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This book covers synergy of online practices by stressing the critical success factors of online pedagogy. It guides readers to have knowledge on online course design; online teaching, tutoring; online learning process and learners; organizational support and collaboration. Furthermore, this book gives insights on barriers in online education practices. In addition, it enriches readers by underlying practices of online education with focusing on the role of action research in online pedagogy.
This book gives insights on online education and leadership in higher education courses. It is a handbook to show a road map of online learning and teaching. In this respect, the role of online pedagogy is underlined for the quality of higher education practices. Knowing how to be digital leader in online education is important to be succeed in learning and teaching process. This handbook is a facilitator for current trend in online education.
Where, in the digitizing world, is the field of choral pedagogy moving? Editors Frank Abrahams and Paul D. Head, both experienced choral conductors and teachers, offer here a comprehensive handbook of newly-commissioned chapters that provide key scholarly-critical perspectives on teaching and learning in the field of choral music, written by academic scholars and researchers in tandem with active choral conductors.
Revision with unchanged content. This book explores how dimensions of reflexive thinking in social foundations pedagogy facilitate an understanding of student and teacher talk and text in a social foundations classroom. Even though pedagogy is defined as both thinking and acting, traditional discussions about teacher pedagogy in teacher education have often focused on the behavior or actions of teachers in the classroom. This book introduces another way to think about pedagogy and focuses on the thinking aspect of pedagogy; thinking in pedagogy is portrayed as a way in which theoretic meaning can be derived from students’ talk and text in the classroom. The concept of reflexive thinking is introduced which draws on Garman’s (1998) levels of reflection. This framework is used to explore the problematics of teaching social foundations in order to come to theoretic understandings of students’ talk and text. Five fictive vignettes are crafted from student and teacher discourses which demonstrate the notion of reflexive thinking in pedagogy. Each vignette explores a problematic encountered while teaching social foundations and attempts to identify theories that can help explain student and teacher text and talk. These vignettes can assist other instructors who address contentious issues such as race, class, gender and sexual orientation in their classrooms.
This study addressed students’ lack of access for students to progressive education pedagogy in a Northeastern United States school district, and explored activities and pedagogy reflective of progressive education. Research has shown that in order to implement an effective progressive education model, educators must understand the principles inherent within the progressive education model. Findings indicated key components of activities and pedagogy reflective of progressive education, and its practice. As a result, a multi-day training for educators in the implementation of activities and pedagogy reflective of education was developed. Implications for positive social change include a better understanding of progressive education and its implementation on the part of community education model members and educators, in addition to increased access to a progressive education model for students.
The Oxford Handbook of International Organizations provides an authoritative account of the law and politics of international organizations. Looking at the role, function, and history of organizations, this Handbook offers a wide ranging and thorough analysis of the area.
Ray Poynter The Handbook of Online and Social Media Research. Tools and Techniques for Market Researchers