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This edited volume brings closer two contemporary science education research areas: Nature of Science (NOS) and Social Justice (SJ).
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This book discusses current issues in literacy teacher education and illuminates the complexity of supporting self-efficacious educators to teach language and literacy in the twenty-first century classroom.
Bemærk: Kan ikke leveres før jul.
It challenges existing conceptions of learning in music education in part by drawing on research in adult learning, but also by considering the contexts in which learning takes place, and the extent to which this learning can be classified as formal, informal or non-formal.
Bemærk: Kan ikke leveres før jul.
Twenty-five self-contained investigations document progress in research on computer-supported collaborative learning (CSCL)—both... Læs mere
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Existing models of resilience are developed with the book offering the Dynamic Interactive Model of Resilience (DIMoR) as a way to analyse and support resilience which moves beyond a reductionist, descriptive and ‘fashionable’ presentation of resilience.
Bemærk: Kan ikke leveres før jul.
This book presents a literature review of and a state-of-the-art glimpse into current research on affect-related aspects of teaching and learning in and beyond mathematics classrooms.
Bemærk: Kan ikke leveres før jul.
This book brings together a compendium of the collaborative research from eight PhD students and three researchers, addressing an existing problem for teachers of students with additional learning needs in mainstream classes.
Bemærk: Kan ikke leveres før jul.
This edited book explores critical issues relating to Content and Language Integrated Learning (CLIL) and English as a Medium of Instruction (EMI), setting out their similarities and differences to demystify the terms and their implications for classroom practice.
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This edited volume offers a crosscutting view of STEM and is comprised of work by scholars in science, technology, engineering, and mathematics education.
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This book explores the idea that mathematics educators and teachers are also problem solvers and learners, and as such they constantly experience mathematical and pedagogical disturbances.
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This book presents the authentic voices of science teachers engaged in practitioner inquiry as one component of a comprehensive professional development program.
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