Und dann auf "Zum Home-Bildschirm [+]".
Stöbern
genialokal zum Startbildschirm hinzufügen
Installieren Sie die genialokal App auf Ihrem Startbildschirm für einen schnellen Zugriff und eine komfortable Nutzung.
Installieren Sie die genialokal App auf Ihrem Startbildschirm für einen schnellen Zugriff und eine komfortable Nutzung.
The first few years of teaching represent an intense period of experimentation and learning, leading to the adoption of learner-centered practices to help students achieve. A critical incident or nagging problem triggers critical reflection on practice, experimentation, the adoption of new approaches, and permanent changes in practice. When teachers improve their practice through action research and collaboration with colleagues, students predictably learn more. Inspecting the "core" areas of teaching and learning helps teachers critically reflect on practice to improve and innovate. Drawing on research and best practices from education and psychology, readers learn how four "motivational pathways" attract even the most reluctant and resistant learners to learning. While many recognize the importance of well prepared and accomplished teachers in helping students learn, too few recognize the need for continuous learning as the surest route to gaining expertise in teaching and increasing student achievement. Practical models and strategies presented in this book will help teachers address the important challenges facing schools today, including supporting disadvantaged learners, raising student achievement, and challenging all students to achieve their potential.
Dr. Sarah J. Noonan, is associate professor at the University of St. Thomas in Minneapolis, Minnesota, where she teaches graduate courses in leadership, professional development and supervision, research, and communication. Dr. Noonan previously served as a superintendent and assistant superintendent of schools, director of teaching and learning, state director of gifted education, and K-12 teacher before receiving her faculty appointment at the University of St. Thomas in 2000.
ACKNOWLEDGEMENTS
FOREWORD
PREFACE
INTRODUCTION
CHAPTER ONE: ACCIDENTAL DISCOVERIES AND TEACHER LEARNING
CHAPTER TWO: HOW REAL TEACHERS LEARN
CHAPTER THREE: THRESHOLD CROSSINGS AND CONCEPTS IN LEARNING
CHAPTER FOUR: TEACHER EFFECTIVENESS AND LEARNER-CENTERED PRACTICE
CHAPTER FIVE: CORE KNOWLEDGE OF TEACHING
CHAPTER SIX: MOTIVATING PATHWAYS FOR LEARNING
CHAPTER SEVEN: ENGAGING LEARNERS AND PEDAGOGY
CHAPTER EIGHT: CHALLENGING AND SUPPORTING ALL STUDENTS
CHAPTER NINE: PARADOXES IN TEACHING AND CRITICALLY REFLECTIVE PRACTICE
REFERENCES
