Hasil Pencarian  ::  Simpan CSV :: Kembali

"The three main sections of the book cover the formal data collection and analysis, the qualitative analysis of the case studies, and some of the professional learning activities for teachers. The final section reports the reflections of the authors, especially in relation to the changing educational environment in which the project took place. Many other countries are experiencing similar educational change. The book will supplement other resources for graduate programs for pre-service and in-service mathematics teachers by modeling both a realistic approach to quantitative and qualitative research and a range of practical classroom activities. It will also assist those providing professional learning for teachers in the field unrelated to formal research, as two thirds of the content is based on classroom experiences with mathematics."

"This book offers its readers an intellectual adventure where they can acquire invaluable tools to turn teaching ratio and proportion to professionals and school children into an enjoyable experience. Based on in-depth research, it presents a deep, comprehensive view of the topic, focusing on both the mathematical and psychological-didactical aspects of teaching it. The book reports on hands-on experience in the college classes plus teachers? experience in the actual classroom setting. "

"This book provides the first systematic comparative study of the formal and informal learning of different professional groups, with a particular focus on teachers. Drawing on unique large-scale national surveys of working conditions and learning practices in Canada, teachers are compared with doctors and lawyers, nurses, engineers and computer programmers, as well as other professionals. The class positions of professionals (self-employed, employers, managers or employees) and their different collective bargaining and organizational decision-making powers are found to have significant effects on their formal learning and professional development (PD). Teachers? learning varies according to their professionally-based negotiating and school-based decision-making powers. Two further national surveys of thousands of Canadian classroom teachers as well as more in-depth case studies offer more insight into the array of teachers? formal and informal learning activities. Analyses of regular full-time teachers, occasional teachers and new teachers probe their different learning patterns. The international literature on teacher professional development and related government policies is reviewed and major barriers to job-embedded, ongoing professional learning are identified. Promising alternative forms of integrating teachers? work and their professional learning are illustrated. Teacher empowerment appears to be an effective means to ensure more integrated professional learning as well as to aid fuller realization of knowledge societies and knowledge economies."

"Linguistics is a subject that has remained largely confined to the academy,rather than being integrated into school curricula. This is unfortunate but notsurprising as, although some teacher education programs include courses onlinguistics, it is not comprehensively integrated into teacher education, so it islargely absent from the curriculum.This volume brings together a team of leaders in the field of linguistics andeducation, to provide an overview of the current state of research and practice.It demonstrates changes which can be made to teaching, such as revisingteachers’ preparation, developing and implementing practical applications oflinguistics in both primary and secondary classrooms, partnering linguists withclassroom teachers, and working to improve state and national educationstandards. The contributors emphasize the importance of collaborationbetween professional linguists and educators in order to meet a commongoal: to raise awareness of the workings of language."