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Record Nr. |
UNINA9910463384203321 |
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Autore |
Swann Joanna |
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Titolo |
Learning, teaching, and education research in the 21st century : an evolutionary analysis of the role of teachers / / Joanna Swann |
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Pubbl/distr/stampa |
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New York, NY : , : Continuum International Pub. Group, , 2011 |
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ISBN |
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1-4725-4119-7 |
1-4411-4757-8 |
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Descrizione fisica |
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1 online resource (282 p.) |
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Disciplina |
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Soggetti |
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Learning - Philosophy |
Teaching - Philosophy |
Electronic books. |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Bibliographic Level Mode of Issuance: Monograph |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Acknowledgements -- 1. The Purpose of this Book -- Part I: Learning -- 2. The Challenge of an Evolutionary Analysis of Learning -- 3. What Happens When We Learn -- 4. Addressing Some Problematic Ideas About Learning -- Part II: Encouraging Learning -- 5. What Promotes and What Inhibits Learning -- 6. Against the Intensive Use of Prescribed Curricula with Children and Adolescents -- 7. Developing Student-Initiated Curricula -- Part III: Developing Teaching -- 8. Research and the Development of Teaching -- 9. Developing a Popperian Science of School Teaching -- 10. Improving Our Practices as Teachers -- 11. Teaching for a Better World -- References -- Index. |
The purpose of this book -- The challenge of an evolutionary analysis of learning -- What happens when we learn -- Addressing some problematic ideas about learning -- What promotes and what inhibits learning -- Against the intensive use of prescribed curricula with children and adolescents -- Developing student-initiated curricula -- Research and the development of teaching -- Developing a Popperian science of school teaching -- Improving our practices as teachers -- Teaching for a better world. |
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Sommario/riassunto |
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"Learning, Teaching and Education Research in the 21st Century draws on Karl Popper's evolutionary epistemology and challenges widespread |
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