Research And The Teacher

Author: Graham Hitchcock
Editor: Routledge
ISBN: 1134854609
Size: 15,12 MB
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First published in 1995. Routledge is an imprint of Taylor & Francis, an informa company.

Research And The Teacher

Author: Graham Hitchcock
Editor: Routledge Kegan & Paul
ISBN:
Size: 15,81 MB
Format: PDF, ePub
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Educational Research And The Teacher

Author: Willem Van der Eyken
Editor:
ISBN:
Size: 19,45 MB
Format: PDF
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Teaching Mathematical Modelling Connecting To Research And Practice

Author: Gloria Ann Stillman
Editor: Springer Science & Business Media
ISBN: 9400765401
Size: 18,23 MB
Format: PDF, ePub
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This book provides readers with an overview of recent international research and developments in the teaching and learning of modelling and applications from a variety of theoretical and practical perspectives. There is a strong focus on pedagogical issues for teaching and learning of modelling as well as research into teaching and practice. The teaching of applications of mathematics and mathematical modelling from the early years through primary and secondary school and at tertiary level is rising in prominence in many parts of the world commensurate with an ever-increasing usage of mathematics in business, the environment, industry and everyday life. The authors are all members of the International Community of Teachers of Mathematical Modelling and Applications and important researchers in mathematics education and mathematics. The book will be of interest to teachers, practitioners and researchers in universities, polytechnics, teacher education, curriculum and policy.​

The Teacher S Role In Implementing Cooperative Learning In The Classroom

Author: Robyn M. Gillies
Editor: Springer Science & Business Media
ISBN: 0387708928
Size: 20,43 MB
Format: PDF, Kindle
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Cooperative learning is widely endorsed as a pedagogical practice that promotes student learning. Recently, the research focus has moved to the role of teachers’ discourse during cooperative learning and its effects on the quality of group discussions and the learning achieved. However, although the benefits of cooperative learning are well documented, implementing this pedagogical practice in classrooms is a challenge that many teachers have difficulties accomplishing. Difficulties may occur because teachers often do not have a clear understanding of the basic tenets of cooperative learning and the research and theoretical perspectives that have informed this practice and how they translate into practical applications that can be used in their classrooms. In effect, what do teachers need to do to affect the benefits widely documented in research? A reluctance to embrace cooperative learning may also be due to the challenge it poses to teachers’ control of the learning process, the demands it places on classroom organisational changes, and the personal commitments teachers need to make to sustain their efforts. Moreover, a lack of understanding of the key role teachers need to play in embedding cooperative learning into the curricula to foster open communication and engagement among teachers and students, promote cooperative investigation and problem-solving, and provide students with emotionally and intellectually stimulating learning environments may be another contributing factor. The Teacher's Role in Implementing Cooperative Learning in the Classroom provides readers with a comprehensive overview of these issues with clear guidelines on how teachers can embed cooperative learning into their classroom curricula to obtain the benefits widely attributed to this pedagogical practice. It does so by using language that is appropriate for both novice and experienced educators. The volume provides: an overview of the major research and theoretical perspectives that underpin the development of cooperative learning pedagogy; outlines how specific small group experiences can promote thinking and learning; discusses the key role teachers play in promoting student discourse; and, demonstrates how interaction style among students and teachers is crucial in facilitating discussion and learning. The collection of chapters includes many practical illustrations, drawn from the contributors’ own research of how teachers can use cooperative learning pedagogy to facilitate thinking and learning among students across different educational settings.

International Handbook Of Research On Teachers And Teaching

Author: Lawrence J. Saha
Editor: Springer Science & Business Media
ISBN: 0387733175
Size: 17,43 MB
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The International Handbook of Research on Teachers and Teaching provides a fresh look at the ever changing nature of the teaching profession throughout the world. This collection of over 70 articles addresses a wide range of issues relevant for understanding the present educational climate in which the accountability of teachers and the standardized testing of students have become dominant.

Handbook Of Research On Teacher Education

Author: Marilyn Cochran-Smith
Editor: Routledge
ISBN: 0203938690
Size: 19,22 MB
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Co-Published by Routledge/Taylor & Francis Group and the Association of Teacher Educators. The Handbook of Research on Teacher Education was initiated to ferment change in education based on solid evidence. The publication of the First Edition was a signal event in 1990. While the preparation of educators was then – and continues to be – the topic of substantial discussion, there did not exist a codification of the best that was known at the time about teacher education. Reflecting the needs of educators today, the Third Edition takes a new approach to achieving the same purpose. Beyond simply conceptualizing the broad landscape of teacher education and providing comprehensive reviews of the latest research for major domains of practice, this edition: stimulates a broad conversation about foundational issues brings multiple perspectives to bear provides new specificity to topics that have been undifferentiated in the past includes diverse voices in the conversation. The Editors, with an Advisory Board, identified nine foundational issues and translated them into a set of focal questions: What’s the Point?: The Purposes of Teacher Education What Should Teachers Know? Teacher Capacities: Knowledge, Beliefs, Skills, and Commitments Where Should Teachers Be Taught? Settings and Roles in Teacher Education Who Teaches? Who Should Teach? Teacher Recruitment, Selection, and Retention Does Difference Make a Difference? Diversity and Teacher Education How Do People Learn to Teach? Who’s in Charge? Authority in Teacher Education How Do We Know What We Know? Research and Teacher Education What Good is Teacher Education? The Place of Teacher Education in Teachers’ Education. The Association of Teacher Educators (ATE) is an individual membership organization devoted solely to the improvement of teacher education both for school-based and post secondary teacher educators. For more information on our organization and publications, please visit: www.ate1.org

Research And The Teaching Profession

Author:
Editor:
ISBN: 9780946671373
Size: 17,96 MB
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Language Teaching Research And Language Pedagogy

Author: Rod Ellis
Editor: John Wiley & Sons
ISBN: 1118291379
Size: 13,31 MB
Format: PDF, ePub
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This book examines current research centered on the second languageclassroom and the implications of this research for both theteaching and learning of foreign languages. It offers illuminatinginsights into the important relationship between research andteaching, and the inherent complexities of the teaching andlearning of foreign languages in classroom settings. Offers an accessible overview of a range of research oninstruction and learning in the L2 classroom Bridges the relationship between research, teachers, andlearners Helps evolve the practice of dedicated current languageteachers with research findings that suggest best practices forlanguage teaching

Action Research And Postmodernism

Author: Tony Brown
Editor: Open Univ Pr
ISBN:
Size: 16,36 MB
Format: PDF, Docs
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"Make something new, Derrida says, that is how deconstruction happens. This book exemplifies such a move in the way it addresses the stuck places of practitioner oriented research with its rational, intentional agents seeking to empower both teacher self and students. An example of putting postmodernism to work in educational research, the book asks hard questions about necessary complicities.....rounded in nursery teaching and math education, it attempts to develop a better language toward a more complicated understanding of what knowledge means.... without reverting to the quick and narrow scientism of the past." - Patti Lather, Ohio State University* How can we move forward from or develop traditional approaches to Action Research which have dominated teacher research for many years now?* How can teachers work at improving their teaching when there are so many different understandings of what education is trying to achieve?* In which ways can post-structuralism, which has had such a major impact in other disciplines, offer practical support to teachers developing their own professional practices?A premise of much teacher research is that reflection on practice can lead to a development of that practice. Such reflection, it is purported, enables the practitioner in organising the complexity of the teaching situation, with a particular emphasis on how 'monitoring of change' can be converted to 'control of change'. This book questions the notion of construing developing practice as 'aiming for an ideal' and suggests that such a pursuit has a questionable track record. The very desire for control, and the difficulties encountered in trying to document it can cloud our vision from the very complexities we seek to capture. The book offers detailed discussion of teacher research enquiries carried out in the context of masters and doctoral degrees. It focuses in particular on how the reflective writing generated by the teacher might build towards an assertion of professional identity through which professional demands are mediated.