The Problem of Teaching High School Pupils How to Study (Paperback)
Idioma: inglés
Editorial: Tradd Street Press, 2026
- Tapa blanda
- Nuevo
Librería: CitiRetail, Stevenage, Reino UnidoCitiRetail
Vendedor de AbeBooks desde el 29 de junio de 2022
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EUR 23,50
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Paperback. "The Problem of Teaching High School Pupils How to Study" is a foundational exploration of pedagogical techniques designed to improve the academic performance and self-reliance of secondary students. Authored by Joseph Seibert Butterweck, this work examines the critical need for explicit instruction in study habits, moving beyond the mere delivery of subject matter to the development of cognitive skills. The text analyzes various methods of supervised study and provides a structured approach for educators to help students organize their time, process complex information, and retain knowledge effectively.Focusing on the psychological principles of learning, Butterweck offers insights into why many pupils struggle with independent schoolwork and how systematic guidance can overcome these hurdles. By addressing the specific challenges of the high school environment, "The Problem of Teaching High School Pupils How to Study" serves as an essential resource for understanding the historical development of educational psychology and the evolution of classroom instruction techniques. It remains a compelling study for educators, historians of education, and those interested in the mechanics of effective learning.This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you may see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work.This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.…
N° de ref. del artículo 9781025925387
- Título
- The Problem of Teaching High School Pupils How to Study (Paperback)
- Autor
- Joseph Seibert Butterweck
- Editorial
- Tradd Street Press
- Año de publicación
- 2026
- Estado
- new
- Encuadernación
- Paperback
- Idioma
- inglés
- ISBN 10
- 1025925386
- ISBN 13
- 9781025925387
"The Problem of Teaching High School Pupils How to Study" is a foundational exploration of pedagogical techniques designed to improve the academic performance and self-reliance of secondary students. Authored by Joseph Seibert Butterweck, this work examines the critical need for explicit instruction in study habits, moving beyond the mere delivery of subject matter to the development of cognitive skills. The text analyzes various methods of supervised study and provides a structured approach for educators to help students organize their time, process complex information, and retain knowledge effectively.
Focusing on the psychological principles of learning, Butterweck offers insights into why many pupils struggle with independent schoolwork and how systematic guidance can overcome these hurdles. By addressing the specific challenges of the high school environment, "The Problem of Teaching High School Pupils How to Study" serves as an essential resource for understanding the historical development of educational psychology and the evolution of classroom instruction techniques. It remains a compelling study for educators, historians of education, and those interested in the mechanics of effective learning.
This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you may see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work.
This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.
As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.
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