Resultaten voor 'wolff michael roth'
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Teaching Together, Learning Together
Coteaching and cogenerative dialoguing are ways of learning to teach that truly bridge the gap between theory and praxis, as new teachers learn to teach alongside peers and more experienced teachers. These practices are also means of overcoming teacher isolation and burnout. Through cogenerative dialogue sessions, new and experienced teachers, university supervisors, researchers, and administrators are able to create local theory for the purpose of improving teaching and learning. In this book, contributors from four countries report on how coteaching and cogenerative dialoguing worked in their situation.
€ 32,95 -
Re/Constructing Elementary Science
Re/Constructing Elementary Science seeks to improve the way science is taught in the elementary school. There are three main contradictions that make it difficult for teachers and students to engage in meaningful activities from which understandings result. The central issues in this book are framed in terms of three dichotomies that lead to tensions arising from the dialectic of opposing aspects of teaching and learning. First, there is a tension between learning as an individual process (cultural production) and as a cultural process (cultural reproduction). Second, there is a tension between science and technology (applied science). Finally, there exists a tension between children's interaction with nature and their language for describing and explaining nature. Exemplary case studies are featured that show the tremendous capabilities of elementary students to talk about technology and, in the process, to learn to talk science. These case studies are couched in an ongoing professional dialogue among the authors and the requirements to make such exemplary science happen in other classrooms.
€ 36,55 -
Curriculum*-in-the-Making
Curriculum*-in-the-Making theorizes about the living curriculum as an event that is in the making, for the enacted curriculum is something finished, which, only as an object, can be compared to another object. A living curriculum, understood as an event*-in-the-making, leads to a very different appreciation of just what is happening in a classroom. Events* are understood to be in the making so we cannot know the precise nature of what we witness until after completion has been achieved. This book uses lesson fragments to develop a post-constructivist perspective on curriculum that is grounded in a phenomenological approach concerned with understanding the never-ending movement of life. This leads to radically different forms of understanding of curriculum issues such as the subject, ethics, the role of passibility and passivity, the nature of the response, and the learning paradox.
€ 44,45 -
At the Elbow of Another
At the Elbow of Another is about teaching and learning to teach, written from the perspectives and experiences of two educators who teach and, in so doing, learn to teach. Teaching and learning to teach at the elbows of other teachers (including ourselves) provide us with new and different understandings and allow us to describe a different epistemology of teaching. We adopt a first-person perspective on teaching, sometimes our own and at other times that of peers but through the eyes of coparticipants engaged in an activity with the same primary intention of assisting students to learn. Throughout this book, we focus on teaching and learning to teach at different stages of the career ladder and explore different ways of conceiving the roles of researchers, supervisors, evaluators, cooperating teachers, and «new teachers.»
€ 36,55 -
Dialogism
In this book, Wolff-Michael Roth takes a 38-minute conversation in one science classroom as an occasion for analyzing learning and development from a perspective by and large inspired by the works of Mikhail Bakhtin but also influenced by Lev Vygotsky and 20th century European phenomenology and American pragmatism. He throws a new and very different light on the nature and use of language in science classroom, and its transformation. In so doing, he not only exposes the weaknesses of existing theoretical frameworks, including radical and social constructivism, but also exhibits problems in his own previous thinking about knowing and learning in science classrooms. The book particularly addresses issues normally out of the light of sight of science education research, including the material bodily principle, double-voicedness, laughter, coarse language, swearing, the carnal and carnivalistic aspects of life, code-switching, and the role of vernacular in the transformation of scientific language. The author suggests that only a unit of analysis that begins with the fullness of life, singular, unique, and once-occurrent Being, allows an understanding of learning and development, emotion and motivation, that is, knowing science in its relation to the human condition writ large. In this, the book provides responses to questions that conceptual change research, for example, is unable to answer, for example, the learning paradox, the impossibility to eradicate misconceptions, and the resistance of teachers to take a conceptual change position.
€ 39,00 -
Science Education as/for Sociopolitical Action
Science Education as/for Sociopolitical Action is about alternative ways of looking at science education. Rather than focusing on the transfer or construction of knowledge, the authors focus on the role of science education as a starting point for engaging students in social action. Sometimes, social action is the starting point and students learn science and about science as they pursue their goals. The authors provide concrete descriptions for curriculum design, or how an alternative curriculum design has worked in practice. This book shows that science education can be radically different from current practice without losing its appeal.
€ 36,55 -
Doing Teacher-Research
There are many teachers who think about doing research in their own classes and schools but who are perplexed by what appears to be involved. This book is intended for these perplexed practitioners, to provide them with an easily understandable narrative about the concrete praxis of doing research in their classrooms or in those of their teacher peers teaching next door or in the same school. The fundamental idea underlying this book is to provide an easily accessible but nevertheless intellectually honest text that allows teachers to increase their agency with respect to better understanding their praxis and the events in their classrooms by means of research.The author draws on his experience of doing teacher-research while being a high school teacher and department head. Roth uses six concrete research studies that he has conducted alone or with peers to describe the salient parts of any teacher-researcher investigation including: what topic to study; issues of ethics and permissions from students, school, and parents; how and what sources to collect; how to structure resources; how to construct data from the materials; how to derive claims; and how to write a report/research study. Roth chose the case-based approach because cases provide the details necessary for understanding why and how he, as teacher-researcher, has made certain decisions, and what he would do differently today. Using this case-based approach, he allows readers to tie methods choices to situations that they likely are familiar with.
€ 38,50