Applying Cultural Historical Activity Theory in Educational Settings
Learning, Development and Research
Herausgeber: Postholm, May Britt; Vennebo, Kirsten Foshaug
Applying Cultural Historical Activity Theory in Educational Settings
Learning, Development and Research
Herausgeber: Postholm, May Britt; Vennebo, Kirsten Foshaug
- Broschiertes Buch
- Merkliste
- Auf die Merkliste
- Bewerten Bewerten
- Teilen
- Produkt teilen
- Produkterinnerung
- Produkterinnerung
Applying Cultural-Historical Activity Theory in Educational Settings harnesses research and development for educational improvement, bridging the gap between research and practice.
Andere Kunden interessierten sich auch für
- Gary MccullochHistorical Research in Educational Settings37,99 €
- Scott E. PfauNez Perce Flight to Canada: An Analysis of the Nez Perce-Us Cavalry Conflicts: Applying Historical Lessons Learned to Modern Counterinsurgency and20,99 €
- Doing Educational Research in Rural Settings63,99 €
- Applying Anthropology to General Education61,99 €
- Benjamin R. MixonConcentration of Military Force in Joint Operations: Applying Theory to Reality61,99 €
- Allan LukeWhat Counts as Evidence in Educational Settings?89,99 €
- Advancing Critical Pedagogy and PRAXIS Across Educational Settings72,99 €
-
-
-
Applying Cultural-Historical Activity Theory in Educational Settings harnesses research and development for educational improvement, bridging the gap between research and practice.
Produktdetails
- Produktdetails
- Verlag: CRC Press
- Seitenzahl: 160
- Erscheinungstermin: 30. Juni 2021
- Englisch
- Abmessung: 234mm x 156mm x 9mm
- Gewicht: 236g
- ISBN-13: 9781032085135
- ISBN-10: 1032085134
- Artikelnr.: 69897670
- Verlag: CRC Press
- Seitenzahl: 160
- Erscheinungstermin: 30. Juni 2021
- Englisch
- Abmessung: 234mm x 156mm x 9mm
- Gewicht: 236g
- ISBN-13: 9781032085135
- ISBN-10: 1032085134
- Artikelnr.: 69897670
May Britt Postholm is Professor in pedagogy and qualitative methodology in the Department of Teacher Education at the Norwegian University of Science and Technology, Norway. Kirsten Foshaug Vennebo is Associate Professor in the Department of Education at the University of Tromsø, Norway.
Preface Chapter 1: The texts in context Chapter 2: Schools conducting
research in collaboration with researchers Chapter 3: Young refugees
meeting another road safety culture - Development work in bridging a road
safety gap Chapter 4: Inspired by the concept of boundary objects in arts
education Chapter 5: Cultural-historical activity theory as the basis for
mentoring student teachers in triads Chapter 6: Encouraging working and
communicating like mathematicians: An illustrative case on dialogic
teaching Chapter 7: Realizing data-driven changes and teacher agency in
upper secondary schools through formative interventions Chapter 8: A study
of case-based problem-solving work in groups of principals participating in
a school leadership programme Chapter 9: Cultural-historical activity
theory framing and guiding professional learning in school-based
development Index
research in collaboration with researchers Chapter 3: Young refugees
meeting another road safety culture - Development work in bridging a road
safety gap Chapter 4: Inspired by the concept of boundary objects in arts
education Chapter 5: Cultural-historical activity theory as the basis for
mentoring student teachers in triads Chapter 6: Encouraging working and
communicating like mathematicians: An illustrative case on dialogic
teaching Chapter 7: Realizing data-driven changes and teacher agency in
upper secondary schools through formative interventions Chapter 8: A study
of case-based problem-solving work in groups of principals participating in
a school leadership programme Chapter 9: Cultural-historical activity
theory framing and guiding professional learning in school-based
development Index
Preface Chapter 1: The texts in context Chapter 2: Schools conducting
research in collaboration with researchers Chapter 3: Young refugees
meeting another road safety culture - Development work in bridging a road
safety gap Chapter 4: Inspired by the concept of boundary objects in arts
education Chapter 5: Cultural-historical activity theory as the basis for
mentoring student teachers in triads Chapter 6: Encouraging working and
communicating like mathematicians: An illustrative case on dialogic
teaching Chapter 7: Realizing data-driven changes and teacher agency in
upper secondary schools through formative interventions Chapter 8: A study
of case-based problem-solving work in groups of principals participating in
a school leadership programme Chapter 9: Cultural-historical activity
theory framing and guiding professional learning in school-based
development Index
research in collaboration with researchers Chapter 3: Young refugees
meeting another road safety culture - Development work in bridging a road
safety gap Chapter 4: Inspired by the concept of boundary objects in arts
education Chapter 5: Cultural-historical activity theory as the basis for
mentoring student teachers in triads Chapter 6: Encouraging working and
communicating like mathematicians: An illustrative case on dialogic
teaching Chapter 7: Realizing data-driven changes and teacher agency in
upper secondary schools through formative interventions Chapter 8: A study
of case-based problem-solving work in groups of principals participating in
a school leadership programme Chapter 9: Cultural-historical activity
theory framing and guiding professional learning in school-based
development Index