Grootenboer peter (59 Ergebnisse)

Zustand: Very Good. Zustand des Schutzumschlags: 48080276. 1780656982. 6/5/2026 10:56:22 AM.

Paperback. Zustand: Brand New. 140 pages. 5.50x0.30x8.50 inches. In Stock.

Zustand: New. In English.

Zustand: New. In English.

Zustand: New. In English.

Zustand: New. In English.

Zustand: New. Stephen Kemmis is Professor Emeritus, Charles Sturt University, Victoria, Australia, and Professor Emeritus, Federation University, Victoria, Australia.Christine Edwards-Groves is Professor and ARC Fellow at Griffith University, Aust.

Zustand: New. In English.

Zustand: New. In English.

Zustand: New. In English.

Hardcover. Zustand: Brand New. 120 pages. 9.25x6.25x0.50 inches. In Stock.

Paperback. Zustand: Brand New. 119 pages. 9.26x6.10x0.25 inches. In Stock.

Zustand: New.

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - 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.…

Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - 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.…

Paperback. Zustand: Brand New. 160 pages. 9.00x6.00x0.50 inches. In Stock.

Paperback. Zustand: Brand New. reprint edition. 135 pages. 9.25x6.10x0.36 inches. In Stock.

Zustand: New. 2018. Paperback. . . . . . Books ship from the US and Ireland.

Zustand: New.

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: New. In English.

Zustand: New. Stephen Kemmis is Professor Emeritus, Charles Sturt University, Victoria, Australia, and Professor Emeritus, Federation University, Victoria, Australia.Christine Edwards-Groves is Professor and ARC Fellow at Griffith University, Aust.

Taschenbuch. Zustand: Neu. Student Engagement and Educational Rapport in Higher Education | Leonie Rowan (u. a.) | Taschenbuch | xiii | Englisch | 2018 | Springer | EAN 9783319834252 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu. …

Taschenbuch. Zustand: Neu. The Theory of Practice Architectures | Researching Practices | Peter Grootenboer (u. a.) | Taschenbuch | SpringerBriefs in Education | 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. Primary Teachers' Affective Development in Mathematics | Developing positive beliefs, attitudes and feelings about mathematics | Peter Grootenboer | Taschenbuch | 256 S. | Englisch | 2010 | LAP LAMBERT Academic Publishing | EAN 9783838316772 | Verantwortliche Person für die EU: preigu GmbH & Co. KG, Lengericher Landstr. 19, 49078 Osnabrück, mail[at]preigu[dot]de | Anbieter: preigu.…

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

Zustand: New. In English.

Zustand: New. In English.

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. …