Автор: Nachlas, Joel A. (Virginia Polytechnic Institute a Название: English Language Teacher Education in Changing Times ISBN: 103228207X ISBN-13(EAN): 9781032282077 Издательство: Taylor&Francis Рейтинг: Цена: 132710.00 T Наличие на складе: Есть Описание: This volume addresses challenges that the field of English language teacher education has faced in the past several years. Contributors describe how teacher educators have responded to the specific needs and difficulties of educating teachers and teaching second language learners in challenging circumstances around the world.
Автор: Wideen, Marvin F. Название: Changing Times In Teacher Education ISBN: 0750701838 ISBN-13(EAN): 9780750701839 Издательство: Taylor&Francis Рейтинг: Цена: 50010.00 T Наличие на складе: Есть у поставщика Поставка под заказ.
Автор: Quintero Название: Making Space for Storied Leadership in Higher Education ISBN: 9811641595 ISBN-13(EAN): 9789811641596 Издательство: Springer Рейтинг: Цена: 65210.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: This book analyzes stories of university early childhood faculty members, community activists in southern California, and children and the early childhood teacher education students working with them.
Critical Language Pedagogy: Interrogating Language, Dialects, and Power in Teacher Education demonstrates how critical approaches to language and dialects are an essential part of social justice work in literacy education. The text details the largest and most comprehensive study ever conducted on teachers’ language beliefs and learning about dialects, power, and identity. It describes the experiences of over 300 pre- and in-service teachers from across the United States who participated in a course on how to enact Critical Language Pedagogy in their English classrooms.
Through detailed analyses and descriptions, the authors demonstrate how the course changed teachers’ beliefs about language, literacy, and their students. The book also presents information about the effectiveness of the mini-course, variations in the responses of teachers from different regions of the United States, and the varying language beliefs of teachers of color and White teachers. The authors present the entire mini-course so that readers can incorporate it into their own classes, making the book practical as well as informative for teachers, teacher educators, and educational researchers.
Critical Language Pedagogy: Interrogating Language, Dialects, and Power in Teacher Education provides a much-needed theoretical explanation of Critical Language Pedagogy and, just as importantly, a detailed description of teacher learning and a Critical Language Pedagogy curriculum that readers can use in K-12, college, and teacher education classrooms.
Название: Teacher learning in changing contexts ISBN: 0367562677 ISBN-13(EAN): 9780367562670 Издательство: Taylor&Francis Рейтинг: Цена: 37760.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: New to the Routledge Advances in Learning Sciences series, this book highlights diverse approaches taken by researchers in the Learning Sciences to support teacher learning. It features international perspectives from world class researchers that exemplify new lenses on the work of teaching, encompassing new objects of learning, methods and tools; new ways of working with researchers and peers; and new efforts to work with the systems in which teachers are embedded. Together, the chapters in this volume reflect a new frontier of research on teacher learning that leverages diversity in the content, contexts, objects of inquiry, and tools for supporting shifts in instructional practice. Divided into three sections, chapters question: What new pedagogies and knowledge do teachers need to facilitate student learning in the 21st century? How do learning sciences’ tools, strategies, and experiences provide opportunities for them to learn these? What role do teachers play as co-designers of educational innovations? What unique affordances does co-design afford for teacher learning? What do teachers learn through engaging in co-design? How do teachers work and learn as part of interdisciplinary teams within educational systems? What might it look like to design for teacher learning in these broader organizational systems?Uniquely highlighting how cycles of reflection and co-design can serve as important mechanisms to support teacher learning, this invaluable book lays the groundwork for sustained teacher learning and instructional improvement.
Автор: Margrain Valerie, Lцfdahl Hultman Annica Название: Challenging Democracy in Early Childhood Education: Engagement in Changing Global Contexts ISBN: 9811377731 ISBN-13(EAN): 9789811377730 Издательство: Springer Рейтинг: Цена: 130430.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: This book explores how concepts and values of contemporary democracy are variously understood and applied in diverse cultural contexts, with a focus on children and childhood and diversity.
Автор: Kennedy Kerry J. Название: Civic Engagement in Changing Contexts: Challenges and Possibilities for Democracy ISBN: 9811674949 ISBN-13(EAN): 9789811674945 Издательство: Springer Рейтинг: Цена: 55890.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: This book addresses contemporary issues on civic and citizenship education, challenging not just schools but society as a whole. The book takes society and the changes occurring within it as the starting point and assesses the implications of these changes for schools.
Автор: Fenwick, Tara Название: Professional Learning in Changing Contexts ISBN: 0415716934 ISBN-13(EAN): 9780415716932 Издательство: Taylor&Francis Рейтинг: Цена: 142910.00 T Наличие на складе: Нет в наличии.
Автор: Crossley Название: Changing Educational Contexts, Issues and Identities ISBN: 0415509424 ISBN-13(EAN): 9780415509428 Издательство: Taylor&Francis Рейтинг: Цена: 45930.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: Documenting major intellectual and paradigmatic changes in the field of comparative education in the light of the history and development of the journal Comparative Education, this book compiles a selection of articles from forty years of the journal`s distinguished history, giving a resource of ideas and stimulus for further thinking and research..
Автор: Ylimaki Rose M., Brunderman Lynnette A. Название: Evidence-Based School Development in Changing Demographic Contexts ISBN: 3030768392 ISBN-13(EAN): 9783030768393 Издательство: Springer Рейтинг: Цена: 37260.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: It highlights how fundamentalist, business-oriented Christians in the United States were instrumental in the neoliberal turn in US hegemony, how Christianity, in the form of prosperity religion, transformed Latin America, and how reactionary religious movements sharpened state competition through illiberal politics in Turkey, India, and elsewhere.
Автор: Ylimaki Rose M., Brunderman Lynnette A. Название: Evidence-Based School Development in Changing Demographic Contexts ISBN: 3030768368 ISBN-13(EAN): 9783030768362 Издательство: Springer Цена: 37260.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание:
Table of Contents
Forward: Ken Leithwood.....................................................................................3
Part I: Changing Context for School Development and Description of the Model..................10
Chapter 1: School Development Approaches Over Time: Strengths, Limitations, and the Need for a New Approach..............................................................................11
Chapter 2: A New Approach to School Development...............................................41
Part II: Lessons from the Arizona School Development Model.......................................68
Chapter 3: Values, Culture and Context...............................................................69
Chapter 4: Building and Sustaining School Leadership Capacity.................................84
Chapter 5: Using Data as a Source of Reflection in a Feedback Loop...........................94
Chapter 6: Going Deeper into Curriculum and Pedagogical Activity...........................105
Chapter 7: Strength-based Approaches to Meeting Culturally Diverse Student Needs.......115
Part III: Extending the Process to Other Contexts......................................................131
Chapter 8: School Development in South Carolina - Building Leadership Capacity for Evidence-Based School Development in South Carolina Schools by Peter Moyi, Suzy Hardie & Kathleen M.W. Cunningham, University of South Carolina.........................134
Chapter 9: The Swedish Context - Bringing Support Structures To Scale: The Role of the State and School Districts by Olof Johansson & Helene Дrlestig, Centre for Principal Development, Umeе University......................................................................170
Chapter 10: The Australian Context - National, State and School-level Efforts to Improve Schools in Australia by David Gurr, Daniela Acquaro & Lawrie Drysdale, The University of Melbourne............................................................................................193
Chapter 11: The German Context - School Turnaround in Ten Schools in Difficult Circumstances in Germany: The Need for Adaptive and Contextualized Approaches to Development and Change by Guri Skedsmo, Schwyz University of Teacher Education/University of Oslo and Stephan Huber, University of Teacher Education Zug...233
Part IV: Conclusions and Looking Ahead...............................................................259
Chapter 12: Concluding Comments and Looking Ahead.........................................260
What do teachers learn 'on the job'? And how, if at all, do they learn from 'experience'? Leading researchers from the UK and Europe, the USA and Canada offer international, research-based perspectives on a central problem in policy-making and professional practice - the role that experience plays in learning to teach in schools. Experience is often weakly conceptualized in both policy and research, sometimes simply used as a proxy for 'time', in weeks and years, spent in a school classroom. The conceptualization of experience in a range of educational research traditions lies at the heart of this book, exemplified in a variety of empirical and theoretical studies. Distinctive perspectives to inform these studies include sociocultural psychology, the philosophy of education, school effectiveness, the sociology of education, critical pedagogy, activism and action research. However, no one theoretical perspective can claim privileged insight into what and how teachers learn from experience; rather, this is a matter for a truly Educational investigation, one that is both close to practice and seeks to develop theory.
At a time when policy-makers in many countries seek to make teacher education an entirely school-based activity, Learning Teaching from Experience offers an essential examination of the evidence-base, the traditions of enquiry - and the limits of those enquiries.
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