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Ethnotheatre and Creative Methods for Teacher Leadership [[electronic resource] /] / by Jerome Cranston, Kristin Kusanovich
| Ethnotheatre and Creative Methods for Teacher Leadership [[electronic resource] /] / by Jerome Cranston, Kristin Kusanovich |
| Autore | Cranston Jerome |
| Edizione | [1st ed. 2016.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2016 |
| Descrizione fisica | 1 online resource (XIX, 149 p.) |
| Disciplina | 370.711 |
| Collana | Creativity, Education and the Arts |
| Soggetto topico |
Teaching
Art education Learning Instruction Theater School management and organization School administration Teaching and Teacher Education Creativity and Arts Education Learning & Instruction Theatre and Performance Studies Administration, Organization and Leadership |
| ISBN | 3-319-39844-X |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Prologue: Stage Fright -- Chapter 1. Setting the Stage -- Chapter 2. The Allure -- Chapter 3. The Lament -- Chapter 4. Embodied Experience -- Chapter 5. Creative Processes -- Chapter 6. Script Reading -- Chapter 7. Creative Enactments of Teacher Leadership -- Chapter 8. From Stories to Scripts -- Chapter 9. As the Curtain Closes -- Epilogue: After the Cast Party. |
| Record Nr. | UNINA-9910150456003321 |
Cranston Jerome
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| Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2016 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Evaluating Teaching Practices in Graduate Programs [[electronic resource] /] / by Jesús Gabalán-Coello, Fredy Eduardo Vásquez-Rizo, Michel Laurier
| Evaluating Teaching Practices in Graduate Programs [[electronic resource] /] / by Jesús Gabalán-Coello, Fredy Eduardo Vásquez-Rizo, Michel Laurier |
| Autore | Gabalán-Coello Jesús |
| Edizione | [1st ed. 2019.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing, , 2019 |
| Descrizione fisica | 1 online resource (145 pages) |
| Disciplina | 378.166 |
| Collana | SpringerBriefs in Education |
| Soggetto topico |
Teaching
Assessment Higher education Teaching and Teacher Education Assessment, Testing and Evaluation Higher Education |
| ISBN | 3-030-32846-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1 - Evaluation in the university context: from the general to the particular -- Chapter 2 - A brief overview of authors and theories -- Chapter 3 - And then.... what is important in graduate programs? -- Chapter 4 - A proposal to determine the influencing factors -- Chapter 5 - Empirical evidence: application in a specific case study -- Chapter 6 - Final reflections. |
| Record Nr. | UNINA-9910364948003321 |
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Gabalán-Coello Jesús
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| Cham : , : Springer International Publishing, , 2019 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Evaluation of ELT Textbooks : A Handbook for Trainee Teachers / / Monika Černá
| Evaluation of ELT Textbooks : A Handbook for Trainee Teachers / / Monika Černá |
| Autore | Černá Monika |
| Pubbl/distr/stampa | Brno : , : Masaryk University Press, , 2022 |
| Descrizione fisica | 1 online resource (31 pages) |
| Disciplina | 371.102 |
| Soggetto topico |
Teaching
Teachers |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Altri titoli varianti | Evaluation of ELT Textbooks |
| Record Nr. | UNINA-9910724398903321 |
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Černá Monika
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| Brno : , : Masaryk University Press, , 2022 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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The Evaluators’ Eye [[electronic resource] ] : Impact Assessment and Academic Peer Review / / by Gemma Derrick
| The Evaluators’ Eye [[electronic resource] ] : Impact Assessment and Academic Peer Review / / by Gemma Derrick |
| Autore | Derrick Gemma |
| Edizione | [1st ed. 2018.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2018 |
| Descrizione fisica | 1 online resource (XV, 230 p. 3 illus., 1 illus. in color.) |
| Disciplina | 378 |
| Soggetto topico |
Higher education
Assessment Educational policy Education and state School management and organization School administration Teaching Education—Research Higher Education Assessment, Testing and Evaluation Educational Policy and Politics Administration, Organization and Leadership Teaching and Teacher Education Research Methods in Education |
| ISBN | 3-319-63627-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1. Impact from the Evaluator's Eye -- Chapter 2. Peer Review of Impact: Could it Work? -- Chapter 3. Evaluation Mechanics -- Chapter 4. Introducing Impact to the Evaluators -- Chapter 5. Peers, Experts and Impact -- Chapter 6. Risking Groupthink in Impact Assessment -- Chapter 7. Working Smarter with Multiple Impacts and One Eye. |
| Record Nr. | UNINA-9910299543003321 |
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Derrick Gemma
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| Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2018 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Evidence-based educational methods [[electronic resource] /] / [edited by] Daniel J. Moran, Richard W. Malott
| Evidence-based educational methods [[electronic resource] /] / [edited by] Daniel J. Moran, Richard W. Malott |
| Pubbl/distr/stampa | San Diego, CA ; ; London, : Elsevier Academic Press, c2004 |
| Descrizione fisica | 1 online resource (407 p.) |
| Disciplina |
371.102
371.9 |
| Altri autori (Persone) |
MoranDaniel J
MalottRichard W |
| Collana | Educational psychology series |
| Soggetto topico |
Effective teaching
Teaching |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-280-92707-0
9786610927074 0-08-049130-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Front Cover; Evidence- Based Educational Methods; Copyright Page; Contents; Contributors; Preface; Part 1: Introduction to Evidence-Based Educational Methods; Chapter 1. The Need for Evidence-Based Educational Methods; Introduction; No Child Left Behind; Behavior Analysis and Education; Chapter 2. Reviewing the Outcomes and Principles of Effective Instruction; Introduction; Precision Teaching; Direct Instruction; Programmed Instruction; Personalized System of Instruction; Summary and Conclusion; Chapter 3. A Real Science and Technology of Education; Introduction
The Need for a Strategic Science of Instruction Components of an Advanced and Sophisticated Science and Technology of Instruction; Cabas®: A Systems Technology of Schooling and a Strategic Science of Pedagogy; Conclusion; Part 2: Precision Teaching; Chapter 4. Precision Teaching: Foundations and Classroom Applications; Why Precision Teaching?; The Chart; Example of Precision Teaching Implementation; Read a Chart; Chart Features; Another Chart Example: Middle School; Learning/Celeration; Precision Teaching's Place in Teaching and Education; Ethics and Precision Teaching Measures in Schools Chapter 5. Precision Teaching: Applications in Education and Beyond Introduction; Precision Teaching and Special Education; Precision Teaching for Adult Learners in College and Pre-Vocational Training; Precision Teaching Applications for Individuals with Various Disabilities; Precision Teaching with Thoughts, Urges, and Other ''Inner'' Phenomena; Precision Teaching, Computers, and Internet Resources; Conclusions; Part 3: Direct Instruction; Chapter 6. Direct Instruction: The Big Ideas; Introduction; Teaching Generalizable Strategies Instructional Programs that Powerfully and Systematically Build Skills Organize Instruction to Maximize High-Quality Instructional Interactions; Research Related to Direct Instruction; Chapter 7. Teacher-Made Scripted Lessons; Introduction; Definition of Explicit Instruction; Scripted Lessons; Orient and Review; Presentation of New Content; Practice; Formal Assessments; Positive Outcomes of Scripted Lessons; Chapter 8. The Competent Learner Model: A Merging of Applied Behavior Analysis, Direct Instruction, and Precision Teaching; Introduction Applied Behavior Analysis and The Competent Learner Model Direct Instruction and the Competent Learner Model; Precision Teaching and the Competent Learner Model; The Components of the Competent Learner Model; Evidence of the Impact of the Competent Learner Model; Part 4: Computers and Teaching Machines; Chapter 9. Effective Use of Computers in Instruction; Introduction; What are the Types of Instructional Software?; What are the Features of Effective Instructional Software?; What Makes Software Design Effective?; What is the Evidence for the Effectiveness of Automated Instruction? How Should Particular Instructional Software be Evaluated? |
| Altri titoli varianti | Evidence based educational methods |
| Record Nr. | UNINA-9910449683903321 |
| San Diego, CA ; ; London, : Elsevier Academic Press, c2004 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Evidence-based educational methods [[electronic resource] /] / [edited by] Daniel J. Moran, Richard W. Malott
| Evidence-based educational methods [[electronic resource] /] / [edited by] Daniel J. Moran, Richard W. Malott |
| Pubbl/distr/stampa | San Diego, CA ; ; London, : Elsevier Academic Press, c2004 |
| Descrizione fisica | 1 online resource (407 p.) |
| Disciplina |
371.102
371.9 |
| Altri autori (Persone) |
MoranDaniel J
MalottRichard W |
| Collana | Educational psychology series |
| Soggetto topico |
Effective teaching
Teaching |
| ISBN |
1-280-92707-0
9786610927074 0-08-049130-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Front Cover; Evidence- Based Educational Methods; Copyright Page; Contents; Contributors; Preface; Part 1: Introduction to Evidence-Based Educational Methods; Chapter 1. The Need for Evidence-Based Educational Methods; Introduction; No Child Left Behind; Behavior Analysis and Education; Chapter 2. Reviewing the Outcomes and Principles of Effective Instruction; Introduction; Precision Teaching; Direct Instruction; Programmed Instruction; Personalized System of Instruction; Summary and Conclusion; Chapter 3. A Real Science and Technology of Education; Introduction
The Need for a Strategic Science of Instruction Components of an Advanced and Sophisticated Science and Technology of Instruction; Cabas®: A Systems Technology of Schooling and a Strategic Science of Pedagogy; Conclusion; Part 2: Precision Teaching; Chapter 4. Precision Teaching: Foundations and Classroom Applications; Why Precision Teaching?; The Chart; Example of Precision Teaching Implementation; Read a Chart; Chart Features; Another Chart Example: Middle School; Learning/Celeration; Precision Teaching's Place in Teaching and Education; Ethics and Precision Teaching Measures in Schools Chapter 5. Precision Teaching: Applications in Education and Beyond Introduction; Precision Teaching and Special Education; Precision Teaching for Adult Learners in College and Pre-Vocational Training; Precision Teaching Applications for Individuals with Various Disabilities; Precision Teaching with Thoughts, Urges, and Other ''Inner'' Phenomena; Precision Teaching, Computers, and Internet Resources; Conclusions; Part 3: Direct Instruction; Chapter 6. Direct Instruction: The Big Ideas; Introduction; Teaching Generalizable Strategies Instructional Programs that Powerfully and Systematically Build Skills Organize Instruction to Maximize High-Quality Instructional Interactions; Research Related to Direct Instruction; Chapter 7. Teacher-Made Scripted Lessons; Introduction; Definition of Explicit Instruction; Scripted Lessons; Orient and Review; Presentation of New Content; Practice; Formal Assessments; Positive Outcomes of Scripted Lessons; Chapter 8. The Competent Learner Model: A Merging of Applied Behavior Analysis, Direct Instruction, and Precision Teaching; Introduction Applied Behavior Analysis and The Competent Learner Model Direct Instruction and the Competent Learner Model; Precision Teaching and the Competent Learner Model; The Components of the Competent Learner Model; Evidence of the Impact of the Competent Learner Model; Part 4: Computers and Teaching Machines; Chapter 9. Effective Use of Computers in Instruction; Introduction; What are the Types of Instructional Software?; What are the Features of Effective Instructional Software?; What Makes Software Design Effective?; What is the Evidence for the Effectiveness of Automated Instruction? How Should Particular Instructional Software be Evaluated? |
| Altri titoli varianti | Evidence based educational methods |
| Record Nr. | UNINA-9910783462903321 |
| San Diego, CA ; ; London, : Elsevier Academic Press, c2004 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Evidence-based educational methods [[electronic resource] /] / [edited by] Daniel J. Moran, Richard W. Malott
| Evidence-based educational methods [[electronic resource] /] / [edited by] Daniel J. Moran, Richard W. Malott |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | San Diego, CA ; ; London, : Elsevier Academic Press, c2004 |
| Descrizione fisica | 1 online resource (407 p.) |
| Disciplina |
371.102
371.9 |
| Altri autori (Persone) |
MoranDaniel J
MalottRichard W |
| Collana | Educational psychology series |
| Soggetto topico |
Effective teaching
Teaching |
| ISBN |
1-280-92707-0
9786610927074 0-08-049130-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Front Cover; Evidence- Based Educational Methods; Copyright Page; Contents; Contributors; Preface; Part 1: Introduction to Evidence-Based Educational Methods; Chapter 1. The Need for Evidence-Based Educational Methods; Introduction; No Child Left Behind; Behavior Analysis and Education; Chapter 2. Reviewing the Outcomes and Principles of Effective Instruction; Introduction; Precision Teaching; Direct Instruction; Programmed Instruction; Personalized System of Instruction; Summary and Conclusion; Chapter 3. A Real Science and Technology of Education; Introduction
The Need for a Strategic Science of Instruction Components of an Advanced and Sophisticated Science and Technology of Instruction; Cabas®: A Systems Technology of Schooling and a Strategic Science of Pedagogy; Conclusion; Part 2: Precision Teaching; Chapter 4. Precision Teaching: Foundations and Classroom Applications; Why Precision Teaching?; The Chart; Example of Precision Teaching Implementation; Read a Chart; Chart Features; Another Chart Example: Middle School; Learning/Celeration; Precision Teaching's Place in Teaching and Education; Ethics and Precision Teaching Measures in Schools Chapter 5. Precision Teaching: Applications in Education and Beyond Introduction; Precision Teaching and Special Education; Precision Teaching for Adult Learners in College and Pre-Vocational Training; Precision Teaching Applications for Individuals with Various Disabilities; Precision Teaching with Thoughts, Urges, and Other ''Inner'' Phenomena; Precision Teaching, Computers, and Internet Resources; Conclusions; Part 3: Direct Instruction; Chapter 6. Direct Instruction: The Big Ideas; Introduction; Teaching Generalizable Strategies Instructional Programs that Powerfully and Systematically Build Skills Organize Instruction to Maximize High-Quality Instructional Interactions; Research Related to Direct Instruction; Chapter 7. Teacher-Made Scripted Lessons; Introduction; Definition of Explicit Instruction; Scripted Lessons; Orient and Review; Presentation of New Content; Practice; Formal Assessments; Positive Outcomes of Scripted Lessons; Chapter 8. The Competent Learner Model: A Merging of Applied Behavior Analysis, Direct Instruction, and Precision Teaching; Introduction Applied Behavior Analysis and The Competent Learner Model Direct Instruction and the Competent Learner Model; Precision Teaching and the Competent Learner Model; The Components of the Competent Learner Model; Evidence of the Impact of the Competent Learner Model; Part 4: Computers and Teaching Machines; Chapter 9. Effective Use of Computers in Instruction; Introduction; What are the Types of Instructional Software?; What are the Features of Effective Instructional Software?; What Makes Software Design Effective?; What is the Evidence for the Effectiveness of Automated Instruction? How Should Particular Instructional Software be Evaluated? |
| Altri titoli varianti | Evidence based educational methods |
| Record Nr. | UNINA-9910810502103321 |
| San Diego, CA ; ; London, : Elsevier Academic Press, c2004 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Evidence-based teaching for the 21st century classroom and beyond : innovation-driven learning strategies / / Kumaran Rajaram
| Evidence-based teaching for the 21st century classroom and beyond : innovation-driven learning strategies / / Kumaran Rajaram |
| Autore | Rajaram Kumaran |
| Pubbl/distr/stampa | Gateway East, Singapore : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (284 pages) |
| Disciplina | 371.102 |
| Soggetto topico |
Teaching
Ensenyament |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 981-336-804-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Foreword -- Preface -- Testimonials -- Contents -- List of Figures -- List of Tables -- 1 Transformation in Higher Education: Twenty-First-Century Teaching and Learning Competencies -- 1.1 Introduction -- 1.2 Teaching and Learning in Higher Education -- 1.3 Challenges: Urgency to Re-Think, Transform and Adapt -- 1.4 Overview of the Chapters of the Book -- 1.5 Intertwined Relationship: Evolving Role of Educators and Congruence in Students' Learning -- 1.5.1 Role Model -- 1.5.2 Mentor -- 1.5.3 Coach -- 1.5.4 Facilitator -- 1.6 Significance of Developing Employability Skills Through Innovation-Driven Teaching Philosophy, Learning Culture and Pedagogical Design -- 1.7 Future of Learning and Teaching: Re-imagine Education -- References -- 2 Engaging Learners: A Flipped Classroom Approach -- 2.1 Introduction -- 2.2 Theoretical Background -- 2.2.1 Flipped Classroom -- 2.2.2 Technology-Enhanced Learning -- 2.2.3 Blended Learning -- 2.3 Concept and Features of the Framework -- 2.3.1 Pre-class Online Learning -- 2.3.2 Face-to-Face Session: Applied and Active Learning, Scaffolding Learning Support System -- 2.3.3 Pre-class Online Learning: Components -- 2.3.4 Face-to-Face Seminar with Real-Time Technological Interventions -- 2.4 Methodology -- 2.4.1 Phase 1 of Study -- 2.4.2 Phase 2 of Study -- 2.5 Results and Discussion -- 2.5.1 Phase 1 of Study -- 2.5.2 Survey Findings -- 2.6 Phase 2 of the Study -- 2.6.1 Prior Versus After Implementation of Flipped Learning -- 2.6.2 Interview Findings -- 2.7 Recommendations -- 2.8 Limitations, Conclusions and Future Reflections -- Appendix A: Post-TEL Survey -- Appendix B: Interview Questions -- Appendix C: LAMS, "doKumaran" Tool, and Active Support System -- Learning Activity Management System (LAMS) -- The "doKumaran" Tool -- Appendix D: Video Trailer for Flipped Classroom.
Appendix E: The Process Flows of the 5 Activity Sequences -- Appendix F: Student Responses to the Use of the Scaffolding Learning Support System -- References -- 3 Learning Interventions: Collaborative Learning, Critical Thinking and Assessing Participation Real-Time -- 3.1 Abstract-Study 1 -- 3.2 Introduction -- 3.3 Theoretical Background -- 3.3.1 Critical Thinking -- 3.3.2 Assessment -- 3.3.3 Class Participation -- 3.4 Concept and Features of the Framework -- 3.5 Research Questions -- 3.6 Methods -- 3.6.1 Settings -- 3.6.2 Phase 1 of Study -- 3.6.3 Phase 2 of Study -- 3.7 Results and Discussion -- 3.7.1 Phase 1 of Study-Survey -- 3.7.2 Phase 1 of Study-Focus Group -- 3.7.3 Phase 2 of Study -- 3.8 Expert Reviews by Professors in Universities and Senior Leaders in Multi-National Corporations -- 3.9 Limitations, Conclusion and Future Reflections -- 3.10 Abstract-Study 1 -- 3.11 Introduction -- 3.12 Learning Activity Management System (LAMS) -- 3.13 The "doKumaran" Tool -- 3.14 Theories and Conceptual Frameworks: In Support of Creation of "doKumaran" Tool -- 3.15 Collaborative Learning -- 3.16 Student Engagement -- 3.17 Critical Thinking Skills -- 3.18 Findings and Discussions -- 3.19 Conclusion -- Appendix A: Post-Survey (After the Intervention of the Learning Support System) -- Survey Questions -- Appendix B: Interview Questions -- Appendix C: Video Resources -- Appendix D: Screen Shot of K^mAlive Feature Embedded with NTULearn (Blackboard) -- References -- 4 Social-Psychological Intervention: Cognitive Empathy Development -- 4.1 Introduction -- 4.2 Goals of the Research Study -- 4.3 Impact of the Study -- 4.4 Significance of the Study -- 4.4.1 Importance to Teaching and Learning -- 4.4.2 Leads to Improved Students' Outcomes -- 4.5 Impact on Teaching and Learning at the University -- 4.6 Literature Review -- 4.6.1 Leadership Competencies. 4.6.2 Empathy -- 4.6.3 Social-Psychological Intervention -- 4.6.4 Evidence-Based Pedagogies: Engagement -- 4.6.5 Design Thinking -- 4.7 Intervention 1 -- 4.7.1 Introduction -- 4.7.2 Hypothesis -- 4.7.3 Methods -- 4.7.4 Results -- 4.7.5 Discussion -- 4.8 Intervention 2 -- 4.8.1 Hypothesis -- 4.8.2 Method -- 4.8.3 Results (Activity) -- 4.8.4 Results (Ethical Assignment) -- 4.8.5 Results (Field Report) -- 4.8.6 Discussion -- 4.8.7 Conclusion -- References -- 5 Student-Centric Learning: A Transformation in the Learning Culture -- 5.1 Introduction -- 5.2 Instructional Strategies -- 5.3 E-Learning -- 5.4 Blended Learning -- 5.5 Learning Through Simulation and Management Games/Activities -- 5.6 Shift in the Roles Undertaken by Instructors -- 5.7 Learning Activity Management System (LAMs) -- 5.8 Proposed Conceptual Framework: Hybrid Learning Model -- 5.9 Impact and Outcomes of the Proposed Conceptual Blended Learning Framework -- 5.10 Shift in Learning Culture: Embracing Creative Learning -- 5.11 Grades Focused Versus Effective Learning -- 5.12 Mindset Shift and Habitual Behavioural Issues -- 5.13 Value Creation in the Subjects Through the "eyes" of the Business Students -- 5.14 Assessment: Rigorous, Objective, External, Unbiased and Standardized-Examining Students' Understanding, Critical Thinking and Application -- 5.15 Professional Soft Skills Training -- 5.16 Feedback Process -- 5.17 Learning for the Twenty-First Century -- References -- 6 Reflective Peer Review Feedback: Leadership Development -- 6.1 Introduction -- 6.2 Social-Psychological Interventions -- 6.3 Leadership Development -- 6.4 Student Peer Review -- 6.5 Methodology -- 6.6 Results and Discussion -- 6.7 Conclusion -- Appendix A: Leadership Competency Reflective Peer Feedback -- Appendix B: Peer Review Leadership Competency-Guide Reflective Questions. Appendix C: Overview of Weekly Activities -- Appendix D: Weekly Guide for the Active Learning Activities -- References -- 7 Learning Through Social Media: Facebook as a Collaborative and Experiential Pedagogical Tool -- 7.1 Introduction: Social Media as a Learning Platform in Higher Education -- 7.1.1 Prevalent Time Spent on Social Networking Sites -- 7.2 Background of Facebook -- 7.3 Facebook as a Collaborative and Experimental Pedagogical Tool -- 7.4 Facebook Versus Institutional Learning Management Systems -- 7.5 Gaps to Be Addressed in This Research Study -- 7.6 Rationale of This Study -- 7.7 Method -- 7.7.1 Course Facebook Main Page and Group Pages -- 7.7.2 Participants -- 7.7.3 Procedure -- 7.8 Analysis -- 7.9 Findings-Phase 1: Interviews with Students -- 7.9.1 Qualitative Indicators of Critical Thinking and Knowledge Transfer -- 7.9.2 Critical Thinking and Knowledge Transfer Effectiveness Indicators Common Across Five Seminar Groups -- 7.10 Findings-Phase 2: Focus Group with Instructors -- 7.11 Findings-Phase 3: Measurement of Learning Impact -- 7.12 Discussion -- 7.13 Recommendation and Conclusion -- References -- 8 Concluding Thoughts: Twenty-First-Century Classroom and Humanistic Management Education -- 8.1 Learning Culture and Culture of Learning -- 8.1.1 Hybrid Learning Design -- 8.1.2 Shift in the Learning Culture: Embrace Creative Learning -- 8.1.3 Shift in the Roles Undertaken by Instructors -- 8.1.4 Shift in the Culture of Learning: From Too Overly Grade Focused to a Holistic Self-Development Achiever -- 8.2 (Re)-Designing and Transformation of Learning Design -- 8.2.1 Comprehending and Reflecting on Critiques in Providing Holistic Education -- 8.2.2 Offering a Diversity of Choices in Interdisciplinary Fields -- 8.2.3 Engaging Key Practitioners in Industry to Brainstorm Gaps in the Respective Professional Areas. 8.2.4 Learning from Real-Life Failures and Challenges -- 8.2.5 Mindset Shift and Habitual Behavioural Issues -- 8.2.6 Value Creation in the Subjects Through the "Eyes" of the Students -- 8.2.7 Professional Skills Training -- 8.2.8 Strategies for Learners to Cope and Succeed in Challenging and Complex Situations -- 8.3 A Change in the Learning Culture -- 8.4 Humanistic Management Education in a Borderless Digital World -- 8.5 Multicultural and Multi-disciplinary Focus: Twenty-First Century and Beyond -- 8.6 Conclusion and Future Directions -- References. |
| Record Nr. | UNINA-9910484556503321 |
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Rajaram Kumaran
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| Gateway East, Singapore : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Evolution Education Around the Globe [[electronic resource] /] / edited by Hasan Deniz, Lisa A. Borgerding
| Evolution Education Around the Globe [[electronic resource] /] / edited by Hasan Deniz, Lisa A. Borgerding |
| Edizione | [1st ed. 2018.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2018 |
| Descrizione fisica | 1 online resource (XI, 464 p. 31 illus.) |
| Disciplina | 507.1 |
| Soggetto topico |
Science education
Learning Instruction Teaching Science Education Learning & Instruction Teaching and Teacher Education |
| ISBN | 3-319-90939-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Introduction -- 1. Evolutionary Theory as a Controversial Topic in Science Curriculum around the Globe, Hasan Deniz and Lisa Borgerding -- North and South America -- 2. Pedagogical Implications of American Muslims’ Views on Evolution, Khadija E. Fouad -- 3. Project Teach Evolution: Preparing Biology Pre-Service Teachers to Teach Evolution in Missouri, U.S.A., Patricia J. Friedrichsen, Larry G. Brown, and Johannes Schul -- 4. Controversial Before Entering My Classroom: Exploring Pre-service Teacher Experiences with Evolution Teaching and Learning in the Southern United States, Amanda L. Glaze and M. Jenice “Dee” Goldston -- 5. Case Studies in Teaching Evolution in the Southwestern U.S.: The Intersection of Dilemmas in Practice, Rachel J. Fisher -- 6. Evolution Education in Mexico: Considering Cultural Diversity, Alma Adrianna Gómez Galindo, Alejandra García Franco, María Teresa Guerra-Ramos, Eréndira Alvarés Perez, and José de la Cruz Torres Frías -- 7. Evolution Education and the Rise of the Creationist Movement in Brazil, Alandeom W. Oliveira and Kristin L. Cook -- 8. Evolution Education in Galápagos, Sehoya Cotner and Randy Moore -- Europe -- 9. Evolution Education in England, Michael J Reiss -- 10. Evolution Education and Evolution Denial in Scotland,J. Roger Downie, Ronan Southcott, Paul S. Braterman, and N. J. Barron -- 11. Teaching evolution in Greece, Panagiotis K. Stasinakis and Kostas Kampourakis -- 12. Evolution Education in France: Evolution is widely taught and accepted, Marie-Pierre Quessada and Pierre Clément -- 13. Evolution Education in the German-Speaking Countries, Erich Eder, Victoria Seidl, Joshua Lange & Dittmar Graf -- Middle East -- 14. An Insight into the Evolution Education in Turkey, Ebru Z. Muğaloğlu -- 15. Evolution Education in Iran: Shattering Myths about Teaching Evolution in an Islamic State, Mahsa Kazempour and Aidin Amirshokoohi -- 16. Evolution Education in the Arab States: Context, History, Stakeholders’ Positions, and Future Prospects, Saouma BouJaoude -- Asia -- 17. Evolution education in Hong Kong (1991 – 2016): A content analysis of the biology textbooks for secondary school graduates, Ka Lok Cheng and Kam Ho Chan -- 18. Evolution Education in Indonesia: Pre-service Biology Teachers’ Knowledge, Reasoning, Models, and Acceptance of Evolution, Arif Rachmatullah, Ross H. Nehm, Minsu Ha, and Fenny Roshayanti.-19. A Glimpse of Evolution Education in the Malaysian Context, Lay Yoon Fah, Ong Eng Tek, and Crispina Gregory K.Han -- 20. Biological Evolution Education in Malaysia: Where Are We Now?, Kamisah Osman -- 21. Evolution Education in the Philippines: A Preliminary Investigation, Jocelyn D. Partosa -- Africa -- 22. The Unusual Case of Evolution Education in South Africa, Martie Sanders -- New Zealand -- 23. Evolution Education in New Zealand, Alison Campbell -- Conclusion -- 24. Evolution Education Around the Globe: Conclusion and Future Directions, Lisa Borgerding and Hasan Deniz. . |
| Record Nr. | UNINA-9910299534103321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2018 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Evolution Education Re-considered [[electronic resource] ] : Understanding What Works / / edited by Ute Harms, Michael J. Reiss
| Evolution Education Re-considered [[electronic resource] ] : Understanding What Works / / edited by Ute Harms, Michael J. Reiss |
| Edizione | [1st ed. 2019.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2019 |
| Descrizione fisica | 1 online resource (349 pages) |
| Disciplina | 571.8 |
| Soggetto topico |
Science education
Learning Instruction Teaching Evolutionary biology Science Education Learning & Instruction Teaching and Teacher Education Evolutionary Biology |
| ISBN | 3-030-14698-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1 Foreword; Kostas Kampourakis -- 2 The present status of evolution education; Ute Harms and Michael J Reiss -- 3 Evidence for the success of a quantitative assessment instrument for teaching evolution in primary schools in England; Loredana L. Buchan, Momna V. Hejmadi and Laurence D. Hurst -- 4 Learning about evolution in a cross-curricular session: Findings from a small-scale intervention study with pre-service primary school teachers; Berry Billingsley, Manzoorul Abedin, Keith Chappell and Chris Hatcher -- 5 Developmental progression in learning about evolution in the 5-14 age range in England; Terry Russell and Linda McGuigan -- 6 Teaching evolution along a learning progression: An Austrian attempt with a focus on selection; Jaqueline Scheibstock, Heidemarie Amon, Helene Bauer and Martin Scheuch -- 7 Inequitable foundations? Educational equality in evolution; Jaimie L. Miller-Friedmann, Susan E. Sunbury and Philip M. Sadler -- 8 Examining teaching assistants’ (TA) experiences facilitating traditional vs active learning-based tree-thinking curricula: TA perceptions, student outcomes, and implications for teaching and learning about evolution; Yi Kong, Nancy Pelaez, Trevor R. Anderson and Jeffrey T. Olimpo -- 9 Utility of context-based learning to influence teacher understanding of evolution and genetics concepts related to food security issues in East Africa; Timothy A. Goodale -- 10 Bridging the gap towards flying: Archaeopteryx as a unique evolutionary tool to inquiry-based learning; Alexandra Buck, Sofoklis Sotiriou and Franz X. Bogner -- 11 Overcoming motivational barriers to understanding and accepting evolution through gameful learning; David C. Owens -- 12 Using human examples to teach evolution to high school students: Increasing understanding and decreasing cognitive biases and misconceptions; Briana Pobiner, William A. Watson, Paul M. Beardsley and Constance M. Bertka -- 13 Models and modeling in evolution; Kathy L Malone, Anita M. Schuchardt and Zakee Sabree -- 14 Cultural diversity and evolution: Looking for a dialogical teaching perspective; Alma Adrianna Gómez Galindo , Alejandra García Franco , Leonardo Gonzáles Galli and José de la Cruz Torres Frías -- 15 Transforming a college biology course to engage students: Exploring shifts in evolution knowledge and mechanistic reasoning; Lisa O. Kenyon, Emily M. Walter and William L. Romine -- 16 Improving student understanding of randomness and probability to support learning about evolution; Ute Harms and Daniela Fiedler -- 17 Evolution learning and creationism: Thinking in informal learning environments; Jorge Groß, Kerstin Kremer and Julia Arnold -- 18 Using object-based learning to support teaching and learning about biological evolution: a case study at the Grant Museum of Zoology; Jo Nicholl and Paul Davies -- 19 What now for evolution education?; Michael J. Reiss and Ute Harms -- 20 Index. |
| Record Nr. | UNINA-9910349350003321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2019 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Teaching
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