Atjaunināt sīkdatņu piekrišanu

E-grāmata: Teacher Thinking Twenty Years on: Revisiting persisting problems and advances in education

Edited by , Edited by (Brock University, Canada)
  • Formāts: 380 pages
  • Izdošanas datums: 01-Jan-2003
  • Izdevniecība: Swets & Zeitlinger
  • Valoda: eng
  • ISBN-13: 9781482287301
Citas grāmatas par šo tēmu:
  • Formāts - PDF+DRM
  • Cena: 57,60 €*
  • * ši ir gala cena, t.i., netiek piemērotas nekādas papildus atlaides
  • Ielikt grozā
  • Pievienot vēlmju sarakstam
  • Šī e-grāmata paredzēta tikai personīgai lietošanai. E-grāmatas nav iespējams atgriezt un nauda par iegādātajām e-grāmatām netiek atmaksāta.
Teacher Thinking Twenty Years on: Revisiting persisting problems and advances in educationPalielināt
  • Formāts: 380 pages
  • Izdošanas datums: 01-Jan-2003
  • Izdevniecība: Swets & Zeitlinger
  • Valoda: eng
  • ISBN-13: 9781482287301
Citas grāmatas par šo tēmu:

DRM restrictions

  • Kopēšana (kopēt/ievietot):

    nav atļauts

  • Drukāšana:

    nav atļauts

  • Lietošana:

    Digitālo tiesību pārvaldība (Digital Rights Management (DRM))
    Izdevējs ir piegādājis šo grāmatu šifrētā veidā, kas nozīmē, ka jums ir jāinstalē bezmaksas programmatūra, lai to atbloķētu un lasītu. Lai lasītu šo e-grāmatu, jums ir jāizveido Adobe ID. Vairāk informācijas šeit. E-grāmatu var lasīt un lejupielādēt līdz 6 ierīcēm (vienam lietotājam ar vienu un to pašu Adobe ID).

    Nepieciešamā programmatūra
    Lai lasītu šo e-grāmatu mobilajā ierīcē (tālrunī vai planšetdatorā), jums būs jāinstalē šī bezmaksas lietotne: PocketBook Reader (iOS / Android)

    Lai lejupielādētu un lasītu šo e-grāmatu datorā vai Mac datorā, jums ir nepieciešamid Adobe Digital Editions (šī ir bezmaksas lietotne, kas īpaši izstrādāta e-grāmatām. Tā nav tas pats, kas Adobe Reader, kas, iespējams, jau ir jūsu datorā.)

    Jūs nevarat lasīt šo e-grāmatu, izmantojot Amazon Kindle.

Founded in 1983, the International Study Association on Teacher Thinking (the latter two words have since been changed to "Teachers and Teaching") was formed to encourage alternative approaches to understanding processes of teaching and learning. This text contains 30 papers from the organization's first two conferences held in 1983 and 1985. The papers are presented by Kompf (Brock U., Canada) and Denicolo (U. of Reading, UK) as a historical indicator of "a revolution in research practice" and as still relevant to the foundations of research that concentrates more on "thick" description and qualitative data. Distributed by Ashgate. Annotation (c) Book News, Inc., Portland, OR (booknews.com)

The papers from the first two International Study Association on Teachers and Teaching conferences are presented in this title as book chapters. Each paper has historical value, marking as they do, both a change in topic focus and a revolution in research practice. They also have a practical value in that they provide a large reference source for, and a wide range of examples of, both topics and methods of research. Value for the future can be found in the texts that note lacunae in research and unresolved issues. Further, since the chapters derive from research conducted in a variety of national contexts, revealing some evidence of common constraints and opportunities impinging on education at the time, questions are stimulated about what has changed and what has stayed the same in the interim.
Section A: Teacher Thinking: Practical Theories
Chapter
1. Teachers' Teaching Criteria - Rob Halkes and Rien Deijkers
Chapter
2 . Professional Literacy, Resourcefulness and What Makes Teaching
Interesting - Alan F. Brown
Chapter
3. Teachers' Instructional Quality and
Their Explanation of Students' Understanding - Rainer Bromme and Gudrun
Dobslaw
Chapter
4. How Do Teachers Think About Their Craft? - Sally Brown and
Donald McIntyre
Chapter
5. Information Technology and Teacher Routines:
Learning From the Microcomputer - John K. Olson
Chapter
6. Planning and
Thinking in Junior School Writing Lessons: An Exploratory Study - James
Calderhead
Chapter
7. Categories in Teacher Planning - Harm Tillema
Chapter
8. Teachers' Thinking - Intentions and Practice: An Action Research
Perspective - Christopher Day
Chapter
9. What makes Teachers Tick?
Considering the Routines of Teaching - John K. Olson
Section B: Personal Beliefs: Self as Teacher
Chapter
10. Teachers' Epistemology and Practice - Maureen L. Pope and Eileen
M. Scott
Chapter
11. Teacher Thinking and Teacher Routines: A Bifurcation? -
Joost Lowyck
Chapter
12. An Attempt to Study the Process of Learning To Teach
From an Integrative Viewpoint - Jan Broeckmans
Chapter
13. Describing
Teachers' Conceptions of Their Professional World - Staffan Larsson
Chapter
14. What is 'Personal' in Studies of the Personal - D. Jean Clandinin and F.
Michael Connelly
Chapter
15. Personal Practical Knowledge At Bay Street
School: Ritual, Personal Philosophy and Image - F. Michael Connelly and D.
Jean Clandinin
Chapter
16. Self-Evaluation: A Critical Component in the
Developing Teaching Profession - Miriam Ben-Peretz and Lya Kremer-Hayon
Chapter
17. Teachers' Beliefs and Classroom Behaviours: Some Teacher
Responses to Inconsistency - B. Robert Tabachnick and Kenneth M. Zeichner
Chapter
18. Role Over Person: Legitimacy and Authenticity in Teaching -
Margaret Buchmann
Chapter
19. Forming Judgements in the Classroom: How do
Teachers Develop Expectations of Their Pupils' Performances? - H. Manfred
Hofer
Chapter
20. Conflicts in Conciousness: Imperative Cognitions Can Lead
to Knots in thinking - Angelika C. Wagner
Section C: Teacher and Teaching: Theories and Practice
Chapter
21. Ten Years of Conceptual Development in Research on Teacher
Thinking - Christopher M. Clark
Chapter
22. Kelly's Theory of Personal
Constructs as a Paradigm for Investigating Teacher Thinking - Miriam
Ben-Peretz
Chapter
23. The Use of Concept Mapping in the Study of Teachers'
Knowledge Structures - F. Elbaz R. Hoz, Y. Tomer, R. Chayot, S. Mahler and N.
Yeheskel
Chapter
24. A Cognitive Model of Behaviour and Learning as a
Heuristic Method of Theory-Based Teacher Training - Hartmut Thiele
Chapter
25. How to Change What Teachers Think About Teachers: Affirmative Action in
Promotion Decisions - Alan F. Brown
Chapter 26 Arguments for Using Biography
in Understanding Teacher Thinking - Richard Butt
Chapter
27. Access to
Teacher Cognitions: Problems of Assessment and Analysis - Günther L. Huber
and Heinz Mandl
Chapter
28. On the Limitations of the Theory Metaphor for the
Study of Teachers' expert Knowledge - Rainer Bromme
Chapter
29.
Post-Interactive Reflections of Teachers: A Critical Appraisal - Joost Lowyck
Chapter
30. Teachers and their Educational Situations They are Concerned
About: Preliminary Research Findings - Jan R.M. Gerris, Vincent A.M. Peters,
and Theo C.M. Bergen Conclusions
Pam M. Denicolo, Michael Kompf
Biežāk uzdotie jautājumi par e-grāmatām Biežāk uzdotie jautājumi par e-grāmatām
Permanent link: https://www.kriso.lv/db/97814822873012e.html