Author: Nico Eich, Mile Jovanovic, Arlette Schroeder-Hanse
Editor: Ministère de l'Education nationale et de la Formation professionnelle
Author: Bernd Fichtner
Editor: ICHS Internation Cultural-historical Human Sciences, 2008 Lehmanns Media Berlin
Author: Uli Stein
Editor: Lappan Verlag
Author: Martin Wagenschein
Editor: Beltz
Author: Wolfgang Klafki, Karl H. Braun
Editor: Reinhardt, München
Author: EducDesign SA, Luxemboug
Editor: EducDesign SA, Luxemboug
Author: EducDesign SA, Luxemboug
Editor: EducDesign SA, Luxemboug
Author: Peter Hübner
Editor: Edition Axel Menges
Author: Peter Blundell-Jones
Editor: Edition Axel Menges
Author:
Editor: Lawrence Erlbaum
Product Description
Video Research in the Learning Sciences is a comprehensive exploration of key theoretical, methodological, and technological advances concerning uses of digital video-as-data in the learning sciences as a way of knowing about learning, teaching, and educational processes. The aim of the contributors, a community of scholars using video in their own work, is to help usher in video scholarship and supportive technologies, and to mentor video scholars, so that video research will meet its maximum potential to contribute to the growing knowledge base about teaching and learning.
This volume contributes deeply to both to the science of learning through in-depth video studies of human interaction in learning environments—whether classrooms or other contexts—and to the uses of video for creating descriptive, explanatory, or expository accounts of learning and teaching. It is designed around four themes—each with a cornerstone chapter that introduces and synthesizes the cluster of chapters related to it:
*Theoretical frameworks for video research;
*Video research on peer, family, and informal learning;
*Video research on classroom and teacher learning; and
*Video collaboratories and technological futures.
Video Research in the Learning Sciences is intended for researchers, university faculty, teacher educators, and graduate students in education, and for anyone interested in how knowledge is expanded using video-based technologies for inquiries about learning and teaching.
Visit the Web site affiliated with this book: http://www.videoresearch.org
Author: C. Mitchell
Editor: RoutledgeFalmer
Product Description
As method takes center stage in educational and social scientific research, and self-study becomes a key tool for research, training and practice, and professional development in education, Just Who Do We Think Are? provides an invaluable resource for anyone undertaking this form of practitioner research. Drawing on diverse and specific examples of self-study, described here by the practitioners themselves, the book formulates a methodological framework for self-study in education.
This collection brings together a diverse and international range of self-studies carried out in teacher education, each of which has a different perspective to offer on issues of method and methodology, including memory work, fictional practice, life histories, collaborative autobiography, auto-ethnography, phenomenology, and image-based approaches. Such ethical issues likely to arise from self-study as informed consent, self-disclosure, and crises of representation are also explored with depth and clarity.
Author: Sandra D. Mitchell
Editor: Cambridge University Press
Product Description
This collection of essays by a leading philosopher of science defends integrative pluralism as the best description for today's complexity of scientific inquiry. The tendency of some scientists to reduce all theories to a few fundamental laws of the most basic particles that populate our universe is not appropriate for the biological sciences, which study multi-component, multi-level, evolved complex systems. This book will be of interest to students and professionals in the philosophy of science.
Author: Manfred Spitzer
Editor: Spektrum Akademischer Verlag
Product Description
Wir träumen vom Nürnberger Trichter, der uns Lernen ohne Mühe verheißt, uns alles eintrichtert, was wir hören. Aber es gibt diesen Trichter nicht. Wir brauchen ihn auch nicht, denn unser Gehirn lernt immer, ob wir wollen oder nicht. Es kann gar nicht anders! Das Gehirn des Menschen ist zum Lernen geschaffen. - Warum macht uns dann das Lernen manchmal so große Probleme? Kinder lernen alle 90 Minuten ein Wort; wir alle erinnern uns an den Nachmittag des 11. September. Vokabeln "pauken" oder Klavierspielen lernen ist dagegen mühsam. Manchmal lernen wir also sehr rasch und manchmal sehr langsam. Warum? Gibt es dann so etwas wie eine Gebrauchsanleitung zur Lernmaschine in unserem Kopf? Wir lernen nicht nur in der Schule, sondern vor allem im Leben. Es geht nicht um Büffeln und Tests, sondern um Fähigkeiten und Fertigkeiten, die wir zum Leben brauchen. Lernen ist die natürliche und nicht zu bremsende Lieblingsbeschäftigung unseres Gehirns. Wie unsere "Lernmaschine im Kopf" arbeitet und wie wir sie mit Lernerfolg - und auch Vergnügen - arbeiten lassen können, das vermittelt dieses spannende Buch des Psychologen, Philosophen und Medizinprofessors Manfred Spitzer.
Author: Madonna Murphy
Editor: Prentice Hall
Product Description
This foundations text offers both concepts and key writings from the major educational innovators throughout history, beginning with the ancient civilizations and proceeding to the current 21st century. The text is organized chronologically and takes a biographical approach, giving readers a wealth of primary source material by philosophers, classical to postmodern, whose ideas have helped shape educational practice. Each chapter has a brief biography of the educator’s life, a summary of the key contributions of the educator, introductory “questions to guide your reading”, and follow-up discussion questions.
Author: Herwig Blankertz
Editor: Buchse der Pandora
Author: Herbert R. Kohl
Editor: Harper Paperbacks
Product Description
Herbert Kohl, one of America's most influential and provocative educators, believes that the only way to persist and to grow as a teacher is to commit oneself to the development of the child rather than to the regimented training of the pupil. His book is a lively, personal testament of one teacher's efforts to cultivate the natural vitality of the learning process; it is also a wondefully concrete and practical guide full of stories of individual students and how they were helped to grow through learning.
Author: Catherine Pochet, Fernand Oury, Jean Oury
Editor: Matrice
Author: Chantal Costa
Editor: Matrice
Author: Herbert Kohl
Editor: Plume
Author: Ricki Goldman
Editor: Lawrence Erlbaum Associates, Inc.
Product Description
This book is about the past and future of research on the effectiveness of learning networks (also known as "e-learning" or "online learning" or "Web-based learning"). Learning networks are groups of people using computer technology, communicating and collaborating online to build knowledge together. Over the past decade there has been an explosion not only of online courses, but also of studies on them.
In Learning Together Online: Research on Asynchronous Learning Networks, leading researchers in the field use an integrated theoretical framework, which they call "Online Interaction Learning Theory," to organize what past research shows and where future research is going. It models the variables and processes that are important in determining the relative effectiveness of online learners working to reach a deeper level of understanding by interacting with each other and with the texts under investigation.
Now that there have been hundreds of studies and thousands of courses offered online, what does the empirical evidence show? This book addresses the question directly by presenting what is known from research results about how to design and teach courses effectively online, ranging from the organizational context and characteristics of students to learning theories and research design methods. It also provides a research agenda for the next decade.
Learning Together Online: Research on Asynchronous Learning Networks is both a textbook for graduate students and a professional reference for faculty teaching online, researchers conducting studies, and graduate students taking courses about learning technologies who need to know the state of the art of research in the area of online learning.
Author: Groupe des Marleines
Editor: Matrice
Author: Jon Krakauer
Editor: Anchor
Product Description
In April 1992 a young man from a well-to-do family hitchhiked to Alaska and walked alone into the wilderness north of Mt. McKinley. His name was Christopher Johnson McCandless. He had given $25,000 in savings to charity, abandoned his car and most of his possessions, burned all the cash in his wallet, and invented a new life for himself. Four months later, his decomposed body was found by a moose hunter. How McCandless came to die is the unforgettable story of Into the Wild.
Immediately after graduating from college in 1991, McCandless had roamed through the West and Southwest on a vision quest like those made by his heroes Jack London and John Muir. In the Mojave Desert he abandoned his car, stripped it of its license plates, and burned all of his cash. He would give himself a new name, Alexander Supertramp, and, unencumbered by money and belongings, he would be free to wallow in the raw, unfiltered experiences that nature presented. Craving a blank spot on the map, McCandless simply threw the maps away. Leaving behind his desperate parents and sister, he vanished into the wild.
Jon Krakauer constructs a clarifying prism through which he reassembles the disquieting facts of McCandless's short life. Admitting an interst that borders on obsession, he searches for the clues to the dries and desires that propelled McCandless. Digging deeply, he takes an inherently compelling mystery and unravels the larger riddles it holds: the profound pull of the American wilderness on our imagination; the allure of high-risk activities to young men of a certain cast of mind; the complex, charged bond between fathers and sons.
When McCandless's innocent mistakes turn out to be irreversible and fatal, he becomes the stuff of tabloid headlines and is dismissed for his naiveté, pretensions, and hubris. He is said to have had a death wish but wanting to die is a very different thing from being compelled to look over the edge. Krakauer brings McCandless's uncompromising pilgrimage out of the shadows, and the peril, adversity, and renunciation sought by this enigmatic young man are illuminated with a rare understanding--and not an ounce of sentimentality. Mesmerizing, heartbreaking, Into the Wild is a tour de force. The power and luminosity of Jon Krakauer's stoytelling blaze through every page.
Author: Marvin Hoffman
Editor: Teachers College Press
Product Description
In this new volume in the Between Teacher and Text Series, Marvin Hoffman provides a contemporary interpretation of a classic text for education reformers around the world. Published in 1967, Letter to a Teacher by the Schoolboys of Barbiana was a searing indictment of class bias in Italian schools. When the English translation was released in 1970, its ideas about education and socioeconomic class influenced an entire generation of American educators. Featuring most of the original text coupled with Hoffman s insightful commentary, You Won t Remember Me provides an alternative vision of how today s public schools can provide a quality education for all children. Alongside the enduring voices of the Schoolboys of Barbiana, Hoffman addresses the purposes of education, the insidious effects of race and class, and what can and should be done to help students rise above social impediments to learning.
Author: Ivan Illich
Editor: Marion Boyars Publishers Ltd
Author: Richard Dawkins
Editor: Ullstein Verlag GmbH