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Author: ALEXIS L. JONES
Publisher:
ISBN: 9789798887307
Category :
Languages : en
Pages : 0
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Author: ALEXIS L. JONES
Publisher:
ISBN: 9789798887307
Category :
Languages : en
Pages : 0
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Author: Alexis L. Jones
Publisher: IAP
ISBN:
Category : Education
Languages : en
Pages : 131
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Book Description
This book contains an argument supported by education philosophers as well as composite stories, data, and personal experiences. The author mentions a number of scholars (e.g., Benjamin, 1988; Buber, 1970; Noddings, 2005, 2013; Palmer, 1983; van Manen, 1986, 1991, 2000) who address important human issues in the field of education, and she ties their work and hers to show common themes within the issues of care, responsivity, and relational ethics. The first part of the book (Introduction and Chapters 1-3) is primarily philosophical, and the author shares the thoughts of the aforementioned scholars and others on topics relating to the very human work teachers do. The next section of the book (Chapters 4-6) combines theoretical works and empirical data to address the complexity and humanity of teaching. While the work described in the aforementioned chapters may appear to present an idea of ethical teacher perfection, this is not the case. Teachers are not supposed to be, nor are they logistically able to be, all things to all children. The final chapter instead addresses how stakeholders (e.g., educators, administrators, parents) can gently move our traditional education system toward this ideal. This conclusion shares the ways teachers and teacher educators can conceptualize the work on teaching-as-human-interaction and use it to improve the teaching perception. ENDORSEMENTS: "Readers of this superb book will be convinced by the end of it that kindness and care are fundamental to good teaching. Based on vast teaching experience and a philosophy of care ethics, Alexis Jones portrays teaching as a far ‘messier’ human interaction than is ever formally recognized. Using scholarly debate and wonderfully narrated examples, the book advocates an ethics of care for teachers navigating interminable choices in almost every moment. But beware thinking that teaching-the-Alexis-Jones-way is a soft option. Quite the contrary, striving similarly for academic attainment and caring teacher – student relationships involves challenging endeavors for both teacher and student alike." — David Walker, The University of Alabama
Author: Vanessa Rodriguez
Publisher: New Press, The
ISBN: 1620970228
Category : Education
Languages : en
Pages : 179
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Book Description
“A significant contribution to understanding the interaction among teachers, students, the environment, and the content of learning” (Herbert Kohl, education advocate and author). What is at work in the mind of a five-year-old explaining the game of tag to a new friend? What is going on in the head of a thirty-five-year-old parent showing a first-grader how to button a coat? And what exactly is happening in the brain of a sixty-five-year-old professor discussing statistics with a room full of graduate students? While research about the nature and science of learning abounds, shockingly few insights into how and why humans teach have emerged—until now. Countering the dated yet widely held presumption that teaching is simply the transfer of knowledge from one person to another, The Teaching Brain weaves together scientific research and real-life examples to show that teaching is a dynamic interaction and an evolutionary cognitive skill that develops from birth to adulthood. With engaging, accessible prose, Harvard researcher Vanessa Rodriguez reveals what it actually takes to become an expert teacher. At a time when all sides of the teaching debate tirelessly seek to define good teaching—or even how to build a better teacher—The Teaching Brain upends the misguided premises for how we measure the success of teachers. “A thoughtful analysis of current educational paradigms . . . Rodriguez’s case for altering pedagogy to match the fluctuating dynamic forces in the classroom is both convincing and steeped in common sense.” —Publishers Weekly
Author: Nathaniel Lees Gage
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 68
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Author: Gene Stanford
Publisher:
ISBN:
Category : Group work in education
Languages : en
Pages : 332
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Author:
Publisher:
ISBN:
Category : Federal aid to education
Languages : en
Pages : 68
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Author: Norbert M. Seel
Publisher: Springer Science & Business Media
ISBN: 1441914277
Category : Education
Languages : en
Pages : 3643
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Book Description
Over the past century, educational psychologists and researchers have posited many theories to explain how individuals learn, i.e. how they acquire, organize and deploy knowledge and skills. The 20th century can be considered the century of psychology on learning and related fields of interest (such as motivation, cognition, metacognition etc.) and it is fascinating to see the various mainstreams of learning, remembered and forgotten over the 20th century and note that basic assumptions of early theories survived several paradigm shifts of psychology and epistemology. Beyond folk psychology and its naïve theories of learning, psychological learning theories can be grouped into some basic categories, such as behaviorist learning theories, connectionist learning theories, cognitive learning theories, constructivist learning theories, and social learning theories. Learning theories are not limited to psychology and related fields of interest but rather we can find the topic of learning in various disciplines, such as philosophy and epistemology, education, information science, biology, and – as a result of the emergence of computer technologies – especially also in the field of computer sciences and artificial intelligence. As a consequence, machine learning struck a chord in the 1980s and became an important field of the learning sciences in general. As the learning sciences became more specialized and complex, the various fields of interest were widely spread and separated from each other; as a consequence, even presently, there is no comprehensive overview of the sciences of learning or the central theoretical concepts and vocabulary on which researchers rely. The Encyclopedia of the Sciences of Learning provides an up-to-date, broad and authoritative coverage of the specific terms mostly used in the sciences of learning and its related fields, including relevant areas of instruction, pedagogy, cognitive sciences, and especially machine learning and knowledge engineering. This modern compendium will be an indispensable source of information for scientists, educators, engineers, and technical staff active in all fields of learning. More specifically, the Encyclopedia provides fast access to the most relevant theoretical terms provides up-to-date, broad and authoritative coverage of the most important theories within the various fields of the learning sciences and adjacent sciences and communication technologies; supplies clear and precise explanations of the theoretical terms, cross-references to related entries and up-to-date references to important research and publications. The Encyclopedia also contains biographical entries of individuals who have substantially contributed to the sciences of learning; the entries are written by a distinguished panel of researchers in the various fields of the learning sciences.
Author: Clark E. Moustakas
Publisher:
ISBN:
Category : Psychology
Languages : en
Pages : 288
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TOP NAVIGATION BARThe Teacher and the Child: Personal Interaction in the ClassroomClark E. MoustakasBOOK COVER SPACER LIST PRICE: $44.95MEMBER/AFFILIATE PRICE: $44.95284 pagesITEM #: 4320225ISBN: 1-59147-710-7ISBN 13: 978-1-59147-710-5PUBLICATION DATE: 1956EDITION: SoftcoverView the Table of ContentsSPACER YOUR SHOPPING CARTTOP OF SHOPPING CART BOXADD TO CARTVIEW CARTCHECK OUTSPACERCopyright and PermissionsRequest permission to reuse material from this book.This book is not meant as a prescription for the ideal relationship between teacher and child, but rather as an opportunity for the individual teacher to experience something creative in his own right through the personal interactions of other teachers and of children. It presents a point of view regarding the individual experience of reality and principles of individual psychology with special reference to education and learning. It attempts to show in detail how the perceptions of teachers are expanded and enriched as they explore in the classroom the essence of their relationships with individual children.The attempt throughout the book has been to create a meaningful experience in which the value of unqualified personal being in human interaction is stressed. Thus the reader is encouraged to approach this book perceptually in the light of his own special personal experiences, and to perceive ideas and meanings imaginatively from the perspective of his unique self. The book may stimulate and open up possibilities for a more genuine understanding of the interpersonal process in the classroom and a more spontaneous, true relationship between the teacher and the child. Thus, in general, this book is addressed to anyone interested in human interaction and the creative potentiality existing within the essential being of individuals, and, more specifically, to teachers who want to bring their own specialized and unique beings to a more personally meaningful and satisfying experience with children.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages :
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Author: A. W Bates
Publisher:
ISBN: 9780995269231
Category :
Languages : en
Pages :
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