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The Association of Teacher Educators (ATE) Teacher Education
Yearbook XXVI is a second volume dedicated to building upon
inspirations and aspirations with hope, courage, and strength
relative to teacher educators' commitment to today's teachers and
tomorrow's leaders. While the first volume, Yearbook XXV, presented
chapters focused on teacher candidates and educator preparation
programs, this second volume is focused on educational leadership
in classrooms and schools. These chapters take us beyond the
university classroom that involves teacher and administrator
candidates and moves us into preK-12 classrooms and schools to see
educational theory taken into practice.
The Association of Teacher Educators (ATE) Yearbook XXIV offers 16
captivating chapters related to establishing a sense of place or
belonging for P-12 students, classroom teachers, teacher
candidates, and teacher educators. The chapters include theory,
research, concepts, principles, practices, and programs that inform
and support as well as question and challenge readers from multiple
perspectives. Readers gain insights and inspiration that illustrate
ways teachers and learners negotiate meaning in environments where
everyone experiences social and cultural connections with personal
and academic fulfillment. Collectively, the authors identify,
describe, analyze, and advance issues associated with creating both
an individual and a shared sense of place among the ever-changing
populations in contemporary P-12 schools and classrooms. Like human
geographers, teacher educators and educational researchers study
environments where children grow up and create bonds with their
early environments that continue to influence them throughout their
lives based on the ways in which meaning is negotiated in that
early space. Candidates, teachers, and teacher educators benefit by
investigating the presence and power of these landscapes impacting
the teaching, learning, and schooling.
The Association of Teacher Educators (ATE) Yearbook XXIV offers 16
captivating chapters related to establishing a sense of place or
belonging for P-12 students, classroom teachers, teacher
candidates, and teacher educators. The chapters include theory,
research, concepts, principles, practices, and programs that inform
and support as well as question and challenge readers from multiple
perspectives. Readers gain insights and inspiration that illustrate
ways teachers and learners negotiate meaning in environments where
everyone experiences social and cultural connections with personal
and academic fulfillment. Collectively, the authors identify,
describe, analyze, and advance issues associated with creating both
an individual and a shared sense of place among the ever-changing
populations in contemporary P-12 schools and classrooms. Like human
geographers, teacher educators and educational researchers study
environments where children grow up and create bonds with their
early environments that continue to influence them throughout their
lives based on the ways in which meaning is negotiated in that
early space. Candidates, teachers, and teacher educators benefit by
investigating the presence and power of these landscapes impacting
the teaching, learning, and schooling.
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