This book builds a theoretical argument for and a methodological approach to studying learning in a holistic way.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Leslie Rupert Herrenkohl, Ph.D., is Associate Professor in the Learning Sciences and Human Development and Cognition Programs in the College of Education at the University of Washington. She teaches in the Elementary Master's in Teaching Program. Dr Herrenkohl studies the intellectual, social, and emotional aspects of children's development as science learners in formal and informal settings. She enjoys collaborating with practitioners to apply developmental theory to support the design of learning environments. Her work has been included in the national panel summary of school-based science learning, Taking Science to School: Learning and Teaching Science in Grades K-8 (2007) and was featured as one of twelve case examples in the volume on applying science research to teaching practice, Ready, Set, Science! Putting Research to Work in K-8 Science Classrooms (2008). She served on the oversight panel for the recently released Surrounded by Science: Learning Science in Informal Environments (2010). Dr Herrenkohl has received funding from the National Science Foundation, the Spencer Foundation, and the James S. McDonnell Foundation.
Inhaltsangabe
Introduction 1. The context lens 2. How ways of knowing, doing, and being emerged in the classroom: interpersonal interactions and the creation of community, part I 3. How ways of knowing, doing, and being emerged in the classroom: interpersonal interactions and the creation of community, part II 4. Personal lens of analysis: individual learning trajectories Conclusion.
Introduction 1. The context lens 2. How ways of knowing, doing, and being emerged in the classroom: interpersonal interactions and the creation of community, part I 3. How ways of knowing, doing, and being emerged in the classroom: interpersonal interactions and the creation of community, part II 4. Personal lens of analysis: individual learning trajectories Conclusion.
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