Kooperativer Bibliotheksverbund

UID:

Format: 1 online resource (CXC, 8 p.)

Edition: 1st ed. 2017.

ISBN: 94-6351-095-8

Content: The intent of this book is to provide a rich and broad view of the impact of argument-based inquiry in classrooms from the perspective of the teacher. There are two important reasons for such a book. The first is that we as researchers constantly work to present our views of these experiences with the voice of the teachers only being relayed through the perspective of the researcher. We need as a community to listen to what the teachers are telling us. The second reason is that as demands grow to provide opportunities for students to pose questions, make claims, and provide evidence, that is, to think critically and reason like scientists, we need to understand what this looks like from the perspective of the teacher. This book brings together a range of teachers from several countries who have used the Science Writing Heuristic (SWH) approach to teach argument-based inquiry. These teachers have all gone through professional development programs and successfully implemented the approach at a high level.

Note: Preliminary Material / , Examining the Impact of an Argument-Based Inquiry on the Development of Students’ Learning in International Contexts / , Introduction / , Planning Process of Argumentation-Based Science Learning / , The Role of Big Idea in Argumentation Based Science Inquiry Classrooms / , Questioning in Argumentation-Based Inquiry (ABI) / , Negotiation / , The Role of the Language in Argument Based Inquiry (ABI) / , Introduction / , Planning / , Focusing on the Big Idea / , Questions / , Negotiation / , Introduction / , Planning / , Teaching to the Big Ideas of Science / , Questions and the Role of Language in Our Teaching / , Student Negotiations / , Reflecting on What We Have Learned from Teachers in Three International Contexts about Implementing Argument-Based Inquiry / , About the Contributors /

Additional Edition: ISBN 94-6351-094-X

Additional Edition: ISBN 94-6351-093-1

Language: English

DOI: 10.1007/978-94-6351-095-0

UID:

Format: 1 online resource.

ISBN: 9789004424784 , 9789004408517

Series Statement: Advances in Teaching and Teacher Education; 4

Content: In Clinical Partnerships in Urban Elementary School Settings, early career scholars describe their work in a clinical partnership model in one large urban district partnering with teachers, children, families, and administrators making a commitment to not only educate children but also the development of elementary teachers. Topics include community-university relationships, deconstructing privilege and oppression, responsive collaboration, professional identity, and the ways teacher candidates position young children. The chapter authors are early career scholars who have participated in "community-engaged scholarship" at a Research-Extensive institution of higher education. They seek to illuminate the importance of this scholarship in order to grow the academic repertoires of emerging scholars in their ideologically becoming as well as connect and elevate the ways in which community engagement is valued and disseminated in publishing. Readers of this text will: (1) read stories of teacher educators working through the "messy reality" of engaging in clinical teaching work; (2) gain insight to the complexity of the relationships with community, university, and schools and the individuals who seek to establish and/or nurture equitable learning environments for students; and (3) understand the power of qualitative research as a tool for telling stories about this messy work as well as discuss the necessity in valuing such efforts among higher education. Contributors are: Tammy R. Davis, Tim Foster, Lateefah Id-Deen, Ann Larson, Bianca Nightengale-Lee, Shannon Putman, Gabrielle Read-Jasnoff, Amy Shearer Lingo, Anetria Swanson, and Emily Zuccaro.

Note: Front Matter -- , Copyright page -- , Dedication -- , Dedication -- , Acknowledgements -- , Figures and Tables -- , Notes on Contributors -- , Introduction / , From Professional Development Schools to P-20 Clinical Teacher Preparation Partnerships / , Mentoring and Third Space in the Academy / , Navigating Synergic Boundaries / , Bridging the Theme: Relationships Matter / , Ball Pythons, Bartering and Building Community / , Bridging the Theme: Stories Matter / , From Saviors to Safety Nets / , Bridging the Theme: Identity Matters / , Approaching Educational Equity with White Preservice Teachers through an Intersectional Understanding of Self / , Bridging the Theme: Reflective Action Matters / , Positioning Students as Writers / , Bridging the Theme: Inquiry Matters / , Perspectives from a First-Year Teacher / , Bridging the Theme: Argument Matters / , Conclusion /

Additional Edition: Print version: Clinical Partnerships in Urban Elementary School Settings: An Honest Celebration of the Messy Realities in the Preparation of Teachers, Leiden Boston : Brill | Sense, 2020

Language: English

URL: DOI:

UID:

Format: 1 Online-Ressource (CXC, 8 p)

ISBN: 9789463510950

Language: English

DOI: 10.1007/978-94-6351-095-0

URL: Volltext  (URL des Erstveröffentlichers)

UID:

Format: 1 Online-Ressource

ISBN: 9789460914515

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

Content: There is much attention currently being given to argument-based inquiry in national and state curriculum documents. Students are being required to be able to generate and evaluate science knowledge, and to think critically and judge the value of evidence and explanations. The intent of the book is to provide a rich and broad view of the impact of argument-based inquiry in the elementary classrooms from the perspective of the teacher. All the teachers and professional development authors were engaged in promoting and using argument based inquiry as the approach to teaching science. They were implementing the Science Writing Heuristic (SWH) approach as the argument based approach for classroom practice. As researchers we constantly work to present our views of these experiences with the voice of the teachers only being relayed through the perspective of the researcher. The intent of this book is to provide an opportunity for us as a community to listen to what the teachers are telling us. Importantly as demands are being placed on classroom experiences that provide opportunities for students to pose questions, make claims, and provide evidence, that is, to think critically and reason like scientists, we need to understand what this looks like from the perspective of the teacher. This book brings together a range of elementary teachers from kindergarten through to year 6 who have used the Science Writing Heuristic approach to teach argument-based inquiry. These teachers have all gone through professional development programs and successfully implemented the approach at a high level

Note: Preliminary Material /

Additional Edition: ISBN 9789460914508

Additional Edition: Erscheint auch als Druck-Ausgabe Voices from the Classroom: Elementary Teachers' Experience with Argument-Based Inquiry Leiden Boston : Brill | Sense, 2011

Language: English

DOI: 10.1007/978-94-6091-451-5

URL: DOI

UID:

Format: 1 online resource.

ISBN: 9789463510950

Series Statement: Educational Research E-Books Online, Collection 2018, ISBN: 9789004375666

Content: The intent of this book is to provide a rich and broad view of the impact of argument-based inquiry in classrooms from the perspective of the teacher. There are two important reasons for such a book. The first is that we as researchers constantly work to present our views of these experiences with the voice of the teachers only being relayed through the perspective of the researcher. We need as a community to listen to what the teachers are telling us. The second reason is that as demands grow to provide opportunities for students to pose questions, make claims, and provide evidence, that is, to think critically and reason like scientists, we need to understand what this looks like from the perspective of the teacher. This book brings together a range of teachers from several countries who have used the Science Writing Heuristic (SWH) approach to teach argument-based inquiry. These teachers have all gone through professional development programs and successfully implemented the approach at a high level.

Note: Preliminary Material / , Examining the Impact of an Argument-Based Inquiry on the Development of Students' Learning in International Contexts / , Introduction / , Planning Process of Argumentation-Based Science Learning / , The Role of Big Idea in Argumentation Based Science Inquiry Classrooms / , Questioning in Argumentation-Based Inquiry (ABI) / , Negotiation / , The Role of the Language in Argument Based Inquiry (ABI) / , Introduction / , Planning / , Focusing on the Big Idea / , Questions / , Negotiation / , Introduction / , Planning / , Teaching to the Big Ideas of Science / , Questions and the Role of Language in Our Teaching / , Student Negotiations / , Reflecting on What We Have Learned from Teachers in Three International Contexts about Implementing Argument-Based Inquiry / , About the Contributors /

Additional Edition: Print version: More Voices from the Classroom: International Teachers' Experience with Argument-Based Inquiry Leiden, Boston : Brill | Sense, 2017, ISBN 9789463510943

Language: English

URL: DOI:

UID:

Format: 1 online resource

ISBN: 9789460914515

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

Content: There is much attention currently being given to argument-based inquiry in national and state curriculum documents. Students are being required to be able to generate and evaluate science knowledge, and to think critically and judge the value of evidence and explanations. The intent of the book is to provide a rich and broad view of the impact of argument-based inquiry in the elementary classrooms from the perspective of the teacher. All the teachers and professional development authors were engaged in promoting and using argument based inquiry as the approach to teaching science. They were implementing the Science Writing Heuristic (SWH) approach as the argument based approach for classroom practice. As researchers we constantly work to present our views of these experiences with the voice of the teachers only being relayed through the perspective of the researcher. The intent of this book is to provide an opportunity for us as a community to listen to what the teachers are telling us. Importantly as demands are being placed on classroom experiences that provide opportunities for students to pose questions, make claims, and provide evidence, that is, to think critically and reason like scientists, we need to understand what this looks like from the perspective of the teacher. This book brings together a range of elementary teachers from kindergarten through to year 6 who have used the Science Writing Heuristic approach to teach argument-based inquiry. These teachers have all gone through professional development programs and successfully implemented the approach at a high level.

Note: Preliminary Material /

Additional Edition: Print version: Voices from the Classroom: Elementary Teachers' Experience with Argument-Based Inquiry, Leiden Boston : Brill | Sense, 2011

Language: English

URL: DOI:

UID:

Format: 1 online resource (xiv, 139 pages) : , illustrations

ISBN: 9789004424784 (e-book)

Additional Edition: Print version: Clinical partnerships in urban elementary school settings : an honest celebration of the messy realities in the preparation of teachers. Leiden, The Netherlands ; Boston : Brill Sense, c2020 ISBN 9789004408517

Language: English

Keywords: Electronic books.

URL: Click to View

UID:

Format: CXC, 8 p. , online resource.

ISBN: 9789463510950

Content: The intent of this book is to provide a rich and broad view of the impact of argument-based inquiry in classrooms from the perspective of the teacher. There are two important reasons for such a book. The first is that we as researchers constantly work to present our views of these experiences with the voice of the teachers only being relayed through the perspective of the researcher. We need as a community to listen to what the teachers are telling us. The second reason is that as demands grow to provide opportunities for students to pose questions, make claims, and provide evidence, that is, to think critically and reason like scientists, we need to understand what this looks like from the perspective of the teacher. This book brings together a range of teachers from several countries who have used the Science Writing Heuristic (SWH) approach to teach argument-based inquiry. These teachers have all gone through professional development programs and successfully implemented the approach at a high level.

In: Springer eBooks

Language: English

DOI: 10.1007/978-94-6351-095-0

URL: http://dx.doi.org/10.1007/978-94-6351-095-0

UID:

Format: 1 Online-Ressource

ISBN: 9789004424784 , 9789004408517

Series Statement: Advances in Teaching and Teacher Education 4

Content: Front Matter --Copyright page --Dedication --Dedication --Acknowledgements --Figures and Tables --Notes on Contributors --Introduction /Mikkaka Overstreet and Lori Norton-Meier --From Professional Development Schools to P-20 Clinical Teacher Preparation Partnerships /Ann Larson and Amy Shearer Lingo --Mentoring and Third Space in the Academy /Lori Norton-Meier --Navigating Synergic Boundaries /Lateefah Id-Deen, Gabrielle Read-Jasnoff, Shannon Putman and Tim Foster --Bridging the Theme: Relationships Matter /Mikkaka Overstreet and Lori Norton-Meier --Ball Pythons, Bartering and Building Community /Mikkaka Overstreet --Bridging the Theme: Stories Matter /Mikkaka Overstreet and Lori Norton-Meier --From Saviors to Safety Nets /Tammi R. Davis --Bridging the Theme: Identity Matters /Mikkaka Overstreet and Lori Norton-Meier --Approaching Educational Equity with White Preservice Teachers through an Intersectional Understanding of Self /Bianca Nightengale-Lee --Bridging the Theme: Reflective Action Matters /Mikkaka Overstreet and Lori Norton-Meier --Positioning Students as Writers /Emily Zuccaro --Bridging the Theme: Inquiry Matters /Mikkaka Overstreet and Lori Norton-Meier --Perspectives from a First-Year Teacher /Anetria Swanson --Bridging the Theme: Argument Matters /Mikkaka Overstreet and Lori Norton-Meier --Conclusion /Lori Norton-Meier and Mikkaka Overstreet.

Content: In Clinical Partnerships in Urban Elementary School Settings, early career scholars describe their work in a clinical partnership model in one large urban district partnering with teachers, children, families, and administrators making a commitment to not only educate children but also the development of elementary teachers. Topics include community-university relationships, deconstructing privilege and oppression, responsive collaboration, professional identity, and the ways teacher candidates position young children. The chapter authors are early career scholars who have participated in "community-engaged scholarship" at a Research-Extensive institution of higher education. They seek to illuminate the importance of this scholarship in order to grow the academic repertoires of emerging scholars in their ideologically becoming as well as connect and elevate the ways in which community engagement is valued and disseminated in publishing. Readers of this text will: (1) read stories of teacher educators working through the "messy reality" of engaging in clinical teaching work; (2) gain insight to the complexity of the relationships with community, university, and schools and the individuals who seek to establish and/or nurture equitable learning environments for students; and (3) understand the power of qualitative research as a tool for telling stories about this messy work as well as discuss the necessity in valuing such efforts among higher education. Contributors are: Tammy R. Davis, Tim Foster, Lateefah Id-Deen, Ann Larson, Bianca Nightengale-Lee, Shannon Putman, Gabrielle Read-Jasnoff, Amy Shearer Lingo, Anetria Swanson, and Emily Zuccaro

Additional Edition: Erscheint auch als Druck-Ausgabe Clinical Partnerships in Urban Elementary School Settings: An Honest Celebration of the Messy Realities in the Preparation of Teachers Leiden Boston : Brill | Sense, 2020

Language: English

DOI: 10.1163/9789004424784

URL: DOI

UID:

Format: 1 Online-Ressource

ISBN: 9789463510950

Series Statement: Educational Research E-Books Online, Collection 2018, ISBN: 9789004375666

Content: The intent of this book is to provide a rich and broad view of the impact of argument-based inquiry in classrooms from the perspective of the teacher. There are two important reasons for such a book. The first is that we as researchers constantly work to present our views of these experiences with the voice of the teachers only being relayed through the perspective of the researcher. We need as a community to listen to what the teachers are telling us. The second reason is that as demands grow to provide opportunities for students to pose questions, make claims, and provide evidence, that is, to think critically and reason like scientists, we need to understand what this looks like from the perspective of the teacher. This book brings together a range of teachers from several countries who have used the Science Writing Heuristic (SWH) approach to teach argument-based inquiry. These teachers have all gone through professional development programs and successfully implemented the approach at a high level

Note: Includes bibliographical references and index , Preliminary Material , Examining the Impact of an Argument-Based Inquiry on the Development of Students’ Learning in International Contexts , Introduction , Planning Process of Argumentation-Based Science Learning , The Role of Big Idea in Argumentation Based Science Inquiry Classrooms , Questioning in Argumentation-Based Inquiry (ABI) , Negotiation , The Role of the Language in Argument Based Inquiry (ABI) , Introduction , Planning , Focusing on the Big Idea , Questions , Negotiation , Introduction , Planning , Teaching to the Big Ideas of Science , Questions and the Role of Language in Our Teaching , Student Negotiations , Reflecting on What We Have Learned from Teachers in Three International Contexts about Implementing Argument-Based Inquiry , About the Contributors

Additional Edition: ISBN 9789463510943

Additional Edition: Erscheint auch als Druck-Ausgabe More Voices from the Classroom: International Teachers' Experience with Argument-Based Inquiry Leiden, Boston : Brill | Sense, 2017 ISBN 9789463510943

Language: English

DOI: 10.1007/978-94-6351-095-0

URL: DOI