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Smart but stuck : emotions in teens and adults with ADHD / / Thomas E. Brown
| Smart but stuck : emotions in teens and adults with ADHD / / Thomas E. Brown |
| Autore | Brown Thomas E. <1942-> |
| Edizione | [1] |
| Pubbl/distr/stampa | San Francisco, California : , : Jossey-Bass, , 2014 |
| Descrizione fisica | 1 online resource (290 p.) |
| Disciplina | 616.85/8900835 |
| Soggetto topico |
Attention-deficit disorder in adolescence
Attention-deficit disorder in adults Emotions |
| ISBN |
1-118-42176-0
1-118-41975-8 |
| Classificazione | PSY000000 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Machine generated contents note: The Author Acknowledgments Introduction 1 ADHD and the Emotional Brain A new understanding of ADHD and emotions; why emotions can be so troubling in the lives of those with ADHD; how the ADHD brain processes emotions differently; the influences of temperament and experiences on emotions and motivations. 2 Eric "I'm in a great university where I want to do well, but I just can't get myself motivated to do the work. I did really well in high school; now my grades have tanked. I've been spending too much time hanging out with my girlfriend and smoking weed. I've tried some ADHD medicines, but they make me too jittery." --20-year-old university student 3 Karen "My parents always taught me that I have an obligation to behave and achieve in ways that would not bring shame on my family. When I failed out of college, they helped me prepare to try again. I wanted very much to do it, but on that critical day when I was supposed to start the last two courses I needed to get readmitted, I was too afraid to walk in the classroom door." --22-year-old university student 4 Martin "I'm in Mensa, but I earned no credits in my first two years at college--I was too baked to get myself to class. Now I'm doing well in a few courses where the professors are really interesting, but I can't get started on writing papers and often skip class. With my miserable academic record, what's the use in my trying to graduate?" --23-year-old university student 5 Sarah "I've been married twenty-five years, have three great kids, and had a decent career as a journalist, but I just got fired because I couldn't prioritize and keep up with my work. Since menopause I've had trouble keeping track of things and getting work done. I've always had some trouble with these things, but it's recently been getting worse." --50-year-old homemaker and mother 6 Mike "My dad always said that I'm smart but just lazy; maybe he's right. I got put on academic probation, and now I have to drop out. I'm always spacing out and can't get myself started on anything until the last minute. I tried my friend's ADHD medicine and it helped a lot, but my dad doesn't want me getting evaluated for ADHD because he says the meds are like steroids." --21-year-old university student 7 Lisa "Other kids don't seem to get my jokes and aren't interested in who I am. I try to make friends, but no one ever calls me back when I call them. I try to talk with my parents about it, but my dad doesn't understand kids and my mom's always yelling at me. ADHD meds help me get schoolwork done, but they don't help with social stuff." --15-year-old high school student 8 Steve "My wife divorced me three months ago, and then a month later I got fired from my job--both because of my ADHD! Meds help some, but not enough. I get stuck doing some things and don't get around to doing what's really important. I procrastinate, and everything takes me way too long. I'm good at programming computers, but not at programming myself." --32-year-old computer programmer 9 Sue "Until I got into middle school, I always got really good grades and never got into trouble. Now everybody thinks I'm hopeless just because I dress Goth and don't do much homework. My parents and teachers all look down on me just because of the friends I hang out with. They don't really know me or my friends!" --14-year-old high school student 10 Matt "When I was in high school, I had friends. When I got to college, I didn't know anyone and was too shy to make friends. I just kept to myself and almost never left my room except to go to class or get meals. I got pretty depressed, and after a while my sleep got messed up. I've stopped going to some of my classes." --18-year-old college student 11 Lois "I teach special education, so I've taught a lot of kids with ADHD, but never realized I have it. I have trouble organizing my stuff and finishing paperwork on time, and sometimes I'm forgetful. I got through college and I've been teaching for ten years, but over the past year I've had a harder time, and those ADHD problems are getting worse--especially since difficulties at home began." --37-year-old school teacher 12 James "If I don't finish four papers this month, I'm going to be put on probation at school. I just can't get myself to finish. I've had this problem for a long time, but now it's worse than ever before. I've done the research for most of my papers, but I can't get myself past the first paragraph in any one of them. I'm stuck!" --20-year-old college student 13 Getting Unstuck How do emotions of these teens and adults affect their education, work, family interactions, and social relationships? What treatments are useful for helping people with ADHD get unstuck from these difficulties? What can family members, friends, teachers, clinicians, and counselors do to help? . |
| Record Nr. | UNINA-9910787602903321 |
Brown Thomas E. <1942->
|
||
| San Francisco, California : , : Jossey-Bass, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Smart but stuck : emotions in teens and adults with ADHD / / Thomas E. Brown
| Smart but stuck : emotions in teens and adults with ADHD / / Thomas E. Brown |
| Autore | Brown Thomas E. <1942-> |
| Edizione | [1] |
| Pubbl/distr/stampa | San Francisco, California : , : Jossey-Bass, , 2014 |
| Descrizione fisica | 1 online resource (290 p.) |
| Disciplina | 616.85/8900835 |
| Soggetto topico |
Attention-deficit disorder in adolescence
Attention-deficit disorder in adults Emotions |
| ISBN |
1-118-42176-0
1-118-41975-8 |
| Classificazione | PSY000000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Machine generated contents note: The Author Acknowledgments Introduction 1 ADHD and the Emotional Brain A new understanding of ADHD and emotions; why emotions can be so troubling in the lives of those with ADHD; how the ADHD brain processes emotions differently; the influences of temperament and experiences on emotions and motivations. 2 Eric "I'm in a great university where I want to do well, but I just can't get myself motivated to do the work. I did really well in high school; now my grades have tanked. I've been spending too much time hanging out with my girlfriend and smoking weed. I've tried some ADHD medicines, but they make me too jittery." --20-year-old university student 3 Karen "My parents always taught me that I have an obligation to behave and achieve in ways that would not bring shame on my family. When I failed out of college, they helped me prepare to try again. I wanted very much to do it, but on that critical day when I was supposed to start the last two courses I needed to get readmitted, I was too afraid to walk in the classroom door." --22-year-old university student 4 Martin "I'm in Mensa, but I earned no credits in my first two years at college--I was too baked to get myself to class. Now I'm doing well in a few courses where the professors are really interesting, but I can't get started on writing papers and often skip class. With my miserable academic record, what's the use in my trying to graduate?" --23-year-old university student 5 Sarah "I've been married twenty-five years, have three great kids, and had a decent career as a journalist, but I just got fired because I couldn't prioritize and keep up with my work. Since menopause I've had trouble keeping track of things and getting work done. I've always had some trouble with these things, but it's recently been getting worse." --50-year-old homemaker and mother 6 Mike "My dad always said that I'm smart but just lazy; maybe he's right. I got put on academic probation, and now I have to drop out. I'm always spacing out and can't get myself started on anything until the last minute. I tried my friend's ADHD medicine and it helped a lot, but my dad doesn't want me getting evaluated for ADHD because he says the meds are like steroids." --21-year-old university student 7 Lisa "Other kids don't seem to get my jokes and aren't interested in who I am. I try to make friends, but no one ever calls me back when I call them. I try to talk with my parents about it, but my dad doesn't understand kids and my mom's always yelling at me. ADHD meds help me get schoolwork done, but they don't help with social stuff." --15-year-old high school student 8 Steve "My wife divorced me three months ago, and then a month later I got fired from my job--both because of my ADHD! Meds help some, but not enough. I get stuck doing some things and don't get around to doing what's really important. I procrastinate, and everything takes me way too long. I'm good at programming computers, but not at programming myself." --32-year-old computer programmer 9 Sue "Until I got into middle school, I always got really good grades and never got into trouble. Now everybody thinks I'm hopeless just because I dress Goth and don't do much homework. My parents and teachers all look down on me just because of the friends I hang out with. They don't really know me or my friends!" --14-year-old high school student 10 Matt "When I was in high school, I had friends. When I got to college, I didn't know anyone and was too shy to make friends. I just kept to myself and almost never left my room except to go to class or get meals. I got pretty depressed, and after a while my sleep got messed up. I've stopped going to some of my classes." --18-year-old college student 11 Lois "I teach special education, so I've taught a lot of kids with ADHD, but never realized I have it. I have trouble organizing my stuff and finishing paperwork on time, and sometimes I'm forgetful. I got through college and I've been teaching for ten years, but over the past year I've had a harder time, and those ADHD problems are getting worse--especially since difficulties at home began." --37-year-old school teacher 12 James "If I don't finish four papers this month, I'm going to be put on probation at school. I just can't get myself to finish. I've had this problem for a long time, but now it's worse than ever before. I've done the research for most of my papers, but I can't get myself past the first paragraph in any one of them. I'm stuck!" --20-year-old college student 13 Getting Unstuck How do emotions of these teens and adults affect their education, work, family interactions, and social relationships? What treatments are useful for helping people with ADHD get unstuck from these difficulties? What can family members, friends, teachers, clinicians, and counselors do to help? . |
| Record Nr. | UNINA-9910823730203321 |
|
Brown Thomas E. <1942->
|
||
| San Francisco, California : , : Jossey-Bass, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Strategic uses of social technology : an interactive perspective of social psychology / / edited by Zachary Birchmeier, Beth Dietz-Uhler, and Garold Stasser [[electronic resource]]
| Strategic uses of social technology : an interactive perspective of social psychology / / edited by Zachary Birchmeier, Beth Dietz-Uhler, and Garold Stasser [[electronic resource]] |
| Pubbl/distr/stampa | Cambridge : , : Cambridge University Press, , 2011 |
| Descrizione fisica | 1 online resource (xii, 214 pages) : digital, PDF file(s) |
| Disciplina | 302.30285 |
| Soggetto topico |
Social networks - Psychological aspects
Social interaction |
| ISBN |
1-107-22636-8
1-139-15254-8 1-283-34219-7 1-139-15996-8 9786613342195 1-139-16096-6 1-139-15540-7 1-139-15715-9 1-139-15891-0 1-139-04280-7 |
| Classificazione | PSY000000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Machine generated contents note: 1. Introduction: a social psychological analysis of computer-supported social interaction Zachary Birchmeier, Beth Dietz-Uhler and Garold Stasser; 2. A SIDE look at computer-mediated interaction: power and the gender divide Russell Spears, Martin Lea, Tom Postmes and K. Wolbert; 3. Trust, deception and identity on the Internet Melanie C. Green and Jordan Carpenter; 4. An interactional approach to social influence in computer-mediated communication Kai Sassenberg; 5. Social interaction in cyberspace: social construction with few constraints Susanne Abele; 6. Dynamics of leader emergence in online groups Andrea B. Hollingshead; 7. Ostracism in cyberspace: being ignored and excluded in electronic-based interactions Eric D. Wesselmann and Kipling D. Williams; 8. Opinion-based groups: (racist) talk and (collective) action on the Internet Craig McGarty, Girish Lala and Karen Douglas; 9. A juxtaposition of social influences: Web 2.0 and the interaction of mass, interpersonal, and peer sources online Joseph B. Walther, Stephanie Tom Tong, David DeAndrea, Caleb Carr and Brandon Van Der Heide; 10. The virtual social world: the continually changing landscape of social interaction Zachary Birchmeier, Beth Dietz-Uhler and Garold Stasser. |
| Record Nr. | UNINA-9910781971003321 |
| Cambridge : , : Cambridge University Press, , 2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Strategic uses of social technology : an interactive perspective of social psychology / / edited by Zachary Birchmeier, Beth Dietz-Uhler, and Garold Stasser [[electronic resource]]
| Strategic uses of social technology : an interactive perspective of social psychology / / edited by Zachary Birchmeier, Beth Dietz-Uhler, and Garold Stasser [[electronic resource]] |
| Pubbl/distr/stampa | Cambridge : , : Cambridge University Press, , 2011 |
| Descrizione fisica | 1 online resource (xii, 214 pages) : digital, PDF file(s) |
| Disciplina | 302.30285 |
| Soggetto topico |
Social networks - Psychological aspects
Social interaction |
| ISBN |
1-107-22636-8
1-139-15254-8 1-283-34219-7 1-139-15996-8 9786613342195 1-139-16096-6 1-139-15540-7 1-139-15715-9 1-139-15891-0 1-139-04280-7 |
| Classificazione | PSY000000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Machine generated contents note: 1. Introduction: a social psychological analysis of computer-supported social interaction Zachary Birchmeier, Beth Dietz-Uhler and Garold Stasser; 2. A SIDE look at computer-mediated interaction: power and the gender divide Russell Spears, Martin Lea, Tom Postmes and K. Wolbert; 3. Trust, deception and identity on the Internet Melanie C. Green and Jordan Carpenter; 4. An interactional approach to social influence in computer-mediated communication Kai Sassenberg; 5. Social interaction in cyberspace: social construction with few constraints Susanne Abele; 6. Dynamics of leader emergence in online groups Andrea B. Hollingshead; 7. Ostracism in cyberspace: being ignored and excluded in electronic-based interactions Eric D. Wesselmann and Kipling D. Williams; 8. Opinion-based groups: (racist) talk and (collective) action on the Internet Craig McGarty, Girish Lala and Karen Douglas; 9. A juxtaposition of social influences: Web 2.0 and the interaction of mass, interpersonal, and peer sources online Joseph B. Walther, Stephanie Tom Tong, David DeAndrea, Caleb Carr and Brandon Van Der Heide; 10. The virtual social world: the continually changing landscape of social interaction Zachary Birchmeier, Beth Dietz-Uhler and Garold Stasser. |
| Record Nr. | UNINA-9910813351903321 |
| Cambridge : , : Cambridge University Press, , 2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Structure and improvisation in creative teaching / / edited by R. Keith Sawyer [[electronic resource]]
| Structure and improvisation in creative teaching / / edited by R. Keith Sawyer [[electronic resource]] |
| Pubbl/distr/stampa | Cambridge : , : Cambridge University Press, , 2011 |
| Descrizione fisica | 1 online resource (xvi, 301 pages) : digital, PDF file(s) |
| Disciplina | 371.102 |
| Soggetto topico |
Student-centered learning
Active learning Creative teaching Motivation in education |
| ISBN |
1-139-09730-X
1-107-21682-6 1-283-30694-8 1-139-10310-5 9786613306944 0-511-99710-8 1-139-10064-5 1-139-10130-7 1-139-09861-6 1-139-09928-0 |
| Classificazione | PSY000000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Machine generated contents note: 1. What makes good teachers great? The artful balance of structure and improvisation R. Keith Sawyer; Part I. The Teacher Paradox: 2. Professional improvisation and teacher education: opening the conversation Stacy DeZutter; 3. Creativity, pedagogic partnerships, and the improvisatory space of teaching Pamela Burnard; 4. Improvising within the system: creating new teacher performances in inner city schools Carrie Lobman; 5. Teaching for creativity with disciplined improvisation Ronald A. Beghetto and James C. Kaufman; Part II. The Learning Paradox: 6. Taking advantage of structure to improvise in instruction: examples from elementary school classrooms Frederick Erickson; 7. Breaking through the communicative cocoon: improvisation in secondary school foreign language classrooms Jürgen Kurtz; 8. Improvising with adult English language learners Anthony Perone; 9. Productive improvisation and collective creativity: lessons from the dance studio Janice E. Fournier; Part III. The Curriculum Paradox: 10. How 'scripted' materials might support improvisational teaching: insights from the implementation of a reading comprehension curriculum Annette Sassi; 11. Disciplined improvisation to extend young children's scientific thinking A. Susan Jurow and Laura Creighton; 12. Improvisational understanding in the mathematics classroom Lyndon C. Martin and Jo Towers; 13. Conclusion: presence and the art of improvisational teaching Lisa Barker and Hilda Borko. |
| Altri titoli varianti | Structure & Improvisation in Creative Teaching |
| Record Nr. | UNINA-9910781992203321 |
| Cambridge : , : Cambridge University Press, , 2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Structure and improvisation in creative teaching / / edited by R. Keith Sawyer [[electronic resource]]
| Structure and improvisation in creative teaching / / edited by R. Keith Sawyer [[electronic resource]] |
| Pubbl/distr/stampa | Cambridge : , : Cambridge University Press, , 2011 |
| Descrizione fisica | 1 online resource (xvi, 301 pages) : digital, PDF file(s) |
| Disciplina | 371.102 |
| Soggetto topico |
Student-centered learning
Active learning Creative teaching Motivation in education |
| ISBN |
1-139-09730-X
1-107-21682-6 1-283-30694-8 1-139-10310-5 9786613306944 0-511-99710-8 1-139-10064-5 1-139-10130-7 1-139-09861-6 1-139-09928-0 |
| Classificazione | PSY000000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Machine generated contents note: 1. What makes good teachers great? The artful balance of structure and improvisation R. Keith Sawyer; Part I. The Teacher Paradox: 2. Professional improvisation and teacher education: opening the conversation Stacy DeZutter; 3. Creativity, pedagogic partnerships, and the improvisatory space of teaching Pamela Burnard; 4. Improvising within the system: creating new teacher performances in inner city schools Carrie Lobman; 5. Teaching for creativity with disciplined improvisation Ronald A. Beghetto and James C. Kaufman; Part II. The Learning Paradox: 6. Taking advantage of structure to improvise in instruction: examples from elementary school classrooms Frederick Erickson; 7. Breaking through the communicative cocoon: improvisation in secondary school foreign language classrooms Jürgen Kurtz; 8. Improvising with adult English language learners Anthony Perone; 9. Productive improvisation and collective creativity: lessons from the dance studio Janice E. Fournier; Part III. The Curriculum Paradox: 10. How 'scripted' materials might support improvisational teaching: insights from the implementation of a reading comprehension curriculum Annette Sassi; 11. Disciplined improvisation to extend young children's scientific thinking A. Susan Jurow and Laura Creighton; 12. Improvisational understanding in the mathematics classroom Lyndon C. Martin and Jo Towers; 13. Conclusion: presence and the art of improvisational teaching Lisa Barker and Hilda Borko. |
| Altri titoli varianti | Structure & Improvisation in Creative Teaching |
| Record Nr. | UNINA-9910812461003321 |
| Cambridge : , : Cambridge University Press, , 2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Teaching, learning, and visual literacy : the dual role of visual representation / / Billie Eilam, University of Haifa [[electronic resource]]
| Teaching, learning, and visual literacy : the dual role of visual representation / / Billie Eilam, University of Haifa [[electronic resource]] |
| Autore | Eilam Billie <1946-> |
| Pubbl/distr/stampa | Cambridge : , : Cambridge University Press, , 2012 |
| Descrizione fisica | 1 online resource (xxiii, 322 pages) : digital, PDF file(s) |
| Disciplina | 370.15/5 |
| Soggetto topico | Visual literacy |
| ISBN |
1-139-88776-9
1-139-56383-1 1-283-61038-8 1-139-02661-5 9786613922830 1-139-55023-3 1-139-55519-7 1-139-54898-0 1-139-55394-1 1-139-55148-5 |
| Classificazione | PSY000000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; TEACHING, LEARNING, AND VISUAL LITERACY; Title; Copyright; Dedication; Contents; Figures; Tables; Foreword: The Role of Visualizations in Learning and Teaching; Preface; Acknowledgments; PART 1: INTRODUCTION; 1: Dualities of Visual Literacy: The Double-Faced Janus Image; The Duality of Teachers' Visual Literacy as Professionals and as Learners Themselves; The Duality of the Signified and the Signifier; The Duality of External and Internal Representations; The Dual Skills for Analyzing Any VR; Dualities Concerning Interpretations of VRs
The Duality of Sociocultural and Communicational Lenses on VRsSumming Up These Dualities; Implications of the Duality of Teachers as Learners and as Teachers; Summary and Food for Thought; PART 2: THE STATE OF THE ART IN VISUAL LITERACY AMONG TEACHERS AND STUDENTS IN SCHOOLS AND WITHIN TODAY'S VISUAL CULTURE; 2: A Day in Teachers' Work: Qualitative Research and Case Illustrations on Teaching and Learning with VRs in Today's Schools; Observable VRs in School Collective Spaces; Observed Classroom Uses of VRs; Versatility of VR Functions in Classrooms and Schools What Observed School Teachers Did Not DoAnother Source of Qualitative Empirical Data on Contemporary Teachers' and Students' Visual Literacy Skills; Summary and Food for Thought; 3: Students' Ideas about VRs Over Development; Children's Implicit Visualization Knowledge; Elementary Students (Grades 1-6) and Textbook VRs; Interviews with Junior High and High School Students' Regarding the Use of VRs in Learning; Summary and Food for Thought; 4: Practicing Teachers' Ideas about VRs and Their Uses Manipulation and Analysis of a Multimedia Display by Jewish and Arab Teachers Who Are Graduate Students in EducationObservations and Interviews with Jewish and Arab Teachers Practicing in Elementary through High School; Cultural Issues; Summary and Food for Thought; 5: The Emergence of Visual Literacy and the Global Visual Culture; The Changing World; What Is Visual Literacy?; The Visual Culture; Challenges and Needs in Promoting Visual Literacy; Summary and Food for Thought; PART 3: TEACHERS' VISUAL LITERACY PROGRAMS: RATIONALES, LACUNAE, AND PLANNING 6: The Rationale for Implementing Explicit Visual Education for TeachersThe Complexity of Teaching; Research on Visual Literacy Skill Deficits; A Prerequisite for Teaching Visual Literacy: Pedagogical Content Knowledge; Using VRs to Inform Instruction: A Case Study in Visual Pedagogical Content Knowledge; Summary and Food for Thought; 7: Integration of VRs into Teacher Education Programs: Past, Present, and Future; Past and Present Views of VRs in Teacher Education; Internet Overview of Current Teacher Education Web Sites: Existing Lacunae Core Aspects of Current Teacher Education Deserving Explicit Future Incorporation of VRs |
| Altri titoli varianti | Teaching, Learning, & Visual Literacy |
| Record Nr. | UNINA-9910792095303321 |
|
Eilam Billie <1946->
|
||
| Cambridge : , : Cambridge University Press, , 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Teaching, learning, and visual literacy : the dual role of visual representation / / Billie Eilam, University of Haifa [[electronic resource]]
| Teaching, learning, and visual literacy : the dual role of visual representation / / Billie Eilam, University of Haifa [[electronic resource]] |
| Autore | Eilam Billie <1946-> |
| Pubbl/distr/stampa | Cambridge : , : Cambridge University Press, , 2012 |
| Descrizione fisica | 1 online resource (xxiii, 322 pages) : digital, PDF file(s) |
| Disciplina | 370.15/5 |
| Soggetto topico | Visual literacy |
| ISBN |
1-139-88776-9
1-139-56383-1 1-283-61038-8 1-139-02661-5 9786613922830 1-139-55023-3 1-139-55519-7 1-139-54898-0 1-139-55394-1 1-139-55148-5 |
| Classificazione | PSY000000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; TEACHING, LEARNING, AND VISUAL LITERACY; Title; Copyright; Dedication; Contents; Figures; Tables; Foreword: The Role of Visualizations in Learning and Teaching; Preface; Acknowledgments; PART 1: INTRODUCTION; 1: Dualities of Visual Literacy: The Double-Faced Janus Image; The Duality of Teachers' Visual Literacy as Professionals and as Learners Themselves; The Duality of the Signified and the Signifier; The Duality of External and Internal Representations; The Dual Skills for Analyzing Any VR; Dualities Concerning Interpretations of VRs
The Duality of Sociocultural and Communicational Lenses on VRsSumming Up These Dualities; Implications of the Duality of Teachers as Learners and as Teachers; Summary and Food for Thought; PART 2: THE STATE OF THE ART IN VISUAL LITERACY AMONG TEACHERS AND STUDENTS IN SCHOOLS AND WITHIN TODAY'S VISUAL CULTURE; 2: A Day in Teachers' Work: Qualitative Research and Case Illustrations on Teaching and Learning with VRs in Today's Schools; Observable VRs in School Collective Spaces; Observed Classroom Uses of VRs; Versatility of VR Functions in Classrooms and Schools What Observed School Teachers Did Not DoAnother Source of Qualitative Empirical Data on Contemporary Teachers' and Students' Visual Literacy Skills; Summary and Food for Thought; 3: Students' Ideas about VRs Over Development; Children's Implicit Visualization Knowledge; Elementary Students (Grades 1-6) and Textbook VRs; Interviews with Junior High and High School Students' Regarding the Use of VRs in Learning; Summary and Food for Thought; 4: Practicing Teachers' Ideas about VRs and Their Uses Manipulation and Analysis of a Multimedia Display by Jewish and Arab Teachers Who Are Graduate Students in EducationObservations and Interviews with Jewish and Arab Teachers Practicing in Elementary through High School; Cultural Issues; Summary and Food for Thought; 5: The Emergence of Visual Literacy and the Global Visual Culture; The Changing World; What Is Visual Literacy?; The Visual Culture; Challenges and Needs in Promoting Visual Literacy; Summary and Food for Thought; PART 3: TEACHERS' VISUAL LITERACY PROGRAMS: RATIONALES, LACUNAE, AND PLANNING 6: The Rationale for Implementing Explicit Visual Education for TeachersThe Complexity of Teaching; Research on Visual Literacy Skill Deficits; A Prerequisite for Teaching Visual Literacy: Pedagogical Content Knowledge; Using VRs to Inform Instruction: A Case Study in Visual Pedagogical Content Knowledge; Summary and Food for Thought; 7: Integration of VRs into Teacher Education Programs: Past, Present, and Future; Past and Present Views of VRs in Teacher Education; Internet Overview of Current Teacher Education Web Sites: Existing Lacunae Core Aspects of Current Teacher Education Deserving Explicit Future Incorporation of VRs |
| Altri titoli varianti | Teaching, Learning, & Visual Literacy |
| Record Nr. | UNINA-9910813689103321 |
|
Eilam Billie <1946->
|
||
| Cambridge : , : Cambridge University Press, , 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
