"Learn the evidence behind both new and tried-and-true best practices for training. Ruth Clark connects research to practice and offers concrete training guidance in this second edition of Evidence-Based Training Methods. With this book as your guide, you can incorporate evidence and learning psychology into your program design, development, and delivery decisions."--Back cover.

Let evidence guide your training. Your training is much more effective when your methods are based on evidence. In this third edition of Evidence-Based Training Methods, Ruth Colvin Clark offers concrete training guidance as she connects research to practice. This book is rich with examples of how research enhances training, and with it as your guide, you can incorporate evidence and learning psychology into your program design, development, and delivery decisions. New in this edition, Clark examines research on feedback with application tips for training as well as on using animations in critical thinking exercises. Games have also inspired a great deal of recent research, leading to updated information about which ones are effective and why. Ultimately, Clark advises focusing on instructional methods that are relatively inexpensive to implement and offers simple, effective changes.

The essential e-learning design manual, updated with the latest research, design principles, and examples e-Learning and the Science of Instruction is the ultimate handbook for evidence-based e-learning design. Since the first edition of this book, e-learning has grown to account for at least 40% of all training delivery media. However, digital courses often fail to reach their potential for learning effectiveness and efficiency. This guide provides research-based guidelines on how best to present content with text, graphics, and audio as well as the conditions under which those guidelines are most effective. This updated fourth edition describes the guidelines, psychology, and applications for ways to improve learning through personalization techniques, coherence, animations, and a new chapter on evidence-based game design. The chapter on the Cognitive Theory of Multimedia Learning introduces three forms of cognitive load which are revisited throughout each chapter as the psychological basis for chapter principles. A new chapter on engagement in learning lays the groundwork for in-depth reviews of how to leverage worked examples, practice, online collaboration, and learner control to optimize learning. The updated instructor's materials include a syllabus, assignments, storyboard projects, and test items that you can adapt to your own course schedule and students. Co-authored by the most productive instructional research scientist in the world, Dr. Richard E. Mayer, this book distills copious e-learning research into a practical manual for improving learning through optimal design and delivery. Get up to date on the latest e-learning research Adopt best practices for communicating information effectively Use evidence-based techniques to engage your learners Replace popular instructional ideas, such as learning styles with evidence-based guidelines Apply evidence-based design techniques to optimize learning games e-Learning continues to grow as an alternative or adjunct to the classroom, and correspondingly, has become a focus among researchers in learning-related fields. New findings from research laboratories can inform the design and development of e-learning. However, much of this research published in technical journals is inaccessible to those who actually design e-learning material. By collecting the latest evidence into a single volume and translating the theoretical into the practical, e-Learning and the Science of Instruction has become an essential resource for consumers and designers of multimedia learning.

Evidence-Based Practice in Athletic Training provides essential information on the fundamentals of evidence-based practice (EBP) for students who are working toward certification in athletic training and for athletic trainers who wish to stay up to date on best practices in the field.

Speed and agility are central to success in a wide range of sports. Training for Sports Speed and Agility is the first evidence-based study of all those aspects of athletic preparation that contribute to the expression of speed and agility during competition. Drawing on the very latest scientific research in the fields of strength and conditioning, applied physiology, biomechanics, sports psychology, and sports medicine, the book critically examines approaches to training for speed and agility. This book further explores the scientific rationale for all aspects of effective training to develop sports speed and agility, comprising a diverse range of topics that include: assessment strength training for speed and agility development speed-strength development and plyometric training metabolic conditioning mobility and flexibility acceleration straight-line speed development developing change of direction capabilities developing expression of agility during competition periodization. Every chapter includes a review of current research as well as offering clear, practical guidelines for improving training and performance, including photographs illustrating different training modes and techniques. No other book offers a comparable blend of theory and practice. Training for Sports Speed and Agility is therefore crucial reading for all students, coaches and athletes looking to improve their understanding of this key component of sports performance.

Praise for How Learning Works "How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching "This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education "Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching "As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning

2018 Outstanding Academic Title, Choice Ambitious Science Teaching outlines a powerful framework for science teaching to ensure that instruction is rigorous and equitable for students from all backgrounds. The practices presented in the book are being used in schools and districts that seek to improve science teaching at scale, and a wide range of science subjects and grade levels are represented. The book is organized around four sets of core teaching practices: planning for engagement with big ideas; eliciting student thinking; supporting changes in students’ thinking; and drawing together evidence-based explanations. Discussion of each practice includes tools and routines that teachers can use to support students’ participation, transcripts of actual student-teacher dialogue and descriptions of teachers’ thinking as it unfolds, and examples of student work. The book also provides explicit guidance for “opportunity to learn” strategies that can help scaffold the participation of diverse students. Since the success of these practices depends so heavily on discourse among students, Ambitious Science Teaching includes chapters on productive classroom talk. Science-specific skills such as modeling and scientific argument are also covered. Drawing on the emerging research on core teaching practices and their extensive work with preservice and in-service teachers, Ambitious Science Teaching presents a coherent and aligned set of resources for educators striving to meet the considerable challenges that have been set for them.