Jennifer Pierson – författare
543 kr
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528 kr
Skickas inom 10-15 vardagar
2 134 kr
Skickas inom 10-15 vardagar
588 kr
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This book is an attempt to show that preservice teacher knowledge is substantive and should be part of the wider database of knowledge about teaching and learning in the field of teacher education. From the perspectives of five prospective teacher interns and a teacher educator, this volume brings the experiences of students conducting research during preservice teacher education to life. Charged to conduct a semester long study in the school, the intern-authors studied classroom scenes and their own work, and wrote case studies depicting their experiences. Their pieces -- in their entirety -- compose the central chapters of the book and serve as examples of preservice teacher research. The surrounding chapters examine the interns'' experiences of conducting research during their preservice internship year primarily from the perspective of a teacher educator who studied them and the scene throughout the experience. The teacher educator examines the interns'' approaches to research and the processes they employed to conduct and complete their studies, the interns'' professional growth as a result of their participation in the study, and the impact the project had on the program. This book fills the gaps that exist in the present literature on the use of teacher research during preservice by including the inquiry works of preservice teachers as examples of legitimate, important preliminary research in their own rights, and by addressing the complex issues of conducting this type of study during preservice from multiple perspectives, not just that of the university researcher. While some texts include the perspectives of students and even include portions of students'' own work, this text takes the step of co-authorship, sharing the academic discourse with intern teachers who have produced experience and knowledge that are informative for the field of education as a whole and specifically for teacher education. The text attempts to combine many voices into one thorough, narrative approach, ultimately urging the reader to consider the possibilities of teacher research for advancing knowledge in the field and for enhancing the professional development of the participants.
588 kr
Läs direkt efter köp
This book is an attempt to show that preservice teacher knowledge is substantive and should be part of the wider database of knowledge about teaching and learning in the field of teacher education. From the perspectives of five prospective teacher interns and a teacher educator, this volume brings the experiences of students conducting research during preservice teacher education to life. Charged to conduct a semester long study in the school, the intern-authors studied classroom scenes and their own work, and wrote case studies depicting their experiences. Their pieces -- in their entirety -- compose the central chapters of the book and serve as examples of preservice teacher research. The surrounding chapters examine the interns'' experiences of conducting research during their preservice internship year primarily from the perspective of a teacher educator who studied them and the scene throughout the experience. The teacher educator examines the interns'' approaches to research and the processes they employed to conduct and complete their studies, the interns'' professional growth as a result of their participation in the study, and the impact the project had on the program. This book fills the gaps that exist in the present literature on the use of teacher research during preservice by including the inquiry works of preservice teachers as examples of legitimate, important preliminary research in their own rights, and by addressing the complex issues of conducting this type of study during preservice from multiple perspectives, not just that of the university researcher. While some texts include the perspectives of students and even include portions of students'' own work, this text takes the step of co-authorship, sharing the academic discourse with intern teachers who have produced experience and knowledge that are informative for the field of education as a whole and specifically for teacher education. The text attempts to combine many voices into one thorough, narrative approach, ultimately urging the reader to consider the possibilities of teacher research for advancing knowledge in the field and for enhancing the professional development of the participants.
721 kr
Skickas inom 10-15 vardagar
615 kr
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615 kr
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Ecological indicators and surrogates are used widely by resource managers to monitor and understand complex biota and ecosystem processes. Their potential to guide complex resource management has meant they have been proposed for use in all ecosystems worldwide. Despite extensive research into indicators and surrogates, there remains much controversy about their use, in addition to major issues and knowledge gaps associated with their identification, testing and application.
Indicators and Surrogates of Biodiversity and Environmental Change provides insights into the use of indicators and surrogates in natural resource management and conservation – where to use them, where not to use them, and how to use them. Using an ecological approach, the chapters explore the development, application and efficacy of indicators and surrogates in terrestrial, aquatic, marine and atmospheric environments. The authors identify current gaps in knowledge and articulate the future directions for research needed to close those gaps.
This book is written by the world’s leading thinkers in the area of indicators and surrogates. It is the first major synthesis of learnings about indicators and surrogates and will be a critical resource for the vast number of people developing and applying them in ecosystems around the world. It will be an essential resource for scientists, policy makers and students with interests in surrogates and indicators.