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Large-scale efforts have been made since the 1990s to ensure that all children of the world go to school. But mere enrollment is not sufficient, students must become fluent in reading and calculation by the end of grade 2. Fluency is needed to process large amounts of text quickly and use the information for decisions that may ultimately reduce poverty. State-of-the-art brain imaging and cognitive psychology research can help formulate effective policies for improving the basic skills of low-income students. This book integrates research into applications that extend from preschool brain development to the memory of adult educators. In layman's terms, it provides explanations and answers to questions such as: Why do children have to read fast before they can understand what they read? How do health, nutrition, and stimulation influence brain development? Why should students learn basic skills in their maternal language? Is there such a thing as an untrained teacher? What signs in a classroom show whether students are getting a quality education? How must information be presented in class so that students can retain it and use it? What training techniques are most likely to help staff put their learning into use? This book would be useful to policymakers, donor agency staff, teacher trainers, supervisors, and inspectors, as well as university professors and students.
(source: Nielsen Book Data)

There are approximately one billion adult illiterates in the world. Adult literacy programs in developing countries are often ineffectual and rather limited outcomes. To improve outcomes, much emphasis has been given to empowering nongovernmental organizations, increasing learner motivation, and reinforcing social benefits. This book summarizes the pertinent cognitive and neuropsychological research using layman terms and attempts to apply it to the acquisition of adult literacy. It presents issues and ideas on designing adult literacy programs that support human memory functions as understood in 2003.
(source: Nielsen Book Data)

• List of Tables-Part 1-Introduction
• Background
• Purpose of the study-Research Design-Data Source-Part 2: A Coping Retention Personality-Part 3: Academic/Social Interaction on Campus-Part 4: Experimental Study-Part 5: Summary, Conclusions, and Implications-References-Appendices.

• Introduction
• 1) A Fable: The Whole Story in Less Than 2500 words
• 2) The Wonder of Learning
• 3) Human Nature
• A Brain for All Times
• 4) Nurture and Culture
• 5) Hands-on Apprentices to Hands-off Pupils
• 6) Lest We Fail to Learn From Our Mistakes
• 7) Adolescents Left Out
• 8) What Kind of Education for What Kind of World?
• 9) Knowing What We Know...What's to be Done?
• Appendix
• References.
• (source: Nielsen Book Data)

This book synthesizes an array of research and shows how these insights can contribute to a better understanding of human learning, especially as this relates to adolescence. By mis-understanding teenagers' instinctive need to do things for themselves, society is in danger of creating a system of schooling that so goes against the natural grain of the adolescent brain that formal education ends up unintentionally trivialising the very young people it claims to be supporting. By failing to keep up with appropriate research in the biological and social sciences, current educational systems continue to treat adolescence as a problem rather than an opportunity. This book is about the need for transformational change in education. It synthesizes an array of research from both the physical and social sciences and shows how these insights can contribute to a better understanding of human learning, especially as this relates to adolescence. The book was conceived through a series of international conferences, and considers the education systems in Scotland, Wales, Ireland, Canada, the US, Australia and New Zealand. Its intention is to shake education out of its two-century's-old inertia. In the saga of the ages, if a generation fails, the fault lies squarely with the previous generation for not equipping them well enough for the changes ahead. The most immoral thing a person can ever say is: 'This will last out my time'.
(source: Nielsen Book Data)

• Preface
• 1. Introductory chapter - Dyslexia in adult students
• 2. Dyslexia, anxiety and social /emotional barriers in higher education
• 3. Theories of anxiety and coping
• 4. Identification of the prevalence of anxiety
• 5. Effects of dyslexia and emotional responses to academic tasks
• 6. Cognitive techniques to overcome barriers to learning
• 7. Emotional techniques to overcome barriers to learning
• 8. Theoretical insights on dyslexic anxiety and coping responses
• 9. Concluding thoughts and moving forwards
• 10. Appendix A: The survey
• 11. Appendix B: Cognitive coping strategies used for each study task
• 12. Appendix C: Study skills checklist
• 13. Index.
• (source: Nielsen Book Data)

People can best help dyslexic students once they understand dyslexia's association with anxiety and effective coping strategies, both cognitively and emotionally. By highlighting the perspectives of dyslexic students, this book evidences the prevalence of anxiety in dyslexic communities. The shared experience from a range of dyslexic learners pinpoints best practice models and helps combat the isolation felt by many with learning difficulties. The author targets academic areas where students struggle, offering techniques to overcome these barriers. Such obstacles are not always due to cognitive factors but may be associated with negative experiences, leading to fear and uncertainty. Recounting these sticking points through student voices, rather than from a staff viewpoint, enables readers to find meaningful solutions to dyslexia-related problems. Through this dynamic methodology, the book shows researchers and practitioners how to understand dyslexic needs on an emotional level, while presenting dyslexic readers with practical coping methods.
(source: Nielsen Book Data)

• al-juzʼ 1. al-Fikr al-tarbawī ʻinda al-Jāḥiẓ
• al-juzʼ 2. al-Fikr al-tarbawī ʻinda al-Fārābī.