Literaturnachweis - Detailanzeige
Autor/inn/en | Nehring, James; Szczesiul, Stacy; Charner-Laird, Megin |
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Titel | Bridging the progressive-traditional divide in education reform. A unifying vision for teaching, learning, and system level supports. |
Quelle | New York, NY: Routledge (2019) |
Sprache | englisch |
Dokumenttyp | gedruckt; Monographie |
ISBN | 9781138354616 |
Schlagwörter | Educational change; United States; Education; Aims and objectives; Competency-based education; Progressive education; Motivation in education; Children with social disabilities; Bildungsgeschichte Bildungsreform; USA; Bildung; Erziehung; Aim; Aims; Objectives; Zweck; Ziel; Ziele; Zielsetzung; Education; Competence; Competency; Competency based education; Unterricht; Kompetenzorientierte Methode; Reformpädagogik; Progressive Erziehung; Motivation; Educational motivation; psychologische; Motivation (psychologisch); Bildungsmotivation; Child; Children; Social disabilities; Kind; Kinder; Verhaltensstörung; Soziales Verhalten |
Abstract | Introduction : non-honors English -- A unifying vision for teaching and learning -- Exemplary teaching and the unacknowledged consensus -- Agreement from policy leaders -- Agreement from historic and emerging pedagogies -- Agreement from contemporary research -- Why don't all teachers teach this way? -- How most teachers teach and why -- System support -- Pluralism -- Assessment -- Organization -- Final thoughts : excellence is a discipline. |
Erfasst von | Library of Congress, Washington, DC |
Update | 2019/2/04 |