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9780821366882

Efficient Learning for the Poor: Insights from the Frontier of Cognitive Neuroscience (Directions in Development)

Abadzi, Helen

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9780821366882: Efficient Learning for the Poor: Insights from the Frontier of Cognitive Neuroscience (Directions in Development)

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.

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Abadzi, Helen Author
Published by World Bank Publications, United States (2006)
ISBN 10: 0821366882 ISBN 13: 9780821366882
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Book Description World Bank Publications, United States, 2006. Paperback. Book Condition: New. 226 x 152 mm. Language: English Brand New Book ***** Print on Demand *****.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. Bookseller Inventory # APC9780821366882

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Abadzi, Helen Author
Published by World Bank Publications
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Book Description World Bank Publications. Paperback. Book Condition: new. BRAND NEW PRINT ON DEMAND., Efficient Learning for the Poor: Insights from the Frontier of Cognitive Neuroscience, Helen Abadzi, 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. Bookseller Inventory # B9780821366882

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Abadzi, Helen Author
Published by World Bank Publications, United States (2006)
ISBN 10: 0821366882 ISBN 13: 9780821366882
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Book Description World Bank Publications, United States, 2006. Paperback. Book Condition: New. 226 x 152 mm. Language: English Brand New Book ***** Print on Demand *****. 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. Bookseller Inventory # APC9780821366882

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Abadzi, Helen Author
Published by World Bank Publications (2006)
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Book Description World Bank Publications, 2006. PAP. Book Condition: New. New Book. Delivered from our UK warehouse in 3 to 5 business days. Established seller since 2000. Bookseller Inventory # IQ-9780821366882

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Abadzi, Helen Author
Published by World Bank Publications (2006)
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Book Description World Bank Publications, 2006. Paperback. Book Condition: New. Bookseller Inventory # SONG0821366882

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Abadzi, Helen Author
Published by World Bank Publications (2006)
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Book Description World Bank Publications, 2006. Book Condition: New. Brand New, Unread Copy in Perfect Condition. A+ Customer Service! Summary: This book integrates research into applications that extend from preschool brain development to the memory of adult educators. It would be useful to policymakers, donor agency staff, teacher trainers, supervisors, and inspectors, as well as university professors and students. Bookseller Inventory # ABE_book_new_0821366882

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Abadzi, Helen Author
Published by World Bank Publications (2015)
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Book Description World Bank Publications, 2015. Paperback. Book Condition: NEW. 9780821366882 This listing is a new book, a title currently in-print which we order directly and immediately from the publisher. Print on Demand title, produced to the highest standard, and there would be a delay in dispatch of around 15 working days. Bookseller Inventory # 804937

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Book Description World Bank Publications. PAPERBACK. Book Condition: New. 0821366882 Special order direct from the distributor. Bookseller Inventory # ING9780821366882

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Abadzi, Helen Author
Published by World Bank Publications
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Book Description World Bank Publications. Paperback. Book Condition: New. Paperback. 300 pages. Dimensions: 8.9in. x 6.0in. x 0.8in.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 laymans 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. This item ships from multiple locations. Your book may arrive from Roseburg,OR, La Vergne,TN. Paperback. Bookseller Inventory # 9780821366882

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Book Description Book Condition: Brand New. Book Condition: Brand New. Bookseller Inventory # 97808213668821.0

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