Bain, K. (2023). Superasignaturas: El futuro de la enseñanza y del aprendizaje. España: Publicacions de la Universitat de València.

Authors

  • Juan Bautista Bou Pontifical Catholic University of Argentina (UCA). Faculty of Psychology and Psychopedagogy. Research Center in Psychology and Psychopedagogy (CIPP) https://orcid.org/0009-0001-9122-6843

DOI:

https://doi.org/10.46553/RPSI.20.39.2024.p128-132

Abstract

Kenneth Bain, author of this book, is Vice Chancellor for Academic Affairs at the University of the District of Columbia (UDC). He previously held roles as Vice Chancellor of Instruction, Director of the Research Academy for University Learning, and professor of history at Montclair State University, New Jersey. He is internationally recognized for his teaching and learning expertise, backed by fifteen years of research into best educational practices. Bain has been the founding director of major teaching and learning centers at universities such as New York University, Northwestern University, Vanderbilt University, and Montclair State University. His influence has spread to multiple universities around the world, where he has been invited to give workshops and conferences on topics related to deep and sustained learning, as well as the creation of critical natural learning environments, concepts highly studied in the book that is reviewed.

Downloads

Download data is not yet available.

References

Aguilera, M. S., & Bono, A. (2015). Incidencia de las metas de aprendizaje en estudiantes secundarios avanzados de Argentina: un estudio descriptivo cuantitativo. Revista Actualidades Investigativas en Educación, 15(2), 1–24. https://doi.org/10.15517/aie.v15i2.18956Australian Psychologist, 23, 197-206. https://doi.org/10.1080/00050068808255604

Chapman, J. (1988). Cognitive-motivational characteristics and academic achievement of learning-disabled children: A longitudinal study. Journal of Educational Psychology, 80(3), 357-365. https://doi.org/10.1037/0022-0663.80.3.357

Garcia Bacete, F. & Doménech Betoret, F. (1997). Motivacion, aprendizaje rendimiento escolar. Revista Electrónica de Motivación y Emoción, 1, 24-36.

García Ripa, M. I. (2008). La motivación hacia el aprendizaje en la adolescencia y su incidencia en las dificultades de aprendizaje. Aprendizaje Hoy, 71, 71–81.

Marton, F. & Säljö, R. (1976). On Qualitative Differences in Learning-Io Outcome and Process. British Journal of Educational Psychology, 46(1), 4-11. https://doi.org/10.1111/j.2044-8279.1976.tb02980.x

Ryan, R. M. & Deci, E. L. (2017). Self-Determination Theory. Basic Psychological Needs in Motivacion, Development and Wellness. Londres: Guilford Press.

Ryan, R. M., Lynch, M. F., Vansteenkiste, M., & Deci, E. L. (2011). Motivation and autonomy in counseling, psychotherapy, and behavior change: A look at theory and practice. The Counseling Psychologist, 39(2), 193-260. https://doi.org/10.1177/0011000009359313

Stover, J. B., Uriel, F., De La Iglesia, Guadalupe, F. H., & Fernández Liporace, M. (2014). Rendimiento académico, estrategias de aprendizaje y motivación en alumnos de Escuela Media de Buenos Aires. Perspectivas En Psicología, 11(2), 10–20.

Published

05/17/2024

How to Cite

Bou, J. B. (2024). Bain, K. (2023). Superasignaturas: El futuro de la enseñanza y del aprendizaje. España: Publicacions de la Universitat de València. Revista De Psicología, 20(39), 128–132. https://doi.org/10.46553/RPSI.20.39.2024.p128-132

Issue

Section

Book Reviews