Kooperativer Bibliotheksverbund

UID:

Format: 27.9 cm x 21 cm, 0 g

ISBN: 9811040737 , 9789811040733

Note: Literaturangaben , Buchdeckel: with the assistance of Richard Heraud

Additional Edition: ISBN 9789811040757

Additional Edition: Erscheint auch als Online-Ausgabe A Companion to Research in Teacher Education Singapore : Springer, 2017 ISBN 9789811040757

Additional Edition: Erscheint auch als Online-Ausgabe A companion to research in teacher education Singapore : Springer Singapore, 2017 ISBN 9789811040757

Language: English

Subjects: Education

Keywords: Lehrerbildung ; Bildungsforschung

URL: Cover

URL: Inhaltstext

URL: Inhaltsverzeichnis

Author information: Peters, Michael Adrian 1948-

UID:

Format: 1 online resource (309 pages).

Edition: 1st ed. 2017.

ISBN: 94-6351-062-1

Series Statement: Educational Partnerships and Collaborations

Content: Realising Innovative Partnerships in Educational Research examines the underlying principles and actions that support the development of and engagement in partnerships in educational research. With social justice at its core, the work in this book represents various architectures of innovation, whereby new ways of thinking about partnership research are proposed and practices of teaching and learning are reconciled (or not) with existing education contexts and practices. With contributions from educational researchers and practitioners from New Zealand, and international commentaries provided by established scholars in the field, the book draws together key experiences and insights from students, teachers, community members and researchers in tertiary, community, school, and early childhood settings. The research in this book seeks to address a gap in our understanding, extending knowledge beyond simply the benefits of partnership work, to examine how successful partnerships can be initiated, enacted, and sustained over time. This book invites reflection on the following provocations: Why engage in partnerships for educational research? How has this happened in the past and what needs to happen for the future? What is unique about the New Zealand context and what might researchers in other countries learn from our collaborative and culturally responsive research methodologies? What could be some of the underlying principles that support the development of and engagement in collaborative research? How do we evaluate the effectiveness of research partnerships in education to shift the focus to the future?

Note: Preliminary Material / , Introduction / , ‘It’s Cool, People Your Same Age Being in Charge of You’ / , Research with Children / , Developing Inclusive Practices / , Partnership among Multicultural Peers in the Scholarship of Teaching and Learning / , Section Commentary / , Introduction / , Teacher-Researcher Partnerships / , Blurring the Boundaries / , Rethinking the Associate Teacher and Pre-Service Teacher Relationship / , Research as a Catalyst for Cross-Disciplinary Partnerships amongst University Lecturers / , Section Commentary / , Introduction / , Sharing at Kaipaki School / , A School-Researcher Partnership with Pragmatism at its Core / , Culturally Responsive Relationships Promoting Partnerships between Schools and Indigenous Māori Families and Communities / , ‘It’s a Living, Breathing Entity’ / , The ‘Mantle Underground’ / , Section Commentary / , Introduction / , Dance on Campus / , Enhancing Youth Leadership through Community Partnerships / , Community Engagement through Continuing Education in a University / , Community Partnerships in Sustainability Education Research / , Section Commentary / , Introduction / , A Cross-Cultural Partnership in a Tertiary Setting / , Finding Places of Connection in an Inter-University Partnership / , An International Tertiary Research Partnership / , Places and Spaces for Embodiment / , Section Commentary / , Partnership Research /

Additional Edition: ISBN 94-6351-061-3

Additional Edition: ISBN 94-6351-060-5

Language: English

DOI: 10.1007/978-94-6351-062-2

UID:

Format: 1 Online-Ressource (xix, 166 Seiten) : , Illustrationen.

ISBN: 978-981-99-6199-3

Series Statement: Teacher education, learning innovation and accountability

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-981-99-6198-6

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-981-99-6200-6

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-981-99-6201-3

Language: English

Keywords: Lehrerbildung ; Schulleistungsmessung

DOI: 10.1007/978-981-99-6199-3

URL: Volltext  (URL des Erstveröffentlichers)

UID:

Format: CCCX, 22 p. , online resource.

ISBN: 9789463510622

Series Statement: Educational Partnerships and Collaborations

Content: Realising Innovative Partnerships in Educational Research examines the underlying principles and actions that support the development of and engagement in partnerships in educational research. With social justice at its core, the work in this book represents various architectures of innovation, whereby new ways of thinking about partnership research are proposed and practices of teaching and learning are reconciled (or not) with existing education contexts and practices. With contributions from educational researchers and practitioners from New Zealand, and international commentaries provided by established scholars in the field, the book draws together key experiences and insights from students, teachers, community members and researchers in tertiary, community, school, and early childhood settings. The research in this book seeks to address a gap in our understanding, extending knowledge beyond simply the benefits of partnership work, to examine how successful partnerships can be initiated, enacted, and sustained over time. This book invites reflection on the following provocations: Why engage in partnerships for educational research? How has this happened in the past and what needs to happen for the future? What is unique about the New Zealand context and what might researchers in other countries learn from our collaborative and culturally responsive research methodologies? What could be some of the underlying principles that support the development of and engagement in collaborative research? How do we evaluate the effectiveness of research partnerships in education to shift the focus to the future?

In: Springer eBooks

Language: English

DOI: 10.1007/978-94-6351-062-2

URL: http://dx.doi.org/10.1007/978-94-6351-062-2

URL: Volltext  (URL des Erstveröffentlichers)

UID:

Format: XIII, 101 p. 6 illus. , online resource.

ISBN: 9789811070594

Series Statement: SpringerBriefs in Education,

Content: This book explores the notion of software literacy, a key part of digital literacy which all contemporary students and citizens need to understand. Software literacy involves a critical understanding of how the affordances and conceptual approaches of everything from operating systems, creative apps and media editors, to software-based platforms and infrastructures work to inform and shape the ways we think and act. As a cultural artefact, programing code plays a role in reproducing, reinforcing, and augmenting existing cultural practices, as well as generating completely new coded practices. A proposed three-tier framework for software literacy is the focus for a two-year empirical investigation into how tertiary students become more literate about the nature and implications of software they encounter as part of their tertiary studies. Two case studies of software learning and use in university-level engineering and screen & media studies courses are presented, investigating the mapping of students’ trajectory of the learning of desktop applications against this framework for software literacy.  Though the book’s focus is primarily educational, its content also has implications for any field that makes use of software and information & communication technology systems and applications. As such, the book will be of interest to all readers whose work involves the challenges and opportunities presented by software-based teaching and learning; and to those interested in how software impacts the workplace and leisure activities that make up our day-to-day lives.

Note: Chapter 1 Introduction: Software and other literacies -- Chapter 2 A genealogy of software applications -- Chapter 3 The learning, use and critical understanding of software in Media Studies -- Chapter 4 The learning, use and critical understanding of software in Engineering -- Chapter 5 Comparing the cases: What do they tell us about Software Literacy? -- Chapter 6 Software Literacy: Education and beyond.

In: Springer eBooks

Additional Edition: Printed edition: ISBN 9789811070587

Language: English

DOI: 10.1007/978-981-10-7059-4

URL: http://dx.doi.org/10.1007/978-981-10-7059-4

URL: Volltext  (URL des Erstveröffentlichers)

UID:

Format: 1 online resource

ISBN: 9789462090613

Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001

Content: Assessment for learning (AfL) is bound up with students becoming autonomous lifelong learners who are active participants in the classroom and beyond. This book explores teacher and student experiences of AfL interactions in primary science and technology classrooms. Working from a sociocultural perspective, the book's fundamental premise is that AfL has a contribution to make to students developing identities as accomplished learners and knowers. The focus is on understanding and enhancing teacher practices that align with the spirit of AfL. The following points are illustrated: • AfL interactions are multifaceted, multimodal and take place over multiple time scales. • Student learning autonomy is promoted when teachers provide opportunities for students to exercise agency within a system of accountabilities. • Teacher pedagogical content knowledge plays a pivotal role in teachers being able to respond to students. • Productive AfL interactions are reflective of the way a particular discipline generates and warrants knowledge. The book will be of interest to teachers and educational researchers who want to examine AfL from a theoretical and a practical perspective.

Note: Preliminary Material -- Our Aspirations -- Assessment for Learning Interactions: Setting Out Our Thinking -- Elaborating Our Context -- Strengthening Teacher Planning and Preparation -- Assessment for Learning Interactions as Multimodal -- Material Artefacts as Scenarios and Resources for Ideas and Interaction -- Pursuing Learning as Coherent, Connected and Cumulative -- Fostering Student Learning Agency and Autonomy -- Concluding Thoughts -- References -- Subject Index.

Additional Edition: Print version: Expanding Notions of Assessment for Learning: Inside Science and Technology Primary Classrooms, Leiden Boston : Brill | Sense, 2013

Language: English

URL: DOI:

URL: DOI

UID:

Format: 1 online resource (309 pages).

Edition: 1st ed. 2017.

ISBN: 94-6351-062-1

Series Statement: Educational Partnerships and Collaborations

Content: Realising Innovative Partnerships in Educational Research examines the underlying principles and actions that support the development of and engagement in partnerships in educational research. With social justice at its core, the work in this book represents various architectures of innovation, whereby new ways of thinking about partnership research are proposed and practices of teaching and learning are reconciled (or not) with existing education contexts and practices. With contributions from educational researchers and practitioners from New Zealand, and international commentaries provided by established scholars in the field, the book draws together key experiences and insights from students, teachers, community members and researchers in tertiary, community, school, and early childhood settings. The research in this book seeks to address a gap in our understanding, extending knowledge beyond simply the benefits of partnership work, to examine how successful partnerships can be initiated, enacted, and sustained over time. This book invites reflection on the following provocations: Why engage in partnerships for educational research? How has this happened in the past and what needs to happen for the future? What is unique about the New Zealand context and what might researchers in other countries learn from our collaborative and culturally responsive research methodologies? What could be some of the underlying principles that support the development of and engagement in collaborative research? How do we evaluate the effectiveness of research partnerships in education to shift the focus to the future?

Note: Preliminary Material / , Introduction / , ‘It’s Cool, People Your Same Age Being in Charge of You’ / , Research with Children / , Developing Inclusive Practices / , Partnership among Multicultural Peers in the Scholarship of Teaching and Learning / , Section Commentary / , Introduction / , Teacher-Researcher Partnerships / , Blurring the Boundaries / , Rethinking the Associate Teacher and Pre-Service Teacher Relationship / , Research as a Catalyst for Cross-Disciplinary Partnerships amongst University Lecturers / , Section Commentary / , Introduction / , Sharing at Kaipaki School / , A School-Researcher Partnership with Pragmatism at its Core / , Culturally Responsive Relationships Promoting Partnerships between Schools and Indigenous Māori Families and Communities / , ‘It’s a Living, Breathing Entity’ / , The ‘Mantle Underground’ / , Section Commentary / , Introduction / , Dance on Campus / , Enhancing Youth Leadership through Community Partnerships / , Community Engagement through Continuing Education in a University / , Community Partnerships in Sustainability Education Research / , Section Commentary / , Introduction / , A Cross-Cultural Partnership in a Tertiary Setting / , Finding Places of Connection in an Inter-University Partnership / , An International Tertiary Research Partnership / , Places and Spaces for Embodiment / , Section Commentary / , Partnership Research /

Additional Edition: ISBN 94-6351-061-3

Additional Edition: ISBN 94-6351-060-5

Language: English

DOI: 10.1007/978-94-6351-062-2

UID:

Format: 1 Online-Ressource (xix, 166 Seiten) : , Illustrationen.

ISBN: 978-981-99-6199-3

Series Statement: Teacher education, learning innovation and accountability

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-981-99-6198-6

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-981-99-6200-6

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-981-99-6201-3

Language: English

Keywords: Lehrerbildung ; Schulleistungsmessung

DOI: 10.1007/978-981-99-6199-3

URL: Volltext  (URL des Erstveröffentlichers)

UID:

Format: 1 Online-Ressource (XII, 161 p)

Edition: 1st ed. 2013

ISBN: 9789462090613

Language: English

Keywords: Schulleistungsmessung ; Lernpsychologie

DOI: 10.1007/978-94-6209-061-3

URL: Volltext  (URL des Erstveröffentlichers)

UID:

Format: 1 online resource (XIII, 101 p. 6 illus.)

Edition: 1st ed. 2017.

ISBN: 981-10-7059-8

Series Statement: SpringerBriefs in Education,

Content: This book explores the notion of software literacy, a key part of digital literacy which all contemporary students and citizens need to understand. Software literacy involves a critical understanding of how the affordances and conceptual approaches of everything from operating systems, creative apps and media editors, to software-based platforms and infrastructures work to inform and shape the ways we think and act. As a cultural artefact, programing code plays a role in reproducing, reinforcing, and augmenting existing cultural practices, as well as generating completely new coded practices. A proposed three-tier framework for software literacy is the focus for a two-year empirical investigation into how tertiary students become more literate about the nature and implications of software they encounter as part of their tertiary studies. Two case studies of software learning and use in university-level engineering and screen & media studies courses are presented, investigating the mapping of students’ trajectory of the learning of desktop applications against this framework for software literacy.  Though the book’s focus is primarily educational, its content also has implications for any field that makes use of software and information & communication technology systems and applications. As such, the book will be of interest to all readers whose work involves the challenges and opportunities presented by software-based teaching and learning; and to those interested in how software impacts the workplace and leisure activities that make up our day-to-day lives.

Note: Chapter 1 Introduction: Software and other literacies -- Chapter 2 A genealogy of software applications -- Chapter 3 The learning, use and critical understanding of software in Media Studies -- Chapter 4 The learning, use and critical understanding of software in Engineering -- Chapter 5 Comparing the cases: What do they tell us about Software Literacy? -- Chapter 6 Software Literacy: Education and beyond.

Additional Edition: ISBN 981-10-7058-X

Language: English

DOI: 10.1007/978-981-10-7059-4