Teacher Thinking & Professional Action
Herausgeber: Denicolo, Pam; Kompf, Michael
Teacher Thinking & Professional Action
Herausgeber: Denicolo, Pam; Kompf, Michael
- Broschiertes Buch
- Merkliste
- Auf die Merkliste
- Bewerten Bewerten
- Teilen
- Produkt teilen
- Produkterinnerung
- Produkterinnerung
Broad in theme, international in scope and thorough in detail, this book is based on a selection of papers presented at the third bi-annual ISATTs conference and updated by each contributor to include their current thoughts and opinions.
Andere Kunden interessierten sich auch für
- Improving Teacher Education through Action Research64,99 €
- Christopher R GareisTeacher-Made Assessments42,99 €
- Alyssa GallagherDesign Thinking in Play: An Action Guide for Educators27,99 €
- Peter AubussonAction Learning in Schools52,99 €
- Michael S KnappLearning-Focused Leadership in Action69,99 €
- Educational Leadership in Action52,99 €
- Craig A MertlerAction Research Communities29,99 €
-
-
-
Broad in theme, international in scope and thorough in detail, this book is based on a selection of papers presented at the third bi-annual ISATTs conference and updated by each contributor to include their current thoughts and opinions.
Produktdetails
- Produktdetails
- Verlag: CRC Press
- Seitenzahl: 284
- Erscheinungstermin: 21. Dezember 2015
- Englisch
- Abmessung: 234mm x 156mm x 15mm
- Gewicht: 399g
- ISBN-13: 9781138983625
- ISBN-10: 1138983624
- Artikelnr.: 44395526
- Verlag: CRC Press
- Seitenzahl: 284
- Erscheinungstermin: 21. Dezember 2015
- Englisch
- Abmessung: 234mm x 156mm x 15mm
- Gewicht: 399g
- ISBN-13: 9781138983625
- ISBN-10: 1138983624
- Artikelnr.: 44395526
Pam M. Denicolo is Director of the Graduate School for Social Sciences at the University of Reading, UK. Michael Kompf is a Professor in the Faculty of Education at Brock University, Canada.
Part 1. Conceptual Frames for Teacher Thought and Action 1. The Place of
Process-product Research in Developing the Agenda for Research on Teacher
Thinking 2. Perspectives on the Teaching Profession or Relative Appraisal
3. The 'Collective Student as the Cognitive Reference Point of
Teachers?EUR? Thinking about their Students in the Classroom 4. A Contrast
of Novice and Expert Competence in Math Lessons Part 2.Methods and
Approaches to the Study of Teacher Thought and Action 5. Strategies and
Methods in Research on Teacher Thinking 6. The Ground of Professional
Practice 7. Case Study in Research on Teaching:A ground for reflective
practice 8. Teachers?EUR? Personal and Professional Ideals about Practice
9. Computer Simulation as a Tool in Studying Teachers?EUR?
CognitiveActivities During Error Diagnosis in Arithmetic Part 3. Teacher
Judgment and Evaluation of Students 10. Goal Dependent Perception in
Relations between Teachers and Students 11. Grading as a Quasi-rational
Judgment Process 12. Analyzing Teachers?EUR? Thoughts Prior to Student
Assessment13. Teachers?EUR? Causal Attributions in Problematic Situations
14. Teachers?EUR? Need for Pupil Information in Special Education Part
4.Teacher Thinking and Teacher Education 15. Asking the Right Questions
about Teacher Preparation: Contributionsof research on teacher thinking 16.
Using Textbooks and Teachers?EUR? Guides: What beginning elementary
teachers learn and what they need to know 17. Supervision Conferences and
Student Teachers?EUR? Thinking and Behaviour18. Examining Complexity of
Thought in Secondary Student Teachers 19. Knowing, Thinking and Doing in
Learning to Teach:A research framework and some initial results
Process-product Research in Developing the Agenda for Research on Teacher
Thinking 2. Perspectives on the Teaching Profession or Relative Appraisal
3. The 'Collective Student as the Cognitive Reference Point of
Teachers?EUR? Thinking about their Students in the Classroom 4. A Contrast
of Novice and Expert Competence in Math Lessons Part 2.Methods and
Approaches to the Study of Teacher Thought and Action 5. Strategies and
Methods in Research on Teacher Thinking 6. The Ground of Professional
Practice 7. Case Study in Research on Teaching:A ground for reflective
practice 8. Teachers?EUR? Personal and Professional Ideals about Practice
9. Computer Simulation as a Tool in Studying Teachers?EUR?
CognitiveActivities During Error Diagnosis in Arithmetic Part 3. Teacher
Judgment and Evaluation of Students 10. Goal Dependent Perception in
Relations between Teachers and Students 11. Grading as a Quasi-rational
Judgment Process 12. Analyzing Teachers?EUR? Thoughts Prior to Student
Assessment13. Teachers?EUR? Causal Attributions in Problematic Situations
14. Teachers?EUR? Need for Pupil Information in Special Education Part
4.Teacher Thinking and Teacher Education 15. Asking the Right Questions
about Teacher Preparation: Contributionsof research on teacher thinking 16.
Using Textbooks and Teachers?EUR? Guides: What beginning elementary
teachers learn and what they need to know 17. Supervision Conferences and
Student Teachers?EUR? Thinking and Behaviour18. Examining Complexity of
Thought in Secondary Student Teachers 19. Knowing, Thinking and Doing in
Learning to Teach:A research framework and some initial results
Part 1. Conceptual Frames for Teacher Thought and Action 1. The Place of
Process-product Research in Developing the Agenda for Research on Teacher
Thinking 2. Perspectives on the Teaching Profession or Relative Appraisal
3. The 'Collective Student as the Cognitive Reference Point of
Teachers?EUR? Thinking about their Students in the Classroom 4. A Contrast
of Novice and Expert Competence in Math Lessons Part 2.Methods and
Approaches to the Study of Teacher Thought and Action 5. Strategies and
Methods in Research on Teacher Thinking 6. The Ground of Professional
Practice 7. Case Study in Research on Teaching:A ground for reflective
practice 8. Teachers?EUR? Personal and Professional Ideals about Practice
9. Computer Simulation as a Tool in Studying Teachers?EUR?
CognitiveActivities During Error Diagnosis in Arithmetic Part 3. Teacher
Judgment and Evaluation of Students 10. Goal Dependent Perception in
Relations between Teachers and Students 11. Grading as a Quasi-rational
Judgment Process 12. Analyzing Teachers?EUR? Thoughts Prior to Student
Assessment13. Teachers?EUR? Causal Attributions in Problematic Situations
14. Teachers?EUR? Need for Pupil Information in Special Education Part
4.Teacher Thinking and Teacher Education 15. Asking the Right Questions
about Teacher Preparation: Contributionsof research on teacher thinking 16.
Using Textbooks and Teachers?EUR? Guides: What beginning elementary
teachers learn and what they need to know 17. Supervision Conferences and
Student Teachers?EUR? Thinking and Behaviour18. Examining Complexity of
Thought in Secondary Student Teachers 19. Knowing, Thinking and Doing in
Learning to Teach:A research framework and some initial results
Process-product Research in Developing the Agenda for Research on Teacher
Thinking 2. Perspectives on the Teaching Profession or Relative Appraisal
3. The 'Collective Student as the Cognitive Reference Point of
Teachers?EUR? Thinking about their Students in the Classroom 4. A Contrast
of Novice and Expert Competence in Math Lessons Part 2.Methods and
Approaches to the Study of Teacher Thought and Action 5. Strategies and
Methods in Research on Teacher Thinking 6. The Ground of Professional
Practice 7. Case Study in Research on Teaching:A ground for reflective
practice 8. Teachers?EUR? Personal and Professional Ideals about Practice
9. Computer Simulation as a Tool in Studying Teachers?EUR?
CognitiveActivities During Error Diagnosis in Arithmetic Part 3. Teacher
Judgment and Evaluation of Students 10. Goal Dependent Perception in
Relations between Teachers and Students 11. Grading as a Quasi-rational
Judgment Process 12. Analyzing Teachers?EUR? Thoughts Prior to Student
Assessment13. Teachers?EUR? Causal Attributions in Problematic Situations
14. Teachers?EUR? Need for Pupil Information in Special Education Part
4.Teacher Thinking and Teacher Education 15. Asking the Right Questions
about Teacher Preparation: Contributionsof research on teacher thinking 16.
Using Textbooks and Teachers?EUR? Guides: What beginning elementary
teachers learn and what they need to know 17. Supervision Conferences and
Student Teachers?EUR? Thinking and Behaviour18. Examining Complexity of
Thought in Secondary Student Teachers 19. Knowing, Thinking and Doing in
Learning to Teach:A research framework and some initial results