guidance on how academic learning, at its best can be brought about. |
| lassi learning and study strategies inventory: Hybrid Learning Simon K.S. Cheung, Joseph Fong, Lam-For Kwok, Kedong Li, Reggie Kwan, 2012-07-25 This book constitutes the refereed proceedings of the 5th International Conference on Hybrid Learning, ICHL 2012, held in Guangzhou, China, in August 2012. The 32 contributions presented in this volume were carefully reviewed and selected from numerous submissions. In addition two keynote talks are included in this book. The topics covered are computer supported collaborative learning, experiences in hybrid learning, electronic learning, pedagogical and psychological issues, hybrid learning systems, and organizational frameworks for hybrid learning. |
| lassi learning and study strategies inventory: Applications of Self-Regulated Learning across Diverse Disciplines Héfer Bembenutty, Anastasia Kitsantas, Timothy J. Cleary, 2013-03-01 Through its research-to-practice focus, this book honors the professional contributions of Professor Barry J. Zimmerman as illustrated by the recent selfregulation applications of a highly respected group of national and international scholars. This book will serve as a valuable resource for those interested in empowering and enabling learners to successfully manage and self-direct their lives, education, and careers. In particular, K-12 educators, college instructors, coaches, musicians, health care providers, and researchers will gain invaluable insight into the nature of self-regulation as well as how they can readily apply self-regulation principles into their teaching, instruction, or mentoring. Emergent trends in education and psychology circles, such as linking selfregulated learning assessment and interventions as well as the use of technology to enhance student learning and self-regulation, are additional themes addressed in the book. The kaleidoscope of self-regulation issues addressed in this book along with the wide range of promising intervention applications should also prove to be particularly appealing to graduate students as they pursue their future research activities and seek to optimize their individual growth and development. |
| lassi learning and study strategies inventory: Handbook of College Reading and Study Strategy Research Rona F. Flippo, David C. Caverly, 1999-09 The Handbook of College Reading and Study Strategy Research is the most comprehensive and up-to-date source available for college reading and study strategy practitioners and administrators. In this thorough and systematic examination of theory, r |
| lassi learning and study strategies inventory: Motivating Students to Learn Kathryn R. Wentzel, 2014-02-18 Written specifically for teachers, Motivating Students to Learn offers a wealth of research-based principles on the subject of student motivation for use by classroom teachers. Now in its fourth edition, this book discusses specific classroom strategies by tying these principles to the realities of contemporary schools, curriculum goals, and classroom dynamics. The authors lay out effective extrinsic and intrinsic strategies to guide teachers in their day-to-day practice, provide guidelines for adapting to group and individual differences, and discuss ways to reach students who have become discouraged or disaffected learners. This edition features new material on the roles that classroom goal setting, developing students’ interest, and teacher-student and peer relationships play in student motivation. It has been reorganized to address six key questions that combine to explain why students may or may not be motivated to learn. By focusing more closely on the teacher as the motivator, this text presents a wide range of motivational methods to help students see value in the curriculum and lessons taught in the classroom. |
| lassi learning and study strategies inventory: Applying Educational Psychology Myron H. Dembo, 1994 Applying Educational Psychology, 5/e, provides coverage on the development of students as prospective teachers and current learners. |
| lassi learning and study strategies inventory: Success by Design Gabby McCutchen, Erin Riney, 2015 |
| lassi learning and study strategies inventory: Student Learning and Academic Understanding Noel Entwistle, 2018-06-13 The research described in Student Learning and Academic Understanding had its origins in the pioneering work of Ausubel, Bruner, and McKeachie and followed two complementary lines of development. The first line extended the ideas of Marton on approaches to learning through an inventory designed to assess these approaches among large samples of students and using in-depth interviews with students about their experiences of academic understanding. The second line drew on a range of studies to explore the influences of university teaching and the whole teaching–learning environment on the quality of student learning. Taking the research as a whole shows the value of complementary research approaches to describing student learning, while the findings brought together in the final chapter suggest ways of supporting deep approaches and the development of personal academic understanding among students. Student Learning and Academic Understanding covers a wide range of concepts that have emerged from interviews in which students use their own experiences to describe how they study and what they find most useful in developing an academic understanding of their own. These concepts differ from the traditional psychological concepts by being focused on the specific contexts of university and college, although they are also relevant to the later stages of school education. - Explains the origins, meanings, and relevance of deep and surface approaches to learning - Introduces an array of concepts derived from the specific contexts of university education - Illustrates how in-depth interviewing can be used to explore students' ways of thinking - Provides a series of heuristic models to guide thinking about the influences on student learning - Includes an inventory on approaches to studying and experiences of teaching for use by teachers |
| lassi learning and study strategies inventory: Learning about Learning Eileen Carnell, Caroline Lodge, Patsy Wagner, Chris Watkins, Caroline Whalley, 2005-07-05 This practical A4 pack contains activities and ideas for teachers and students to learn more about learning. Learning about Learning is a practical way of teaching important and neglected theories of learning. The idea is that if teachers and students learn about what learning is and how it happens they understand a greater range of learning possibilities and approaches and improve their learning and teaching skills. |
| lassi learning and study strategies inventory: Handbook of Psychology, Educational Psychology Irving B. Weiner, Donald K. Freedheim, 2003-01-03 Includes established theories and cutting-edge developments. Presents the work of an international group of experts. Presents the nature, origin, implications, an future course of major unresolved issues in the area. |
| lassi learning and study strategies inventory: Understanding Self-Regulated Learning Paul R. Pintrich, 1995-06-29 Self-regulated learning is an important new area of research on college learning and teaching. The purpose of this volume of New Directions for Teaching and Learning is to provide a sampling of some of the central issues regarding self-regulated learning in college courses and classrooms. These issues include the definition of self-regulated learning, how to improve students' self-regulated learning, and how faculty can use the ideas from this research to improve their own teaching. The chapters in this volume reflect current research and thinking about self-regulated learning for college students. While more research and development is needed on this topic, the authors provide an immediate context for efforts to improve college learning and teaching. This is the 63rd issue of the quarterly journal New Directions for Teaching and Learning. For more information on the series, please see the Journals and Periodicals page. |
| lassi learning and study strategies inventory: Elements of Quality Online Education John Bourne, Janet C. Moore, 2003 |
| lassi learning and study strategies inventory: Developmental Education Hunter R. Boylan, Barbara S. Bonham, 2014-02-14 Developmental Education: Readings on Its Past, Present, and Future offers twenty-two selections on historical efforts to serve underprepared students, on the state of developmental education today, and on innovative practices and possible directions for the future. Compiled by Hunter R. Boylan, Director of the National Center for Developmental Education (NCDE) and a professor of Higher Education at Appalachian State University, and Barbara S. Bonham, a professor in the Department of Leadership and Educational Studies at Appalachian State University, each chapter also includes introductions and questions for discussion and reflection. |
Complete a LASSI (Learning & Study Skills Inventory)
The Learning & Study Skills Inventory (LASSI) is a 10-scale, 80-item assessment of learners' awareness about and use of learning and study strategies related to skill, will and self …
LASSI-HS USER’S MANUAL - H&H Publishing
What is the LASSI-HS? The Learning and Study Strategies Inventory - High School Version (LASSI-HS) is an assessment tool designed to measure students’ use of learning and study …
Overview of the Learning & Study Skills Inventory (LASSI)
Extensive research, development, and testing led to the creation of the LASSI, which is designed to measure learning and study strategies related to skill, will and self-regulation components of …
Test Review: Learning and Study Strategies Inventory (LASSI)
According to the LASSI User's Manual, the inventory is "designed to measure college students' use of learning and study strategies" (p. 2). The authors assert that the LASSI can be used (1) …
LLO User LASSI s Manual - H&H Publishing
The LLO is a 10-scale, 60-item assessment of students’ awareness about and use of learning and study strategies related to skill, will and self-regulation components of strategic learning. The …
Learning and Study Strategies Inventory - High School Version …
The Learning and Study Strategies Inventory- High School Version (LASSI - HS) is a student self-report assessment tool designed to measure how students study and learn, and how they feel …
LASSI 3rd Ed User's Manual
Summary of the Changes in the LASSI, 3rd Edition! 1. The largest change in the LASSI, 3rd Edition, is that we reduced the number of items from 80 to 60. Now each scale is comprised of …
Learning and Study Strategies Inventory (LASSI) 3rd Edition
Learning and Study Strategies Inventory. (LASSI) 3rd Edition. Student Instruction Sheet. University of Nevada, Las Vegas. The Learning and Study Strategies Inventory (LASSI) is …
The Learning and Study Strategies Inventory: A Versatile Assessment
The Learning and Study Strategies Inventory (LASSI) is administered to freshmen during their summer orientation program so an analysis of their strengths/ weaknesses can be made prior …
Lassi Learning And Study Strategies Inventory (Download Only)
lassi learning and study strategies inventory: Self-regulated Learning Dale H. Schunk, Barry J. Zimmerman, 1998-03-20 This text provides a framework for teaching students how to be …
Using the Learning and Study Strategies Inventory (LASSI) to Track ...
This Complete Research Paper discusses the use of the Learning and Study Strategies Inventory (LASSI) within a learning strategies course for first-year engineering students enrolled in the …
Learning And Study Strategies Inventory (Download Only)
Within the pages of "Learning And Study Strategies Inventory," a mesmerizing literary creation penned by a celebrated wordsmith, readers set about an enlightening odyssey, unraveling the …
Measurement Invariance of the Learning and Study Strategies …
Late in 1980s, Weinstein and Palmer developed the first version of the Learning and Study Strategies Inventory (later known as the LASSI-I) to measure learning strategies utilized by …
The Relationship Between Learning and Study Strategies Inventory …
Objectives This study examines how the timing of Learning and Study Strategies Inventory (LASSI) administration affects scores on the 10 LASSI subscales, and whether or not there is. …
Complete a LASSI (Learning & Study Skills Inventory)
The LASSI is a 10-scale, 80-item assessment of learners' awareness about and use of learning and study strategies related to skill, will and self-regulation components of strategic learning.
The Use of Learning and Study Strategies Inventory (LASSI) to ...
When comparing study and learning strategies between high and low academically performing students (A vs. C and upper vs. lower quartiles) in the overall biomedical sciences, the LASSI …
Learning and Study Strategies Inventory-High School Version
The instrument used to measure learning and study strategies was the Learning and Study Strategies Inventory-High School version. The LASSI-HS is a diagnos tic and prescriptive …
Meta-Analyzing the Factor Structure of the Learning and Study ...
One instrument that measures students’ learning strategies and has received much attention and scrutiny regarding its psychometric properties and its underlying factor structure for its ten...
Institutional-level integration of the learning and study strategies ...
Purpose – The purpose of this paper is to exhibit the integration of learning and study strategies inventory (LASSI) with the City University of Hong Kong information systems to promote …
Complete a LASSI (Learning & Study Skills Inventory)
The Learning & Study Skills Inventory (LASSI) is a 10-scale, 80-item assessment of learners' awareness about and use of learning and study strategies related to skill, will and self …
LASSI-HS USER’S MANUAL - H&H Publishing
What is the LASSI-HS? The Learning and Study Strategies Inventory - High School Version (LASSI-HS) is an assessment tool designed to measure students’ use of learning and study …
Overview of the Learning & Study Skills Inventory (LASSI)
Extensive research, development, and testing led to the creation of the LASSI, which is designed to measure learning and study strategies related to skill, will and self-regulation components of …
LEARNING AND STUDY STRATEGIES INVENTORY (LASSI) AND …
The aim of this study was to implement the Learning and Study Strategies Inventory (LASSI) and its relationship with university students' academic achievement. About the necessity of this …
Test Review: Learning and Study Strategies Inventory (LASSI)
According to the LASSI User's Manual, the inventory is "designed to measure college students' use of learning and study strategies" (p. 2). The authors assert that the LASSI can be used (1) …
LLO User LASSI s Manual - H&H Publishing
The LLO is a 10-scale, 60-item assessment of students’ awareness about and use of learning and study strategies related to skill, will and self-regulation components of strategic learning. The …
Learning and Study Strategies Inventory - High School Version (LASSI …
The Learning and Study Strategies Inventory- High School Version (LASSI - HS) is a student self-report assessment tool designed to measure how students study and learn, and how they feel …
LASSI 3rd Ed User's Manual
Summary of the Changes in the LASSI, 3rd Edition! 1. The largest change in the LASSI, 3rd Edition, is that we reduced the number of items from 80 to 60. Now each scale is comprised of …
Learning and Study Strategies Inventory (LASSI) 3rd Edition
Learning and Study Strategies Inventory. (LASSI) 3rd Edition. Student Instruction Sheet. University of Nevada, Las Vegas. The Learning and Study Strategies Inventory (LASSI) is …
The Learning and Study Strategies Inventory: A Versatile Assessment
The Learning and Study Strategies Inventory (LASSI) is administered to freshmen during their summer orientation program so an analysis of their strengths/ weaknesses can be made prior …
Lassi Learning And Study Strategies Inventory (Download Only)
lassi learning and study strategies inventory: Self-regulated Learning Dale H. Schunk, Barry J. Zimmerman, 1998-03-20 This text provides a framework for teaching students how to be …
Using the Learning and Study Strategies Inventory (LASSI) to …
This Complete Research Paper discusses the use of the Learning and Study Strategies Inventory (LASSI) within a learning strategies course for first-year engineering students enrolled in the …
Learning And Study Strategies Inventory (Download Only)
Within the pages of "Learning And Study Strategies Inventory," a mesmerizing literary creation penned by a celebrated wordsmith, readers set about an enlightening odyssey, unraveling the …
Measurement Invariance of the Learning and Study Strategies Inventory ...
Late in 1980s, Weinstein and Palmer developed the first version of the Learning and Study Strategies Inventory (later known as the LASSI-I) to measure learning strategies utilized by …
The Relationship Between Learning and Study Strategies Inventory (LASSI ...
Objectives This study examines how the timing of Learning and Study Strategies Inventory (LASSI) administration affects scores on the 10 LASSI subscales, and whether or not there is. …
Complete a LASSI (Learning & Study Skills Inventory)
The LASSI is a 10-scale, 80-item assessment of learners' awareness about and use of learning and study strategies related to skill, will and self-regulation components of strategic learning.
The Use of Learning and Study Strategies Inventory (LASSI) to ...
When comparing study and learning strategies between high and low academically performing students (A vs. C and upper vs. lower quartiles) in the overall biomedical sciences, the LASSI …
Learning and Study Strategies Inventory-High School Version
The instrument used to measure learning and study strategies was the Learning and Study Strategies Inventory-High School version. The LASSI-HS is a diagnos tic and prescriptive …
Meta-Analyzing the Factor Structure of the Learning and Study ...
One instrument that measures students’ learning strategies and has received much attention and scrutiny regarding its psychometric properties and its underlying factor structure for its ten...
Institutional-level integration of the learning and study strategies ...
Purpose – The purpose of this paper is to exhibit the integration of learning and study strategies inventory (LASSI) with the City University of Hong Kong information systems to promote …
