Bøker av Katherine Pang

Designed to help students develop resiliency, self-facilitation, initiation, and executive function skills that contribute to academic success. The text helps students develop behaviours critical to success, identify and leverage their unique strengths within their courses, and learn how to effectively overcome internal and external obstacles.

Encourages students to recognise and cultivate self-efficacy, self-monitoring, resilience, and other metacognitive and executive function skills to overcome internal and external obstacles related to the study of statistics.

The purpose of this book is threefold. First to identify and understand the individual contribution of the components in the Pang (2008) model of metacognitive expertise that influences the acquisition of effective study skills; with effectiveness measured by academic success in cognate courses. Second, to present a well-defined and novel curriculum, where none currently exists, to teach study skills based on embedding the most relevant components of the model, as determined by factor analysis in the first goal, into the instructional design and pedagogy of the new curricula. Thirdly, for educators to implement the curriculum in study skill and academic success courses as well as use the metacognitive expertise model and the metacognitive expertise assessment tool (the ME-AT) in their cognate courses to promote and meaningful and effective learning strategies.

This books presents a synthesis of the literature on consultation, collaboration, organizational consultation, and change that contributed to a model of collaborative-directive consultation. It also reports a case study based on the application of the model to a private university in the Western United States with over 30 campuses and 6,000 students that chose to develop a new training and development system and process design as part of an overall organizational change plan. It reports on findings that indicate that this model of consultation was successful in developing systems of training and accountability in the midst of both external and internal organizational change demands.