Voogt joke (27 Ergebnisse)

Hardcover. Zustand: Wie neu. 1. Auflage. Unread book in excellent condition. Language - English. Ships from Berlin.

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Paperback. Zustand: Brand New. 139 pages. 9.50x6.75x0.50 inches. In Stock.

Zustand: New. In English.

Zustand: New. In English.

Hardcover. Zustand: Very Good. 1. Auflage. Unread, some shelfwear. Immediately dispatched from Germany.

Zustand: New. In English.

Zustand: New. In English.

Kartoniert / Broschiert. Zustand: New. Joke Voogt is Professor of ICT &amp Curriculum at the University of Amsterdam, Netherlands and Professor of Educational Innovation &amp ICT at Windesheim University of Applied Sciences, Netherlands. She is involved in research regardin.

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Taschenbuch. Zustand: Neu. Neuware.

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Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - This open access book provides insight into what it takes to actively involve teachers in the curriculum design process. It examines different aspects of teacher involvement in collaborative curriculum design, with specific attention to its implications for sustainable curriculum innovation and teacher learning. Divided into six sections, the book starts out by introducing the notion of collaborative curriculum design and discusses its historical and theoretical foundations. It describes various approaches commonly adopted to actively involve teachers in the (co-)design of curriculum materials. Sections two and three provide examples of what key phases in the curriculum design process - such as needs analysis, design and development, and implementation - look like across various collaborative curriculum design projects. Section four reports on the impact of collaborative curriculum design on student learning, teacher practices, teacher professional growth, and institutional change.Building on the research evidence about the outcomes of collaborative curriculum design, section five focuses on sustainability, scaling-up and curriculum leadership issues, which are key to the continuation and further evolution of curriculum innovations. Future perspectives are addressed in section six with emphasis on the infrastructure of a sustainable curriculum innovation.…

Hardcover. Zustand: Brand New. 424 pages. 9.25x6.25x1.00 inches. In Stock.

Zustand: New. KlappentextrnrnThis open access book provides insight into what it takes to actively involve teachers in the curriculum design process. It examines different aspects of teacher involvement in collaborative curriculum design, with specific attent.

Zustand: New. This is a Brand-new US Edition. This Item may be shipped from US or any other country as we have multiple locations worldwide.

Taschenbuch. Zustand: Neu. Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning | Jules Pieters (u. a.) | Taschenbuch | xii | Englisch | 2020 | Springer | EAN 9783030200640 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu. …

Zustand: New. KlappentextrnrnThis open access book provides insight into what it takes to actively involve teachers in the curriculum design process. It examines different aspects of teacher involvement in collaborative curriculum design, with specific attent.

Zustand: Hervorragend. Zustand: Hervorragend | Seiten: 436 | Sprache: Englisch | Produktart: Bücher | This open access book provides insight into what it takes to actively involve teachers in the curriculum design process. It examines different aspects of teacher involvement in collaborative curriculum design, with specific attention to its implications for sustainable curriculum innovation and teacher learning. Divided into six sections, the book starts out by introducing the notion of collaborative curriculum design and discusses its historical and theoretical foundations. It describes various approaches commonly adopted to actively involve teachers in the (co-)design of curriculum materials. Sections two and three provide examples of what key phases in the curriculum design process - such as needs analysis, design and development, and implementation - look like across various collaborative curriculum design projects. Section four reports on the impact of collaborative curriculum design on student learning, teacher practices, teacher professional growth, and institutional change.Building on the research evidence about the outcomes of collaborative curriculum design, section five focuses on sustainability, scaling-up and curriculum leadership issues, which are key to the continuation and further evolution of curriculum innovations. Future perspectives are addressed in section six with emphasis on the infrastructure of a sustainable curriculum innovation.…

Zustand: New.

Gebunden. Zustand: New. Teacher collaboration helps to facilitate meaningful and effective learning and enables sustainable development of schools. Teacher teams who collaboratively investigate a shared problem, or design curriculum materials together, significantly contribute .

Zustand: New. pp. xlii + 1225.

Buch. Zustand: Neu. Neuware.

Zustand: New. This is a Brand-new US Edition. This Item may be shipped from US or any other country as we have multiple locations worldwide.

Zustand: New. This is a Brand-new US Edition. This Item may be shipped from US or any other country as we have multiple locations worldwide.

Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - Since the introduction of the computer into education in the 1960's its potential for K-12 education has been widely recognized. The terminology used, at times confusing due to rapid technology change, has continuously evolved. We are in transition to an information society, and the term computer technology has been replaced by information technology (IT) or information and communication technology (ICT). New demands from the information society require education to focus on information management and communication skills, for which IT can be an essential resource. IT offers promising environments and tools to support new approaches to teaching and learning.Despite major investments, the implementation of IT in education has been a persistent problem. And, although it is generally assumed that IT has high potential for improving education, major research findings have only recently confirmed positive results of IT on students' performance.While there is a vast amount of research on information technology (IT) in K-12 education, most of it is scattered. Until now, a unified presentation of the research from a broad international perspective has not been accomplished. As a ground-breaking publication, the two-volume International Handbook on Information Technology (full title) synthesizes the major issues and directions of research in the field. One major focus of the Handbook is the design and potential of IT-based student learning environments. Offering the latest research in IT and the learning process, distance learning, and emerging technologies for education, these chapters address the critical issue of the potential for IT to improve K-12 education. A second important theme deals with the implementation of IT in educational practice. In these chapters, barriers and opportunities for IT implementation are studied from several perspectives: the teacher, the curriculum, the school organization and educational policy.Curriculum, competencies and attitudes, teacher learning, schools, and international and regional programs and policies are examined, to improve understanding how the implementation of IT in K-12 educational practice can be supported.Additional topics addressed in the Handbook include the role of education in the information society, threats to equity in education and as well various approaches to research in IT in education.The International Handbook on Information Technology in Primary and Secondary Education provides researchers, policy makers and practitioners with an integrated and detailed overview of this complex field, making it an essential reference for all libraries and educators. …