Lieven verschaffel (127 resultados)

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Condición: New.

Condición: New.

Paperback. Condición: New. Over the past years a substantial amount of research has been undertaken relating to the development of powerful learning environments for the acquisition in students of worthwhile educational objectives focussing on conceptual understanding, higher-order cognitive and metacognitive skills, and self-regulated learning. This research has been mainly undertaken from three distinct perspectives in the study of learning and instruction, namely instructional psychology, instructional technology, and instructional design. Against this background a "research community" involving 14 European research teams has been initiated with the aim of interactively contributing to the advancement of theory and methodology relating to the design, implementation, and evaluation of powerful learning environments. This volume constitutes a collective output of this research community, focussing on the identification and analysis of major components and dimensions of powerful learning environments aimed at the promotion of deep conceptual and strategic learning in major domains of school curricula, like mathematics, physics, history, and social sciences. In Part I of the volume three chapters present general perspectives on the central theme of the third workshop. In Part II six studies are reported wherein novel learning environments for elementary and secondary mathematics education have been designed, implemented and evaluated. In Part III of the volume another set of five investigations is presented relating to the design, implementation and evaluation of powerful learning environments in other subject-matter domains and in teacher training.…

Paperback. Condición: new. Paperback. Over the past years a substantial amount of research has been undertaken relating to the development of powerful learning environments for the acquisition in students of worthwhile educational objectives focussing on conceptual understanding, higher-order cognitive and metacognitive skills, and self-regulated learning. This research has been mainly undertaken from three distinct, but related perspectives in the study of learning and instruction, namely instructional psychology, instructional technology, and instructional design. Against this background a "research community" involving 14 European research teams has recently been initiated with the aim of interactively contributing to the advancement of theory and methodology relating to the design, implementation, and evaluation of powerful learning environments.This volume, based on the plenary lectures and working sessions during the community s third workshop, constitutes a collective output of this research community, focussing on the identification and analysis of major components and dimensions of powerful learning environments aimed at the promotion of deep conceptual and strategic learning in major domains of school curricula, like mathematics, physics, history, and social sciences.In Part I of the volume three chapters present general perspectives on the central theme of the third workshop. In Part II six studies are reported wherein novel learning environments for elementary and secondary mathematics education have been designed, implemented and evaluated. In Part III of the volume another set of five investigations is presented relating to the design, implementation and evaluation of powerful learning environments in other subject-matter domains (physics, history, social sciences) and in teacher training. Constitutes a collective output of a 'research community', which was initiated to contribute to the advancement of theory and methodology relating to the design, implementation, and evaluation of powerful learning environments. This book aims to promote conceptual and strategic learning in major domains of school curricula. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.…

Paperback. Condición: Brand New. 34 pages. 9.00x6.25x0.25 inches. In Stock.

Paperback. Condición: Good. Good - Bumped and creased book with tears to the extremities, but not affecting the text block, may have remainder mark or previous owner's name - GOOD PAPERBACK Standard-sized.

Paperback. Condición: New. From the early nineteenth century till the middle of the twentieth century, cultures in Europe were primarily national. They were organized and conceived of as attributes of the nation states. Nonetheless, these national cultures crossed borders with an unprecedented intensity even before globalization transformed the very concept of culture. During that long period, European cultures have imported and exported products, techniques, values, and ideas, relying on invisible but efficient international networks. The central agents of these networks are considered mediators: translators, publishers, critics, artists, art dealers and collectors, composers. These agents were not only the true architects of intercultural transfer, they also largely contributed to the shaping of a common canon and of aesthetic values that became part of the history of national cultures. Cultural Mediation in Europe, 1800-1950 analyses the strategic transfer roles of cultural mediators active in large parts of Western Europe in domains as varied as literature, music, painting, or art design.ContributorsAmelie Auzoux (Universite Paris IV-Sorbonne), Christophe Charle (Universite Paris I-Pantheon-Sorbonne), Kate Kangaslahti (KU Leuven), Vesa Kurkela (University of the Arts, Helsinki), Anne O'Connor (University of Galway), Saijaleena Rantanen (University of the Arts, Helsinki), Agnes Anna Sebestyen (Archaeolingua Publishing House), Inmaculada Seron Ordonez (University of Malaga), Renske Suijver (Van Gogh Museum, Amsterdam), Tom Toremans (KU Leuven), Dirk Weissmann (Universite Paris-Est Creteil).…

PAP. Condición: New. New Book. Shipped from UK. Established seller since 2000.

Condición: New. Brand New.

Condición: New. Discusses processes of change and transition across different areas and levels of mathematics educationProvides an overview of the state of research on transitions from both individual and institutional perspectiveDescribes directions for f.

PAP. Condición: New. New Book. Shipped from UK. Established seller since 2000.

Paperback. Condición: new. Paperback. From the early nineteenth century till the middle of the twentieth century, cultures in Europe were primarily national. They were organized and conceived of as attributes of the nation states. Nonetheless, these national cultures crossed borders with an unprecedented intensity even before globalization transformed the very concept of culture. During that long period, European cultures have imported and exported products, techniques, values, and ideas, relying on invisible but efficient international networks. The central agents of these networks are considered mediators: translators, publishers, critics, artists, art dealers and collectors, composers. These agents were not only the true architects of intercultural transfer, they also largely contributed to the shaping of a common canon and of aesthetic values that became part of the history of national cultures. Cultural Mediation in Europe, 1800-1950 analyses the strategic transfer roles of cultural mediators active in large parts of Western Europe in domains as varied as literature, music, painting, or art design.ContributorsAmelie Auzoux (Universite Paris IV-Sorbonne), Christophe Charle (Universite Paris I-Pantheon-Sorbonne), Kate Kangaslahti (KU Leuven), Vesa Kurkela (University of the Arts, Helsinki), Anne O'Connor (University of Galway), Saijaleena Rantanen (University of the Arts, Helsinki), Agnes Anna Sebestyen (Archaeolingua Publishing House), Inmaculada Seron Ordonez (University of Malaga), Renske Suijver (Van Gogh Museum, Amsterdam), Tom Toremans (KU Leuven), Dirk Weissmann (Universite Paris-Est Creteil) 'Cultural Mediation in Europe, 1800-1950' analyses the strategic transfer roles of cultural mediators active in large parts of Western Europe in domains as varied as literature, music, painting, or art design. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.…

Condición: good. Book shows general signs of use and handling. May have light wear on the cover or edges and minimal writing or highlighting. Binding remains tight, and pages are clean and readable.

hardcover. Condición: Sehr gut. orig. 1992 HC ed. 500 p. In very good condition. ISBN: 9783540550488 Sprache: Englisch Gewicht in Gramm: 954.

Paperback. Condición: Brand New. illustrated edition. 258 pages. 9.25x6.25x0.75 inches. In Stock.

Soft cover. Condición: Near Fine. 1st Edition. Collection of essays in English. Just very minor wear to the covers. 258 pp.

Condición: Brand New. New. US edition. Expediting shipping for all USA and Europe orders excluding PO Box. Excellent Customer Service.

Condición: New. This is a Brand-new US Edition. This Item may be shipped from US or any other country as we have multiple locations worldwide.

Paperback. Condición: New. Brand new book, sourced directly from publisher. Dispatch time is 7-8 days from our warehouse. Book will be sent in robust, secure packaging to ensure it reaches you securely.

Condición: New.

Paperback. Condición: Very Good. Paperback in very good condition. Covers are slightly scuffed, and page block is lightly blemished. Pages are clear and unmarked throughout. LW. Used.

Hardcover. Condición: Sehr gut. Dordrecht, Kluwer (2002). gr.8°. Some figs. IV, 306 p. Hardbound. Mathematics Education Library, volume 30.- 4 pages with highlightings, otherwise in very good condition.

Condición: New.

Paperback. Condición: new. Paperback. Over the past years a substantial amount of research has been undertaken relating to the development of powerful learning environments for the acquisition in students of worthwhile educational objectives focussing on conceptual understanding, higher-order cognitive and metacognitive skills, and self-regulated learning. This research has been mainly undertaken from three distinct, but related perspectives in the study of learning and instruction, namely instructional psychology, instructional technology, and instructional design. Against this background a "research community" involving 14 European research teams has recently been initiated with the aim of interactively contributing to the advancement of theory and methodology relating to the design, implementation, and evaluation of powerful learning environments.This volume, based on the plenary lectures and working sessions during the community s third workshop, constitutes a collective output of this research community, focussing on the identification and analysis of major components and dimensions of powerful learning environments aimed at the promotion of deep conceptual and strategic learning in major domains of school curricula, like mathematics, physics, history, and social sciences.In Part I of the volume three chapters present general perspectives on the central theme of the third workshop. In Part II six studies are reported wherein novel learning environments for elementary and secondary mathematics education have been designed, implemented and evaluated. In Part III of the volume another set of five investigations is presented relating to the design, implementation and evaluation of powerful learning environments in other subject-matter domains (physics, history, social sciences) and in teacher training. Constitutes a collective output of a 'research community', which was initiated to contribute to the advancement of theory and methodology relating to the design, implementation, and evaluation of powerful learning environments. This book aims to promote conceptual and strategic learning in major domains of school curricula. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.…

Condición: New.

Condición: New. pp. 272.

Paperback. Condición: Brand New. 01 edition. 240 pages. French language. 9.00x6.00x0.50 inches. In Stock.

Condición: New. pp. 272.

Paperback. Condición: New. Over the past years a substantial amount of research has been undertaken relating to the development of powerful learning environments for the acquisition in students of worthwhile educational objectives focussing on conceptual understanding, higher-order cognitive and metacognitive skills, and self-regulated learning. This research has been mainly undertaken from three distinct perspectives in the study of learning and instruction, namely instructional psychology, instructional technology, and instructional design. Against this background a "research community" involving 14 European research teams has been initiated with the aim of interactively contributing to the advancement of theory and methodology relating to the design, implementation, and evaluation of powerful learning environments. This volume constitutes a collective output of this research community, focussing on the identification and analysis of major components and dimensions of powerful learning environments aimed at the promotion of deep conceptual and strategic learning in major domains of school curricula, like mathematics, physics, history, and social sciences. In Part I of the volume three chapters present general perspectives on the central theme of the third workshop. In Part II six studies are reported wherein novel learning environments for elementary and secondary mathematics education have been designed, implemented and evaluated. In Part III of the volume another set of five investigations is presented relating to the design, implementation and evaluation of powerful learning environments in other subject-matter domains and in teacher training.…