Zyngier david (14 Ergebnisse)

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Taschenbuch. Zustand: Neu. Engaging Pedagogies and Pedagogues | Examining student engagement in action | David Zyngier | Taschenbuch | 308 S. | Englisch | 2010 | LAP LAMBERT Academic Publishing | EAN 9783838356761 | Verantwortliche Person für die EU: preigu GmbH & Co. KG, Lengericher Landstr. 19, 49078 Osnabrück, mail[at]preigu[dot]de | Anbieter: preigu. …

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Taschenbuch. Zustand: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -The phrases engagement in school and school connectedness are cited often in both lay and academic circles, as an essential component of education. This research explores the notion that active and authentic engagement of all students, but in particular those most at-risk, can be achieved through enhancing the pedagogical practice of teachers. The issue of student (dis)engagement is addressed through a case study of small teams of teachers and their students in one secondary school, through a focus on their teaching practice and the students perception of that practice that goes beyond narrow ideas of students being on task and complying with teachers wishes. I ask (how) pedagogies that engage at-risk students can improve their educational outcomes for students. This research argues that a connected or generative pedagogy, which has at its core students backgrounds and lived experiences, will improve student educational outcomes for all but in particular for those nominated as at-risk students. I conclude that such a pedagogy will Connect to students backgrounds, Engage with their differences, Respond to real life needs and Empower students agentically in their lives. 308 pp. Englisch.…

Taschenbuch. Zustand: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - The phrases engagement in school and school connectedness are cited often in both lay and academic circles, as an essential component of education. This research explores the notion that active and authentic engagement of all students, but in particular those most at-risk, can be achieved through enhancing the pedagogical practice of teachers. The issue of student (dis)engagement is addressed through a case study of small teams of teachers and their students in one secondary school, through a focus on their teaching practice and the students perception of that practice that goes beyond narrow ideas of students being on task and complying with teachers wishes. I ask (how) pedagogies that engage at-risk students can improve their educational outcomes for students. This research argues that a connected or generative pedagogy, which has at its core students backgrounds and lived experiences, will improve student educational outcomes for all but in particular for those nominated as at-risk students. I conclude that such a pedagogy will Connect to students backgrounds, Engage with their differences, Respond to real life needs and Empower students agentically in their lives.…

Zustand: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Autor/Autorin: Zyngier DavidDavid is a former teacher and principal. He is a senior lecturer in the Faculty of Education at Monash - Australia s largest University. His research focuses on teacher pedagogies that engage all students but in particu.…

Taschenbuch. Zustand: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - As the title of this book suggests, how we understand, perceive and experience democracy mayhave a significant effect on how we actually engage in, and with, democracy. Within theeducational context, this is a key concern, and forms the basis of the research presented in thisvolume within a critical, comparative analysis. The Global Doing Democracy Research Project(GDDRP), which currently has some 70 scholars in over 20 countries examining how educatorsdo democracy, provides the framework in which diverse scholars explore a host of concerns related to democracy and democraticeducation, including the impact of neoliberalism, political literacy, critical engagement, teaching and learning for and about democracysocial justice, and the meaning of power/power relations within the educational context.Ultimately, the contributors of this book collectively ask: can there be democracy without a critically engaged education, andimportantly, what role do educators play in this context and process Why many educators in diverse contexts believe that they areunable, dissuaded and/or prevented from doing thick democratic education is problematized in this book but the authors also seek toillustrate that, despite the challenges, barriers and concerns about doing democracy in education, something can, and should, be done todevelop, cultivate and ingratiate schools and society with more meaningful democratic practices and processes.This book breaks new ground by using a similar empirical methodology within a number of international contexts to gage thedemocratic sentiments and actions of educators, which raises a host of questions aboutepistemology, teacher education, policy development, pedagogy, institutional culturesconscientization, and the potential for transformational change in education.…

Zustand: New. PRINT ON DEMAND pp. 280.

Taschenbuch. Zustand: Neu. This item is printed on demand - Print on Demand Titel. Neuware -The phrases 'engagement in school' and 'school connectedness' are cited often in both lay and academic circles, as an essential component of education. This research explores the notion that active and authentic engagement of all students, but in particular those most at-risk, can be achieved through enhancing the pedagogical practice of teachers. The issue of student (dis)engagement is addressed through a case study of small teams of teachers and their students in one secondary school, through a focus on their teaching practice and the students'' perception of that practice that goes beyond narrow ideas of students being on task and complying with teachers'' wishes. I ask (how) pedagogies that engage at-risk students can improve their educational outcomes for students. This research argues that a connected or generative pedagogy, which has at its core students'' backgrounds and lived experiences, will improve student educational outcomes for all but in particular for those nominated as at-risk students. I conclude that such a pedagogy will Connect to students'' backgrounds, Engage with their differences, Respond to real life needs and Empower students agentically in their lives.VDM Verlag, Dudweiler Landstraße 99, 66123 Saarbrücken 308 pp. Englisch.…

Zustand: New. PRINT ON DEMAND pp. 280.

Buch. Zustand: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - As the title of this book suggests, how we understand, perceive and experience democracy mayhave a significant effect on how we actually engage in, and with, democracy. Within theeducational context, this is a key concern, and forms the basis of the research presented in thisvolume within a critical, comparative analysis. The Global Doing Democracy Research Project(GDDRP), which currently has some 70 scholars in over 20 countries examining how educatorsdo democracy, provides the framework in which diverse scholars explore a host of concerns related to democracy and democraticeducation, including the impact of neoliberalism, political literacy, critical engagement, teaching and learning for and about democracy,social justice, and the meaning of power/power relations within the educational context.Ultimately, the contributors of this book collectively ask: can there be democracy without a critically engaged education, and,importantly, what role do educators play in this context and process Why many educators in diverse contexts believe that they areunable, dissuaded and/or prevented from doing thick democratic education is problematized in this book but the authors also seek toillustrate that, despite the challenges, barriers and concerns about doing democracy in education, something can, and should, be done todevelop, cultivate and ingratiate schools and society with more meaningful democratic practices and processes.This book breaks new ground by using a similar empirical methodology within a number of international contexts to gage thedemocratic sentiments and actions of educators, which raises a host of questions aboutepistemology, teacher education, policy development, pedagogy, institutional cultures,conscientization, and the potential for transformational change in education.…