Soft Skills in Education: Putting the Evidence in Perspective, Scheerens Jaap, Van Der Werf Greetje, de Boer Hester

Автор: Raymond P. Perry; John C. Smart
Название: The Scholarship of Teaching and Learning in Higher Education: An Evidence-Based Perspective
ISBN: 9401776644 ISBN-13(EAN): 9789401776646
Издательство: Springer
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Цена: 222670.00 T
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Описание: Pivotal to the transformation of higher education in the 21st Century is the nature of pedagogy and its role in advancing the aims of various stakeholders. Systematically explored throughout the book is the avowed linkage between classroom teaching and motivation, learning, and performance outcomes in students.

Название: Advances in understanding multilingualism: a global perspective
ISBN: 3631667612 ISBN-13(EAN): 9783631667613
Издательство: Peter Lang
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Цена: 69190.00 T
Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Multilingualism is broadly understood as the knowledge and use of two or more languages by individuals in their everyday lives, both private and professional. It is increasingly acknowledged as an important issue of the contemporary world and the interest in the matter of multilingualism is growing rapidly in many areas, such as research, politics, or education. The authors of this book combine some of the questions in a truly interdisciplinary perspective in order to provide an insight into the variety and diversity of research problems of multilingualism. This collection is divided into ten chapters considering the selected matters from different points of view, gathering together empirical research from various fields.

Автор: Wolff-Michael Roth
Название: Dwelling, Building, Thinking: A Post-Constructivist Perspective on Education, Learning, and Development
ISBN: 9004376917 ISBN-13(EAN): 9789004376915
Издательство: Brill
Цена: 61100.00 T
Наличие на складе: Невозможна поставка.
Описание: In this book, the author presents a major challenge to (social) constructivism, which has become an ideology that few dare to critique. Transgressing the boundaries of this ideology, the author develops an alternative epistemology that takes dwelling as the starting point and ground. Dwelling enables building and thinking (‘constructing’). It is an epistemology in which there is a primacy of social relations, which are the first instantiations of the higher psychological functions ascribed to humans. Starkly contrasting constructivism, the author shows how the commonness of the senses and the existence of social relations lead to common sense, which is the foundation of everything rational and scientific. Common sense, which comes from and with dwelling, is the ground in which all education is rooted. Any attempt to eradicate it literally uproots and thus alienates students from the life and world with which they are so familiar.

Автор: Wolff-Michael Roth
Название: Dwelling, Building, Thinking: A Post-Constructivist Perspective on Education, Learning, and Development
ISBN: 9004377123 ISBN-13(EAN): 9789004377127
Издательство: Brill
Цена: 131500.00 T
Наличие на складе: Невозможна поставка.
Описание: In this book, the author presents a major challenge to (social) constructivism, which has become an ideology that few dare to critique. Transgressing the boundaries of this ideology, the author develops an alternative epistemology that takes dwelling as the starting point and ground. Dwelling enables building and thinking (‘constructing’). It is an epistemology in which there is a primacy of social relations, which are the first instantiations of the higher psychological functions ascribed to humans. Starkly contrasting constructivism, the author shows how the commonness of the senses and the existence of social relations lead to common sense, which is the foundation of everything rational and scientific. Common sense, which comes from and with dwelling, is the ground in which all education is rooted. Any attempt to eradicate it literally uproots and thus alienates students from the life and world with which they are so familiar.

Автор: Susan A. Kirch, Michele Amoroso
Название: Being and Becoming Scientists Today: Reconstructing Assumptions about Science and Science Education to Reclaim a Learner–Scientist Perspective
ISBN: 9463003479 ISBN-13(EAN): 9789463003476
Издательство: Brill
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Цена: 37190.00 T
Наличие на складе: Невозможна поставка.
Описание: • Can I contribute to science? • Do I like to work on the problems of science? • How do scientists know what they know? • Would I like to be|become a scientist? These are questions that interest new science students. The authors provide teachers with an approach to foster and answer these questions by concentrating on learners and learning. They argue that students are typically taught from a disciplinary perspective of science. Using this lens students are viewed as people who need to learn a particular canon of information, methods, and ways of knowing about the world—a perspective that may be useful for practicing scientists, but not ideal for young learners. In this disciplinary approach to science education there is little room for development as a scientist. In contrast, the approach championed by Kirch and Amoroso places learner questions about the world at the forefront of teaching and learning and treats science as a system of human activity. The historical explorations, theoretical insights and practical advice presented here are appropriate for all ages and educational settings. In Being and Becoming Scientists Today, the authors provide: new tools for thinking about science, ideas for how to reveal the multiple stories of knowledge production to learners, and approaches to teaching science as a collective process rather than a series of contributions made by (famous) individuals. In these ways, the authors promote the idea that all science learners contribute to the science in our lives.

Автор: Susan A. Kirch, Michele Amoroso
Название: Being and Becoming Scientists Today: Reconstructing Assumptions about Science and Science Education to Reclaim a Learner–Scientist Perspective
ISBN: 9463003487 ISBN-13(EAN): 9789463003483
Издательство: Brill
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Цена: 119540.00 T
Наличие на складе: Невозможна поставка.
Описание: • Can I contribute to science? • Do I like to work on the problems of science? • How do scientists know what they know? • Would I like to be|become a scientist? These are questions that interest new science students. The authors provide teachers with an approach to foster and answer these questions by concentrating on learners and learning. They argue that students are typically taught from a disciplinary perspective of science. Using this lens students are viewed as people who need to learn a particular canon of information, methods, and ways of knowing about the world—a perspective that may be useful for practicing scientists, but not ideal for young learners. In this disciplinary approach to science education there is little room for development as a scientist. In contrast, the approach championed by Kirch and Amoroso places learner questions about the world at the forefront of teaching and learning and treats science as a system of human activity. The historical explorations, theoretical insights and practical advice presented here are appropriate for all ages and educational settings. In Being and Becoming Scientists Today, the authors provide: new tools for thinking about science, ideas for how to reveal the multiple stories of knowledge production to learners, and approaches to teaching science as a collective process rather than a series of contributions made by (famous) individuals. In these ways, the authors promote the idea that all science learners contribute to the science in our lives.

Автор: Peter Barrett, Alberto Treves, Tigran Shmis, Diego Ambasz, Maria Ustinova
Название: The Impact of School Infrastructure on Learning: A Synthesis of the Evidence
ISBN: 1464813787 ISBN-13(EAN): 9781464813788
Издательство: Mare Nostrum (Eurospan)
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Цена: 29260.00 T
Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This book focuses on how school facilities can affect children's learning outcomes, identifying parameters that can inform the design, implementation, and supervision of future educational infrastructure projects. It reflects on aspects for which the evidence could be strengthened, and identifies areas for further exploratory work.

Автор: Emma Coonan
Название: Where`s Your Evidence?
ISBN: 1352009625 ISBN-13(EAN): 9781352009620
Издательство: Springer
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Цена: 7450.00 T
Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This engaging guide will equip students with the knowledge, skills and tools to find and evaluate academic information in a critical, informed and thoughtful way. It begins by encouraging students to think about the purpose of their information search, before taking them step-by-step through the process of searching for information, from sifting through search results to critically evaluating information. The final part of the book explores finding and evaluating information in the wider world, and shows students how to put the skills they've learned into effect in the workplace and in daily life.

Автор: Murtonen Mari, Balloo Kieran
Название: Redefining Scientific Thinking for Higher Education: Higher-Order Thinking, Evidence-Based Reasoning and Research Skills
ISBN: 303024217X ISBN-13(EAN): 9783030242176
Издательство: Springer
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Цена: 130430.00 T
Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This book examines the learning and development process of students` scientific thinking skills. in doing so, redefining higher-order thinking abilities as scientific thinking skills. This edited collection will be of interest to students and scholars of student scientific skills and higher-order thinking abilities.

Автор: Holt Melissa K., Grills Amie E.
Название: Critical Issues in School-Based Mental Health: Evidence-Based Research, Practice, and Interventions
ISBN: 1138025011 ISBN-13(EAN): 9781138025011
Издательство: Taylor&Francis
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Цена: 47970.00 T
Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: With chapters on learning disabilities, substance abuse, bullying, internalizing and externalizing behaviors, trauma, LGBT youth and more, this book prepares school-based mental health professionals to face some of the most difficult, common, and politicized issues affecting students today.

Автор: Igor M. Arievitch
Название: Beyond the Brain: An Agentive Activity Perspective on Mind, Development, and Learning
ISBN: 9463511024 ISBN-13(EAN): 9789463511025
Издательство: Brill
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Цена: 51800.00 T
Наличие на складе: Нет в наличии.
Описание: The book outlines a fundamental alternative to the rising wave of aggressive biological reductionism and brainism in contemporary psychology and education. It offers steps to achieving a daunting and elusive goal: constructing a coherently non-reductionist account of the mind. The main obstacle to such a construction is identified as the centuries-old contemplative fallacy that leads to entrenched dualisms and shackles major theoretical frameworks. The alternative agentive activity perspective overcomes this fallacy by advancing the core principles of the cultural-historical activity theory. This innovative perspective charts a consistently non-mentalist and non-individualist view of psychological processes without discarding the individual mind. A vast body of research and theories, from Piaget and Dewey to sociocultural and embodied cognition approaches are critically engaged, with a special focus on Piotr Galperin’s contribution. The notion of the embodied agent’s object-directed activity serves as a pivotal point for re-conceptualizing the mind and its role in behavior. In a radical departure from both the traditional mentalist and biologically reductionist frameworks, psychological processes are understood as taking place “beyond the brain”—as constituted by the agent’s activities in the world. From this standpoint, many of Vygotsky’s key insights, including semiotic mediation, internalization, and cognitive tools are given a fresh scrutiny and substantially revised. The agentive activity perspective opens ways to offer a bold vision for education: developmental teaching and learning built on the premise that real knowledge is not “information storage and retrieval” and that education is not about “knowledge transmission” but instead it is about developing students’ minds.

Автор: Igor M. Arievitch
Название: Beyond the Brain: An Agentive Activity Perspective on Mind, Development, and Learning
ISBN: 9463511032 ISBN-13(EAN): 9789463511032
Издательство: Brill
Рейтинг:
Цена: 119540.00 T
Наличие на складе: Нет в наличии.
Описание: The book outlines a fundamental alternative to the rising wave of aggressive biological reductionism and brainism in contemporary psychology and education. It offers steps to achieving a daunting and elusive goal: constructing a coherently non-reductionist account of the mind. The main obstacle to such a construction is identified as the centuries-old contemplative fallacy that leads to entrenched dualisms and shackles major theoretical frameworks. The alternative agentive activity perspective overcomes this fallacy by advancing the core principles of the cultural-historical activity theory. This innovative perspective charts a consistently non-mentalist and non-individualist view of psychological processes without discarding the individual mind. A vast body of research and theories, from Piaget and Dewey to sociocultural and embodied cognition approaches are critically engaged, with a special focus on Piotr Galperin’s contribution. The notion of the embodied agent’s object-directed activity serves as a pivotal point for re-conceptualizing the mind and its role in behavior. In a radical departure from both the traditional mentalist and biologically reductionist frameworks, psychological processes are understood as taking place “beyond the brain”—as constituted by the agent’s activities in the world. From this standpoint, many of Vygotsky’s key insights, including semiotic mediation, internalization, and cognitive tools are given a fresh scrutiny and substantially revised. The agentive activity perspective opens ways to offer a bold vision for education: developmental teaching and learning built on the premise that real knowledge is not “information storage and retrieval” and that education is not about “knowledge transmission” but instead it is about developing students’ minds.