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innovations in Learning - New Environments for Education (Paperback)
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innovations in Learning - New Environments for Education (Paperback)
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This volume documents the growth of a new kind of interdisciplinary
teamwork that is evolving among practitioners, researchers, teacher
educators, and community partners. Its premise: the design of
learning environments and the development of theory must proceed in
a mutually supportive fashion. Scientific researchers have learned
that a prerequisite to studying the kinds of learning that matter
is helping to shoulder the responsibility for ensuring that these
forms of learning occur. To support and study learning, researchers
are increasingly making major and long-term investments in the
design and maintenance of contexts for learning. Practitioners are
assuming new roles as well, reflecting an increasing awareness of
the need to move beyond skillful doing. If developing learning
contexts are to be protected within and expanded beyond the systems
that surround them, it is necessary to foster professional
communities that will support reflection about practice, including
the generation and evaluation of rich and flexible environments for
student thinking. One consequence of recent reforms is that
teachers are increasingly regarding such tasks as central to their
professional development.
"Innovations in Learning: New Environments for Education"
describes coordinated interaction between educational design on the
one hand, and the development of learning theory on the other,
through a series of examples. These examples have been chosen
because they are continuing, proven programs with evidence of
success. Contributors to the volume are researchers and
practitioners who have played a role in inventing these programs
and have guided their development over a period of years. Rather
than choosing illustrations of a pipeline or "application model of
research" from research and then to practice, the editors of this
volume have selected interventions in which researchers and
practitioners work together persistently to forge common
understanding. Such activity is necessarily interdisciplinary,
often encompassing long spans of time, and is more akin to
engineering in the field than to laboratory science. The common
themes that emerge from this activity -- for example, the role of
tools, talk, and community -- belong exclusively neither to theory
nor to practice, but to their intersection in commitment to
specific contexts of learning and continuing contributions to
practice and underlying theory.
This volume is organized into three sections that reflect
different levels and kinds of learning contexts. Each of these
levels has been the focus of recent cognitive and reform
applications to learning and schooling. The first offers examples
of effective learning in informal settings; the second discusses
innovative approaches to schooling at the classroom level; and the
third reviews reforms that regard the entire school as the
appropriate unit of change.
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