LEADER 03210nam 2200625 450 001 9910465115403321 005 20200520144314.0 010 $a1-4426-3041-8 024 7 $a10.3138/9781442630413 035 $a(CKB)3710000000657870 035 $a(EBL)4530370 035 $a(SSID)ssj0001683384 035 $a(PQKBManifestationID)16509274 035 $a(PQKBTitleCode)TC0001683384 035 $a(PQKBWorkID)15037941 035 $a(PQKB)10747663 035 $a(OOCEL)451496 035 $a(OCoLC)949276314 035 $a(CaBNVSL)kck00236701 035 $a(MiAaPQ)EBC4530370 035 $a(MiAaPQ)EBC4669781 035 $a(DE-B1597)498411 035 $a(DE-B1597)9781442630413 035 $a(Au-PeEL)EBL4669781 035 $a(CaPaEBR)ebr11256303 035 $a(EXLCZ)993710000000657870 100 $a20160915h20162016 uy 0 101 0 $aeng 135 $aur|nu---|u||u 181 $ctxt 182 $cc 183 $acr 200 10$aAdaptive education $ean inquiry-based institution /$fRobert VanWynsberghe, Andrew C. Herman 210 1$aToronto, [Ontario] ;$aBuffalo, [New York] ;$aLondon, [Engalnd] :$cUniversity of Toronto Press,$d2016. 210 4$dİ2016 215 $a1 online resource (145 p.) 311 $a1-4426-3040-X 320 $aIncludes bibliographicalcal references and index. 327 $tFront matter --$tContents --$tFigures --$tAdaptive Education. An Inquiry-Based Institution --$t1. Introduction --$t2. The Foundations Of An Evidence-Based Institution --$t3. The Search For A Blueprint --$t4. Designing An Inquiring Institution --$t5. Learning To Teach --$t6. The Role Of The Epistemic Division --$t7. Conclusion --$tNotes --$tWorks Cited --$tIndex 330 $aThe obstacles that prevent the latest educational research reaching the classroom are daunting: few channels to communicate the results of educational research, fewer opportunities for teachers to participate in research themselves, and little support for honing a scientific approach to teaching. The solution, according to Robert Van Wynsberghe and Andrew C. Herman, is radical but simple: transform the educational institution itself into a laboratory for continuous experimentation. Inspired by the pragmatist theories of John Dewey and Roberto Unger, Adaptive Education explains how schools and universities can incorporate research processes into their activities, institutionalize a policy of inquiry and experimentation, and make teaching an evidence-based profession. An audacious proposal to reform the education system from the ground up, Adaptive Education is a roadmap for creating an institution that empowers teachers, parents, and the community to innovate, adapt, and explore. 606 $aEducation$xExperimental methods 606 $aTeaching$xResearch 608 $aElectronic books. 615 0$aEducation$xExperimental methods. 615 0$aTeaching$xResearch. 676 $a371.0409788 700 $aVanWynsberghe$b Robert$0973861 702 $aHerman$b Andrew C. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910465115403321 996 $aAdaptive education$92216410 997 $aUNINA LEADER 03097nam 22006014a 450 001 9910455866303321 005 20200520144314.0 010 $a0-313-00126-X 035 $a(CKB)111056486884320 035 $a(EBL)3000576 035 $a(OCoLC)55109485 035 $a(SSID)ssj0000217833 035 $a(PQKBManifestationID)11189931 035 $a(PQKBTitleCode)TC0000217833 035 $a(PQKBWorkID)10202983 035 $a(PQKB)11199368 035 $a(MiAaPQ)EBC3000576 035 $a(Au-PeEL)EBL3000576 035 $a(CaPaEBR)ebr10017906 035 $a(EXLCZ)99111056486884320 100 $a19990514d2000 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aParadigm debates in curriculum and supervision$b[electronic resource] $emodern and postmodern perspectives /$fedited by Jeffrey Glanz, Linda S. Behar-Horenstein ; foreword by Robert J. Starratt 210 $aWestport, Conn. $cBergin & Garvey$d2000 215 $a1 online resource (309 p.) 300 $aDescription based upon print version of record. 311 $a0-89789-624-6 320 $aIncludes bibliographical references and index. 327 $aContents; Foreword; Preface; Introduction; Can the Modern V ew of Curriculum Be Refined by Postmodern Criticism?; Shifting Paradigms: Implications for Curriculum Research and Practice; The Common Unity and the Progressive Restoration of the Curriculum Field; Supervision: Don t Discount the Value of the Modern; Supervisory Practices: Building Constructivist Learning Community for Adults; Collaborative Supervision: Implications for Supervision Research and Inquiry; Introduction; Postmodernism as a Challenge to Dominant Representations of Curriculum 327 $aInforming Curriculum and Teaching Transformation through Postmodern StudiesPostmodern Visions in Multicultural Education Preparation and Practice; Complicity in Supervision: Another Postmodern Moment; Possibilities of Postmodern Supervision; Communicativ Action: A Postmodern Bridge for Supervision in School Organizations; Introduction; Modern and Postmodern Perspectives on Curriculum and; Supervision:; Paradigms of Curriculum and Supervision: A Practitioner s Viewpoint; Student Empo erment through the Professional Development of Teachers; Afterword: Closing Reflections; Index 606 $aCurriculum planning$xSocial aspects 606 $aMulticultural education 606 $aPostmodernism and education 606 $aSchool supervision$xSocial aspects 608 $aElectronic books. 615 0$aCurriculum planning$xSocial aspects. 615 0$aMulticultural education. 615 0$aPostmodernism and education. 615 0$aSchool supervision$xSocial aspects. 676 $a371.2/03 701 $aBehar-Horenstein$b Linda S$01031867 701 $aGlanz$b Jeffrey$0873513 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910455866303321 996 $aParadigm debates in curriculum and supervision$92449407 997 $aUNINA