Описание: Deals with the nuts and bolts on imagining, planning, creating, and managing an advanced Makerspace for your school community. This book provides all the answers ranging from inception through implementation. It also includes practical strategies and anecdotal examples that help you create an action plan for your own personalized Makerspace.
Автор: Sternberg Название: Scientists Making a Difference ISBN: 1107127130 ISBN-13(EAN): 9781107127135 Издательство: Cambridge Academ Рейтинг: Цена: 13781.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Scientists Making a Difference is a volume of first-person narratives from the top psychological scientists of modern times, written for students in undergraduate courses and graduate seminars. The book will also appeal to professional psychologists, scientists and scholars interested in the views of the leading figures in their field.
Описание: This book helps bridge the gap between classroom practice and educational psychology with an integrated model that helps teachers and administrators transform data into actionable knowledge.
Автор: Schuh Название: Making Meaning by Making Connections ISBN: 9402409912 ISBN-13(EAN): 9789402409918 Издательство: Springer Рейтинг: Цена: 15372.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This book documents those first links that students make between content they learn in their classrooms and their prior experiences. Through six late-elementary school case studies these knowledge construction links are brought to life. The links of the students are often rich in describing who these individuals are, where they are in their learning process, and what is meaningful to them. Many times, these links point to what has been learned, both in and out of school, and the contexts when and where that learning took place. The mind as rhizome metaphor was used to guide the development and interpretation of the studies while the lens of Peircian semiotics provides an interpretation for these initial links. The resulting grounded theory is presented through a rich and extensive presentation of excerpts from classroom observations, student interviews, and a student writing activity and describes the varying types of student links, how the links were prompted, the relationships between what the students were learning and what they already knew, and specific types of in-school links. The narrative includes how these links were supported or inhibited in the classroom drawing on the roles of the teachers in the classrooms and what constituted authority sources of information in those classrooms. Before exploring the students’ linking as a process of ongoing semiosis and how this process is part of a dynamic system, a study of the relationship between student knowledge links and achievement is shared. This rich narrative will be of interest to scholars and practitioners alike, and includes an extensive appendix documenting the research methods.
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