Successes and Setbacks in Collaboration for Science Instruction

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9783639012514: Successes and Setbacks in Collaboration for Science Instruction
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Fulmer, Gavin
Publicado por VDM Verlag Dr. Mueller e.K. (2016)
ISBN 10: 3639012518 ISBN 13: 9783639012514
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Descripción VDM Verlag Dr. Mueller e.K., 2016. Paperback. Condición: New. PRINT ON DEMAND Book; New; Publication Year 2016; Not Signed; Fast Shipping from the UK. No. book. Nº de ref. del artículo: ria9783639012514_lsuk

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Gavin Fulmer
Publicado por VDM Verlag Dr. Mueller e.K. (2008)
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Descripción VDM Verlag Dr. Mueller e.K., 2008. Condición: New. This item is printed on demand for shipment within 3 working days. Nº de ref. del artículo: GM9783639012514

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Gavin Fulmer
Publicado por VDM Verlag Dr. Mueller E.K. (2008)
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Descripción VDM Verlag Dr. Mueller E.K., 2008. PAP. Condición: New. New Book. Delivered from our UK warehouse in 4 to 14 business days. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000. Nº de ref. del artículo: LQ-9783639012514

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Gavin Fulmer
Publicado por VDM Verlag Dr. Mueller e.K., Germany (2008)
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Descripción VDM Verlag Dr. Mueller e.K., Germany, 2008. Paperback. Condición: New. Language: English . Brand New Book ***** Print on Demand *****.Efforts to promote conceptual, student-centered instruction rely on teachers capacity and readiness to adopt reformed teaching practices. Yet it is not clear how teachers understand and implement such practices. This book describes my collaboration with one fifth-grade teacher to use concept-oriented instruction in a revised unit on force and motion. I qualitatively explored changes in the teacher s content knowledge, teaching beliefs, and classroom practices, and changes in students science knowledge. The teacher s colleagues also chose to participate in the revised unit, with strong influence on the enacted lessons. The results show relationships between specific practices and student learning. In addition, I describe personal and contextual factors--some promoting change, others resisting it--that affected instruction during the unit. I discuss possible implications for professional development and future research. This book is appropriate for educators and school administrators concerned with resistance to change, as well as researchers interested in educational reform. Nº de ref. del artículo: AAV9783639012514

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Gavin Fulmer
Publicado por VDM Verlag Dr. Mueller E.K. (2008)
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Descripción VDM Verlag Dr. Mueller E.K., 2008. PAP. Condición: New. New Book. Shipped from US within 10 to 14 business days. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000. Nº de ref. del artículo: IQ-9783639012514

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Gavin Fulmer
Publicado por VDM Verlag Mai 2008 (2008)
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Descripción VDM Verlag Mai 2008, 2008. Taschenbuch. Condición: Neu. This item is printed on demand - Print on Demand Neuware - Efforts to promote conceptual, student-centered instruction rely on teachers' capacity and readiness to adopt reformed teaching practices. Yet it is not clear how teachers understand and implement such practices. This book describes my collaboration with one fifth-grade teacher to use concept-oriented instruction in a revised unit on force and motion. I qualitatively explored changes in the teacher's content knowledge, teaching beliefs, and classroom practices, and changes in students' science knowledge. The teacher's colleagues also chose to participate in the revised unit, with strong influence on the enacted lessons. The results show relationships between specific practices and student learning. In addition, I describe personal and contextual factors--some promoting change, others resisting it--that affected instruction during the unit. I discuss possible implications for professional development and future research. This book is appropriate for educators and school administrators concerned with resistance to change, as well as researchers interested in educational reform. 120 pp. Englisch. Nº de ref. del artículo: 9783639012514

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Gavin Fulmer
Publicado por VDM Verlag Mai 2008 (2008)
ISBN 10: 3639012518 ISBN 13: 9783639012514
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Descripción VDM Verlag Mai 2008, 2008. Taschenbuch. Condición: Neu. Neuware - Efforts to promote conceptual, student-centered instruction rely on teachers' capacity and readiness to adopt reformed teaching practices. Yet it is not clear how teachers understand and implement such practices. This book describes my collaboration with one fifth-grade teacher to use concept-oriented instruction in a revised unit on force and motion. I qualitatively explored changes in the teacher's content knowledge, teaching beliefs, and classroom practices, and changes in students' science knowledge. The teacher's colleagues also chose to participate in the revised unit, with strong influence on the enacted lessons. The results show relationships between specific practices and student learning. In addition, I describe personal and contextual factors--some promoting change, others resisting it--that affected instruction during the unit. I discuss possible implications for professional development and future research. This book is appropriate for educators and school administrators concerned with resistance to change, as well as researchers interested in educational reform. 120 pp. Englisch. Nº de ref. del artículo: 9783639012514

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Gavin Fulmer
Publicado por VDM Verlag Mai 2008 (2008)
ISBN 10: 3639012518 ISBN 13: 9783639012514
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Descripción VDM Verlag Mai 2008, 2008. Taschenbuch. Condición: Neu. Neuware - Efforts to promote conceptual, student-centered instruction rely on teachers' capacity and readiness to adopt reformed teaching practices. Yet it is not clear how teachers understand and implement such practices. This book describes my collaboration with one fifth-grade teacher to use concept-oriented instruction in a revised unit on force and motion. I qualitatively explored changes in the teacher's content knowledge, teaching beliefs, and classroom practices, and changes in students' science knowledge. The teacher's colleagues also chose to participate in the revised unit, with strong influence on the enacted lessons. The results show relationships between specific practices and student learning. In addition, I describe personal and contextual factors--some promoting change, others resisting it--that affected instruction during the unit. I discuss possible implications for professional development and future research. This book is appropriate for educators and school administrators concerned with resistance to change, as well as researchers interested in educational reform. 120 pp. Englisch. Nº de ref. del artículo: 9783639012514

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Gavin Fulmer
Publicado por VDM Verlag (2008)
ISBN 10: 3639012518 ISBN 13: 9783639012514
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Descripción VDM Verlag, 2008. Paperback. Condición: New. Nº de ref. del artículo: DADAX3639012518

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10.

Gavin Fulmer
Publicado por VDM Verlag
ISBN 10: 3639012518 ISBN 13: 9783639012514
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Descripción VDM Verlag. Paperback. Condición: New. 120 pages. Dimensions: 8.7in. x 5.9in. x 0.3in.Efforts to promote conceptual, student-centered instruction rely on teachers capacity and readiness to adopt reformed teaching practices. Yet it is not clear how teachers understand and implement such practices. This book describes my collaboration with one fifth-grade teacher to use concept-oriented instruction in a revised unit on force and motion. I qualitatively explored changes in the teachers content knowledge, teaching beliefs, and classroom practices, and changes in students science knowledge. The teachers colleagues also chose to participate in the revised unit, with strong influence on the enacted lessons. The results show relationships between specific practices and student learning. In addition, I describe personal and contextual factors--some promoting change, others resisting it--that affected instruction during the unit. I discuss possible implications for professional development and future research. This book is appropriate for educators and school administrators concerned with resistance to change, as well as researchers interested in educational reform. This item ships from multiple locations. Your book may arrive from Roseburg,OR, La Vergne,TN. Paperback. Nº de ref. del artículo: 9783639012514

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