grootenboer peter (196 Ergebnisse)

XIV, 282 p. Hardcover. Versand aus Deutschland / We dispatch from Germany via Air Mail. Einband bestoßen, daher Mängelexemplar gestempelt, sonst sehr guter Zustand. Imperfect copy due to slightly bumped cover, apart from this in very good condition. Stamped. Sprache: Englisch.

Zustand: Hervorragend. Zustand: Hervorragend | Sprache: Englisch | Produktart: Bücher.

Zustand: Sehr gut. Zustand: Sehr gut | Sprache: Englisch | Produktart: Bücher.

Hardcover. Zustand: As New. 1. Auflage. like new.

Paperback / softback. Zustand: New. New copy - Usually dispatched within 4 working days. 189.

Taschenbuch. Zustand: Neu. Neuware -This book outlines a range of innovative methods to gather student feedback, and explores the complex relation between student engagement, student satisfaction, and student success. Drawing on results from a set of numerous case-studies carried out at a school of education, the book reports on a range of theoretically-informed teaching innovations, including focus groups, learning analytics data, collegial conversations and insights from student researchers, that have been designed to create respectful, student-centred, and engaging learning environments. In the current climate of ever-increasing pressure on delivering high student satisfaction rates, these results are invaluable for university students and teachers across the globe.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 172 pp. Englisch.

Buch. Zustand: Neu. Neuware -This book outlines a range of innovative methods to gather student feedback, and explores the complex relation between student engagement, student satisfaction, and student success. Drawing on results from a set of numerous case-studies carried out at a school of education, the book reports on a range of theoretically-informed teaching innovations, including focus groups, learning analytics data, collegial conversations and insights from student researchers, that have been designed to create respectful, student-centred, and engaging learning environments. In the current climate of ever-increasing pressure on delivering high student satisfaction rates, these results are invaluable for university students and teachers across the globe.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 172 pp. Englisch.

Zustand: New. In.

Zustand: New. In.

Taschenbuch. Zustand: Neu. Neuware -This study explores the impact of experience on the affective views of preservice primary school teachers towards mathematics. As part of the investigation, the study sought to understand how preservice primary teachers experienced mathematics and concurrently, the participants'' beliefs, values, attitudes and feelings associated with their mathematical experiences are explored. Data were gathered using both qualitative and quantitative modes. The participants were initially apprehensive and negative about mathematics, but after their course in mathematics education, their views generally improved. However, through their school- based practicum many regressed to their initial beliefs and feelings, thus indicating the fragility of their changes. A key factor in the development of the participants'' affective responses to mathematics was the relationship they experienced with their teachers. The findings indicate that it is possible to bring about positive affective change, although long-term sustainability is dependent upon a complementary practicum experience.Books on Demand GmbH, Überseering 33, 22297 Hamburg 256 pp. Englisch.

Paperback. Zustand: Good. Good - Bumped and creased book with tears to the extremities, but not affecting the text block, may have remainder mark or previous owner's name - GOOD PAPERBACK Standard-sized.

Taschenbuch. Zustand: Neu. Neuware -This book is a Festschrift for Emeritus Professor Stephen Kemmis, who has a long and eminent career as an educational researcher and academic spanning over 40 years. His work in curriculum, evaluation, critical practice, action research and practice theory has been influential across all continents of the world.The book examines critical perspectives on educational practice and the participatory nature of action research, including practitioner research particularly as undertaken by teachers in schools. Including vignettes from Kemmis¿ colleagues and mentors, it draws on contributions from a range of academics whose scholarship has been inspired, influenced and initiated by his work. The chapters stem from a range of countries, including Australia, Canada, Finland, weden, the United Kingdom, United States of America, and Trinidad and Tobago - a testimony to the enduring and global legacy of Kemmis¿ scholarship. Contributing authors include leading educational research scholars, indigenous elders from Australia, and community leaders concerned with environmental sustainability.The concluding focus of this book turns towards practice theory. Kemmis¿ later work led to the development of the theory of practice architectures and gave rise to the development of the theory of ecologies of practices in education. Research drawing on the theory of practice architectures and ecologies of practices resulted in the leading text ¿Changing practices, changing education¿ (Kemmis, Wilkinson, Edwards-Groves, Hardy, Grootenboer & Bristol, 2014, Springer) that reports on an Australian investigation of the ecological relationship between student learning, teaching, professional learning, leading and researching practices.This theory is now being applied to study practices across a wide range of international contexts, sites and disciplines including early childhood, school education, university education, vocational education and training, community environment, indigenous cultural sustainability and health.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 296 pp. Englisch.

Hardcover. Zustand: Neu. Neu Neuware, auf Lager - This book describes research undertaken by leading Australian researcher in Indigenous communities. While the chapters are Australian in their focus, the issues that are discussed are similar to those in other countries where there are indigenous people. In most cases, in Australia and internationally, Indigenous learners are not succeeding in school, thus making the transition into work and adulthood quite tenuous in terms of mainstream measures. The importance of being literate and numerate are critical in success in school and life in general, thus making this collection an important contribution to the international literature. The collection of works describes a wide range of projects where the focus has been on improving the literacy and numeracy outcomes for Indigenous students. The chapters take various approaches to improving these outcomes, and have very different foci. These foci include aspects of literacy, numeracy, curriculum leadership, ICTs, whole school planning, policy, linguistics and Indigenous perspectives. Most of the chapters report on large scale projects that have used some innovation in their focus. The book draws together these projects so that a more connected sense of the complexities and diversity of approaches can be gleaned.

Taschenbuch. Zustand: Neu. Neuware -This book uses practice theory to examine the role of ¿middle-leadership¿. In particular, it investigates the practices of ¿leading in the middle¿ in the cultural-discursive, material-economic, and social-political domains ¿ i.e., the sayings, doings and relatings of middle leading. This perspective acknowledges the ecological arrangement of leading practices in schools, and the necessity of considering the unavoidable reality of the site. The analysis is used to promote the need to view leading in the middle as a form of praxis ¿ a morally and ethically informed practice that requires thoughtful decision-making and action in situations where the outcomes are not always clear. This book focuses on the practice of leading for those in ¿middle management¿ positions in primary and secondary schools, such as those responsible for curriculum leadership, including senior teachers, assistant principals, and curriculum leaders. In their positions that bridge ¿management¿ and ¿the classroom¿ they are significant leaders in promoting and sustaining effective pedagogy for good learning outcomes, and they have to continue to provide high-quality teaching in their own classrooms, while simultaneously being a mentor, coach, supporter and evaluator for their colleagues.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 216 pp. Englisch.

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book describes research undertaken by leading Australian researcher in Indigenous communities. While the chapters are Australian in their focus, the issues that are discussed are similar to those in other countries where there are indigenous people. In most cases, in Australia and internationally, Indigenous learners are not succeeding in school, thus making the transition into work and adulthood quite tenuous in terms of mainstream measures. The importance of being literate and numerate are critical in success in school and life in general, thus making this collection an important contribution to the international literature. The collection of works describes a wide range of projects where the focus has been on improving the literacy and numeracy outcomes for Indigenous students. The chapters take various approaches to improving these outcomes, and have very different foci. These foci include aspects of literacy, numeracy, curriculum leadership, ICTs, whole school planning, policy, linguistics and Indigenous perspectives. Most of the chapters report on large scale projects that have used some innovation in their focus. The book draws together these projects so that a more connected sense of the complexities and diversity of approaches can be gleaned.

Zustand: New. In.

Hardcover. Zustand: New.

Gebunden. Zustand: New.

Zustand: New.

Hardcover. Zustand: Brand New. 2014 edition. 250 pages. 9.25x6.25x0.75 inches. In Stock.