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Ce livre raconte l'aventure extraordinaire que j'ai vécue avec des centaines d'enfants à travers le monde francophone, de Paris à Montréal, en passant par Molenbeek, Abidjan, Pézenas, Genève, Mouans-Sartoux, la Corse et la Guadeloupe. Pourquoi, en effet, attendre la classe de terminale pour aborder le questionnement des thèmes existentiels : l'amour, le respect, le bonheur, le sens de la vie, les émotions, etc.? Ces ateliers philosophiques montrent une étonnante capacité des enfants de 6 à 10 ans à penser. Au-delà des concepts, ils y apprennent les règles du débat d'idées et développent leur discernement et une réflexion personnelle. Parce que les enfants ont souvent du mal à se concentrer, je fais précéder les ateliers d'une courte méditation, ou pratique de l'attention, qui permet à chacun de retrouver sa réceptivité sensorielle et d'être présent dans l'instant. Cet ouvrage propose une méthode et des outils concrets, dont un CD de méditations guidées, pour tous ceux qui, parents, enseignants, amis, souhaitent accompagner les enfants dans cette pratique de l'attention et des ateliers philosophiques.
Children and philosophy --- Education, Primary --- Education --- Pedagogical content knowledge --- Education
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The Fifth Edition of the Handbook of Research on Teaching is an essential resource for students and scholars dedicated to the study of teaching and learning. This volume offers a vast array of topics ranging from the history of teaching to technological and literacy issues. In each authoritative chapter, the authors summarize the state of the field while providing conceptual overviews of critical topics related to research on teaching. Each of the volume's 23 chapters is a canonical piece that will serve as a reference tool for the field. The Handbook provides readers with an unparalleled view of the current state of research on teaching across its multiple facets and related fields.
Education --- Research --- Teaching. --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training
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Teaching --- Teaching. --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Education --- Instructional systems --- Pedagogical content knowledge --- Training
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Reference and Information Services, if it may still be referred to by this term, is an evolving outreach service in libraries. This is not only due to Google and the Internet, but also other technological advances afford users online access to a plethora of content, free and proprietary. This evolution has also caused a shift in the theories and practices (especially, core functions and values) of reference and information services as library schools seek greater alignment with practitioners and libraries on the forefront of these changes. As academics and practitioners work together to educat
Teaching. --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Education --- Instructional systems --- Pedagogical content knowledge --- Training
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This report examines the nature and extent of support for teacher professionalism using the Teaching and Learning International Survey (TALIS) 2013, a survey of teachers and principals in 34 countries and economies around the world. Teacher professionalism is defined as the knowledge, skills, and practices that teachers must have in order to be effective educators. The report focuses on lower secondary teachers (ISCED 2) in different education systems and looks at cross-cultural differences in teacher professionalism. It explores how teacher professionalism is linked to policy-relevant teacher outcomes such as perceived status, satisfaction with profession and school environment or perceived self-efficacy. The publication also tackles equity concerns in teacher professionalism: it examines professionalism support gaps, which are defined as differences in support for teacher professionalism in schools with high levels of disadvantage as compared to those with low-levels of disadvantage. Last but not least, the report presents a number of policy-relevant recommendations to enhance teacher professionalism and equity in access to high-quality teaching in OECD member countries.
Teachers --- Teaching. --- Professional ethics. --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Education --- Instructional systems --- Pedagogical content knowledge --- Training
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Teachers --- Teaching --- Training of --- Faculty (Education) --- Instructors --- School teachers --- Schoolteachers --- School employees --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Education --- Instructional systems --- Pedagogical content knowledge --- Training
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The world of higher education is entering a new phase in its history. Now, and in the coming decades, the ubiquitous role of digital technology will dramatically influence the manner in which teaching and learning are designed and delivered. This book encourages faculty to adopt a proactive stance in relation to technology through the use of engaging digital tools that promote skill acquisition and inspire critical thinking in today's college students (and tomorrow's leaders). The book delineates a conceptual model for digital learning, and provides specific examples of digital tools and their possible applications for teaching and learning. It will also assist faculty in making the leap to operationalizing that model within the context of the courses they teach, by highlighting how to identify instructional priorities and match digital tools with identified needs.
Teaching --- Internet in education. --- Internet (Computer network) in education --- Education --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training --- Technological innovations.
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Teaching. --- Spirituality. --- Spiritual-mindedness --- Philosophy --- Religion --- Spiritual life --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Education --- Instructional systems --- Pedagogical content knowledge --- Training
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There is little doubt that the Common Core State Standards (CCSS) are a controversial entity. They are provocative for the way in which they have been developed, for the ways they are being implemented and evaluated, for their content, and for their failure to explicitly consider the needs, interests, and histories of diverse populations. While the CCSS continue to be problematized by critics around the country - including the editors of this volume - it is evident our nation is moving toward (some would argue we have arrived at) a national set of standards and/or a national curriculum. This text will be an important volume for multiple audiences, in large part because it will bring together critical perspectives on the CCSS and the notion of national standards/curricula. It will simultaneously provide a social justice orientation as a way to interpret the CCSS and respond to their limits, while presenting practical examples of social justice-oriented, CCSS-focused curricula that empower diverse learners and their teachers. Social Justice, the Common Core, and Closing the Instructional Gap will consist of chapters by classroom teachers and university scholars who portray honest, engaging, first-person accounts of their successes and challenges connecting a social justice pedagogical orientation to the Common Core State Standards. These authors candidly and passionately share the challenges of navigating between a social justice curriculum and high stakes standards and test-driven environments. They highlight their accomplishments that include effectively supporting students to consider social injustices and devise plans to work toward a more equitable world.
Social justice --- Teaching. --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Education --- Instructional systems --- Pedagogical content knowledge --- Training --- Equality --- Justice --- Study and teaching.
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Self-study research is making an impact on the field of science education. University researchers employ these methods to improve their instruction, develop as instructors, and ultimately, impact their students’ learning. This volume provides an introduction to self-study research in science education, followed by manuscripts of self-studies undertaken by university faculty and those becoming university faculty members in science teacher education. Chapter authors range from those new to the field to established researchers, highlighting the value of self-study research in science teacher education for every career rank. The fifteen self-studies provided in this book support and extend this contemporary work in science teacher education. They, and the subsequent reflections on professional knowledge, are organized into four sections: content courses for preservice teachers, elementary methods courses, secondary methods courses, and preparation of future teacher educators. Respondents from various locations around the globe share their reflections on these sections. A culminating reflection of the findings of these studies is provided at the end of the book that provides an overview of what we have learned from these chapters, as well as a reflection on the role of self-study research in the future of science teacher education. .
Education. --- Science education. --- Teaching. --- Science Education. --- Teaching and Teacher Education. --- Science --- Study and teaching. --- Science education --- Scientific education --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Education --- Instructional systems --- Pedagogical content knowledge --- Training
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