A Space Academy student and his time-travelling robot stop an evil villain from taking over the Solar System in this children’s sci-fi classic. Fourteen-year-old Jeff Wells, a cadet at the Space Academy on Mars, is in danger of being kicked out unless he can improve his grades. With a little help from the academy’s commandant, Jeff finds a robot named Norby to help him study. But Norby’s no ordinary robot. He has the only mini-anti-gravity device in existence. Norby’s special abilities suddenly come in handy when a villain named Ing targets Jeff’s older brother in his quest to conquer the Solar System. When Ing takes over Manhattan Island, renaming it “the Kingdom of Ing,” Norby and Jeff put studying aside to teach Ing a lesson!

Jeff Wells, a Space Academy student, and Norby, a second-hand robot with unusual abilities, find themselves involved in the sinister plans of Ing the Ingrate, who intends to take over the universe.

When unscrupulous scientists try to kidnap Norby in order to learn the secret of the robot's anti-gravitational capabilities, he and Jeff discover on the dragon-inhabited planet Jamya the key to an even more precious secret.

Jeff and his mixed-up robot, Norby, get involved in new adventures on a strange planet.

Jeff Wells purchases a used robot named Norby to help him improve his grades at the Space Academy, but learns that Norby was constructed by a genius using parts from an alien spacecraft and has unexpected powers

Jeff Wells leaves the space academy with his mixed-up robot Norby and the two of them head back to Earth to help Jeff's brother unravel a mystery involving zapped robots and stolen computer parts.

Fifteen-year-old Jeff and his mixed-up robot, Norby, travel backwards and forwards in time and find themselves prisoners on an alien planet in another universe.

On publication in 2009 John Hattie’s Visible Learning presented the biggest ever collection of research into what actually work in schools to improve children’s learning. Not what was fashionable, not what political and educational vested interests wanted to champion, but what actually produced the best results in terms of improving learning and educational outcomes. It became an instant bestseller and was described by the TES as revealing education’s ‘holy grail’. Now in this latest book, John Hattie has joined forces with cognitive psychologist Greg Yates to build on the original data and legacy of the Visible Learning project, showing how it’s underlying ideas and the cutting edge of cognitive science can form a powerful and complimentary framework for shaping learning in the classroom and beyond. Visible Learning and the Science of How We Learn explains the major principles and strategies of learning, outlining why it can be so hard sometimes, and yet easy on other occasions. Aimed at teachers and students, it is written in an accessible and engaging style and can be read cover to cover, or used on a chapter-by-chapter basis for essay writing or staff development. The book is structured in three parts – ‘learning within classrooms’, ‘learning foundations’, which explains the cognitive building blocks of knowledge acquisition and ‘know thyself’ which explores, confidence and self-knowledge. It also features extensive interactive appendices containing study guide questions to encourage critical thinking, annotated bibliographic entries with recommendations for further reading, links to relevant websites and YouTube clips. Throughout, the authors draw upon the latest international research into how the learning process works and how to maximise impact on students, covering such topics as: teacher personality; expertise and teacher-student relationships; how knowledge is stored and the impact of cognitive load; thinking fast and thinking slow; the psychology of self-control; the role of conversation at school and at home; invisible gorillas and the IKEA effect; digital native theory; myths and fallacies about how people learn. This fascinating book is aimed at any student, teacher or parent requiring an up-to-date commentary on how research into human learning processes can inform our teaching and what goes on in our schools. It takes a broad sweep through findings stemming mainly from social and cognitive psychology and presents them in a useable format for students and teachers at all levels, from preschool to tertiary training institutes.