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New times. Expanded worlds. Emerging possibilities. In Using
Virtual Reality in English Language Arts Education, authors from
multiple institutions across the United States and abroad share
practical insights for teaching English language arts with virtual
and augmented realities. These chapters draw on multiple theories
and ideas to share perspectives from practicing and prospective
teachers, as well as young learners themselves, about how to use
applications and tools to transform teaching and learning.
Collectively, this book advances innovation for using virtual and
augmented realities as educational, inclusive spaces for teaching
English language arts and literacy subject matter while supporting
learners in developing the mindset for creativity, innovation, and
even emotional empathy.
New times. Expanded worlds. Emerging possibilities. In Using
Virtual Reality in English Language Arts Education, authors from
multiple institutions across the United States and abroad share
practical insights for teaching English language arts with virtual
and augmented realities. These chapters draw on multiple theories
and ideas to share perspectives from practicing and prospective
teachers, as well as young learners themselves, about how to use
applications and tools to transform teaching and learning.
Collectively, this book advances innovation for using virtual and
augmented realities as educational, inclusive spaces for teaching
English language arts and literacy subject matter while supporting
learners in developing the mindset for creativity, innovation, and
even emotional empathy.
This anthology on teacher induction research is intended for
researchers, policy makers, and practitioners in the field of
teacher induction both nationally and internationally. This book is
the final and major project of the Association of Teacher
Educators' (ATE) Commission on Teacher Induction and Mentoring. Its
importance is derived from three sources: (1) careful
conceptualization of teacher induction from historical,
methodological, and international perspectives; (2) systematic
reviews of research literature relevant to various aspects of
teacher induction including its social, cultural, and political
contexts, program components and forms, and the range of its
effects; (3) substantial empirical studies on the important issues
of teacher induction with different kinds of methodologies that
exemplify future directions and approaches to the research in
teacher induction. The content of the book has direct implications
for ATE's membership since part of the ATE mission is to provide
opportunities for personal and professional growth of the
Association membership whether members are researchers, policy
makers, or practitioners in teacher learning and/or teacher
induction.
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