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  • MPI Ethno. Forsch.  (11)
  • Boston, MA : Springer Science+Business Media, LLC  (11)
  • Education  (11)
  • Bildungspolitik  (1)
  • Education  (11)
  • Natural Sciences  (1)
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  • MPI Ethno. Forsch.  (11)
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  • 1
    Online Resource
    Online Resource
    Boston, MA : Springer Science+Business Media, LLC
    ISBN: 9781441915511
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    DDC: 371.334
    RVK:
    Keywords: Education ; Educational psychology
    Abstract: Instruction tailored to the individual student, learning and teaching outside the limits of time and space--ideas that were once considered science fiction are now educational reality, with the prospect of an intelligent Web 3.0 not far distant. Alongside these innovations exists an emerging set of critical-thinking challenges, as Internet users create content and learners (and teachers) take increased responsibility in their work. Learning and Instruction in the Digital Age nimbly balances the technological and pedagogical aspects of these rapid changes, gathering papers from noted researcher
    Description / Table of Contents: Preface; Acknowledgments; Contents; Contributors; Reviewers; 3.1.4 Meaning from Alternative Answers; Part I Cognitive Approaches to Learning and Instruction (Spector); 1 Learning and Instruction in the Digital Age; 1.1 The Dawn of the Digital Age; 1.2 Opportunities and Concerns for Learning and Instruction in the Digital Age; 1.3 A Step Forward: Personal Learning Management Systems; 1.4 Beyond the Digital Age; References; 2 Cognition and Student-Centered, Web-Based Learning: Issues and Implications for Research and Theory; 2.1 Introduction; 2.2 Assumptions Underlying Student-Centered Learning
    Description / Table of Contents: 2.2.1 Locus and Nature of Knowledge2.2.2 Role of Context; 2.2.3 Role of Prior Knowledge and Experience; 2.3 Nagging Issues; 2.3.1 Technical System Knowledge and Familiarity; 2.3.2 Disorientation; 2.3.3 Canonical Versus Individual Meaning: Misconceptions; 2.3.4 Knowledge as Accretion Versus Tool; 2.3.5 To Scaffold or to Direct; 2.3.6 Attitudes, Beliefs, and Practices; 2.3.7 Cognitive Load; 2.3.8 Metacognitive Demands; 2.4 Implications for Research, Theory, and Design; 2.4.1 Can Student-Centered, Web-Based Learning Be Scaffolded?
    Description / Table of Contents: 2.4.2 Will Students Critically Assess the Legitimacy, Veracity, and Accuracy of Resources?2.4.3 Will Scaffolding Help Students to Manage Cognitive Complexity?; 2.4.4 Will Students Negotiate Their Individual Learning Needs?; 2.4.5 Will Students Identify Appropriate and Relevant Resources?; References; 3 Testing as Feedback to Inform Teaching; 3.1 Introduction; 3.1.1 Summative Versus Formative Testing; 3.1.2 Substituting Memorization for Understanding; 3.1.3 The Test Interpretation Problem; 3.2 An Alternative Approach to Test Scoring; 3.2.1 Solving the Linear Dependency Issue
    Description / Table of Contents: 3.2.2 Interpreting the Patterns3.3 Implications for Testing Theory; 3.3.1 Heads or Tails: The Dichotomy Dilemma?; 3.3.2 A Dicey Alternative; 3.3.3 Exposing the Dynamics of Learning; 3.3.4 Associating Independent Tests; 3.4 A New Model for Assessing Learning; 3.4.1 Illustrations Using Actually Student Data; 3.4.2 Student Performance Change; 3.4.2.1 Student 2350; 3.4.2.2 Student 1660; 3.4.2.3 Student 1150; 3.4.2.4 Student 160; 3.5 Summary, Conclusions, and Implications; Appendix; Notes for Appendix; References; 4 Enhancing Learning from Informatics Texts; 4.1 Introduction
    Description / Table of Contents: 4.2 The ConstructionIntegration Model4.2.1 Text Coherence; 4.2.2 The Measurement of Learning; 4.3 The Study; 4.3.1 Method; 4.3.1.1 Participants; 4.3.1.2 Procedure; 4.3.2 Materials and Tasks; 4.3.2.1 Matching Activity (Pre-reading and Post-reading Test); 4.3.2.2 Texts; 4.3.2.3 The Propositional Representation of Text; 4.3.3 Text Recall; 4.3.4 Assessment Questions; 4.3.5 Data Collection; 4.4 Results; 4.4.1 Matching Activity; 4.4.1.1 Reading Rates; 4.4.1.2 Text Recall; 4.4.1.3 Assessment Questions; 4.5 Conclusions and Future Plans; References
    Description / Table of Contents: Part II Knowledge Representation and Mental Models (Ifenthaler)
    Note: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
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  • 2
    Online Resource
    Online Resource
    Boston, MA : Springer Science+Business Media, LLC
    ISBN: 9781441965301
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    DDC: 371.207
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    Keywords: Education ; Educational tests and measurements ; Psychometrics ; Schule ; Lernerfolg ; Leistungstest
    Abstract: " In today's rapidly changing and information-rich world, students are not acquiring adequate knowledge and skills to prepare them for careers in mathematics, science, and technology with the traditional approach to assessment and instruction. New competencies (e.g., information communication and technology skills) are needed to deal successfully with the deluge of data. In order to accomplish this, new ""educationally valuable"" skills must be acknowledged and assessed. Toward this end, the skills we value and support for a society producing knowledge workers, not simply service workers, must be identified, together with methods for their measurement.Innovative Assessment for the 21st Century explores the faces of future assessment-and ask hard questions, such as: What would an assessment that captures all of the above attributes look like? Should it be standardized? What is the role of the professional teacher? "
    Description / Table of Contents: Acknowledgements; Foreword; Contents; Contributors; 1 Prelude: Assessment for the 21st Century; 1.1 Introduction; 1.2 The Big Problems; 1.3 Defining Assessment Ideas and Terms; 1.3.1 Educational Measurement; 1.3.2 Assessment; 1.3.3 Determining Assessment Quality; 1.4 Kinds of Assessment; 1.5 Discussion; References; 2 Human Action and Social Groups as the Natural Home of Assessment: Thoughts on 21st Century Learning and Assessment; 2.1 The Natural Home of Assessment: Human Action and Social Conventions; 2.2 Becoming a SWAT Team Member: Identity and Domains
    Description / Table of Contents: 2.3 Lifting Assessment Out of the Basic Circuit of Human Action: The First Step2.4 Sim Domains: Simplified Simulations of a Domain; 2.5 Play; 2.6 Five Learning Environments; 2.7 Generic Environment Learning; 2.8 Non-lucid Pseudo-Domain Learning in Schools; 2.9 Pro-Am Communities; 2.10 Twenty-First Century Skills; 2.11 Formalizing Assessment Beyond the Basic Circuit of Human Action and Social Groups that Form Peoples Appreciative Systems; 2.12 Conclusion; References; 3 Growing Learning and Assessment in the 21st Century; References; 4 Aiming at Learning: Assessment as the Critical Link
    Description / Table of Contents: 4.1 Part I: Current State4.2 Part II: What Would Be Better; 4.3 Part III: Practical Solutions; 4.4 Part IV: Creating a Roadmap with a Destination; 4.5 Conclusion; References; 5 Sharpening the Aim: Making Strides to Create an Assessment Culture in Schools; 5.1 Part I: Current State: My Perspective; 5.2 Part II: What Would Be Better Aim Higher Using National Assessment of Educational Progress (NAEP) Assessment Tasks; 5.3 Part III: A Culture of Assessment; 5.4 Part IV: Evidence Focused Teaching; 5.5 Conclusion; 6 Using Evidence Centered Design to Think About Assessments
    Description / Table of Contents: 6.1 A Language for Talking About New Kinds of Assessments6.2 The Mathematics of Evidence; 6.2.1 Bayesian Model of Evidence; 6.2.2 Weight of Evidence; 6.2.3 Influence Diagrams; 6.3 The Evidence-Centered Design (ECD) Models; 6.4 Integrating Evidence from Diverse Sources; 6.4.1 ECD as an Evidence Integration Framework; 6.4.2 ECD Over Time; 6.5 Assessments of Multiple Aspects of Proficiency; 6.5.1 Direct and Indirect Evidence; 6.5.2 Proficiency Model Revisited; 6.5.3 Evidence Model Revisited; 6.5.4 The ACED Experience; 6.6 Evidence from Complex Tasks; 6.6.1 Observables and Rubrics
    Description / Table of Contents: 6.6.2 Many-to-Many Mappings6.7 Evidence and Argument; References; 7 Thinking About Assessments in a Transitional Time; 7.1 How Can We Organize Evidence About Student Performance Gathered from Diverse Sources Across Multiple Time Points; 7.2 How Should We Balance Information Gathered About Multiple Aspects of Proficiency; 7.3 How Should We Collect Evidence from Complex Tasks; 7.4 Final Thoughts; References; 8 Participatory Assessment of 21st Century Proficiencies; 8.1 New Media the Technology Proficiencies and Schools; 8.1.1 Why Bother?
    Description / Table of Contents: 8.2 Efforts to Bridge the Void Between New Proficiencies and Schools
    Note: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
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  • 3
    ISBN: 9781441905611
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: 1
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
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    Keywords: Education ; Mathematics ; Science Study and teaching ; Mathematikunterricht ; Mathematisches Modell ; Fähigkeit
    Abstract: As we enter the 21st century, there is an urgent need for new approaches to mathematics education emphasizing its relevance in young learners' futures. Modeling Students' Mathematical Modeling Competencies explores the vital trend toward using real-world problems as a basis for teaching mathematics skills, competencies, and applications. Blending theoretical constructs and practical considerations, the book presents papers from the latest conference of the ICTMA, beginning with the basics (Why are models necessary? Where can we find them?) and moving through intricate concepts of how students perceive math, how instructors teach and how both can become better learners. Dispatches as varied as classroom case studies, analyses of math in engineering work, and an in-depth review of modeling-based curricula in the Netherlands illustrate modeling activities on the job, methods of overcoming math resistance, and the movement toward replicable models and lifelong engagement. A sampling of topics covered: How students recognize the usefulness of mathematics Creating the modeling-oriented classroom Assessing and evaluating students' modeling capabilities The relationship between modeling and problem-solving Instructor methods for developing their own models of modeling New technologies for modeling in the classroom Modeling Students' Mathematical Modeling Competencies offers welcome clarity and focus to the international research and professional community in mathematics, science, and engineering education, as well as those involved in the sciences of teaching and learning these subjects.
    Note: Includes bibliographical references , Electronic reproduction; Available via World Wide Web
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  • 4
    Online Resource
    Online Resource
    Boston, MA : Springer Science+Business Media, LLC
    ISBN: 9781441905840
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: 1
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    DDC: 371.33
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    Keywords: Education ; E-Learning ; Mobile Computing ; Unterrichtstechnologie
    Abstract: "As with television and computers before it, today's mobile technology challenges educators to respond and ensure their work is relevant to students. What's changed is that this portable, cross-contextual way of engaging with the world is driving a more proactive approach to learning on the part of young people. The first full-length authored treatment of the relationship between the centrality of technological development in daily life and its potential as a means of education, Mobile Learning charts the rapid emergence of new forms of mass communication and their potential for gathering, shaping, and analyzing information, studying their transformative capability and learning potential in the contexts of school and socio-cultural change. The focus is on mobile/cell phones, PDAs, and to a lesser extent gaming devices and music players, not as ""the next new thing"" but meaningfully integrated into education, without objectifying the devices or technology itself. And the book fully grounds readers by offering theoretical and conceptual models, an analytical framework for understanding the issues, recommendations for specialized resources, and practical examples of mobile learning in formal as well as informal educational settings, particularly with at-risk students. Among the topics covered: - Core issues in mobile learning - Mobile devices as educational resources - Socioeconomic approaches to mobile learning - Creating situations that promote mobile learning - Ubiquitous mobility and its implications for pedagogy - Bridging the digital divide at the policy level Mobile Learning is a groundbreaking volume, sure to stimulate both discussion and innovation among educational professionals interested in technology in the context of teaching and learning."
    Description / Table of Contents: Acknowledgments; Contents; List of Figures; List of Tables; Part I Big picture and Examples; 1 Charting the Conceptual Space; 2 Mobile Learning: A Topography; 3 Mobile Devices as Resources for Learning: Adoption Trends, Characteristics, Constraints and Challenges; 4 Cases of Mobile Learning; 5 Whither a Socio-Cultural Ecology of Learningwith Mobile Devices; Part II Mobile Devices as Resources for Learning: A Socio-Cultural Ecological Analysis of the Mobile Complex; 6 Analysing the Mobile Complex for Education: Key Concepts
    Description / Table of Contents: 7 A Social Semiotic Analysis of Mobile Devices: Interrelations of Technology and Social Habitus8 The Mobile Complex, Socialization and Learning Resources; 9 Appropriation and Learning; 10 At-Risk Learners: Their Contextual and Conversational Options; 11 User-Generated Content and Contexts: An Educational Perspective; 12 Four Didactic Parameters for Analysis and Planning; Part III Perspectives for Mobile Learning; 13 Setting the Scene; 14 Emerging Technologies and Attendant Practices; 15 Visions and Suspicions; Key Readings; References; Index;
    Note: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
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  • 5
    Online Resource
    Online Resource
    Boston, MA : Springer Science+Business Media, LLC
    ISBN: 9781441905826
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: 1
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Professional Learning and Development in Schools and Higher Education 4
    DDC: 371.102
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    Keywords: Curriculum planning ; Education ; Lehrerbildung ; Lehrplanentwicklung ; Mentor ; Lehrerfortbildung
    Abstract: The concept of mentoring has undergone a major shift from guide/guided or instructor/protege arrangements toward more reciprocal, collaborative models. Informed by a robust theoretical framework and real-life examples of successful and ineffective interactions, "Learning to Mentor-as-Praxis" analyzes in compelling detail how belief systems, ideologies, and values affect the mentoring relationship, why they are critical factors in today's multicultural landscape, and how they can be used in the training of the next generation of mentors. In this proactive framework, learning to mentor is less a
    Description / Table of Contents: Foreword; Acknowledgements; Contents; 1 Introduction: Learning to Mentor-as-Praxis Foundations for a Curriculum in Teacher Education; 1.1 Introduction; 1.2 Learning to Mentor: Extended Meanings; 1.3 Characterizing the Landscape of Mentoring: A Portrayal of the Literature; 1.4 The Discursive Character of Generic Attributes; 1.5 Back to Fatins story; 1.6 Unfolding Mentors Dialogical Journey: Beyond Homer; 1.7 Learning to Mentor: Domains of Praxis; 1.8 Foundations for a Curriculum; 1.9 Focus and Audience; 2 Learning to Mentor as Praxis: Situating the Conversation; 2.1 Looking Back
    Description / Table of Contents: 2.2 Continuing the Conversation2.3 Approaches to Mentoring: Competing Perspectives on a Practice; 2.4 Apprenticeship-Instructional Approaches: Common Sense and Applied Views; 2.5 Personal Growth/Inside-Out Approaches: Philosophical Views; 2.6 Reflective and Collaborative Approaches: Practical and Critical Views; 3 Learning to Mentor-as-Praxis: Toward a ConceptualFramework; 3.1 Praxis and Social Theories of Learning; 3.2 Situating Praxis in the Philosophical Discourse; 3.3 Praxis as Dialectics and Phronesis; 3.4 Domains of Praxis in Mentoring: Beyond the Acquisition of Skills
    Description / Table of Contents: 3.5 Foundations for Domains of Learning to Mentor as Praxis3.6 Representing Mentoring as a Discursive Practice; 3.7 Toward an Extended Conceptual Framework; 4 Domain of Appreciation; 4.1 The Discursive Character of Appreciation in Mentoring; 4.1.1 Appreciating as Positioning in Dialogue; 4.1.1.1 Recognizing; 4.1.1.2 Evaluating and Empathizing; 4.1.2 Appreciating as Construing in Dialogue; 4.1.2.1 Signifying and Taking Perspective; 4.1.2.2 Typifying and Building Repertoires of Practice; 4.1.2.3 Contemplating; 4.2 Appreciating a Mentoring Text: Putting It All Together
    Description / Table of Contents: 4.3 Reading a Mentoring Situation4.3.1 A Developmental Journey; 4.3.2 Unpacking the Journey; 4.3.3 Something is Not Working Out…; 4.4 Recognizing and Confronting Gaps Between the Mentor and the Mentees Codes and Norms of Behavior; 4.5 Typifying the Mentoring Context and Signifying Emergent Cooperative Breakdowns; 4.6 Reframing Perspectives on Ingrained Assumptions and Ideologies; 4.7 Taking Perspective: Making Educated Conjectures and Connecting the Parts to the Whole; 4.8 Appraising Pedagogical Practices; 4.9 Reframing Rigid Views about Effective Pedagogical Practices
    Description / Table of Contents: 4.10 Recognizing Role Boundaries4.10.1 Evaluating Mentoring Interventions as Rooted in Moral Stances; 4.11 Signifying Contradictory and Competing Accountabilities; 4.12 Observing Pedagogical Practices; 4.12.1 Contemplating to Build Repertoires of Practice; 4.13 Recording Appropriate Modes of Support; 4.13.1 Anticipating Contradictions and Making Educational Construals; 5 Domain of Participation; 5.1 The Discursive Character of Participation in Mentoring; 5.1.1 Participation as Positioning in Dialogue; 5.1.1.1 Commitment and Responsibility; 5.1.1.2 Agency; 5.1.1.3 Validating and affirming
    Description / Table of Contents: 5.1.2 Participation as Construing in Dialogue
    Note: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
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  • 6
    Online Resource
    Online Resource
    Boston, MA : Springer Science+Business Media, LLC
    ISBN: 9780387733371
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. 2008 Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Parallel Title: Print version Understanding Multimedia Documents
    DDC: 006.786
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    Keywords: Education ; Multimedia systems ; Aufsatzsammlung ; Lehrmittel ; Unterrichtstechnologie ; Evaluation
    Abstract: Currently not available, will follow before Dec 30.
    Abstract: Understanding Multimedia Documents deals with issues of great interest to an expanding community of multimedia designers and professional users, such as teachers and information workers. Multimedia documents are increasingly used to communicate knowledge in the mass media and educational contexts. In order to improve their practice, designers, teachers, and other professionals interested in the use of multimedia documents must be aware of how multimedia documents impact students' perception, comprehension and use of information. Yet knowledge of multimedia quality and its optimal conditions of
    Description / Table of Contents: Understanding Multimedia Documents: An Introduction; Why Multimedia Learning is not Always Helpful; Text and Picture Integration in Comprehending and Memorizing Spatial Descriptions; Display of Key Pictures from Animation: Effects on Learning; Levels of Verbal Redundancy, Note-Taking and Multimedia Learning; Learning from a Multimedia Explanation: A Comparison of Static Pictures and Animation; Search and Comprehension Processes in Learning from Text; Searching User-Controllable Animations During Learning; Studying Eye Movements in Multimedia Learning
    Description / Table of Contents: The Interaction of Verbal and Pictorial Information in Comprehension and MemoryHypertext Was Born Around 1200; From Film and Television to Multimedia Cognitive Effects; How Should We Evaluate Multimedia Learning Environments?; Memory Processes in Text and Multimedia Comprehension: Some Reflections and Perspectives
    Note: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
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  • 7
    ISBN: 9780387369495
    Language: English
    Pages: Online-Ressource (XXII, 342 p, digital)
    Series Statement: Computer-Supported Collaborative Learning 6
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Scripting computer-supported collaborative learning
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    Keywords: Education ; Education ; Kooperatives Lernen ; Computerunterstütztes Lernen ; Computerunterstützte Kommunikation ; Lernpsychologie ; Computerunterstütztes Lernen
    Abstract: "Theoretically, the term ""script"" appears to be rather ill-defined. This book clarifies the use of the term ""script"" in education. It approaches the term from at least three perspectives: cognitive psychology perspective, computer science perspective, and an educational perspective. The book provides learners with scripts that support them both in communication/coordination and in higher-order learning."
    Abstract: Research on Computer-Supported Collaborative Learning (CSCL) is a multidisciplinary field located at the intersection of cognitive psychology, computer science, and education. This book demonstrates the opportunities for using synergy to apply the script concept between perspectives and interdisciplinary CSCL approaches to scripting
    Description / Table of Contents: Front Matter; Introduction; Scripting Collaborative Learning Processes: A Cognitive Perspective; Can People Learn Computer-Mediated Collaboration by Following A Script?; Scripting in Net-Based Medical Consultation: The Impact of External Representations on Giving Advice and Explanations; Scripting Laypersons' Problem Descriptions in Internet-Based Communication with Experts; Discussion; Scripting Collaborative Learning in Agent-Based Systems; Modeling CSCL Scripts - a Reflection on Learning Design Approaches; Scripted Anchored Discussion of Multimedia Lecture Recordings
    Description / Table of Contents: Flexible Scripting in Net-Based Learning GroupsDiscussion; Scripting Argumentative Knowledge Construction in Computer-Supported Learning Environments; Supporting Collaborative Learning in Videoconferencing Using Collaboration Scripts and Content Schemes; The Roles of Scripts in Promoting Collaborative Discourse in Learning by Design; Educational Perspectives on Scripting CSCL; Designing Integrative Scripts; The Interplay of Internal and External Scripts; Discussion; Back Matter
    Note: Includes bibliographical references and index
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    URL: Cover
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  • 8
    Online Resource
    Online Resource
    Boston, MA : Springer Science+Business Media, LLC
    ISBN: 9780387451077
    Language: English
    Pages: Online-Ressource (XXV, 230 p, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Community schools in Africa
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    Keywords: Early childhood education ; Education ; Education ; Early childhood education ; Schule ; Student ; Schüler ; Schulbildung ; Bildungseinrichtung ; Zugang ; Bildungspolitik ; Beispiel ; Subsaharisches Afrika ; Mali ; Malawi ; Äthiopien
    Abstract: This book explores questions related to the recent establishment in Africa of community schools similar to those supported by Save the Children. The book addresses the serious doubts about realizing the Education for All and Millennium Development Goals. It draws on Save the Children's experience with community-based schooling in four countries: Ethiopia, Malawi, Mali, and Uganda.
    Abstract: Over the past decade, community schools similar to those supported by Save the Children have been established in many developing countries, and especially in sub-Saharan Africa. As large numbers of children attend schools started and managed by their own communities and/or by nongovernmental organizations, questions have come up about the impact of such schools at large scale: 'Can village-based or community schools have a national impact on access to education, spur improved long-term development strategies and education policy, or achieve or influence Education for All? This book explores these and related questions, drawing on Save the Children s experience with community-based schooling in four countries: Ethiopia, Malawi, Mali, and Uganda. The literature on community schools in Africa tends to be sparse, repetitive and highly descriptive with little or no sustained critique of practice. This book fills a substantial gap in the education literature and is particularly timely, given the current emphasis on decentralization and community involvement in education.
    Description / Table of Contents: Front Matter; Community Schools: The Solution to Local Needs; Mali, 1992-2003: The First Experiment; Malawi, 1994-2003: Training on a National Scale; Ethiopia, 1992-2001: Helping Communities Fill the Education Gap; Uganda, 1999-2005: Transferring to Government Control; USAID and Community Schools in Africa: The Vision, the Strategy, the Commitment; Supply-Side Education: Africa's Home-grown Schools; What's Next for Community Schools?; Back Matter
    Note: Description based upon print version of record
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    URL: Cover
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  • 9
    Online Resource
    Online Resource
    Boston, MA : Springer Science+Business Media, LLC
    ISBN: 9780387711423
    Language: English
    Pages: Online-Ressource (digital)
    Series Statement: Computer-Supported Collaborative Learning 7
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
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    Keywords: Education ; Education
    Abstract: This book empowers people to go beyond themselves into new spheres of learning, thinking and creativity. Drawing on recent work in communications theory as well as psychology, computer science and philosophy, it reveals some key characteristics of learning dialogues. It also demonstrates ways in which computers and networks can deepen, enrich and expand such dialogues. The book's central argument is that this dialogic perspective in education and the latest developments in information and communications technology make ideal partners.
    Abstract: "Dialogic Education and Technology is about using new technology to draw people into the kind of dialogues which take them beyond themselves into learning, thinking and creativity. The program of research reported in this book reveals key characteristics of learning dialogues and demonstrates ways in which computers and networks can deepen, enrich and expand such dialogues. A dialogic perspective is developed drawing upon recent work in communications theory, psychology, computer science and philosophy. This perspective foregrounds the creative space opened up by authentic dialogues. Whereas studies of computer-supported collaborative learning have tended to see dialogue as a means to the end of knowledge construction the dialogic perspective taken by this book sees dialogue as an end in itself - in fact moving learners into the space of dialogue is described as the core aim of education. The central argument of the book is that there is a convergence between this dialogic perspective in education and the affordances of new information and communications technology. A genuinely dialogic perspective is relatively new to the field of educational technology and there is a considerable amount of interest in this topic amongst researchers who wish to see what extra insights, if any, a dialogical approach can offer them. ""This is an exciting book that synthesizes, clarifies and extends mounting discussions of dialogical thinking related to computer-supported education [...]. It is not only a delightful personal statement, but provokes thought on central issues of CSCL and enters into challenging dialog with the relevant alternative approaches. As a result of reading this book, I am convinced that we urgently need to open new online spaces for people to understandingly interact with different perspectives and creatively generate new insight and respect for difference."" -Gerry StahlExecutive Editor of the International Journal of Computer Supported Collaborative Learning This book offers a set of lenses which give deep insight into education and the use of technologies for learning. The moves between empirical studies, theoretical reflections and discussion of the design of learning environments make the book very thought provoking. Ideas are not just treated as ideas but they become transformed into principles for design. Wegerif is convincing that the use of technology for the creation, maintaining and development of dialogical spaces has the potential for transforming and expanding educational experiences in a way which offers a needed vision of learning for the future. -Sten LudvigsenDirector of the InterMedia Centre for design, communication and learning University of Oslo"
    Description / Table of Contents: Front Matter; Introduction: Challenge of the Changing Chronotope; Dialogic: Opening a Space; Mediation: From Dialectic to Dialogic; Reason: Dialogic as a Direction; Creativity: Playful Reflective Dialogue in Classrooms; Teaching Thinking: Controversies and Questions; Teaching Thinking: Metaphors and Taxonomies; Teaching Thinking with Information and Communications Technology; Talk Around Computers: Expanding the Space of Reflection; Computers Supporting Dialogue: Breaking Out of the Frame; Dialogues Online: Crossing a Threshold; Technology, Education and Enlightenment; Back Matter
    Note: Includes bibliographical references (p. [301]-319) and index
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  • 10
    ISBN: 9780387710860
    Language: English
    Pages: Online-Ressource (digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
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    Keywords: Education ; Education ; Unterrichtsforschung ; Lernpsychologie
    Abstract: In this workbook companion, we expand on the strategies presented in the book by supplying need-based practical and specific strategies for implementation of a variety of other subject matters. The book provides contributions from a mix of teacher educators and practitioners. We focus on a specific targeted group, high school age adolescents. Our targeted readers are new and experienced teachers developing curricula for this group.
    Abstract: From Principles of Learning to Strategies for Instruction Part One The purpose of this book is to help educators and training developers to improve the quality of their instruction. Unlike other available works, the text is not limited to a particular theoretical position. Nor is it like many of the instructional design texts, which ignore the learning literature. Rather, it draws upon any and all of those research-based principles regardless of learning theory, which suggest heuristics to guide instructional strategies. The approach of the authors is unique in that they develop a framework or model taxonomy for tasks, through which the principles of learning can be related to particular learning processes, suggesting distinctive strategies for specific instructional tasks. The authors present a four-stage model that includes acquisition, automaticity, near term transfer, and far term transfer. Workbook Companion Part Two In this Workbook Companion, the strategies presented in the original book are expanded by supplying practical and specific strategies to implement of a variety of other subject matters. These strategies are based on the needs which the authors currently see and cite in existing educational systems. Each chapter concentrates on providing recommended instructional strategies and practical exercises for a specific target group: high school age adolescents. Contributors supply strategies in the different learning domains including Cognitive, Psychomotor, Affect, and Interpersonal, and each individual is responsible for training teachers, developing and/or evaluating curricula for such training, and educating high school students through the development and implementation of curricula. Developed for both new and experienced teachers developing curricula for high-school adolescents, the goal of the Workbook Companion is to provide those in the field of education with strategies to incorporate each of the four domains into their lesson plans, regardless of subject area.
    Description / Table of Contents: Front Matter; Heuristics And Taxonomy; A Cognitive Domain Example: Reading; Psychomotor Domain; Affective Domain; Interpersonal Domain; Suggestions For The Integration Of Technology; Summary; Cognitive Domain: Content Area Reading Strategies; Cognitive Domain: Exponential And Logarithmic Functions In Mathematics; Psychomotor Domain: Dance; Affective Domain: Student Perceptions And Motivation; Affective Domain: Journaling; Interpersonal Domain: Building Interpersonal Skills Through Environmental Studies
    Note: Includes bibliographical references and index
    URL: Volltext  (lizenzpflichtig)
    URL: Cover
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  • 11
    Online Resource
    Online Resource
    Boston, MA : Springer Science+Business Media, LLC
    ISBN: 9780387339276
    Language: English
    Pages: Online-Ressource (XII, 243 p, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Kooy, Mary Telling stories in book clubs
    RVK:
    Keywords: Teachers Training of ; Education ; Education ; Teachers Training of ; Lehrerin ; Berufserfolg ; Berufserfahrung
    Abstract: This book examines questions in the intersections of narrative, teaching, communities of learning, knowledge, women teachers and teacher development. Stories constitute the heart of this book and the glue that holds the pieces together. This book explores the ways women educators understand and make sense of their lives and develop their personal practical knowledge of teaching through narrative texts and experiences in informal learning groups.
    Abstract: "Mary Kooy's Telling Stories in Book Clubs gives us a compelling, provocative, and insightful picture of teachers reading, talking, and learning together. By weaving together the responses of the novice teachers' book club, the experienced teachers' book club, and her own thoughtful analyses, Kooy has documented what teacher learning looks like from the inside. This book is a must read for all those interested in professional development across the lifespan. Marilyn Cochran-Smith, Boston College ""Kooy's narrative about book clubs as learning communities makes a significant contribution to both research and practice. Tying together reading, teaching and learning, the book gives us a superb example of how to nurture the intellectual and relational needs for continuous teacher growth and development. The book is a must for teachers, researchers and policymakers!"" Ann Lieberman, emeritus professor from Teachers College, Columbia University and Senior Scholar at the Carnegie Foundation for the Advancement of Teaching. ""Mary Kooy is a gifted writer and teacher. She takes the obvious truth that we read books with other people and turns it into a compelling work of professional development. We see the communities emerge and coalesce. We see the self-reflective questioning that is at the heart of all good teaching take shape through interaction and nurturing."" From the Foreword by Jo Anne Pagano, Colgate University"
    Description / Table of Contents: Women Reading, Teaching and Learning; The Study: Re-Plotting the Stories of Teacher Development; Analyzing and Re-Presenting the Data; The Teachers in the Book Clubs; Book Clubs: Establishing Processes and Protocols; New Beginnings and Telling Stories; Lessons of Learning and Teaching; "Lead Kindly Light": Teachers Learning and Leading Together; "Crossing Borders": Stories of Teaching, Gender, and Identity; The Telling Stories of Teacher Book Clubs
    Note: Includes bibliographical references (p. [225]-240) and index
    URL: Volltext  (lizenzpflichtig)
    URL: Cover
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