Teacher Learning of Ambitious and Equitable Mathematics Instruction: A Sociocultural Approach, Horn Ilana, Garner Brette
Автор: Horn, Ilana (vanderbilt University, Usa) Garner, Brette (university Of Denver, Usa) Название: Teacher learning of ambitious and equitable mathematics instruction ISBN: 1032021748 ISBN-13(EAN): 9781032021744 Издательство: Taylor&Francis Рейтинг: Цена: 6123.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Drawing on sociocultural learning theory, this book offers a groundbreaking theory of secondary mathematics teacher learning in schools, focusing on the transformation of instruction as a conceptual change project to achieve ambitious and equitable mathematics teaching.Despite decades of research showing the importance of ambitious and equitable teaching, few inroads have been made in most U.S. classrooms, and teacher learning in general remains undertheorized in most educational research. Illustrating their theory through closely documented case studies of secondary mathematics teachers’ learning and instructional practices, authors Horn and Garner explore the key conceptual issues teachers are required to work through in order to more fully realize ambitious and equitable teaching in their classrooms. By theorizing teacher learning from a sociocultural perspective and focusing on instructional practice, the authors make a unique contribution to the field of teacher learning.This book offers researchers, scholars, and teacher educators new theoretical and methodological tools for the elusive phenomenon of teacher learning, and provides instructional leaders and coaches with practical examples of how teachers shift their thinking and practice.
Описание: This book explores language teacher beliefs in English as a Foreign Language (EFL) reading instruction in the context of Chinese university English instructors.
This book examines a range of complex issues concerning the professional experience (i.e., practicum) in English language teacher education with regard to curriculum design and implementation, as well as professional learning. Drawing on a sociocultural perspective, it explores the context of the professional experience, preservice teachers as learners of English language teaching, and the activity of learning to teach English language in connection with interrelated contextual and personal issues: contextual issues such as policies, curricula, university-school partnerships, and mentoring relations are investigated in relation to personal issues such as the beliefs, expectations, prior educational experiences, previous teaching experiences, and cultural-linguistic backgrounds of preservice teachers. In turn, the book addresses professional learning issues, including professional identity development, emotional experiences, and pedagogical learning, in depth.
The book delves into the qualitative “fine-grained” aspects of the professional experience while also making valuable conceptual contributions through a sociocultural analysis of the professional learning experience, which can also be applied to research in other teacher education contexts. The findings presented here hold practical implications for English language teacher education in terms of developing a knowledge base for English language teaching and an effective model of professional experience to prepare English language teachers for working in today’s expanded, diverse and dynamic neoliberal contexts.
Описание: Taking a Vygotskian sociocultural stance, this book demonstrates the meaningful role that L2 teacher educators and L2 teacher education play in the professional development of teachers through systematic, intentional, goal-directed, theorized teacher education pedagogy.
Описание: This book explores language teacher beliefs in English as a Foreign Language (EFL) reading instruction in the context of Chinese university English instructors.
Описание: This book examines a range of complex issues concerning the professional experience (i.e., practicum) in English language teacher education with regard to curriculum design and implementation, as well as professional learning.
Автор: Carla Meskill Название: Online Teaching and Learning: Sociocultural Perspectives ISBN: 1474222889 ISBN-13(EAN): 9781474222884 Издательство: Bloomsbury Academic Рейтинг: Цена: 6018.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание:
Online Teaching and Learning shows how learning through the internet depends on complex human interactions for success.
The text uses sociocultural theory as its foundational stance to empirically examine the dynamics of these interactions. It seeks to understand meaning making in all of its social, linguistic and cultural complexity. Each chapter examines how it is that culturally and historically situated meanings get negotiated through social mediation in online instructional venues. It extends the ways we think and talk about online teaching and learning.
Автор: Peter Hay, Dawn Penney Название: Assessment in Physical Education: A Sociocultural Perspective ISBN: 0415602726 ISBN-13(EAN): 9780415602723 Издательство: Taylor&Francis Рейтинг: Цена: 22968.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание:
Assessment has widely been acknowledged as a central element of institutional education, shaping curriculum and pedagogy in powerful ways and representing a critical reference point in political, professional and public debates about educational achievement and policy directions. Within physical education there remains significant debate regarding the subject knowledge, skills and understandings that should be assessed, in what ways and at what points in students' education this should occur.
Divided into three parts, Assessment in Physical Education makes an important contribution to our understanding of the socio-cultural issues associated with assessment in physical education, in terms of its systemic development as well as at the level of pedagogic relations between physical education teachers and their students. It provides readers with an insightful critique and theoretically informed ideas for rethinking assessment policies and practices in physical education.
This book will be of interest to advanced students and researchers in physical education and youth sport studies, as well as those involved in initial teacher education and teacher professional development.
Описание: With original studies and examples consistent with the NGSS standards, this book offers comprehensive research methods for integrating discourse and sociocultural practices in science and engineering education, and provides key tools for applying this framework for students, pre-service teachers, scholars, and researchers.
Автор: Flory Sara Barnard, Sanders Stephen, Tischler Amy Название: Sociocultural Issues in Physical Education: Case Studies for Teachers ISBN: 1475808283 ISBN-13(EAN): 9781475808285 Издательство: Rowman & Littlefield Publishers Рейтинг: Цена: 14784.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Sociocultural Issues in Physical Education: Case Studies for Teachers helps teachers increase their sociocultural awareness and knowledge in order to consider how students` experiences are shaped in and through physical education classes. This book is especially useful as a professional development and academic tool.
Автор: Flory Sara Barnard, Sanders Stephen, Tischler Amy Название: Sociocultural Issues in Physical Education: Case Studies for Teachers ISBN: 1475808291 ISBN-13(EAN): 9781475808292 Издательство: Rowman & Littlefield Publishers Рейтинг: Цена: 6336.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Sociocultural Issues in Physical Education: Case Studies for Teachers helps teachers increase their sociocultural awareness and knowledge in order to consider how students` experiences are shaped in and through physical education classes. This book is especially useful as a professional development and academic tool.
Описание: The body of literature has pointed to the benefits of educational interventions in facilitating improvement in school motivation and, by implication, learning and achievement. However, it is now recognized that most extant motivation and learning enhancing intervention programs are grounded in Western motivational and learning perspectives, such as attribution, expectancy-value, implicit theories of intelligence, self-determination, and self-regulated learning theories. Further, empirical evidence for the positive impacts of these interventions seems to have primarily emerged from North American settings. The cross-cultural transferability and translatability of such educational interventions, however, are often assumed rather than critically assessed and adapted before their implementation in other cultures. In this volume, the editors invited scholars to reassess their intervention work from a sociocultural lens. Regardless of the different theoretical perspectives and strategies they adopt in their interventions, these scholars are in unison on the importance of taking into account sociodemographic backgrounds of the students and sociocultural contexts of the interventions to optimize the benefits of such interventions. Indeed, placing culture at the heart of designing, implementing, and evaluating educationalinterventions could be a key not only to strengthen the effectiveness and efficacy of educational interventions, but also to ensure that students of a wider and more diverse range of educational and cultural backgrounds reap the benefits from such interventions. This volume constitutes the foundation towards a deeper and more systematic understanding of culturally relevant and responsive educational interventions.
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