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Inquiry-based learning for faculty and institutional development : a conceptual and practical resource for educators / / edited by Patrick Blessinger ; John M. Carfora ; created in partnership with the International Higher Education Teaching and Learning Association ; contributors, Michael Barnett [and fifty others]
| Inquiry-based learning for faculty and institutional development : a conceptual and practical resource for educators / / edited by Patrick Blessinger ; John M. Carfora ; created in partnership with the International Higher Education Teaching and Learning Association ; contributors, Michael Barnett [and fifty others] |
| Pubbl/distr/stampa | Bingley, England : , : Emerald, , 2014 |
| Descrizione fisica | 1 online resource (522 p.) |
| Disciplina | 371.3 |
| Collana | Innovations in Higher Education Teaching and Learning |
| Soggetto topico | Inquiry-based learning |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-78441-234-1 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Front Cover; Inquiry-Based Learning for Faculty and Institutional Development: A Conceptual and Practical Resource for Educators; Copyright page; Contents; List of Contributors; Foreword; References; Part I: Concepts and Principles; Innovative Approaches in Teaching and Learning: An Introduction to Inquiry-Based Learning for Faculty and Institutional Development; Introduction; Adoption Principles; Implementation Benefits; Theoretical Framing; Chapter Overviews; Conclusion; References; A Theoretical Model of Collaborative Inquiry-Based Group Development Process; Introduction
Research in Inquiry-Based Learning A Case Study of a Collaborative Inquiry-Based Group; Context: Livingstone Inquiry Group; Collaborative Group Development; Qualitative Data Collection; A Proposed Theoretical Model of a Collaborative: Inquiry-Based Group Development Process; Generative Social Capital; Time; Openness; Listening; Humor; Respect; Relational Learning; Reflective Engagement; Learning as a Journey; Feedback Support; Pedagogical Paradigm Shifts; Collaboration; Shifting Pedagogical Paradigms; Implications; References Strategies for Transforming and Extending Inquiry-Based Teaching and Learning: Placers - A New Model for Transformative Engagement and Educator Collaboration Transformational Teaching and Learning; PLACERS (Plan, Create, Engage, Reflect, and Share); A New Model for Transformative Engagement and Educator Collaboration; The Service-Learning Project; The PLACERS Model in Action; Plan the Experience; Planning the Service-Learning Project; Create the Motivation; Creating the Motivation in the Fellows; Engage in the Work; An Engaging Performance: For the Fellows, By the Fellows; Reflect on the Work Reflecting on the Work: The Qualitative Reflection Journal (QRJ)Share and Celebrate the Work; Celebrating our Journey; Conclusion; References; The International Baccalaureate: Contributing to the Use of Inquiry in Higher Education Teaching and Learning; Overview of Inquiry Instruction as Context for the International Baccalaureate; Selection of Literature; What Does Research Say about the Articulation of Inquiry in the International Baccalaureate?; Planning; Enactment and Reflection; Challenges to Achieving the Inquiry-Related Goals in the International Baccalaureate Inquiry from the International Baccalaureate to Higher EducationWhat Inquiry in the International Baccalaureate Implies about Inquiry in Higher Education; Notes; References; Part II: Practices and Strategies; Reframing Relationships Between Teachers, Students and Curriculum - The Phenomenon of 'Hybridisation' in IBL; Introduction; Bernstein's Concepts of Classification and Framing: An Analytical Framework; IBL in Action - A Hybridised Curriculum; Skype Seniors Research Project; Experimental Week; Knowledge Transfer Partnership for Inquiry Skills IBL in Action: The Triumphs and Positive Response |
| Record Nr. | UNINA-9910463899103321 |
| Bingley, England : , : Emerald, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Teaching Science and Investigating Environmental Issues with Geospatial Technology [[electronic resource] ] : Designing Effective Professional Development for Teachers / / edited by James MaKinster, Nancy Trautmann, Michael Barnett
| Teaching Science and Investigating Environmental Issues with Geospatial Technology [[electronic resource] ] : Designing Effective Professional Development for Teachers / / edited by James MaKinster, Nancy Trautmann, Michael Barnett |
| Edizione | [1st ed. 2014.] |
| Pubbl/distr/stampa | Dordrecht : , : Springer Netherlands : , : Imprint : Springer, , 2014 |
| Descrizione fisica | 1 online resource (354 p.) |
| Disciplina | 507.1 |
| Soggetto topico |
Science education
Educational technology Geographical information systems Teaching Science Education Educational Technology Geographical Information Systems/Cartography Teaching and Teacher Education |
| ISBN | 90-481-3931-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Introduction -- Participatory Professional Development: Geospatially Enhanced Urban Ecological Field Studies -- Field-based Research Partnerships: Teachers, Students, and Scientists Investigate the Geologic History of Eastern Montana Using Geospatial Technologies -- The GIT Ahead Project: Meeting Teachers Where They Are and Helping Them Achieve Their Geospatial Goals -- Spatial Sci: Forwarding Geospatial Technology Innovations In the Classroom -- Eyes in the Sky: Facilitating Classroom Research Using Geospatial Technology -- Coastlines: Commitment, Comfort, Competence, Empowerment, and Relevance in Professional Development -- The Inquiring with GIS (iGIS) Project: Helping Teachers Create and Lead Local GIS-Based Investigations -- Communities for Rural Education, Stewardship and Technology Program (CREST): A Rural Model of Teacher Professional Development -- Curriculum Aligned Professional Development for Geospatial Education -- Impact of Science Teacher Professional Development through Geospatial Technologies: A 5-Step Program of Support -- The Data Sets and Inquiry in Geoscience Education Project: A Model Curricula for Teacher Capacity Building in Scientific Inquiry Tasks With Geospatial Data -- Designing Google Earth Activities for Learning Earth and Environmental Science -- Designing Geospatial Exploration Activities to Build Environmental Awareness in Middle School Students -- The Lonely Trailblazers: Examining the Early Implementation of Geospatial Technologies in Science Classrooms -- Understanding the Use of Geospatial Technologies to Teach Science: TPACK as a Lens for Effective Teaching -- Moving Out of Flatland: Toward Effective Practice in Geospatial Inquiry -- What Happens After Professional Development: Case Studies on Implementing GIS in the Classroom -- The Nature and Design of Professional Development for Using Geospatial Technologies to Teach Science -- The Nature of Teacher Knowledge Necessary for the Effective Use of Geospatial Technologies to Teach Science. |
| Record Nr. | UNINA-9910484899303321 |
| Dordrecht : , : Springer Netherlands : , : Imprint : Springer, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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