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Learning Stories - Lee, Wendy; Carr, Margaret
    Broschiertes Buch

Margaret Carr's seminal work on Learning Stories was first published by SAGE in 2001, and this widely acclaimed approach to assessment has since gained a huge international following. In this new book, the authors outline the philosophy behind Learning Stories and call on the latest findings from the research projects they have led with teachers on learning dispositions and learning power to argue that Learning Stories can construct learner identities in early childhood settings and schools. By making the connection between sociocultural approaches to pedagogy and assessment and narrative…mehr

Produktbeschreibung
Margaret Carr's seminal work on Learning Stories was first published by SAGE in 2001, and this widely acclaimed approach to assessment has since gained a huge international following. In this new book, the authors outline the philosophy behind Learning Stories and call on the latest findings from the research projects they have led with teachers on learning dispositions and learning power to argue that Learning Stories can construct learner identities in early childhood settings and schools. By making the connection between sociocultural approaches to pedagogy and assessment and narrative inquiry, this book contextualizes learning stories as a philosophical approach to education, learning and pedagogy.
  • Produktdetails
  • Verlag: SAGE Publications Ltd
  • Seitenzahl: 168
  • Erscheinungstermin: 19. März 2012
  • Englisch
  • Abmessung: 250mm x 174mm x 13mm
  • Gewicht: 328g
  • ISBN-13: 9780857020932
  • ISBN-10: 0857020935
  • Artikelnr.: 34540141
Autorenporträt
Dr Margaret Carr is a Senior Lecturer in the Department of Early Childhood Studies, University of Waikato, New Zealand. The innovative national early childhood curriculum, Te Whariki, which she co-authored, has been of considerable interest in the UK, USA, and elsewhere.
Inhaltsangabe
Learner Identities in the Early Years: An Introduction to Four Themes
Why Story?
Co-Authoring and Dialogue
Making Connections Across Boundaries Between Places
Recognising and Re-Cognising Learning Continuities
Appropriating Knowledges and Learning Dispositions in a Range of Increasingly Complex Ways
Reconceptualising Assessment
Constructing and Sustaining a Passion for Learning