grootenboer peter (49 Ergebnisse)

XIV, 282 p. Hardcover. Versand aus Deutschland / We dispatch from Germany via Air Mail. Einband bestoßen, daher Mängelexemplar gestempelt, sonst sehr guter Zustand. Imperfect copy due to slightly bumped cover, apart from this in very good condition. Stamped. Sprache: Englisch.

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Hardcover. Zustand: Brand New. 144 pages. 8.50x5.43x8.50 inches. In Stock.

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book provides an overview of the Theory of Practice Architectures (TPA), and the associated Theory of Ecology of Practices, in a manner accessible for a broader audience. The authors are part of the authorial team that developed the Theory of Practice Architectures from a strong empirical base, with its initial publication in 'Changing Practices, Changing Education' (Kemmis et al., Springer, 2014). This book follows on from that publication with a singluar focus on the Theory of Practice Architectures, and shows how it can be used as a theoretical framework for a range of empirical research projects. It first outlines and describes both the Theory of Practice Architectures and the Theory of Ecology of Practices, illustrating them with a range of relevant practical examples. Then, it focuses explicitly on designing and undertaking empirical research, analyzing data and reporting findings using the Theory of Practice Architectures. In this way, this book shows specifically and overtly explicate ways that research can be designed, and how data can be collected and analyzed, drawing on the Theory of Practice Architectures as a foundational framework. It also showcases a range of specific examples to allow readers to see the ideas as they have been employed in practice.

Taschenbuch. Zustand: Neu. Neuware -This book outlines a range of innovative methods to gather student feedback, and explores the complex relation between student engagement, student satisfaction, and student success. Drawing on results from a set of numerous case-studies carried out at a school of education, the book reports on a range of theoretically-informed teaching innovations, including focus groups, learning analytics data, collegial conversations and insights from student researchers, that have been designed to create respectful, student-centred, and engaging learning environments. In the current climate of ever-increasing pressure on delivering high student satisfaction rates, these results are invaluable for university students and teachers across the globe.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 172 pp. Englisch.

Buch. Zustand: Neu. Neuware -This book outlines a range of innovative methods to gather student feedback, and explores the complex relation between student engagement, student satisfaction, and student success. Drawing on results from a set of numerous case-studies carried out at a school of education, the book reports on a range of theoretically-informed teaching innovations, including focus groups, learning analytics data, collegial conversations and insights from student researchers, that have been designed to create respectful, student-centred, and engaging learning environments. In the current climate of ever-increasing pressure on delivering high student satisfaction rates, these results are invaluable for university students and teachers across the globe.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 172 pp. Englisch.

Taschenbuch. Zustand: Neu. The Theory of Practice Architectures | Researching Practices | Peter Grootenboer (u. a.) | Taschenbuch | xvi | Englisch | 2024 | Springer | EAN 9789819973491 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu.

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book outlines a range of innovative methods to gather student feedback, and explores the complex relation between student engagement, student satisfaction, and student success. Drawing on results from a set of numerous case-studies carried out at a school of education, the book reports on arange of theoretically-informed teaching innovations, including focus groups, learning analytics data, collegial conversations and insights from student researchers, that have been designed tocreate respectful, student-centred, and engaging learning environments. In the current climate of ever-increasing pressure on delivering high student satisfaction rates, these results are invaluable for university students and teachers across the globe.With its unique thematic focus on educational rapport and relationship-centred education, the book is an excellent reference point for staff with a commitment to the scholarship of learning and teaching. It will be of great interest to students, practitioners,teachers and policy makers in higher education.

Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book outlines a range of innovative methods to gather student feedback, and explores the complex relation between student engagement, student satisfaction, and student success. Drawing on results from a set of numerous case-studies carried out at a school of education, the book reports on arange of theoretically-informed teaching innovations, including focus groups, learning analytics data, collegial conversations and insights from student researchers, that have been designed tocreate respectful, student-centred, and engaging learning environments. In the current climate of ever-increasing pressure on delivering high student satisfaction rates, these results are invaluable for university students and teachers across the globe.With its unique thematic focus on educational rapport and relationship-centred education, the book is an excellent reference point for staff with a commitment to the scholarship of learning and teaching. It will be of great interest to students, practitioners,teachers and policy makers in higher education.

Zustand: Hervorragend. Zustand: Hervorragend | Sprache: Englisch | Produktart: Bücher | This book provides an overview of the Theory of Practice Architectures (TPA), and the associated Theory of Ecology of Practices, in a manner accessible for a broader audience. The authors are part of the authorial team that developed the Theory of Practice Architectures from a strong empirical base, with its initial publication in 'Changing Practices, Changing Education' (Kemmis et al., Springer, 2014). This book follows on from that publication with a singluar focus on the Theory of Practice Architectures, and shows how it can be used as a theoretical framework for a range of empirical research projects. It first outlines and describes both the Theory of Practice Architectures and the Theory of Ecology of Practices, illustrating them with a range of relevant practical examples. Then, it focuses explicitly on designing and undertaking empirical research, analyzing data and reporting findings using the Theory of Practice Architectures. In this way, this book shows specifically and overtly explicate ways that research can be designed, and how data can be collected and analyzed, drawing on the Theory of Practice Architectures as a foundational framework. It also showcases a range of specific examples to allow readers to see the ideas as they have been employed in practice.

Zustand: Sehr gut. Zustand: Sehr gut | Sprache: Englisch | Produktart: Bücher | This book examines the beliefs, attitudes, values and emotions of students in Years 5 to 8 (aged 10 to 14 years) about mathematics and mathematics education. Fundamentally, this book focuses on the development of affective views and responses towards mathematics and mathematics learning. Furthermore, it seems that students develop their more negative views of mathematics during the middle school years (Years 5 to 8), and so here we concentrate on students in this critical period. The book is based on a number of empirical studies, including an enquiry undertaken with 45 children in Years 5 and 6 in one school; a large-scale quantitative study undertaken with students from a range of schools across diverse communities in New Zealand; and two related small-scale studies with junior secondary students in Australia. This book brings substantial, empirically-based evidence to the widely held perception that many students have negative views of mathematics, and these affective responses develop during the middle years of school. The data for this book were collected with school students, and students who were actually engaged in learning mathematics in their crucial middle school years. The findings reported and discussed here are relevant for researchers and mathematics educators, policy makers and curriculum developers, and teachers and school principals engaged in the teaching of mathematics.

Zustand: Hervorragend. Zustand: Hervorragend | Sprache: Englisch | Produktart: Bücher | This book examines the beliefs, attitudes, values and emotions of students in Years 5 to 8 (aged 10 to 14 years) about mathematics and mathematics education. Fundamentally, this book focuses on the development of affective views and responses towards mathematics and mathematics learning. Furthermore, it seems that students develop their more negative views of mathematics during the middle school years (Years 5 to 8), and so here we concentrate on students in this critical period. The book is based on a number of empirical studies, including an enquiry undertaken with 45 children in Years 5 and 6 in one school; a large-scale quantitative study undertaken with students from a range of schools across diverse communities in New Zealand; and two related small-scale studies with junior secondary students in Australia. This book brings substantial, empirically-based evidence to the widely held perception that many students have negative views of mathematics, and these affective responses develop during the middle years of school. The data for this book were collected with school students, and students who were actually engaged in learning mathematics in their crucial middle school years. The findings reported and discussed here are relevant for researchers and mathematics educators, policy makers and curriculum developers, and teachers and school principals engaged in the teaching of mathematics.

Taschenbuch. Zustand: Neu. Primary Teachers' Affective Development in Mathematics | Developing positive beliefs, attitudes and feelings about mathematics | Peter Grootenboer | Taschenbuch | 256 S. | Englisch | 2009 | LAP LAMBERT Academic Publishing | EAN 9783838316772 | Verantwortliche Person für die EU: BoD - Books on Demand, In de Tarpen 42, 22848 Norderstedt, info[at]bod[dot]de | Anbieter: preigu.

Taschenbuch. Zustand: Neu. Neuware -This study explores the impact of experience on the affective views of preservice primary school teachers towards mathematics. As part of the investigation, the study sought to understand how preservice primary teachers experienced mathematics and concurrently, the participants'' beliefs, values, attitudes and feelings associated with their mathematical experiences are explored. Data were gathered using both qualitative and quantitative modes. The participants were initially apprehensive and negative about mathematics, but after their course in mathematics education, their views generally improved. However, through their school- based practicum many regressed to their initial beliefs and feelings, thus indicating the fragility of their changes. A key factor in the development of the participants'' affective responses to mathematics was the relationship they experienced with their teachers. The findings indicate that it is possible to bring about positive affective change, although long-term sustainability is dependent upon a complementary practicum experience.Books on Demand GmbH, Überseering 33, 22297 Hamburg 256 pp. Englisch.

Taschenbuch. Zustand: Neu. Neuware -This book is a Festschrift for Emeritus Professor Stephen Kemmis, who has a long and eminent career as an educational researcher and academic spanning over 40 years. His work in curriculum, evaluation, critical practice, action research and practice theory has been influential across all continents of the world.The book examines critical perspectives on educational practice and the participatory nature of action research, including practitioner research particularly as undertaken by teachers in schools. Including vignettes from Kemmis¿ colleagues and mentors, it draws on contributions from a range of academics whose scholarship has been inspired, influenced and initiated by his work. The chapters stem from a range of countries, including Australia, Canada, Finland, weden, the United Kingdom, United States of America, and Trinidad and Tobago - a testimony to the enduring and global legacy of Kemmis¿ scholarship. Contributing authors include leading educational research scholars, indigenous elders from Australia, and community leaders concerned with environmental sustainability.The concluding focus of this book turns towards practice theory. Kemmis¿ later work led to the development of the theory of practice architectures and gave rise to the development of the theory of ecologies of practices in education. Research drawing on the theory of practice architectures and ecologies of practices resulted in the leading text ¿Changing practices, changing education¿ (Kemmis, Wilkinson, Edwards-Groves, Hardy, Grootenboer & Bristol, 2014, Springer) that reports on an Australian investigation of the ecological relationship between student learning, teaching, professional learning, leading and researching practices.This theory is now being applied to study practices across a wide range of international contexts, sites and disciplines including early childhood, school education, university education, vocational education and training, community environment, indigenous cultural sustainability and health.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 296 pp. Englisch.

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book is a Festschrift for Emeritus Professor Stephen Kemmis, who has a long and eminent career as an educational researcher and academic spanning over 40 years. His work in curriculum, evaluation, critical practice, action research and practice theory has been influential across all continents of the world.The book examines critical perspectives on educational practice and the participatory nature of action research, including practitioner research particularly as undertaken by teachers in schools. Including vignettes from Kemmis' colleagues and mentors, it draws on contributions from a range of academics whose scholarship has been inspired, influenced and initiated by his work. The chapters stem from a range of countries, including Australia, Canada, Finland, weden, the United Kingdom, United States of America, and Trinidad and Tobago - a testimony to the enduring and global legacy of Kemmis' scholarship. Contributing authors include leading educational research scholars, indigenous elders from Australia, and community leaders concerned with environmental sustainability.The concluding focus of this book turns towards practice theory. Kemmis' later work led to the development of the theory of practice architecturesand gave rise to the development of the theory of ecologies of practices in education. Research drawing on the theory of practice architectures and ecologies of practices resulted in the leading text 'Changing practices, changing education' (Kemmis, Wilkinson, Edwards-Groves, Hardy, Grootenboer & Bristol, 2014, Springer) that reports on an Australian investigation of the ecological relationship between student learning, teaching, professional learning, leading and researching practices.This theory is now being applied to study practices across a wide range of international contexts, sites and disciplines including early childhood, school education, university education, vocational education and training, community environment, indigenous cultural sustainability and health.

Hardcover. Zustand: Brand New. 216 pages. 9.25x6.10x0.63 inches. In Stock.

Hardcover. Zustand: Neu. Neu Neuware, auf Lager - This book describes research undertaken by leading Australian researcher in Indigenous communities. While the chapters are Australian in their focus, the issues that are discussed are similar to those in other countries where there are indigenous people. In most cases, in Australia and internationally, Indigenous learners are not succeeding in school, thus making the transition into work and adulthood quite tenuous in terms of mainstream measures. The importance of being literate and numerate are critical in success in school and life in general, thus making this collection an important contribution to the international literature. The collection of works describes a wide range of projects where the focus has been on improving the literacy and numeracy outcomes for Indigenous students. The chapters take various approaches to improving these outcomes, and have very different foci. These foci include aspects of literacy, numeracy, curriculum leadership, ICTs, whole school planning, policy, linguistics and Indigenous perspectives. Most of the chapters report on large scale projects that have used some innovation in their focus. The book draws together these projects so that a more connected sense of the complexities and diversity of approaches can be gleaned.

Hardcover. Zustand: Brand New. 2013 edition. 221 pages. 9.25x6.25x0.75 inches. In Stock.

Taschenbuch. Zustand: Neu. The Practices of School Middle Leadership | Leading Professional Learning | Peter Grootenboer | Taschenbuch | xvii | Englisch | 2018 | Springer Singapore | EAN 9789811344947 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu.

Taschenbuch. Zustand: Neu. Pedagogies to Enhance Learning for Indigenous Students | Evidence-based Practice | Robyn Jorgensen (u. a.) | Taschenbuch | xii | Englisch | 2014 | Springer Singapore | EAN 9789814560894 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu.

Zustand: Hervorragend. Zustand: Hervorragend | Seiten: 296 | Sprache: Englisch | Produktart: Bücher | This book is a Festschrift for Emeritus Professor Stephen Kemmis, who has a long and eminent career as an educational researcher and academic spanning over 40 years. His work in curriculum, evaluation, critical practice, action research and practice theory has been influential across all continents of the world. The book examines critical perspectives on educational practice and the participatory nature of action research, including practitioner research particularly as undertaken by teachers in schools. Including vignettes from Kemmis¿ colleagues and mentors, it draws on contributions from a range of academics whose scholarship has been inspired, influenced and initiated by his work. The chapters stem from a range of countries, including Australia, Canada, Finland, weden, the United Kingdom, United States of America, and Trinidad and Tobago - a testimony to the enduring and global legacy of Kemmis¿ scholarship. Contributing authors include leading educational research scholars, indigenous elders from Australia, and community leaders concerned with environmental sustainability. The concluding focus of this book turns towards practice theory. Kemmis¿ later work led to the development of the theory of practice architectures and gave rise to the development of the theory of ecologies of practices in education. Research drawing on the theory of practice architectures and ecologies of practices resulted in the leading text ¿Changing practices, changing education¿ (Kemmis, Wilkinson, Edwards-Groves, Hardy, Grootenboer & Bristol, 2014, Springer) that reports on an Australian investigation of the ecological relationship between student learning, teaching, professional learning, leading and researching practices.This theory is now being applied to study practices across a wide range of international contexts, sites and disciplines including early childhood, school education, university education, vocational education and training, community environment, indigenous cultural sustainability and health.

Taschenbuch. Zustand: Neu. Neuware -This book uses practice theory to examine the role of ¿middle-leadership¿. In particular, it investigates the practices of ¿leading in the middle¿ in the cultural-discursive, material-economic, and social-political domains ¿ i.e., the sayings, doings and relatings of middle leading. This perspective acknowledges the ecological arrangement of leading practices in schools, and the necessity of considering the unavoidable reality of the site. The analysis is used to promote the need to view leading in the middle as a form of praxis ¿ a morally and ethically informed practice that requires thoughtful decision-making and action in situations where the outcomes are not always clear. This book focuses on the practice of leading for those in ¿middle management¿ positions in primary and secondary schools, such as those responsible for curriculum leadership, including senior teachers, assistant principals, and curriculum leaders. In their positions that bridge ¿management¿ and ¿the classroom¿ they are significant leaders in promoting and sustaining effective pedagogy for good learning outcomes, and they have to continue to provide high-quality teaching in their own classrooms, while simultaneously being a mentor, coach, supporter and evaluator for their colleagues.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 216 pp. Englisch.

Buch. Zustand: Neu. Neuware -This book uses practice theory to examine the role of ¿middle-leadership¿. In particular, it investigates the practices of ¿leading in the middle¿ in the cultural-discursive, material-economic, and social-political domains ¿ i.e., the sayings, doings and relatings of middle leading. This perspective acknowledges the ecological arrangement of leading practices in schools, and the necessity of considering the unavoidable reality of the site. The analysis is used to promote the need to view leading in the middle as a form of praxis ¿ a morally and ethically informed practice that requires thoughtful decision-making and action in situations where the outcomes are not always clear. This book focuses on the practice of leading for those in ¿middle management¿ positions in primary and secondary schools, such as those responsible for curriculum leadership, including senior teachers, assistant principals, and curriculum leaders. In their positions that bridge ¿management¿ and ¿the classroom¿ they are significant leaders in promoting and sustaining effective pedagogy for good learning outcomes, and they have to continue to provide high-quality teaching in their own classrooms, while simultaneously being a mentor, coach, supporter and evaluator for their colleagues.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 216 pp. Englisch.