blake robert w jr (16 Ergebnisse)

Paperback. Zustand: Very Good. No Jacket. May have limited writing in cover pages. Pages are unmarked. ~ ThriftBooks: Read More, Spend Less.

Paperback. Zustand: Good. No Jacket. Pages can have notes/highlighting. Spine may show signs of wear. ~ ThriftBooks: Read More, Spend Less.

PAP. Zustand: New. New Book. Shipped from UK. Established seller since 2000.

Zustand: New. In.

Zustand: New. In.

Using narrative as reflective practice. A cross.disciplinary approach. New York, Peter Lang 2012. 226 S., OKart. Neuwertig.

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - An Enactment of Science: A Dynamic Balance Among Curriculum, Context, and Teacher Beliefs examines the specific role of an urban sixth-grade teacher as she engages her students in the learning of science. With a four component model of curriculum enactment (curriculum, context, teacher beliefs, and enactment) as a guiding framework for inquiry, this book addresses an essential question in contemporary science education: Is exemplary science teaching a process of 'traditional' practices, 'progressive' practices, or, an eclectic combination of both, constituting some notion of a middle ground Also examined is the teacher's explicit process of coaching students in the use of social skills as part of the content of science as she guides students toward successful cooperative group work and collective and individual problem solving.Robert W. Blake, Jr., suggests that pre-service and in-service teachers may want to evaluate how closely their beliefs about the curriculum, context, and teaching match the reality of their classroom situation with the potential of altering one (the curriculum) or the other (their beliefs) to enhance the enactment of science. Also, explicit teacher modeling of social skills may serve useful for students to act independently of the teacher as they engage in science activities. Finally, teachers may consider their practice a balance between traditional and progressive modes of teaching, finding what is most useful are components from both frameworks.

Taschenbuch. Zustand: Neu. An Enactment of Science | A Dynamic Balance Among Curriculum, Context, and Teacher Beliefs | Robert W. Jr. Blake | Taschenbuch | Englisch | 2002 | Peter Lang | EAN 9780820451244 | Verantwortliche Person für die EU: Libri GmbH, Europaallee 1, 36244 Bad Hersfeld, gpsr[at]libri[dot]de | Anbieter: preigu.

Taschenbuch. Zustand: Neu. Neuware -Becoming a Teacher revisits the concept of Teacher Lore (Schubert and Ayers, 1992), by providing a cross-disciplinary approach linking elements of narrative theory to all aspects of pre- and in-service teaching. In essence, it embraces the notion that what teachers say matters. The rationale behind this text is the idea that narrative can not only be a conceptual lens through which a particular discipline can be re-examined, but also an aid to help preservice teachers understand the potential importance of personal experience and reflective ways of knowing as they learn to become teachers. In addition, this book serves as a reminder to those of us in teacher education that the very mandates that control so much of our curricula, funding, and publishing decisions can be reconstructed to reflect what we know is good teaching ¿ and what we know works, in spite of standardized testing and accountability measures that declare the opposite.Books on Demand GmbH, Überseering 33, 22297 Hamburg 248 pp. Englisch.

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - Becoming a Teacher revisits the concept of Teacher Lore (Schubert and Ayers, 1992), by providing a cross-disciplinary approach linking elements of narrative theory to all aspects of pre- and in-service teaching. In essence, it embraces the notion that what teachers say matters. The rationale behind this text is the idea that narrative can not only be a conceptual lens through which a particular discipline can be re-examined, but also an aid to help preservice teachers understand the potential importance of personal experience and reflective ways of knowing as they learn to become teachers. In addition, this book serves as a reminder to those of us in teacher education that the very mandates that control so much of our curricula, funding, and publishing decisions can be reconstructed to reflect what we know is good teaching - and what we know works, in spite of standardized testing and accountability measures that declare the opposite.

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book is a hands-on curriculum manual that streamlines curriculum design. Recognizing the varied and strong contributions from previous educators and theorists this curriculum approach is different in that it simplifies the organization and facilitation of instruction. Throughout the 4 stages of curriculum planning including deconstruction, reconstruction, lesson planning, and assessment, there is an emphasis on making the lessons engaging and active for students. This includes concrete examples, strategies and templates for ease of execution. The outlined curriculum approach provides the opportunity to deeply analyze a content area before creating a lesson. Two approaches to lesson planning are highlighted, The Gradual Release of Responsibility Model and the Constructivist Learning Model. The curriculum process outlined in this manual provides a step-by-step approach that allows teachers to create structured cohesive units of study that impact students' learning and achievement.

Taschenbuch. Zustand: Neu. It's Not Rocket Science! | Designing Meaningful Learning Experiences in the Elementary Classroom | Robert W. Jr. Blake (u. a.) | Taschenbuch | Englisch | 2024 | Peter Lang | EAN 9781636677095 | Verantwortliche Person für die EU: Lang, Peter GmbH, Gontardstr. 11, 10178 Berlin, r[dot]boehm-korff[at]peterlang[dot]com | Anbieter: preigu.

Taschenbuch. Zustand: Neu. Becoming a Teacher | Using Narrative as Reflective Practice. A Cross-Disciplinary Approach | Brett Elizabeth Blake (u. a.) | Taschenbuch | 248 S. | Englisch | 2012 | Peter Lang | EAN 9781433113307 | Verantwortliche Person für die EU: Lang, Peter GmbH, Gontardstr. 11, 10178 Berlin, r[dot]boehm-korff[at]peterlang[dot]com | Anbieter: preigu.

Buch. Zustand: Neu. Neuware -Becoming a Teacher revisits the concept of Teacher Lore (Schubert and Ayers, 1992), by providing a cross-disciplinary approach linking elements of narrative theory to all aspects of pre- and in-service teaching. In essence, it embraces the notion that what teachers say matters. The rationale behind this text is the idea that narrative can not only be a conceptual lens through which a particular discipline can be re-examined, but also an aid to help preservice teachers understand the potential importance of personal experience and reflective ways of knowing as they learn to become teachers. In addition, this book serves as a reminder to those of us in teacher education that the very mandates that control so much of our curricula, funding, and publishing decisions can be reconstructed to reflect what we know is good teaching ¿ and what we know works, in spite of standardized testing and accountability measures that declare the opposite.Books on Demand GmbH, Überseering 33, 22297 Hamburg 248 pp. Englisch.

Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - Becoming a Teacher revisits the concept of Teacher Lore (Schubert and Ayers, 1992), by providing a cross-disciplinary approach linking elements of narrative theory to all aspects of pre- and in-service teaching. In essence, it embraces the notion that what teachers say matters. The rationale behind this text is the idea that narrative can not only be a conceptual lens through which a particular discipline can be re-examined, but also an aid to help preservice teachers understand the potential importance of personal experience and reflective ways of knowing as they learn to become teachers. In addition, this book serves as a reminder to those of us in teacher education that the very mandates that control so much of our curricula, funding, and publishing decisions can be reconstructed to reflect what we know is good teaching - and what we know works, in spite of standardized testing and accountability measures that declare the opposite.

About 100 Color & B/w Photographs (illustrator). Softcover. Second printing. An overview of circa 1990-1994 nude photography, divided into two halves: the first half by seminal Japanese photographer Nobuyoshi Araki, and the second half a curated selection of nudes by Western photographers of note. Photos in color and black-and-white, presented in a catalog exhibition style. Fine in perfect-bound wrappers with Obi band, also Fine.