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Libros sobre el tema "Teaching and learning processes"

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Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 31 de enero de 2023

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1

Temple, Charles A. Language arts: Learning processes and teaching practices. 2a ed. Glenview, Ill: Scott, Foresman, 1989.

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2

Temple, Charles A. Language arts: Learning processes and teaching practices. 2a ed. Glenview, Ill: Scott, Foresman, 1989.

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3

Gaffney, Janet S. Two-tiered scaffolding: Congruent processes of teaching and learning. Washington, D.C: Educational Resources Information Center, 1991.

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4

Chan, Wai Meng. Processes and process-orientation in foreign language teaching and learning. Berlin: De Gruyter Mouton, 2011.

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5

Branch, Alberta Student Evaluation. Evaluating students' learning and communication processes: Diagnostic teaching units: science. Edmonton, AB: Alberta Education, Student Evaluation Branch, 1993.

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6

Chan, Wai Meng, Kwee Nyet Chin, Masanori Nagami y Titima Suthiwan, eds. Processes and Process-Orientation in Foreign Language Teaching and Learning. Berlin, Boston: DE GRUYTER, 2011. http://dx.doi.org/10.1515/9781614510185.

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7

Kris, Bosworth y Hamilton Sharon J, eds. Collaborative learning: Underlying processes and effective techniques. San Francisco, Calif: Jossey-Bass, 1994.

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8

Evensen, Dorothy H. Group learning contexts and processes within law schools. Newtown, PA: Law School Admission Council, 2006.

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9

British Psychological Society. Education Section., ed. Research on teaching-learning processes: Theory into practice : practice into theory. [UK]: Education Section of the British Psychological Society, 1999.

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10

Branch, Alberta Student Evaluation. Evaluating students' learning and communication processes: Diagnostic teaching unit: language arts. Edmonton: Alberta Education, Student Evaluation Branch, 1993.

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11

W, Dechert Hans y Raupach Manfred, eds. Interlingual processes. Tübingen: G. Narr, 1989.

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12

West, Anne. Teaching and learning processes in inner city infant schools: Current policy and practice. London: Centre for Educational Research, London School of Economics and Political Science, 1995.

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13

Mario, Carretero y Voss James F. 1930-, eds. Cognitive and instructional processes in history and the social sciences. Hillsdale, N.J: L. Erlbaum Associates, 1994.

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14

Jaworski, Barbara, Josef Rebenda, Reinhard Hochmuth, Stephanie Thomas, Michèle Artigue, Inés Gómez-Chacón, Sarah Khellaf et al. Inquiry in University Mathematics Teaching and Learning. Brno: Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.m210-9983-2021.

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The book presents developmental outcomes from an EU Erasmus+ project involving eight partner universities in seven countries in Europe. Its focus is the development of mathematics teaching and learning at university level to enhance the learning of mathematics by university students. Its theoretical focus is inquiry-based teaching and learning. It bases all activity on a three-layer model of inquiry: (1) Inquiry in mathematics and in the learning of mathematics in lecture, tutorial, seminar or workshop, involving students and teachers; (2) Inquiry in mathematics teaching involving teachers exploring and developing their own practices in teaching mathematics; (3) Inquiry as a research process, analysing data from layers (1) and (2) to advance knowledge inthe field. As required by the Erasmus+ programme, it defines Intellectual Outputs (IOs) that will develop in the project. PLATINUM has six IOs: The Inquiry-based developmental model; Inquiry communities in mathematics learning and teaching; Design of mathematics tasks and teaching units; Inquiry-based professional development activity; Modelling as an inquiry process; Evalutation of inquiry activity with students. The project has developed Inquiry Communities, in each of the partner groups, in which mathematicians and educators work together in supportive collegial ways to promote inquiry processes in mathematics learning and teaching. Through involving students in inquiry activities, PLATINUM aims to encourage students` own in-depth engagement with mathematics, so that they develop conceptual understandings which go beyond memorisation and the use of procedures. Indeed the eight partners together have formed an inquiry community, working together to achieve PLATINUM goals within the specific environments of their own institutions and cultures. Together we learn from what we are able to achieve with respect to both common goals and diverse environments, bringing a richness of experience and learning to this important area of education. Inquiry communities enable participants to address the tensions and issues that emerge in developmental processes and to recognise the critical nature of the developmental process. Through engaging in inquiry-based development, partners are enabled and motivated to design activities for their peers, and for newcomers to university teaching of mathematics, to encourage their participation in new forms of teaching, design of teaching, and activities for students. Such professional development design is an important outcome of PLATINUM. One important area of inquiry-based activity is that of “modelling” in mathematics. Partners have worked together across the project to investigate the nature of modelling activities and their use with students. Overall, the project evaluates its activity in these various parts to gain insights to the sucess of inquiry based teaching, learning and development as well as the issues and tensions that are faced in putting into practice its aims and goals.
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15

Geoffrey, Caine, ed. Making connections: Teaching and the human brain. Alexandria, Va: Association for Supervision and Curriculum Development, 1991.

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16

Caine, Renate Nummela. Making connections: Teaching and the human brain. Menlo Park, Calif: Addison-Wesley Pub. Co., 1994.

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17

Branch, Alberta Student Evaluation. Evaluating students' learning and communication processes: Integrating diagnostic evaluation and instruction. Edmonton, AB: Alberta Education, Student Evaluation Branch, 1993.

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18

Doff, Sabine y Richard Smith. Policies and Practice in Language Learning and Teaching. Nieuwe Prinsengracht 89 1018 VR Amsterdam Nederland: Amsterdam University Press, 2022. http://dx.doi.org/10.5117/9789463722049.

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In contrast with other works on the history of language learning and teaching, this book is innovative in assigning a much more important role to practice and to the reciprocal relationship of policies and practice (rather than investigating top.down processes from policies to practice). The 14 contributions highlight various contexts of language education in the 20th century, combining inside.out (‘emic’) perspectives, drawing on teachers’/learners’ experience within the classroom, and outside.in (‘etic’) perspectives, looking at external factors such as the curriculum or education policies and considering how teachers and learners respond to these. Each chapter starts from one perspective, yet at the same time takes into account the reciprocal effects between the two directions of movement (inside.out / outside.in). This volume asks, how has the practice of language learning and teaching been influenced by policies and context – and vice versa?
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19

Aiman-Smith, Lynda Darlene. New technology implementation into manufacturing: Technology characteristics, training, group process, organizational support, and individual learning. Ann Arbor, MI: UMI, 1998.

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20

(Gregory), Robson G., ed. Success for all: Selecting appropriate learning stratigies. Calton, Vic: Curriculum Corporation, 2001.

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21

The adventure of education: Process philosophers on learning, teaching, and research. Amsterdam: Rodopi, 2009.

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22

Barbara, Garside y Rinvolucri Mario, eds. Ways of doing: Students explore their everyday and classroom processes. Cambridge, U.K: Cambridge University Press, 1998.

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23

Samuel, Moog Richard, Spencer James N. 1941- y American Chemical Society. Division of Chemical Education., eds. Process oriented guided inquiry learning (POGIL). Washington, DC: American Chemical Society, 2008.

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24

National Workshop on Strengthening Educational Research Capabilities for Effective Teaching and Learning Processes (1986 Nazrēt, Ethiopia). Proceedings of the National Workshop on Strengthening Educational Research Capabilities for Effective Teaching and Learning Processes: Held in Nazreth, July 4-6 1986. [Addis Ababa]: Institute of Educational Research, Addis Ababa University, 1986.

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25

Cooling, Connie. This study examines effective leadership skills and management processes and their positive effects on effective teaching and learning in primary schools. [Guildford]: [University of Surrey], 1994.

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26

Kashlev, Sergey. Interactive learning technology. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1033836.

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The educational and methodological manual examines interactive methods, the technology of interactive learning as an innovative pedagogical phenomenon, defines the features, content and structure of interactive methods, justifies the classification of interactive teaching methods, reveals the theoretical and methodological foundations of the use of interactive teaching methods in the pedagogical process, provides characteristics of about 70 individual interactive teaching methods, as well as the content of interactive classes, scientific and methodological seminars on pedagogy with students, listeners of the system of additional adult education. Meets the requirements of the federal state educational standards of higher education of the latest generation. For teachers and heads of institutions of secondary general education, additional education of children and youth, social educators, practical psychologists, students and teachers of pedagogical specialties of universities, undergraduates, postgraduates of psychological and pedagogical specialties, students of the system of advanced training and retraining of educational specialists, methodologists of educational institutions.
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27

Minnick, Santa Carol y Alvermann Donna E, eds. Science learning: Processes and applications. Newark, Del: International Reading Association, 1991.

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28

(Foreword), Gedeon O. Deak y Kelly B. Cartwright (Editor), eds. Literacy Processes: Cognitive Flexibility in Learning and Teaching. The Guilford Press, 2008.

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29

B, Cartwright Kelly, ed. Literacy processes: Cognitive flexibility in learning and teaching. New York: Guilford Press, 2008.

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30

Cartwright, Kelly B. y Gedeon O. Deák. Literacy Processes: Cognitive Flexibility in Learning and Teaching. Guilford Publications, 2015.

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31

Kormos, Judit. Second Language Learning Processes of Students with Specific Learning Difficulties. Taylor & Francis Group, 2016.

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32

Kormos, Judit. Second Language Learning Processes of Students with Specific Learning Difficulties. Taylor & Francis Group, 2016.

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33

Suthiwan, Titima, Wai Meng Chan, Kwee Nyet Chin y Masanori Nagami. Processes and Process-Orientation in Foreign Language Teaching and Learning. De Gruyter, Inc., 2012.

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34

Suthiwan, Titima, Wai Meng Chan, Kwee Nyet Chin y Masanori Nagami. Processes and Process-Orientation in Foreign Language Teaching and Learning. De Gruyter, Inc., 2011.

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35

Johnsen, Berit, ed. International Classroom Studies of Inclusive Practises: Comparing Teaching-Learning Processes. Cappelen Damm Akademisk, 2020. http://dx.doi.org/10.23865/noasp.122.

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This anthology is addressed to anyone searching for examples of individually tailored inclusive practices in the community of the class, with a critical view of their successes, shortcomings and obstacles. The book is divided into three parts: Part One contains articles that outline important aspects of the research cooperation. Part Two presents individual summaries of findings from each of the seven studies. Part Three consists of the joint comparative research report. This is the third and final anthology related to the international comparative research cooperation project WB 04/06: Development towards the Inclusive School: Practices – Research – Capacity Building.
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36

The second language learning processes of students with specific learning difficulties. Routledge, 2017.

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37

(Editor), Sandy Muspratt, Allan Luke (Editor) y Peter Freebody (Editor), eds. Constructing Critical Literacies: Teaching and Learning Textual Practice (Language & Social Processes.). Hampton Press, 1997.

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38

(Editor), Sandy Muspratt, Allan Luke (Editor) y Peter Freebody (Editor), eds. Constructing Critical Literacies: Teaching and Learning Textual Practice (Language & Social Processes). Hampton Press, 1997.

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39

Bosworth, Kris y Sharon J. Hamilton. Collaborative Learning: Underlying Processes and Effective Techniques (J-B TL Single Issue Teaching and Learning). Jossey-Bass, 1994.

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40

Research in language learning: Principles, processes, and prospects. Lincolnwood, Ill: National Textbook Co., 1989.

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41

1947-, Hadley Alice Omaggio, Johnson Donna M y American Council on the Teaching of Foreign Languages., eds. Research in language learning: Principles, processes, and prospects. Lincolnwood, Ill., USA: National Textbook Co. in conjunction with the American Council on the Teaching of Foreign Languages, 1993.

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42

Mayes, Clifford. Teaching and Learning for Wholeness: The Role of Archetypes in Educational Processes. Rowman & Littlefield Publishers, Incorporated, 2016.

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43

Mayes, Clifford. Teaching and Learning for Wholeness: The Role of Archetypes in Educational Processes. Rowman & Littlefield Publishers, Incorporated, 2017.

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44

Considine, Brett. Accounting Information Systems Understanding Business Processes 4e Teaching and Learning Online Resources. Wiley & Sons, Incorporated, John, 2013.

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45

Sawdon, Catherine y Prof Mark Doel. Essential Groupworker: Teaching and Learning Creative Groupwork. Kingsley Publishers, Jessica, 1999.

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46

InquiryGuided Learning New Directions for Teaching Learning. Jossey-Bass, 2012.

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47

Ohta, Amy Snyder. Second Language Acquisition Processes in the Classroom: Learning Japanese. Taylor & Francis Group, 2001.

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48

Ohta, Amy Snyder. Second Language Acquisition Processes in the Classroom: Learning Japanese. Taylor & Francis Group, 2001.

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49

Ohta, Amy Snyder. Second Language Acquisition Processes in the Classroom: Learning Japanese. Taylor & Francis Group, 2001.

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50

Ohta, Amy Snyder. Second Language Acquisition Processes in the Classroom: Learning Japanese. Taylor & Francis Group, 2001.

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