Applying Cultural-Historical Activity Theory in Educational Settings harnesses research and development for educational improvement, bridging the gap between research and practice.
Applying Cultural-Historical Activity Theory in Educational Settings harnesses research and development for educational improvement, bridging the gap between research and practice.
May Britt Postholm is Professor in pedagogy and qualitative methodology in the Department of Teacher Education at the Norwegian University of Science and Technology, Norway. Kirsten Foshaug Vennebo is Associate Professor in the Department of Education at the University of Tromsø, Norway.
Inhaltsangabe
Preface Chapter 1: The texts in context Chapter 2: Schools conducting research in collaboration with researchers Chapter 3: Young refugees meeting another road safety culture - Development work in bridging a road safety gap Chapter 4: Inspired by the concept of boundary objects in arts education Chapter 5: Cultural-historical activity theory as the basis for mentoring student teachers in triads Chapter 6: Encouraging working and communicating like mathematicians: An illustrative case on dialogic teaching Chapter 7: Realizing data-driven changes and teacher agency in upper secondary schools through formative interventions Chapter 8: A study of case-based problem-solving work in groups of principals participating in a school leadership programme Chapter 9: Cultural-historical activity theory framing and guiding professional learning in school-based development Index
Preface Chapter 1: The texts in context Chapter 2: Schools conducting research in collaboration with researchers Chapter 3: Young refugees meeting another road safety culture - Development work in bridging a road safety gap Chapter 4: Inspired by the concept of boundary objects in arts education Chapter 5: Cultural-historical activity theory as the basis for mentoring student teachers in triads Chapter 6: Encouraging working and communicating like mathematicians: An illustrative case on dialogic teaching Chapter 7: Realizing data-driven changes and teacher agency in upper secondary schools through formative interventions Chapter 8: A study of case-based problem-solving work in groups of principals participating in a school leadership programme Chapter 9: Cultural-historical activity theory framing and guiding professional learning in school-based development Index
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