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Category: Instructional Design

  • Self-theories: Their Role in Motivation, Personality, and Development

    Self TheoriesSelf-theories: Their Role in Motivation, Personality, and Development (Essays in Social Psychology), 1st Edition by Carol Dweck
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    This innovative text sheds light on how people work — why they sometimes function well and, at other times, behave in ways that are self-defeating or destructive. The author presents her groundbreaking research on adaptive and maladaptive cognitive-motivational patterns and shows:

    • How these patterns originate in people’s self-theories
    • Their consequences for the person — for achievement, social relationships, and emotional well-being
    • Their consequences for society, from issues of human potential to stereotyping and intergroup relations
    • The experiences that create them

    This outstanding text is a must-read for researchers in social psychology, child development, and education, and is appropriate for both graduate and senior undergraduate students in these areas.

  • The Art of Changing the Brain: Enriching the Practice of Teaching by Exploring the Biology of Learning

    The Art of Changing the BrainThe Art of Changing the Brain: Enriching the Practice of Teaching by Exploring the Biology of Learning, 1st Edition by James E. Zull
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    James Zull invites teachers in higher education or any other setting to accompany him in his exploration of what scientists can tell us about the brain and to discover how this knowledge can influence the practice of teaching. He describes the brain in clear non-technical language and an engaging conversational tone, highlighting its functions and parts and how they interact, and always relating them to the real world of the classroom and his own evolution as a teacher.

  • Teaching with Your Mouth Shut

    Teaching with Your Mouth Shut 0th Edition by Donald L. Finkel
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    Teaching with your Mouth ShutOur traditional “Great Teacher” teaches by telling, inspiring students through eloquent, passionate oration. For Donald Finkel this view is destructively narrow: it takes for granted that teachers teach, fundamentally and centrally, by telling students what they are supposed to know. In Teaching with Your Mouth Shut, Finkel proposes an alternative vision of teaching – one that is deeply democratic in its implications.

    Each chapter in this book presents a case study, a story, or a sustained image of a teaching situation – a set of “circumstances” that produces significant learning in students. Each makes sense of the title of the book in a particular way. Each enriches its meaning by one increment. The idea of “teaching with your mouth shut” is explored, exemplified, and varied to such an extent that it ultimately specifies a comprehensible approach to teaching – along with a host of concrete teaching possibilities. In the end, not only will your notion of good teaching be transformed, but so too your sense of what may be signified by the word “teaching” itself.

    Teaching with Your Mouth Shut is not intended as a manual for teachers; it aims to provoke reflection on the many ways teaching can be organized. The book engages its readers in a conversation about education. Thus, its purpose is not so much to reform education as it is to provoke fruitful dialogue about teaching and learning among people who have a stake in education.

  • Evaluating Training Programs: The Four Levels

    Evaluating Training ProgramsEvaluating Training Programs: The Four Levels by Donald L. Kirkpatrick and James D. Kirkpatrick
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    The “Kirkpatrick Model” for evaluating training programs is the most widely used approach in the corporate, government, and academic worlds. First developed in 1959, it focuses on four key areas: reaction, learning, behavior, and results. “Evaluating Training Programs” provides a comprehensive guide to Kirkpatrick’s four-level model, along with detailed case studies that show how the approach is used successfully in a wide range of programs and institutions.

  • A Practical Guide to Needs Assessment

    A Practical Guide to Needs AssessmentA Practical Guide to Needs Assessment by Kavita Gupta
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    Practical Guide to Needs Assessment offers a practical and comprehensive guide for practitioners who are responsible for

    •     Introducing a training program
    •     Creating adult education programs
    •     Assessing the development needs of a workforce
    •     Improving individual, group, organization or interorganizational performance in the workplace
    •     Implementing community, national, or international development interventions

    Designed as a resource for practitioners, this book is filled with how-to information, tips, and case studies. It shows how to use data-based needs assessments to frame people-related problems and performance, improvement opportunities to obtain support from those who are affected by the changes, make effective decision, and increase efficiency.

  • Training Needs Assessment: Methods, Tools, and Techniques

    Training Needs AssessmentTraining Needs Assessment: Methods, Tools, and Techniques by Jean Barbazette
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    This book covers the essentials of needs analysis from the emerging trainer’s perspective by providing just the right amount of support and knowledge without going too deep into the subject. The topics covered include when and how to do a training needs analysis; using informal and formal analysis techniques; goal, task and population analysis; and how to develop and present a training plan for management approval. Each chapter includes appropriate data gathering tools. “The Skilled Trainer” series provides practical guidance for those who’ve had some exposure to training and would like to take their career to the next level.

  • Experiential Learning: Experience as the Source of Learning and Development

    Experiential LearningExperiential Learning: Experience as the Source of Learning and Development by David A. Kolb
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    Experiential learning is a powerful and proven approach to teaching and learning that is based on one incontrovertible reality: people learn best through experience. In this book, David A. Kolb offers a systematic and up-to-date statement of the theory of experiential learning and its modern applications to education, work, and adult development. Kolb models the underlying structures of the learning process based on the latest insights in psychology, philosophy, and physiology. Building on his comprehensive structural model, he offers an exceptionally useful typology of individual learning styles and corresponding structures of knowledge in different academic disciplines and careers. Kolb also applies experiential learning to higher education and lifelong learning, especially with regard to adult education. This is an indispensable resource for everyone who wants to promote more effective learning: in higher education, training, organizational development, lifelong learning environments, and online.

  • The Adult Learner: The definitive classic in adult education and human resource development

    The Adult Learner- The definitive classic in adult education and human resource developmentThe Adult Learner: The definitive classic in adult education and human resource development by Malcom S. Knowles, Elwood F. Holton III, and Richard A. Swanson
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    How do you tailor education to the learning needs of adults? Do they learn differently from children? How does their life experience inform their learning processes? These were the questions at the heart of Malcolm Knowles’ pioneering theory of andragogy which transformed education theory in the 1970s. The resulting principles of a self-directed, experiential, problem-centered approach to learning have been hugely influential and are still the basis of the learning practices we use today. Understanding these principles is the cornerstone of increasing motivation and enabling adult learners to achieve. If you are a researcher, practitioner or student in education, an adult learning practitioner, training manager, or involved in human resource development, this is the definitive book in adult learning you should not be without.

  • A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives

    A Taxonomy for Learning, Teaching, and Assessing- A Revision of Bloom's Taxonomy of Educational Objectives, Abridged EditionA Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives by Lorin W. Anderson
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    This revision of Bloom’s taxonomy is designed to help teachers understand and implement standards-based curriculums. Cognitive psychologists, curriculum specialists, teacher educators, and researchers have developed a two-dimensional framework, focusing on knowledge and cognitive processes. In combination, these two define what students are expected to learn in school. Like no other text, it explores curriculums from three unique perspectives-cognitive psychologists (learning emphasis), curriculum specialists and teacher educators (C&I emphasis), and measurement and assessment experts (assessment emphasis). This “revisited” framework allows you to connect learning in all areas of curriculum. Educators, or others interested in Educational Psychology or Educational Methods for grades K-12.