Foundations for Learning
Claiming Your Education
3rd Edition
Will be published approx. on 31. January 2012
Book
Paperback/Softback
224 pages
978-0-13-231806-8 (ISBN)
Description
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.
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.
More details
Edition
3rd edition
Language
English
Place of publication
United States
Publishing group
Pearson Education (US)
Target group
College/higher education
Dimensions
Height: 232 mm
Width: 178 mm
Thickness: 11 mm
Weight
300 gr
ISBN-13
978-0-13-231806-8 (9780132318068)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Previous edition
Laurie L. Hazard | Jean-Paul Nadeau
Foundations for Learning
Book
02/2008
2nd Edition
Pearson
€16.08
Article exhausted; check for reprint
Persons
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.
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.
Content
Brief Contents
Introduction
PART I: Adjusting to the Environment of Higher Education and Understanding Yourself as a College Student
Chapter One Becoming Part of a Scholarly Community
Chapter Two Developing Academic Self-Concept
Chapter Three Reconceiving Diversity
Part II: Reflecting On How Mindset Influences Your Study Behaviors and Reaching Your Academic Goals
Chapter Four Planning, Prioritizing, and Procrastination
Chapter Five Developing Malleable Mindsets and Metacognitive Skills
Part III: Implementing Strategies and Habits for Peak Academic Performance
Chapter Six Developing Communication Skills
Chapter Seven Reading and Taking Notes for Optimal Performance in Lectures and on Exams
Chapter Eight Taking Responsibility in College and Life
Glossary
Index
Full Contents
Introduction
PART I: Adjusting to the Environment of Higher Education and Understanding Yourself as a College Student
Chapter One Becoming Part of a Scholarly Community
The Professor and Student Contract
Intellectual Curiosity
Active versus Passive Learning
Collaboration
Doing Research
Plagiarism and Intellectual Property
Claimining an Education
Chapter Two Developing Academic Self-Concept
Relating to Your Family and Culture: How Developing Academic Self-Concept Has been Developing Up to Now
Relating to Your New Peers
Relating in Cyberspace
Relating to your New Environment
Chapter Three Reconceiving Diversity
Diversity in College
The Difficulty of Defining Diversity
Define Diversity
The Downside of Difference
Delving into Diversity
Part II: Reflecting On How Mindset Influences Your Study Behaviors and Reaching Your Academic Goals
Chapter Four Planning, Prioritizing, and Procrastination
Time Management and Academic Goal Setting
Time Management and College Success
Self-Regulating Your Own Learning
Consider the 8-8-8 Formula
How to Manage Your Time
Be Sure to Plan and Organize
Plan for a suitable Place to Study
Learn to Avoid Procrasitination
Behavior Management, Motivation, and Procrastination
Procrastiantion and Motivation
Procrastination has Consequences
Gaining Control over Procrastination
Chapter Five Developing Malleable Mindsets and Metacognitive Skills
Why Should I Change?
Student Attituted Toward Learning
What is your Locus of Control?
Measure Your Locus of Control with the Trice Academic Locus of Control Scale
The Relationship Amoung Locus of Control, Study Habits, and Grade Point Average
Theories of Intelligence
Dweck's Mindset Theory
Gardner's Theory of Multiple Intelligences
Goleman's Theory of Emotional Intelligence
Approaches to Learning
The Process of Leaning Changes Your Brain
Thinking Critically
Identify Your Learning Style(s)
Writing to Learn and Journal Writing Can Help you Better Understand How You Learn
Portfolio Development Is Another Useful Metacognitive Activity
Read Actively to Become a Better Reader
Text Annotation Encourages Active Reading
Part III: Implementing Strategies and Habits for Peak Academic Performance
Chapter Six Developing Communication Skills
Written Products versus the Writing Process
Prewrite to generate Ideas
Organize Your Ideas
Draft Your Ideas
Revise Each Draft
Using Feedback to best Advantage
Your Faculty Provide Feedback via Graded Papers
Faculty Can Also Provide Feedback During Office Hours
Your Classmates May Provide Feedback During Peer Review
The Writing Center Is Another Great Place to Get Feedback
Participating in Class Discussing
Writing the Research Paper
Formulate a Reseach Question
Find Appropriate and Useful Sources
Evaluate your Sources
Selects Potential Material from your Sources
Utilize the Evidence You Have ollected to Your Best Advantage
Conduct Your Research Ethically
The Function of Citation Formats
Making In-Class Presentations
Chapter Seven Reading and Taking Notes for Optimal Performance in Lectures and on Exams
The Components of Test Preparation
Be Aware of Course Objectives
Take Comprehensive Notes
Connect Important Ideas
Gather Internal Feedback
Approaches to Note Taking
It Is Important to Have an Organized System of Taking Notes
Use Shorthand When Taking Notes
Coordinate Yoru Class/Lecture Notes with Your Reading Notes
The Read Actively, Take Notes Before You Read
Study with a Group
Benefits of Employing These Approaches to Studying
Approaches to Test Taking
Here is Some Advice for Taking Multiple-Choice Exams
Here is Some Advice for Responding to True-False QUestions
In-Class Essay Exams Don't Have to Be So Daunting
Self-Evaulation ofPreparedness for Test and Exams
Chapter Eight Taking Responsibility in College and Life
Foundations for Learning Themes: Developing the Habits of Mind for Success in College and Life
Glossary
Index
Introduction
PART I: Adjusting to the Environment of Higher Education and Understanding Yourself as a College Student
Chapter One Becoming Part of a Scholarly Community
Chapter Two Developing Academic Self-Concept
Chapter Three Reconceiving Diversity
Part II: Reflecting On How Mindset Influences Your Study Behaviors and Reaching Your Academic Goals
Chapter Four Planning, Prioritizing, and Procrastination
Chapter Five Developing Malleable Mindsets and Metacognitive Skills
Part III: Implementing Strategies and Habits for Peak Academic Performance
Chapter Six Developing Communication Skills
Chapter Seven Reading and Taking Notes for Optimal Performance in Lectures and on Exams
Chapter Eight Taking Responsibility in College and Life
Glossary
Index
Full Contents
Introduction
PART I: Adjusting to the Environment of Higher Education and Understanding Yourself as a College Student
Chapter One Becoming Part of a Scholarly Community
The Professor and Student Contract
Intellectual Curiosity
Active versus Passive Learning
Collaboration
Doing Research
Plagiarism and Intellectual Property
Claimining an Education
Chapter Two Developing Academic Self-Concept
Relating to Your Family and Culture: How Developing Academic Self-Concept Has been Developing Up to Now
Relating to Your New Peers
Relating in Cyberspace
Relating to your New Environment
Chapter Three Reconceiving Diversity
Diversity in College
The Difficulty of Defining Diversity
Define Diversity
The Downside of Difference
Delving into Diversity
Part II: Reflecting On How Mindset Influences Your Study Behaviors and Reaching Your Academic Goals
Chapter Four Planning, Prioritizing, and Procrastination
Time Management and Academic Goal Setting
Time Management and College Success
Self-Regulating Your Own Learning
Consider the 8-8-8 Formula
How to Manage Your Time
Be Sure to Plan and Organize
Plan for a suitable Place to Study
Learn to Avoid Procrasitination
Behavior Management, Motivation, and Procrastination
Procrastiantion and Motivation
Procrastination has Consequences
Gaining Control over Procrastination
Chapter Five Developing Malleable Mindsets and Metacognitive Skills
Why Should I Change?
Student Attituted Toward Learning
What is your Locus of Control?
Measure Your Locus of Control with the Trice Academic Locus of Control Scale
The Relationship Amoung Locus of Control, Study Habits, and Grade Point Average
Theories of Intelligence
Dweck's Mindset Theory
Gardner's Theory of Multiple Intelligences
Goleman's Theory of Emotional Intelligence
Approaches to Learning
The Process of Leaning Changes Your Brain
Thinking Critically
Identify Your Learning Style(s)
Writing to Learn and Journal Writing Can Help you Better Understand How You Learn
Portfolio Development Is Another Useful Metacognitive Activity
Read Actively to Become a Better Reader
Text Annotation Encourages Active Reading
Part III: Implementing Strategies and Habits for Peak Academic Performance
Chapter Six Developing Communication Skills
Written Products versus the Writing Process
Prewrite to generate Ideas
Organize Your Ideas
Draft Your Ideas
Revise Each Draft
Using Feedback to best Advantage
Your Faculty Provide Feedback via Graded Papers
Faculty Can Also Provide Feedback During Office Hours
Your Classmates May Provide Feedback During Peer Review
The Writing Center Is Another Great Place to Get Feedback
Participating in Class Discussing
Writing the Research Paper
Formulate a Reseach Question
Find Appropriate and Useful Sources
Evaluate your Sources
Selects Potential Material from your Sources
Utilize the Evidence You Have ollected to Your Best Advantage
Conduct Your Research Ethically
The Function of Citation Formats
Making In-Class Presentations
Chapter Seven Reading and Taking Notes for Optimal Performance in Lectures and on Exams
The Components of Test Preparation
Be Aware of Course Objectives
Take Comprehensive Notes
Connect Important Ideas
Gather Internal Feedback
Approaches to Note Taking
It Is Important to Have an Organized System of Taking Notes
Use Shorthand When Taking Notes
Coordinate Yoru Class/Lecture Notes with Your Reading Notes
The Read Actively, Take Notes Before You Read
Study with a Group
Benefits of Employing These Approaches to Studying
Approaches to Test Taking
Here is Some Advice for Taking Multiple-Choice Exams
Here is Some Advice for Responding to True-False QUestions
In-Class Essay Exams Don't Have to Be So Daunting
Self-Evaulation ofPreparedness for Test and Exams
Chapter Eight Taking Responsibility in College and Life
Foundations for Learning Themes: Developing the Habits of Mind for Success in College and Life
Glossary
Index