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This book compiles cases of teaching and learning that were written
by practitioners from a variety of backgrounds in
education-elementary school, middle school, high school, and adult
instruction-in public, charter, and private institutions,
face-to-face and online. Cases of Teaching and Learning Across and
Beyond K-12 Settings is intended primarily for use in education
courses that have students from different specializations, but it
also can be an important resource for instructors and students in
any education courses who want to develop a broad focus on learning
(for example, thinking about middle school students as former
elementary and future high school, college, and adult learners). A
historical and developmental approach to learning is a founding
principle of this book: all cases are written as stories of
never-ending multi-faceted development, making them distinct from
video cases that are gaining popularity. These cases capture
memorable experiences related to teaching and learning that
problematized existing practices and thus presented ample
opportunities for critical thinking and creative performances. Each
case in Cases of Teaching and Learning Across and Beyond K-12
Settings is paired with analysis written by its author that relied
on the theories and research summarized in the first part of the
book. The selection of the theories was based on their presence in
current research literature, mainly serving as foundations for
empirical research, and relevance to various standards for teacher
education and leadership. The analyses embedded these theories and
allowed for their in-depth understanding and exploration. They can
serve as springboards for various written and oral assignments,
collaborative and individual.
This book compiles cases of teaching and learning that were written
by practitioners from a variety of backgrounds in
education-elementary school, middle school, high school, and adult
instruction-in public, charter, and private institutions,
face-to-face and online. Cases of Teaching and Learning Across and
Beyond K-12 Settings is intended primarily for use in education
courses that have students from different specializations, but it
also can be an important resource for instructors and students in
any education courses who want to develop a broad focus on learning
(for example, thinking about middle school students as former
elementary and future high school, college, and adult learners). A
historical and developmental approach to learning is a founding
principle of this book: all cases are written as stories of
never-ending multi-faceted development, making them distinct from
video cases that are gaining popularity. These cases capture
memorable experiences related to teaching and learning that
problematized existing practices and thus presented ample
opportunities for critical thinking and creative performances. Each
case in Cases of Teaching and Learning Across and Beyond K-12
Settings is paired with analysis written by its author that relied
on the theories and research summarized in the first part of the
book. The selection of the theories was based on their presence in
current research literature, mainly serving as foundations for
empirical research, and relevance to various standards for teacher
education and leadership. The analyses embedded these theories and
allowed for their in-depth understanding and exploration. They can
serve as springboards for various written and oral assignments,
collaborative and individual.
Teachers and researches of language have dedicated years of work to
understanding the relationship between language and culture. This
book is yet another contribution to this endevour. It represents an
ethnographic account of how students of a large public American
university in the Midwest learned Russian language and culture. The
findings are presented in the light of the theoretical framework
based on Bakhtinian understanding of dialogue and monologue in
culture and Vygotskian understanding of practice, offering an
interpretation of language learning as a unique individual
practice, and culture as a multidimensional phenomenon
co-constructed in a dialogue, but a dialogue often constrained by
the monologic genres of human interaction. Its goals is to help
teachers think of new ways of creatively weaving cultural knowledge
into their unique pedagogies and to introduce an international
research community to a new piece of data and theory driven
evidence of how languge and culture are connected.
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