MARC details
| 000 -LEADER |
|---|
| fixed length control field |
06275nam a22005417a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
|---|
| control field |
phtghnu |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
|---|
| control field |
20241002153205.0 |
| 007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION |
|---|
| fixed length control field |
ta |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
|---|
| fixed length control field |
231017s2020 nju b 001 0 eng |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
|---|
| LC control number |
2022438276 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
9781119686774 |
| Qualifying information |
(paperback) |
| 040 ## - CATALOGING SOURCE |
|---|
| Language of cataloging |
eng |
| Description conventions |
rda |
| Transcribing agency |
HNU |
| 042 ## - AUTHENTICATION CODE |
|---|
| Authentication code |
pcc |
| 043 ## - GEOGRAPHIC AREA CODE |
|---|
| Geographic area code |
n-us--- |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER |
|---|
| Classification number |
LB2342.92 |
| Item number |
.B34 2020 |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER |
|---|
| Classification number |
378.125 B24 |
| Edition number |
23/eng/20231017 |
| Placement Code |
GC |
| Item number |
2020 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Barkley, Elizabeth F., |
| Relator term |
author. |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
Student engagement techniques : |
| Remainder of title |
a handbook for college faculty / |
| Statement of responsibility, etc. |
Elizabeth F. Barkley, Claire Howell Major. |
| 250 ## - EDITION STATEMENT |
|---|
| Edition statement |
Second edition. |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
|---|
| Place of production, publication, distribution, manufacture |
Hoboken, NJ : |
| Name of producer, publisher, distributor, manufacturer |
Jossey-Bass, A Wiley Brand, |
| Date of production, publication, distribution, manufacture, or copyright notice |
[2020] |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xv, 416 pages : |
| Other physical details |
illustrations ; |
| Dimensions |
28 cm. |
| 336 ## - CONTENT TYPE |
|---|
| Content type term |
text |
| Content type code |
txt |
| Source |
rdacontent |
| 337 ## - MEDIA TYPE |
|---|
| Media type term |
unmediated |
| Media type code |
n |
| Source |
rdamedia |
| 338 ## - CARRIER TYPE |
|---|
| Carrier type term |
volume |
| Carrier type code |
nc |
| Source |
rdacarrier |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc. note |
Includes bibliographical references and index. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Preface xi Acknowledgments xv Part One: A Conceptual Framework for Understanding Student Engagement 1 1 What Does “Student Engagement” Mean? 3 2 Engagement and Motivation 16 3 Engagement and Active Learning 28 4 Promoting Synergy Between Motivation and Active Learning 45 Part Two: Tips and Strategies 61 5 Tips and Strategies for Fostering Motivation 65 6 Tips and Strategies for Promoting Active Learning 86 7 Tips and Strategies for Building Community 103 8 Tips and Strategies to Ensure Students Are Challenged Appropriately 122 9 Tips and Strategies to Promote Holistic Learning 129 Part Three: Student Engagement Techniques (Sets) 141 Category I. Techniques to Engage Students in Learning Course-Related Knowledge and Skills 146 10 Knowledge, Skills, Recall, and Understanding 147 1 Background Knowledge Probe 148 2 Artifacts 153 3 Focused Reading Notes 157 4 Quotes 161 5 Stations 165 6 Team Jeopardy 169 7 Seminar 177 11 Analysis and Critical Thinking 182 8 Classify 183 9 Frames 187 10 Believing and Doubting 192 11 Academic Controversy 197 12 Split-Room Debate 201 13 Analytic Teams 206 14 Book Club 211 15 Small Group Tutorials 215 12 Synthesis and Creative Thinking 219 16 Team Concept Maps 220 17 Variations 227 18 Letters 230 19 Role Play 234 20 Poster Sessions 241 21 Class Book 245 22 WebQuest 249 13 Problem Solving 253 23 What’s the Problem? 254 24 Think Again! 258 25 Think-Aloud-Pair-Problem Solving (TAPPS) 261 26 Proclamations 266 27 Send-a-Problem 270 28 Case Studies 276 14 Application and Performance 280 29 Contemporary Issues Journal 281 30 Hearing the Subject 285 31 Directed Paraphrase 290 32 Insights-Resources-Application (IRAs) 293 33 Jigsaw 296 34 Field Trips 303 Category II. Techniques for Developing Learner Attitudes, Values, and Self-Awareness 307 15 Attitudes and Values 308 35 Autobiographical Reflections 309 36 Dyadic Interviews 313 37 Circular Response 318 38 Ethical Dilemmas 322 39 Connected Communities 326 40 Stand Where You Stand 330 16 Self-Awareness as Learners 333 41 Learning Logs 334 42 Critical Incident Questionnaire (CIQ) 338 43 Go for the Goal 343 44 Post-Test Analysis 348 17 Learning and Study Skills 352 45 In-Class Portfolio 353 46 Resource Scavenger Hunt 358 47 Formative Quiz 361 48 Crib Cards 365 49 Student Generated Rubrics 369 50 Triad Listening 374 Appendices Appendix A: Courses/Disciplines from Examples 379 Appendix B: Key to SET Professor Names 385 Bibliography 391 Index 409 |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc. |
"This book will provide college teachers with specific tips, techniques, and strategies that will help them motivate and engage students. Modeled after the highly successful Classroom Assessment Techniques and Collaborative Learning Techniques, the book describes learning strategies and techniques drawn from corporate training and education literature. The strategies in the book, broken down into step-by-step directions, offer practical advice on how to increase motivation, promote active learning, build community, help students learn holistically, and ensure students are working in their optimal challenge zone. Each technique includes purpose, preparation, procedures, examples, online implementation, variations and extensions, observations and advice, and key resources. While much of the existing literature on student engagement is general and theoretical, this book emphasizes practical techniques and strategies that have been devised by experienced classroom teachers from a wide variety of disciplines and institutions. Concern over student engagement has become central to conversations regarding quality in higher education. Whether it is faculty frustration about facing classrooms filled with apathetic students or college presidents striving for higher scores on national surveys, keeping students involved, motivated, and acutely learning is challenging educators across the country. Yet, while both external and internal forces are putting pressure on faculty to better engage students, advice on how to accomplish this is not easily accessible"- |
| 521 ## - TARGET AUDIENCE NOTE |
|---|
| Target audience note |
College of Education |
| Source |
Bachelor of Early Childhood Education |
| 521 ## - TARGET AUDIENCE NOTE |
|---|
| Target audience note |
College of Education |
| Source |
Bachelor of Elementary Education |
| 521 ## - TARGET AUDIENCE NOTE |
|---|
| Target audience note |
College of Education |
| Source |
Bachelor of Physical Education |
| 521 ## - TARGET AUDIENCE NOTE |
|---|
| Target audience note |
College of Education |
| Source |
Bachelor of Secondary Education major in English |
| 521 ## - TARGET AUDIENCE NOTE |
|---|
| Target audience note |
College of Education |
| Source |
Bachelor of Secondary Education major in Filipino |
| 521 ## - TARGET AUDIENCE NOTE |
|---|
| Target audience note |
College of Education |
| Source |
Bachelor of Secondary Education major in Mathematics |
| 521 ## - TARGET AUDIENCE NOTE |
|---|
| Target audience note |
College of Education |
| Source |
Bachelor of Secondary Education major in Science |
| 521 ## - TARGET AUDIENCE NOTE |
|---|
| Target audience note |
College of Education |
| Source |
Bachelor of Secondary Education major in Social Studies |
| 521 ## - TARGET AUDIENCE NOTE |
|---|
| Target audience note |
College of Education |
| Source |
Bachelor of Special Needs Education |
| 521 ## - TARGET AUDIENCE NOTE |
|---|
| Target audience note |
College of Education |
| Source |
Bachelor of Technology and Livelihood Education major in Home Economics |
| 546 ## - LANGUAGE NOTE |
|---|
| Language note |
In English |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Academic achievement |
| Geographic subdivision |
United States. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Classroom environment |
| Geographic subdivision |
United States. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
College teaching |
| Geographic subdivision |
United States. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Motivation in education |
| Geographic subdivision |
United States. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Major, Claire Howell, |
| Relator term |
author. |
| 906 ## - LOCAL DATA ELEMENT F, LDF (RLIN) |
|---|
| a |
7 |
| b |
cbc |
| c |
orignew |
| d |
2 |
| e |
ncip |
| f |
20 |
| g |
y-gencatlg |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
Dewey Decimal Classification |
| Koha item type |
Books |
| Classification part |
300-399 |
