Books: 'Prompt Learning'

1

Furniss, Frederick George. Effects of prompt type salience and history in teaching people with severe learning difficulties to read. Birmingham: University of Birmingham, 1986.

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2

Thomas, Susan. Picture prompts: Prepositions and directions. Surrey: Delta publishing, 1997.

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3

Motivation, projet personnel, apprentissages. Paris: ESF, 1993.

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4

L' apprentissage par projet. Sainte-Foy: Presses de l'Université du Québec, 2004.

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5

Tochon, François Victor. Didactique du français: Des objectifs au projet pedagogique. Genève: Université de Genève, Faculté de psychologie et des sciences de l'éducation, 1988.

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6

W, Breneman David, Pusser Brian, and Turner Sarah E. 1966-, eds. Earnings from learning: The rise of for-profit universities. Albany, NY: State University of New York Press, 2006.

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7

Mezhdunarodnai︠a︡, nauchno-prakticheskai︠a︡ konferent︠s︡ii︠a︡ "Lomonosovskiĭ obrazovatelʹnyĭ proekt dli︠a︡ Evropeĭskogo soobshchestva" (2009 Arkhangelʹsk Russia). Lomonosovskiĭ obrazovatelʹnyĭ proekt: Materialy mezhdunarodnoĭ nauchno-prakticheskoĭ konferent︠s︡ii, Arkhangelʹsk, 8-11 senti︠a︡bri︠a︡ 2009 g. Arkhangelʹsk: Pomorskiĭ gos. universitet, 2009.

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8

Serge, Roy. Projet Azimut: Aide à l'apprentissage en sciences humaines sans mathématiques. Ville Saint-Laurent, Québec: Cégep de Saint-Laurent, 1993.

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9

Frédérique, Maïaux, ed. Un projet pour-- rendre les élèves acteurs de leurs apprentissages. Paris: Delagrave, 2008.

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10

Larry, Shook, ed. Profit from experience: How to make the most of your learning and your life. Austin, Tex: Bard & Stephen, 1995.

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11

Around Proust. Princeton, N.J: Princeton University Press, 1991.

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12

G, Guidry Josée, and Blair Judy, eds. Opportunities for vocational study: A directory of learning programs sponsored by North American non-profit associations. Toronto: University of Toronto Press, 1994.

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13

Wright, Phillip Charles. Opportunities for vocational study: A directory of learning programs sponsored by North American non-profit associations. Toronto: University of Toronto Press, 1994.

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14

Jaworski, Barbara, Josef Rebenda, Reinhard Hochmuth, Stephanie Thomas, Michèle Artigue, Inés Gómez-Chacón, Sarah Khellaf, et al. Inquiry in University Mathematics Teaching and Learning. Brno: Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.m210-9983-2021.

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The book presents developmental outcomes from an EU Erasmus+ project involving eight partner universities in seven countries in Europe. Its focus is the development of mathematics teaching and learning at university level to enhance the learning of mathematics by university students. Its theoretical focus is inquiry-based teaching and learning. It bases all activity on a three-layer model of inquiry: (1) Inquiry in mathematics and in the learning of mathematics in lecture, tutorial, seminar or workshop, involving students and teachers; (2) Inquiry in mathematics teaching involving teachers exploring and developing their own practices in teaching mathematics; (3) Inquiry as a research process, analysing data from layers (1) and (2) to advance knowledge inthe field. As required by the Erasmus+ programme, it defines Intellectual Outputs (IOs) that will develop in the project. PLATINUM has six IOs: The Inquiry-based developmental model; Inquiry communities in mathematics learning and teaching; Design of mathematics tasks and teaching units; Inquiry-based professional development activity; Modelling as an inquiry process; Evalutation of inquiry activity with students. The project has developed Inquiry Communities, in each of the partner groups, in which mathematicians and educators work together in supportive collegial ways to promote inquiry processes in mathematics learning and teaching. Through involving students in inquiry activities, PLATINUM aims to encourage students` own in-depth engagement with mathematics, so that they develop conceptual understandings which go beyond memorisation and the use of procedures. Indeed the eight partners together have formed an inquiry community, working together to achieve PLATINUM goals within the specific environments of their own institutions and cultures. Together we learn from what we are able to achieve with respect to both common goals and diverse environments, bringing a richness of experience and learning to this important area of education. Inquiry communities enable participants to address the tensions and issues that emerge in developmental processes and to recognise the critical nature of the developmental process. Through engaging in inquiry-based development, partners are enabled and motivated to design activities for their peers, and for newcomers to university teaching of mathematics, to encourage their participation in new forms of teaching, design of teaching, and activities for students. Such professional development design is an important outcome of PLATINUM. One important area of inquiry-based activity is that of “modelling” in mathematics. Partners have worked together across the project to investigate the nature of modelling activities and their use with students. Overall, the project evaluates its activity in these various parts to gain insights to the sucess of inquiry based teaching, learning and development as well as the issues and tensions that are faced in putting into practice its aims and goals.

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15

Dewar, Jacqueline, Curtis Bennett, and Matthew A. Fisher. The Scholarship of Teaching and Learning. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198821212.001.0001.

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This book is a guide to the scholarship of teaching and learning (SoTL) for scientists, engineers, and mathematicians teaching at the collegiate level in countries around the world. It shows instructors how to draw on their disciplinary knowledge and teaching experience to investigate questions about student learning. It takes them all the way through the inquiry process beginning with framing a research question and selecting a research design, moving on to gathering and analyzing evidence, and finally to making the results public. Numerous examples are provided at each stage, many from published studies of teaching and learning in science, engineering, or mathematics. At strategic points, short sets of questions prompt readers to pause and reflect, plan, or act. These questions are derived from the authors’ experience leading many SoTL workshops in the United States and Canada. The taxonomy of SoTL questions—What works? What is? What could be?—that emerged from the SoTL studies undertaken by the Carnegie scholars provides a useful framework at many stages of the inquiry process. The book addresses the issue of evaluating and valuing this work, including implications for junior faculty who wish to engage in SoTL. The authors explain why SoTL should be of interest to science, technology, engineering, and mathematics (STEM) faculty at all types of institutions, including faculty members active in traditional STEM research. They also give their perspective on the benefits of SoTL to faculty, to their institutions, to the academy, and to students.

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16

Blaise, Kimberly. Reading Response Bookmarks and Graphic Organizers: Reproducible Learning Tools That Prompt Kids to Reflect on Text During and after Reading to Maximize Comprehension. Scholastic, Incorporated, 2012.

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17

Sitter, Daniel. Learning for Profit. BookSurge Publishing, 2007.

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18

Ledru, M. Le e-learning, projet d'entreprise. Liaisons sociales, 2002.

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19

Bremner, Melanie. Education Knowledge Ability Training Skills Learning: Daily Writing Prompts. Independently Published, 2019.

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20

Auyoung, Elaine. Introduction. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190845476.003.0001.

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This introduction argues that psychological research on reading and cognition can help literary critics understand the relationship between narrative technique and the phenomenology of reading fiction. It presents cognitive perspectives on fictionality and the comprehension process to show how nineteenth-century novelists render characters and scenes intimately knowable in spite of their fictional status. To explore the realist writer’s pursuit of verisimilar effects, we need to adopt a new form of critical attention, approaching the words of a novel not as bearers of interpretive meaning but as cues that prompt readers to retrieve their existing embodied knowledge, to rely on their social intelligence, and to exercise their capacities for learning.

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21

Davis, Carina. Language Learning Journal: A Companion to Learn English with Prompts. Independently Published, 2021.

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22

Ltd, Tyneside TEC, and Digby Associates, eds. TEC's and learning resource centres: Profit or loss? [s.l.]: Tyneside TEC Limited, 1991.

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23

Publishing, Abc Wonder Kids. ABC Wonder Halloween Drawing Prompts for Kids Volume 2: Halloween Theme Writing Prompts for Kids Learning Their Abc's. Independently Published, 2018.

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24

Pryce, Paula. Sacristy. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190680589.003.0006.

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A contribution to the field of lived religion, Chapter 6 critiques the idea of ritual as a reified category separate from ordinary life. Contemplative Christians sought to lead lives of “ceaseless prayer” by learning to “keep attention” in their everyday activities with contemplative awareness techniques, including keeping a monastic daily rhythm and practicing “conscious work.” The chapter illustrates their efforts with an ethnographic example describing how Wisdom School participants treated a flu epidemic as an opportunity to engage contemplative ways of being. It also includes reports of individual practitioners’ “intentional living” in the privacy of their homes. Summarizing the significance of the ritualization of everyday life in this community, one woman’s charismatic description of the contemplative aspects of kitchen work leads to a theoretical analysis of how ordinary tasks can prompt “transformation” through practitioners’ combination of attention, intention, unknowing, and ritualized action.

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25

Pusser, Brian, Sarah E. Turner, and David W. Breneman. Earnings from Learning: The Rise of for-Profit Universities. State University of New York Press, 2006.

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26

the Peak Learning Systems' Team and Spence Rogers. Teaching Treasures : 229 Prompts to Make Learning by All a Dream Come True. Peak Learning Systems, Inc., 1999.

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27

Pinzino, Mary Ellen. Giving Voice to Children's Artistry. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197606520.001.0001.

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This book addresses the development of children’s artistry in the music classroom and children’s chorus. It unveils children’s artistry, identifying its characteristic behaviors, its progression of development and necessary components for growth, and guides the practical application of principles addressed. The book addresses the development of children’s artistry from the perspective of both the choral art and the process of music learning, with each informing the other, rooting artistry in music learning and developing artistry in an ongoing manner throughout childhood. It presents the musical mind as the gateway to children’s artistry. It discusses the power of movement in the embodiment of children’s artistry. It examines song and its role in the development of children’s artistry, demonstrating how rhythm, melody, and text—independently and together—influence children’s developing artistry musically, expressively, and vocally, at all ages and stages. Musical examples throughout demonstrate principles presented, provide professional development with tonalities, meters, movement, and songs, and offer a multitude of songs of increasing difficulty for the music classroom and children’s chorus that compel the musical mind, prompt artistic expression, and enable vocal technique. Practices and techniques that facilitate the development of children’s artistry are included, and the book can be used with any methodology. This book leads teachers to draw artistry out of every child and draw every child into the choral art. Content is intended for application with children from kindergarten through seventh grade, though it is also appropriate with older singers in the process of developing artistry.

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28

Briggs, Andrew, Hans Halvorson, and Andrew Steane. Learning from the Bible. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198808282.003.0019.

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Some of the difficulties of handling the Bible are discussed. These involve correctly discerning the genre of each part, the questions to which any given text is addressed, the limited knowledge of the writers, for example about natural phenomena, and moral objections. Such issues are handled by bringing to bear what wisdom we can, as a community of readers. It is merely correct to admit that the literary genre is varied and includes polemic and storytelling alongside history, sometimes woven together. When remarkable events are recounted, it is proper to bring science and archeology to bear, and aim to be fair to the text. The history of violence should be handled even more carefully, so as not to promote attitudes that lead to violence in the present. This can be done through careful reflection which foregrounds issues of fairness, and how injustice is properly opposed.

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29

Earnings from Learning: The Rise of For-profit Universities (Suny Series, Frontiers in Education). State University of New York Press, 2007.

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30

Jackson, Thomas L. Hoshin Kanri for the Lean Enterprise: Developing Competitive Capabilities and Managing Profit. Productivity Press, 2019.

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31

Jackson, Thomas L. Hoshin Kanri for the Lean Enterprise: Developing Competitive Capabilities And Managing Profit. Productivity Press, 2006.

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32

Jackson, Thomas L. Hoshin Kanri for the Lean Enterprise: Developing Competitive Capabilities and Managing Profit. Taylor & Francis Group, 2006.

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33

Mayo, Marjorie. Community-based Learning and Social Movements. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781447343257.001.0001.

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The rise of Far Right populism poses major challenges for communities, exacerbating divisions, hate speech and hate crime. This book shows how communities and social justice movements can effectively tackle these issues, working together to mitigate their underlying causes and more immediate manifestations. Showing that community-based learning is integral to the development of strategies to promote more hopeful rather than more hateful futures, Mayo demonstrates how, through popular education and participatory action research, communities can develop their own understandings of their problems. Using case studies that illustrate education approaches in practice, she shows how communities can engineer democratic forms of social change.

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34

Smart, Tim, and Lucy Green. Informal learning and musical performance. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199346677.003.0007.

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If the adage ‘You live and learn’ reflects any truth, then the vast majority of living and learning must take place informally. This can range from unintentional and nonconscious processes such as enculturation, to intentional and conscious self-teaching. While the study of informal learning in music has tended to focus on popular and other vernacular musicians, this chapter adopts a wider approach, considering the perspectives of a range of musicians across several musical contexts, styles and genres. The authors review key sources of knowledge, skills and abilities relevant to these musicians and to their performance, and consider examples of how informal learning practices are valued in underpinning their work. They also examine the characteristics and prevalence of informal learning, how it interfaces with other practices, and how research in the field of informal music learning may serve to promote and champion a richer perspective on the learning of music for the benefit of all learners, intentional or not.

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35

Earnings from Learning: The Rise of For-profit Universities (S U N Y Series, Frontiers in Education). State University of New York Press, 2006.

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36

Ramani, Geetha B., and Robert S. Siegler. How Informal Learning Activities Can Promote Children’s Numerical Knowledge. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.012.

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Before children begin school, there is a wide range of individual differences in children’s early numerical knowledge. Theoretical and empirical work from the sociocultural perspective suggests that children’s experiences in the early home environment and with informal number activities can contribute to these differences. This article draws from this work to hypothesize that differences in the home explain, in part, why the numerical knowledge of children from low-income backgrounds trails behind that of peers from middle-class backgrounds. By integrating sociocultural perspectives with a theoretical analysis of children’s mental number line, the authors created an informal learning activity to serve as an intervention to promote young children’s numerical knowledge. Our studies have shown that playing a simple number board game can promote the numerical knowledge of young children from low-income backgrounds. The authors discuss how informal learning activities can play a critical role in the development of children’s early maths skills.

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37

Rees, Carter, and L. Thomas Winfree. Social Learner Decision Making. Edited by Wim Bernasco, Jean-Louis van Gelder, and Henk Elffers. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199338801.013.13.

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Social learning theory is one of the leading theories in the field of criminology. This chapter provides an overview of the role of choice and human agency within the theoretical framework of social learning and their integrative importance for understanding delinquency and crime. Emphasis is placed on research stemming from Herrnstein’s matching law, choice allocation, and statistical models of social learning as applied to social networks. The chapter provides a unifying discussion of choice-based theories of behavior, elaborates on existing statistical models used to test these choice-based and social learning theories, and suggests topics for an innovative research agenda grounded in the relevant literature. In addition, the chapter articulates a research agenda that will help researchers further promote empirical and theoretical advancements in the social learning tradition of criminology.

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38

Cluster, Konnor. Artificial Intelligence for Business: How Your Company Can Make More Profit with Machine Learning, Data Science, Big Data, and Deep Learning. Independently Published, 2019.

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39

Salin, Sandra, and Cathy Hampton, eds. Innovative language teaching and learning at university: facilitating transition from and to higher education. Research-publishing.net, 2022. http://dx.doi.org/10.14705/rpnet.2022.56.9782490057986.

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Modern languages have always been about transition – as practitioners, we challenge our students constantly to move between their own cultural and linguistic reference points and those of others. Our dynamic, interactive teaching methodologies have had to adapt to the pandemic context, necessitating the interrogation of past practice and transition to new approaches. This volume presents case studies showcasing practical initiatives to promote creative, dialogic learning in the fluid contexts that modern foreign language students are currently experiencing as they transition to higher education post-Covid and to residence abroad post-Brexit, between online and face-to-face learning spaces and between machine- and person-centred learning.

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40

United States. Office of Management and Budget, ed. Compliance supplement for audits of institutions of higher learning and other non-profit institutions. [Washington, D.C.?]: Executive Office of the President, Office of Management and Budget, 1991.

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41

Király, Ildikó, and David Buttelmann, eds. Learning in Social Context: The Nature and Profit of Living in Groups for Development. Frontiers Media SA, 2017. http://dx.doi.org/10.3389/978-2-88945-182-1.

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42

Goodkin, Richard E. Around Proust. Princeton University Press, 1991.

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43

Goodkin, Richard E. Around Proust. Princeton University Press, 1991.

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44

Mayisela, Tabisa, Shanali C. Govender, and Cheryl Ann Hodgkinson-Williams. Open Learning as a Means of Advancing Social Justice: Cases in Post-School Education and Training in South Africa. African Minds, 2022. http://dx.doi.org/10.47622/9781928502425.

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This volume investigates the uptake of ‘open learning’ in South African Technical Vocational Education and Training (TVET) colleges and higher education institutions. Comprised of 16 studies focused on activities at a range of colleges and universities across the country, these chapters aim to promote a better understanding of open learning practices across the Post-School Education and Training (PSET) sector, including issues such as: recognition of prior learning, access for students with disabilities, work integrated learning, professional development, novel student funding mechanisms, leadership for open educational practices, institutional culture, student support, blended and online learning, flexible learning, online assessment, open educational resource development models and funding, and micro-credentials. This collection of peer-reviewed chapters contributes to understanding the ways in which South African PSET institutions and educators are interpreting ‘open learning’ as a means of advancing social justice. It includes a historical and contemporary understanding of the economic, cultural and political obstacles facing PSET, drawing on Nancy Fraser’s theory of social justice as ‘participatory parity’ to better understand the ways in which ‘open learning’ may address systemic social injustices in order to allow South African students and educators to thrive. This volume emerges from research conducted by the Cases on Open Learning (COOL) project, an initiative by the Department of Higher Education and Training in partnership with the Centre for Innovation in Learning and Teaching (CILT) at the University of Cape Town (UCT) in South Africa.

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45

Hunter, Mystery. Gratitude Journal Notebook : Daily Diary Record a Notebook with Prompts to Teach Children to Practice Gratitude and Mindfulness: Daily Happiness Prompts for ... Kids Activities Education and Learning Fun. Independently Published, 2020.

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46

Howard, Stephanie. Still Learning to Love Myself: Five Years of Self Love Prompts, 190 Pages, Lined, 6x9 Inches, Glossy Coverr. Independently Published, 2020.

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47

Swanson, Kristen K., Judith C. Everett, and Jenny B. Davis. Writing for the Fashion Business. 2nd ed. Bloomsbury Publishing Inc, 2022. http://dx.doi.org/10.5040/9781501331947.

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In the decade since Writing for the Fashion Business was first published, the internet and social media have upended the field of journalism and the fashion world, revolutionizing both industries and changing the very nature of storytelling. This second edition devotes significant space to digital content, with dedicated chapters covering online content, social media, and streaming video content. In addition to journalism, it also includes instruction on how to write for new promotional approaches emerging in the fashion world like influencer and experiential marketing, and introduces inclusion vocabulary to ensure non-discriminatory narratives. Whether in the form of an article, book, press release, email, or DM, students will gain an understanding of how written communication methods synch up with today's most common methods of commerce and communication. New to this Edition: -Trending Topic box features in each chapter discuss recent, real-life controversial situations within the fashion industry and invite students to share their ideas, concerns, and recommendations related to the situation -All new Industry Profiles in each chapter allow students to read firsthand accounts of what it's like to work in the sector of the fashion business that corresponds with the chapter topic -Chapter ending Review Questions and Learning Activities prompt students to test their knowledge STUDIO Features Include: -Review concepts with flashcards of essential vocabulary Instructor Resources -Instructor's Guide provides suggestions for planning the course and using the text in the classroom, supplemental assignments, and lecture notes

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48

Kumar, Ram Shankar Siva, and Hyrum Anderson. Not with a Bug, but with a Sticker: Attacking Machine Learning for Fun and Profit. Wiley & Sons, Incorporated, John, 2023.

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49

Kumar, Ram Shankar Siva, and Hyrum Anderson. Not with a Bug, but with a Sticker: Attacking Machine Learning for Fun and Profit. Wiley & Sons, Incorporated, John, 2023.

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50

Nicolini, Davide, Harry Scarbrough, and Julia Gracheva. Communities of Practice and Situated Learning in Health Care. Edited by Ewan Ferlie, Kathleen Montgomery, and Anne Reff Pedersen. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780198705109.013.20.

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In this chapter we examine the origins, nature and practical implications of the idea of “community of practice”. We argue that the concept has been used both to illuminate the challenges of creating a “learning culture” in health care and to establish initiatives promote knowledge transfer and sharing. After clarifying some of the key concepts under discussion, the chapter illustrates the general features of this broad family of interventions, discusses their characteristics and summarizes their key success factors. It also shows how the ideas of community of practice and situated learning have been applied in diverse ways by health care organizations and funders, how theses ways of knowing and learning have been inserted into the established institutional order, and the mixed, but sometimes promising, outcomes which have flowed from them.

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Books on the topic 'Prompt Learning'

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