P. Bruce Uhrmacher – författare

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22 produkter

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22 produkter

Lesson Planning with Purpose
Five Approaches to Curriculum Design
AvChristy McConnell,Bradley Conradm. fl.
Häftad, Engelska, 2020
366 kr
Skickas inom 5-8 vardagar
When teachers and students are both engaged in the educational enterprise, every day has the potential to be transformative. Lesson Planning with Purpose takes readers on a journey through many pathways to engaging and meaningful educational experiences. The text first discusses Perceptive Teaching: the belief that teachers must know themselves and their students while cultivating culturally sensitive, safe, and inviting spaces for learning for all students. Next, five unique approaches to lesson planning are explored: behaviorist, constructivist, aesthetic, ecological, and integrated social–emotional learning. Each chapter provides the rationale for the approach, its theoretical background, practical applications, and critiques and considerations. Chapters end with a sample lesson that can be compared across approaches. Winner of the 2021 American Association for Teaching and Curriculum (AATC) O.L. Davis Outstanding Book Award.Book Features:A comprehensive examination of multiple approaches to lesson planning.Guidance for teachers on when to choose various approaches, as well as how they might mix and match and blend ideas.User-friendly lesson plan templates, sample lessons, and discussion questions.An appendix with lesson plan examples written by practicing teachers across content areas and age groups.
Lesson Planning with Purpose
Five Approaches to Curriculum Design
AvChristy McConnell,Bradley Conradm. fl.
Inbunden, Engelska, 2020
1 097 kr
Skickas inom 5-8 vardagar
When teachers and students are both engaged in the educational enterprise, every day has the potential to be transformative. Lesson Planning with Purpose takes readers on a journey through many pathways to engaging and meaningful educational experiences. The text first discusses Perceptive Teaching: the belief that teachers must know themselves and their students while cultivating culturally sensitive, safe, and inviting spaces for learning for all students. Next, five unique approaches to lesson planning are explored: behaviorist, constructivist, aesthetic, ecological, and integrated social–emotional learning. Each chapter provides the rationale for the approach, its theoretical background, practical applications, and critiques and considerations. Chapters end with a sample lesson that can be compared across approaches. Winner of the 2021 American Association for Teaching and Curriculum (AATC) O.L. Davis Outstanding Book Award. Book Features:A comprehensive examination of multiple approaches to lesson planning. Guidance for teachers on when to choose various approaches, as well as how they might mix and match and blend ideas. User-friendly lesson plan templates, sample lessons, and discussion questions.An appendix with lesson plan examples written by practicing teachers across content areas and age groups.
Using Educational Criticism and Connoisseurship for Qualitative Research
AvP Bruce Uhrmacher,Christy McConnell Moroyem. fl.
Inbunden, Engelska, 2016
2 121 kr
Skickas inom 10-15 vardagar
Using Educational Criticism and Connoisseurship for Qualitative Research develops the practical elements of educational criticism, a form of qualitative inquiry that takes its lead from the work that critics have done in fields such as the visual arts, music, literature, drama and dance. Written by leading scholars in the field of curriculum studies, and research methods, this book explores the interpretive and evaluative aspects of educational criticism, through which the educational critic offers means for understanding and attributing significance to educational events. Featuring chapter-by-chapter activities, guiding questions, and key terms, this volume addresses matters of study design, pedagogy, and trends in doing educational criticism and connoisseurship. By offering a uniquely in-depth account of this research method, Using Educational Criticism and Connoisseurship for Qualitative Research is accessible to researchers and students in curriculum and instruction, educational leadership, and higher education.
Using Educational Criticism and Connoisseurship for Qualitative Research
AvP Bruce Uhrmacher,Christy McConnell Moroyem. fl.
Häftad, Engelska, 2016
416 kr
Skickas inom 10-15 vardagar
Using Educational Criticism and Connoisseurship for Qualitative Research develops the practical elements of educational criticism, a form of qualitative inquiry that takes its lead from the work that critics have done in fields such as the visual arts, music, literature, drama and dance. Written by leading scholars in the field of curriculum studies, and research methods, this book explores the interpretive and evaluative aspects of educational criticism, through which the educational critic offers means for understanding and attributing significance to educational events. Featuring chapter-by-chapter activities, guiding questions, and key terms, this volume addresses matters of study design, pedagogy, and trends in doing educational criticism and connoisseurship. By offering a uniquely in-depth account of this research method, Using Educational Criticism and Connoisseurship for Qualitative Research is accessible to researchers and students in curriculum and instruction, educational leadership, and higher education.
Using Educational Criticism and Connoisseurship for Qualitative Research
AvDavid J. Flinders,Christy McConnell Moroyem. fl.
E-bok
Engelska, 2016
489 kr
Läs direkt efter köp
Using Educational Criticism and Connoisseurship for Qualitative Research develops the practical elements of educational criticism, a form of qualitative inquiry that takes its lead from the work that critics have done in fields such as the visual arts, music, literature, drama and dance. Written by leading scholars in the field of curriculum studies, and research methods, this book explores the interpretive and evaluative aspects of educational criticism, through which the educational critic offers means for understanding and attributing significance to educational events. Featuring chapter-by-chapter activities, guiding questions, and key terms, this volume addresses matters of study design, pedagogy, and trends in doing educational criticism and connoisseurship. By offering a uniquely in-depth account of this research method, Using Educational Criticism and Connoisseurship for Qualitative Research is accessible to researchers and students in curriculum and instruction, educational leadership, and higher education.
Using Educational Criticism and Connoisseurship for Qualitative Research
AvDavid J. Flinders,Christy McConnell Moroyem. fl.
E-bok
PDF, Engelska, 2016
489 kr
Läs direkt efter köp
Using Educational Criticism and Connoisseurship for Qualitative Research develops the practical elements of educational criticism, a form of qualitative inquiry that takes its lead from the work that critics have done in fields such as the visual arts, music, literature, drama and dance. Written by leading scholars in the field of curriculum studies, and research methods, this book explores the interpretive and evaluative aspects of educational criticism, through which the educational critic offers means for understanding and attributing significance to educational events. Featuring chapter-by-chapter activities, guiding questions, and key terms, this volume addresses matters of study design, pedagogy, and trends in doing educational criticism and connoisseurship. By offering a uniquely in-depth account of this research method, Using Educational Criticism and Connoisseurship for Qualitative Research is accessible to researchers and students in curriculum and instruction, educational leadership, and higher education.
Curriculum and Teaching Dialogue Vol 13 Issue 1 & 2
AvDavid J. Flinders,P. Bruce Uhrmacher
Häftad, Engelska, 2011
605 kr
Skickas inom 5-8 vardagar
Curriculum and Teaching Dialogue is the journal of the American Association of Teaching and Curriculum (AATC). An important historical event in the development of organizations dealing with the scholarly field of teaching and curriculum was the founding of the AATC on October 1, 1993. The members of the AATC believed that the time was long overdue to recognize teaching and curriculum as a basic field of scholarly study, to constitute a national learned society for the scholarly field of teaching and curriculum (teaching is the more inclusive concept; curriculum is an integral part of teaching–the 'what to teach' aspect). Since that AATC has produced scholarship in teaching and curriculum and serve the general public through its conferences, journals, and the interaction of its members. The purpose of the organization as originally defined in Article 1, Section 2 of the AATC Constitution: 'To promote the scholarly study of teaching and curriculum; all analytical and interpretive approaches that are appropriate for the scholarly study of teaching and curriculum shall be encouraged.' Curriculum and Teaching Dialogue seeks to fulfill that mission.
Curriculum and Teaching Dialogue Vol 13 Issue 1 & 2
AvDavid J. Flinders,P. Bruce Uhrmacher
Inbunden, Engelska, 2011
1 070 kr
Skickas inom 5-8 vardagar
Curriculum and Teaching Dialogue is the journal of the American Association of Teaching and Curriculum (AATC). An important historical event in the development of organizations dealing with the scholarly field of teaching and curriculum was the founding of the AATC on October 1, 1993. The members of the AATC believed that the time was long overdue to recognize teaching and curriculum as a basic field of scholarly study, to constitute a national learned society for the scholarly field of teaching and curriculum (teaching is the more inclusive concept; curriculum is an integral part of teaching–the 'what to teach' aspect). Since that AATC has produced scholarship in teaching and curriculum and serve the general public through its conferences, journals, and the interaction of its members. The purpose of the organization as originally defined in Article 1, Section 2 of the AATC Constitution: 'To promote the scholarly study of teaching and curriculum; all analytical and interpretive approaches that are appropriate for the scholarly study of teaching and curriculum shall be encouraged.' Curriculum and Teaching Dialogue seeks to fulfill that mission.
Curriculum and Teaching Dialogue Vol 13 Issue 1 & 2
AvP. Bruce Uhrmacher,David J. Flinders
E-bok
Engelska, 2011
432 kr
Läs direkt efter köp
Curriculum and Teaching Dialogue is the journal of the American Association of Teaching and Curriculum (AATC). An important historical event in the development of organizations dealing with the scholarly field of teaching and curriculum was the founding of the AATC on October 1, 1993. The members of the AATC believed that the time was long overdue to recognize teaching and curriculum as a basic field of scholarly study, to constitute a national learned society for the scholarly field of teaching and curriculum (teaching is the more inclusive concept; curriculum is an integral part of teaching-the 'what to teach' aspect). Since that AATC has produced scholarship in teaching and curriculum and serve the general public through its conferences, journals, and the interaction of its members. The purpose of the organization as originally defined in Article 1, Section 2 of the AATC Constitution: 'To promote the scholarly study of teaching and curriculum; all analytical and interpretive approaches that are appropriate for the scholarly study of teaching and curriculum shall be encouraged.' Curriculum and Teaching Dialogue seeks to fulfill that mission.
Curriculum and Teaching Dialogue Vol 14 Issue 1 & 2
AvDavid J. Flinders,P. Bruce Uhrmacher
Häftad, Engelska, 2012
605 kr
Skickas inom 5-8 vardagar
Curriculum and Teaching Dialogue is the journal of the American Association of Teaching and Curriculum (AATC). An important historical event in the development of organizations dealing with the scholarly field of teaching and curriculum was the founding of the AATC on October 1, 1993. The members of the AATC believed that the time was long overdue to recognize teaching and curriculum as a basic field of scholarly study, to constitute a national learned society for the scholarly field of teaching and curriculum (teaching is the more inclusive concept; curriculum is an integral part of teaching–the 'what to teach' aspect). Since that AATC has produced scholarship in teaching and curriculum and serve the general public through its conferences, journals, and the interaction of its members. The purpose of the organization as originally defined in Article 1, Section 2 of the AATC Constitution: 'To promote the scholarly study of teaching and curriculum; all analytical and interpretive approaches that are appropriate for the scholarly study of teaching and curriculum shall be encouraged.' Curriculum and Teaching Dialogue seeks to fulfill that mission.
Curriculum and Teaching Dialogue Vol 14 Issue 1 & 2
AvDavid J. Flinders,P. Bruce Uhrmacher
Inbunden, Engelska, 2012
1 070 kr
Skickas inom 5-8 vardagar
Curriculum and Teaching Dialogue (CTD) is a publication of the American Association of Teaching and Curriculum (AATC), a national learned society for the scholarly field of teaching and curriculum. The field includes those working on the theory, design and evaluation of educational programs at large. At the university level, faculty members identified with this field are typically affiliated with the departments of curriculum and instruction, teacher education, educational foundations, elementary education, secondary education, and higher education. CTD promotes all analytical and interpretive approaches that are appropriate for the scholarly study of teaching and curriculum. In fulfillment of this mission, CTD addresses a range of issues across the broad fields of educational research and policy for all grade levels and types of educational programs.
Curriculum and Teaching Dialogue Vol 14 Issue 1 & 2
AvP. Bruce Uhrmacher,David J. Flinders
E-bok
Engelska, 2012
432 kr
Läs direkt efter köp
Curriculum and Teaching Dialogue is the journal of the American Association of Teaching and Curriculum (AATC). An important historical event in the development of organizations dealing with the scholarly field of teaching and curriculum was the founding of the AATC on October 1, 1993. The members of the AATC believed that the time was long overdue to recognize teaching and curriculum as a basic field of scholarly study, to constitute a national learned society for the scholarly field of teaching and curriculum (teaching is the more inclusive concept; curriculum is an integral part of teaching-the 'what to teach' aspect). Since that AATC has produced scholarship in teaching and curriculum and serve the general public through its conferences, journals, and the interaction of its members. The purpose of the organization as originally defined in Article 1, Section 2 of the AATC Constitution: 'To promote the scholarly study of teaching and curriculum; all analytical and interpretive approaches that are appropriate for the scholarly study of teaching and curriculum shall be encouraged.' Curriculum and Teaching Dialogue seeks to fulfill that mission.
Curriculum and Teaching Dialogue Vol 15 Issue 1 & 2
AvDavid J. Flinders,P. Bruce Uhrmacherm. fl.
Häftad, Engelska, 2013
605 kr
Skickas inom 5-8 vardagar
Curriculum and Teaching Dialogue (CTD) is a publication of the American Association of Teaching and Curriculum (AATC), a national learned society for the scholarly field of teaching and curriculum. The field includes those working on the theory, design and evaluation of educational programs at large. At the university level, faculty members identified with this field are typically affiliated with the departments of curriculum and instruction, teacher education, educational foundations, elementary education, secondary education, and higher education. CTD promotes all analytical and interpretive approaches that are appropriate for the scholarly study of teaching and curriculum. In fulfillment of this mission, CTD addresses a range of issues across the broad fields of educational research and policy for all grade levels and types of educational programs.
Curriculum and Teaching Dialogue Vol 15 Issue 1 & 2
AvDavid J. Flinders,P. Bruce Uhrmacherm. fl.
Inbunden, Engelska, 2013
1 070 kr
Skickas inom 5-8 vardagar
Curriculum and Teaching Dialogue (CTD) is a publication of the American Association of Teaching and Curriculum (AATC), a national learned society for the scholarly field of teaching and curriculum. The field includes those working on the theory, design and evaluation of educational programs at large. At the university level, faculty members identified with this field are typically affiliated with the departments of curriculum and instruction, teacher education, educational foundations, elementary education, secondary education, and higher education. CTD promotes all analytical and interpretive approaches that are appropriate for the scholarly study of teaching and curriculum. In fulfillment of this mission, CTD addresses a range of issues across the broad fields of educational research and policy for all grade levels and types of educational programs.
Curriculum and Teaching Dialogue Vol 15 Issue 1 & 2
AvChristy M. Moroye,P. Bruce Uhrmacherm. fl.
E-bok
Engelska, 2013
432 kr
Läs direkt efter köp
Curriculum and Teaching Dialogue (CTD) is a publication of the American Association of Teaching and Curriculum (AATC), a national learned society for the scholarly field of teaching and curriculum. The field includes those working on the theory, design and evaluation of educational programs at large. At the university level, faculty members identified with this field are typically affiliated with the departments of curriculum and instruction, teacher education, educational foundations, elementary education, secondary education, and higher education. CTD promotes all analytical and interpretive approaches that are appropriate for the scholarly study of teaching and curriculum. In fulfillment of this mission, CTD addresses a range of issues across the broad fields of educational research and policy for all grade levels and types of educational programs.
Curriculum and Teaching Dialogue Vol 16 Issue 1 & 2
AvDavid J. Flinders,P. Bruce Uhrmacherm. fl.
Häftad, Engelska, 2014
605 kr
Skickas inom 5-8 vardagar
Curriculum and Teaching Dialogue (CTD) is a publication of the American Association of Teaching and Curriculum (AATC), a national learned society for the scholarly fields of teaching and curriculum. The fields includes those working on the theory, design and evaluation of educational programs at large. University faculty members identified with this field are typically affiliated with the departments of curriculum and instruction, teacher education, educational foundations, elementary education, secondary education, and higher education.CTD promotes all analytical and interpretive approaches that are appropriate for the scholarly study of teaching and curriculum. In fulfillment of this mission, CTD addresses a range of issues across the broad fields of educational research and policy for all grade levels and types of educational programs.
Curriculum and Teaching Dialogue Vol 16 Issue 1 & 2
AvDavid J. Flinders,P. Bruce Uhrmacherm. fl.
Inbunden, Engelska, 2014
1 070 kr
Skickas inom 5-8 vardagar
Curriculum and Teaching Dialogue (CTD) is a publication of the American Association of Teaching and Curriculum (AATC), a national learned society for the scholarly fields of teaching and curriculum. The fields includes those working on the theory, design and evaluation of educational programs at large. University faculty members identified with this field are typically affiliated with the departments of curriculum and instruction, teacher education, educational foundations, elementary education, secondary education, and higher education.CTD promotes all analytical and interpretive approaches that are appropriate for the scholarly study of teaching and curriculum. In fulfillment of this mission, CTD addresses a range of issues across the broad fields of educational research and policy for all grade levels and types of educational programs.
Curriculum and Teaching Dialogue Vol 16 Issue 1 & 2
AvChristy M. Moroye,P. Bruce Uhrmacherm. fl.
E-bok
Engelska, 2014
432 kr
Läs direkt efter köp
Curriculum and Teaching Dialogue (CTD) is a publication of the American Association of Teaching and Curriculum (AATC), a national learned society for the scholarly fields of teaching and curriculum. The fields includes those working on the theory, design and evaluation of educational programs at large. University faculty members identified with this field are typically affiliated with the departments of curriculum and instruction, teacher education, educational foundations, elementary education, secondary education, and higher education.
CTD promotes all analytical and interpretive approaches that are appropriate for the scholarly study of teaching and curriculum. In fulfillment of this mission, CTD addresses a range of issues across the broad fields of educational research and policy for all grade levels and types of educational programs.
Curriculum and Teaching Dialogue Vol 16 Issue 1 & 2
AvChristy M. Moroye,P. Bruce Uhrmacherm. fl.
E-bok
Engelska, 2014
647 kr
Läs direkt efter köp
Curriculum and Teaching Dialogue (CTD) is a publication of the American Association of Teaching and Curriculum (AATC), a national learned society for the scholarly fields of teaching and curriculum. The fields includes those working on the theory, design and evaluation of educational programs at large. University faculty members identified with this field are typically affiliated with the departments of curriculum and instruction, teacher education, educational foundations, elementary education, secondary education, and higher education.CTD promotes all analytical and interpretive approaches that are appropriate for the scholarly study of teaching and curriculum. In fulfillment of this mission, CTD addresses a range of issues across the broad fields of educational research and policy for all grade levels and types of educational programs.
Curriculum and Teaching Dialogue Vol 15 Issue 1 & 2
AvChristy M. Moroye,P. Bruce Uhrmacherm. fl.
E-bok
Engelska, 2013
647 kr
Läs direkt efter köp
Curriculum and Teaching Dialogue (CTD) is a publication of the American Association of Teaching and Curriculum (AATC), a national learned society for the scholarly field of teaching and curriculum. The field includes those working on the theory, design and evaluation of educational programs at large. At the university level, faculty members identified with this field are typically affiliated with the departments of curriculum and instruction, teacher education, educational foundations, elementary education, secondary education, and higher education. CTD promotes all analytical and interpretive approaches that are appropriate for the scholarly study of teaching and curriculum. In fulfillment of this mission, CTD addresses a range of issues across the broad fields of educational research and policy for all grade levels and types of educational programs.
Curriculum and Teaching Dialogue Vol 14 Issue 1 & 2
AvP. Bruce Uhrmacher,David J. Flinders
E-bok
Engelska, 2012
647 kr
Läs direkt efter köp
Curriculum and Teaching Dialogue is the journal of the American Association of Teaching and Curriculum (AATC). An important historical event in the development of organizations dealing with the scholarly field of teaching and curriculum was the founding of the AATC on October 1, 1993. The members of the AATC believed that the time was long overdue to recognize teaching and curriculum as a basic field of scholarly study, to constitute a national learned society for the scholarly field of teaching and curriculum (teaching is the more inclusive concept; curriculum is an integral part of teaching-the 'what to teach' aspect). Since that AATC has produced scholarship in teaching and curriculum and serve the general public through its conferences, journals, and the interaction of its members. The purpose of the organization as originally defined in Article 1, Section 2 of the AATC Constitution: 'To promote the scholarly study of teaching and curriculum; all analytical and interpretive approaches that are appropriate for the scholarly study of teaching and curriculum shall be encouraged.' Curriculum and Teaching Dialogue seeks to fulfill that mission.
Curriculum and Teaching Dialogue Vol 13 Issue 1 & 2
AvP. Bruce Uhrmacher,David J. Flinders
E-bok
Engelska, 2011
647 kr
Läs direkt efter köp
Curriculum and Teaching Dialogue is the journal of the American Association of Teaching and Curriculum (AATC). An important historical event in the development of organizations dealing with the scholarly field of teaching and curriculum was the founding of the AATC on October 1, 1993. The members of the AATC believed that the time was long overdue to recognize teaching and curriculum as a basic field of scholarly study, to constitute a national learned society for the scholarly field of teaching and curriculum (teaching is the more inclusive concept; curriculum is an integral part of teaching-the 'what to teach' aspect). Since that AATC has produced scholarship in teaching and curriculum and serve the general public through its conferences, journals, and the interaction of its members. The purpose of the organization as originally defined in Article 1, Section 2 of the AATC Constitution: 'To promote the scholarly study of teaching and curriculum; all analytical and interpretive approaches that are appropriate for the scholarly study of teaching and curriculum shall be encouraged.' Curriculum and Teaching Dialogue seeks to fulfill that mission.

Företag, bibliotek eller offentlig verksamhet?

P. Bruce Uhrmacher – författare

Lesson Planning with Purpose

Lesson Planning with Purpose

Using Educational Criticism and Connoisseurship for Qualitative Research

Using Educational Criticism and Connoisseurship for Qualitative Research

Using Educational Criticism and Connoisseurship for Qualitative Research

Using Educational Criticism and Connoisseurship for Qualitative Research

Curriculum and Teaching Dialogue Vol 13 Issue 1 & 2

Curriculum and Teaching Dialogue Vol 13 Issue 1 & 2

Curriculum and Teaching Dialogue Vol 13 Issue 1 & 2

Curriculum and Teaching Dialogue Vol 14 Issue 1 & 2

Curriculum and Teaching Dialogue Vol 14 Issue 1 & 2

Curriculum and Teaching Dialogue Vol 14 Issue 1 & 2

Curriculum and Teaching Dialogue Vol 15 Issue 1 & 2

Curriculum and Teaching Dialogue Vol 15 Issue 1 & 2

Curriculum and Teaching Dialogue Vol 15 Issue 1 & 2

Curriculum and Teaching Dialogue Vol 16 Issue 1 & 2

Curriculum and Teaching Dialogue Vol 16 Issue 1 & 2

Curriculum and Teaching Dialogue Vol 16 Issue 1 & 2

Curriculum and Teaching Dialogue Vol 16 Issue 1 & 2

Curriculum and Teaching Dialogue Vol 15 Issue 1 & 2

Curriculum and Teaching Dialogue Vol 14 Issue 1 & 2

Curriculum and Teaching Dialogue Vol 13 Issue 1 & 2

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