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| Author | : Earl Wingert Barnhart |
| Publisher | : |
| Total Pages | : 622 |
| Release | : 1965 |
| Genre | : Business education |
| ISBN | : |
Beginning with volume 20 no. 2, each volume includes an issue numbered also as National Association for Business Teacher Education. Bulletin.
| Author | : Xerox University Microfilms |
| Publisher | : |
| Total Pages | : 1202 |
| Release | : 1973 |
| Genre | : Dissertations, Academic |
| ISBN | : |
| Author | : |
| Publisher | : |
| Total Pages | : 636 |
| Release | : 1964 |
| Genre | : Dissertations, Academic |
| ISBN | : |
Abstracts of dissertations and monographs in microform.
| Author | : Rolf Biehler |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 459 |
| Release | : 2006-04-11 |
| Genre | : Education |
| ISBN | : 030647204X |
Didactics of Mathematics as a Scientific Discipline describes the state of the art in a new branch of science. Starting from a general perspective on the didactics of mathematics, the 30 original contributions to the book, drawn from 10 different countries, go on to identify certain subdisciplines and suggest an overall structure or `topology' of the field. The book is divided into eight sections: (1) Preparing Mathematics for Students; (2) Teacher Education and Research on Teaching; (3) Interaction in the Classroom; (4) Technology and Mathematics Education; (5) Psychology of Mathematical Thinking; (6) Differential Didactics; (7) History and Epistemology of Mathematics and Mathematics Education; (8) Cultural Framing of Teaching and Learning Mathematics. Didactics of Mathematics as a Scientific Discipline is required reading for all researchers into the didactics of mathematics, and contains surveys and a variety of stimulating reflections which make it extremely useful for mathematics educators and teacher trainers interested in the theory of their practice. Future and practising teachers of mathematics will find much to interest them in relation to their daily work, especially as it relates to the teaching of different age groups and ability ranges. The book is also recommended to researchers in neighbouring disciplines, such as mathematics itself, general education, educational psychology and cognitive science.
| Author | : Philip Wesley Jackson |
| Publisher | : Teachers College Press |
| Total Pages | : 212 |
| Release | : |
| Genre | : Education |
| ISBN | : 9780807770054 |
Since its first appearance, Life in Classrooms has established itself as a classic study of the educational process at its most fundamental level.
| Author | : Robert Morris |
| Publisher | : |
| Total Pages | : 278 |
| Release | : 1989 |
| Genre | : Mathematical statistics |
| ISBN | : |
| Author | : James H. McMillan |
| Publisher | : SAGE |
| Total Pages | : 577 |
| Release | : 2013 |
| Genre | : Education |
| ISBN | : 1412995876 |
The Sage Handbook of Research on Classroom Assessment provides scholars, professors, graduate students, and other researchers and policy makers in the organizations, agencies, testing companies, and school districts with a comprehensive source of research on all aspects of K-12 classroom assessment. The handbook emphasizes theory, conceptual frameworks, and all varieties of research (quantitative, qualitative, mixed methods) to provide an in-depth understanding of the knowledge base in each area of classroom assessment and how to conduct inquiry in the area. It presents classroom assessment research to convey, in depth, the state of knowledge and understanding that is represented by the research, with particular emphasis on how classroom assessment practices affect student achieventment and teacher behavior. Editor James H. McMillan and five Associate Editors bring the best thinking and analysis from leading classroom assessment researchers on the nature of the research, making significant contributions to this prominent and hotly debated topic in education.
| Author | : Hilary Perraton |
| Publisher | : Routledge |
| Total Pages | : 422 |
| Release | : 2002-03-11 |
| Genre | : Education |
| ISBN | : 1134868464 |
Distance education, combining the use of correspondence texts, broadcasting and limited opportunities for face-to-face study, has been used in at least a hundred teacher training programmes over the last 25 years. Distance Education for Teacher Training is the first comparative review of the use of distance education and open learning for the training and upgrading of teachers. The book contains case studies using a broadly common format both to describe and analyse distance teacher training programmes in eleven countries across five continents. The case studies describe the methods used to examine how far the craft of teaching can be studied at a distance. Using a standardised microeconomic framework, they provide unique data on the comparative costs of training teachers by distance and conventional methods. The authors then draw general conclusions about the advantages and drawbacks of using distance education or open learning, about the conditions for success, and about comparative effects and costs. Distance Education for Teacher Training will be of value to all concerned with teacher education, whether in developing or industrialised countries, and to those working in and planning for distance education and open learning.
| Author | : Avi Hofstein |
| Publisher | : BRILL |
| Total Pages | : 445 |
| Release | : 2021-10-25 |
| Genre | : Education |
| ISBN | : 9004503625 |
The book consists of 16 chapters and 2 commentaries describing long term R&D projects in science and mathematics education conducted in the Department of Science Teaching, The Weizmann Institute of Science. Almost all the chapters describe long-term projects, some over the period of 50 years.
| Author | : National Research Council |
| Publisher | : National Academies Press |
| Total Pages | : 399 |
| Release | : 2009-11-13 |
| Genre | : Education |
| ISBN | : 0309147433 |
Early childhood mathematics is vitally important for young children's present and future educational success. Research demonstrates that virtually all young children have the capability to learn and become competent in mathematics. Furthermore, young children enjoy their early informal experiences with mathematics. Unfortunately, many children's potential in mathematics is not fully realized, especially those children who are economically disadvantaged. This is due, in part, to a lack of opportunities to learn mathematics in early childhood settings or through everyday experiences in the home and in their communities. Improvements in early childhood mathematics education can provide young children with the foundation for school success. Relying on a comprehensive review of the research, Mathematics Learning in Early Childhood lays out the critical areas that should be the focus of young children's early mathematics education, explores the extent to which they are currently being incorporated in early childhood settings, and identifies the changes needed to improve the quality of mathematics experiences for young children. This book serves as a call to action to improve the state of early childhood mathematics. It will be especially useful for policy makers and practitioners-those who work directly with children and their families in shaping the policies that affect the education of young children.
