Inquiry, Data, and Understanding
A Search for Meaning in Educational Research
Herausgeber: Anderson, Lorin W
Inquiry, Data, and Understanding
A Search for Meaning in Educational Research
Herausgeber: Anderson, Lorin W
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A collection of papers drawing together a wealth of practical experience in educational research and considering the subject from different standpoints.
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A collection of papers drawing together a wealth of practical experience in educational research and considering the subject from different standpoints.
Produktdetails
- Produktdetails
- Verlag: Taylor & Francis
- Seitenzahl: 272
- Erscheinungstermin: 25. August 2020
- Englisch
- Abmessung: 231mm x 155mm x 18mm
- Gewicht: 363g
- ISBN-13: 9780367603717
- ISBN-10: 0367603713
- Artikelnr.: 60017192
- Verlag: Taylor & Francis
- Seitenzahl: 272
- Erscheinungstermin: 25. August 2020
- Englisch
- Abmessung: 231mm x 155mm x 18mm
- Gewicht: 363g
- ISBN-13: 9780367603717
- ISBN-10: 0367603713
- Artikelnr.: 60017192
Lorin W. Anderson University of South Carolina, Columbia, USA
Chapter 1 Research, Researchers, Data, and Understanding 1 Introduction to
Section I: Time and Learning Chapter 2 An Empirical Investigation of
Individual Differences in Time to Learn Chapter 3 Instruction and
Time-on-Task: A Review Chapter 4 Time and Timing Introduction to Section
II: Factors Influencing Educational Effectiveness Chapter 5 The
Relationship Among Teaching Methods, Student Characteristics, and Student
Involvement in Learning Chapter 6 Understanding Teacher Behavior in the
Classroom: A Must for Sound Evaluation Chapter 7 The Stability of School
Effectiveness Indices Across Grades and Subject Matters Chapter 8 High
School Principals and School Reform: Lessons Learned from a Statewide Study
of Project Re:Learning Chapter 9 Toward an Understanding of Unusually
Successful Programs for Economically Disadvantaged Students Chapter 10 Why
Should Reduced Class Size Lead to Increased Student Achievement?
Introduction to Section III: International Perspectives Chapter 11 The
Classroom Environment Study: Teaching for Learning Chapter 12 What IEA
Studies Say About Teachers and Teaching Chapter 13 Improving Classroom
Teaching and Learning: What American Educators Can Learn from International
Research Introduction to Section IV: The Nature and Purpose of Educational
Research Chapter 14 The Role of Conceptual Frameworks in Understanding and
Using Classroom Research Chapter 15 Inquiry, Data, and Understanding: A
Search for Meaning in Educational Research Chapter 16 Looking Back, Moving
Forward Chapter 17 New Directions for School and Classroom Research
Section I: Time and Learning Chapter 2 An Empirical Investigation of
Individual Differences in Time to Learn Chapter 3 Instruction and
Time-on-Task: A Review Chapter 4 Time and Timing Introduction to Section
II: Factors Influencing Educational Effectiveness Chapter 5 The
Relationship Among Teaching Methods, Student Characteristics, and Student
Involvement in Learning Chapter 6 Understanding Teacher Behavior in the
Classroom: A Must for Sound Evaluation Chapter 7 The Stability of School
Effectiveness Indices Across Grades and Subject Matters Chapter 8 High
School Principals and School Reform: Lessons Learned from a Statewide Study
of Project Re:Learning Chapter 9 Toward an Understanding of Unusually
Successful Programs for Economically Disadvantaged Students Chapter 10 Why
Should Reduced Class Size Lead to Increased Student Achievement?
Introduction to Section III: International Perspectives Chapter 11 The
Classroom Environment Study: Teaching for Learning Chapter 12 What IEA
Studies Say About Teachers and Teaching Chapter 13 Improving Classroom
Teaching and Learning: What American Educators Can Learn from International
Research Introduction to Section IV: The Nature and Purpose of Educational
Research Chapter 14 The Role of Conceptual Frameworks in Understanding and
Using Classroom Research Chapter 15 Inquiry, Data, and Understanding: A
Search for Meaning in Educational Research Chapter 16 Looking Back, Moving
Forward Chapter 17 New Directions for School and Classroom Research
Chapter 1 Research, Researchers, Data, and Understanding 1 Introduction to
Section I: Time and Learning Chapter 2 An Empirical Investigation of
Individual Differences in Time to Learn Chapter 3 Instruction and
Time-on-Task: A Review Chapter 4 Time and Timing Introduction to Section
II: Factors Influencing Educational Effectiveness Chapter 5 The
Relationship Among Teaching Methods, Student Characteristics, and Student
Involvement in Learning Chapter 6 Understanding Teacher Behavior in the
Classroom: A Must for Sound Evaluation Chapter 7 The Stability of School
Effectiveness Indices Across Grades and Subject Matters Chapter 8 High
School Principals and School Reform: Lessons Learned from a Statewide Study
of Project Re:Learning Chapter 9 Toward an Understanding of Unusually
Successful Programs for Economically Disadvantaged Students Chapter 10 Why
Should Reduced Class Size Lead to Increased Student Achievement?
Introduction to Section III: International Perspectives Chapter 11 The
Classroom Environment Study: Teaching for Learning Chapter 12 What IEA
Studies Say About Teachers and Teaching Chapter 13 Improving Classroom
Teaching and Learning: What American Educators Can Learn from International
Research Introduction to Section IV: The Nature and Purpose of Educational
Research Chapter 14 The Role of Conceptual Frameworks in Understanding and
Using Classroom Research Chapter 15 Inquiry, Data, and Understanding: A
Search for Meaning in Educational Research Chapter 16 Looking Back, Moving
Forward Chapter 17 New Directions for School and Classroom Research
Section I: Time and Learning Chapter 2 An Empirical Investigation of
Individual Differences in Time to Learn Chapter 3 Instruction and
Time-on-Task: A Review Chapter 4 Time and Timing Introduction to Section
II: Factors Influencing Educational Effectiveness Chapter 5 The
Relationship Among Teaching Methods, Student Characteristics, and Student
Involvement in Learning Chapter 6 Understanding Teacher Behavior in the
Classroom: A Must for Sound Evaluation Chapter 7 The Stability of School
Effectiveness Indices Across Grades and Subject Matters Chapter 8 High
School Principals and School Reform: Lessons Learned from a Statewide Study
of Project Re:Learning Chapter 9 Toward an Understanding of Unusually
Successful Programs for Economically Disadvantaged Students Chapter 10 Why
Should Reduced Class Size Lead to Increased Student Achievement?
Introduction to Section III: International Perspectives Chapter 11 The
Classroom Environment Study: Teaching for Learning Chapter 12 What IEA
Studies Say About Teachers and Teaching Chapter 13 Improving Classroom
Teaching and Learning: What American Educators Can Learn from International
Research Introduction to Section IV: The Nature and Purpose of Educational
Research Chapter 14 The Role of Conceptual Frameworks in Understanding and
Using Classroom Research Chapter 15 Inquiry, Data, and Understanding: A
Search for Meaning in Educational Research Chapter 16 Looking Back, Moving
Forward Chapter 17 New Directions for School and Classroom Research