ePub Reasons for Learning: Expanding the Conversation on Student-Teacher Collaboration download
by John G. Nicholls,Theresa A. Thorkildsen
Foreword, Seymour B. Sarason - Introduction: Beyond What Works, John G. Nicholls and Theresa A. Thorkildsen - 1. Big Science, Little Teachers: Knowledge and Motives Concerning Student Motivation, John G. Nicholls and Susan B. Nolen - 2. From Teachers as Experimental.
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Terri Thorkildsen currently works at the Department of Educational Psychology, University of Illinois at Chicago. Reasons for learning: Expanding the conversation on student–teacher collaboration. John G. (Ed) Nicholls. Her most recent book is titled, Adolescents' Self-Discovery in Groups. The notion that the teacher should be active in educational inquiry has gained much ground.
Personal Name: Nicholls, John . 1940-
Personal Name: Nicholls, John . 1940-.
Books Categories Teachers College Press, Teachers College, Columbia University, (c)1995. Physical Description: xi, 180 p. : ill. ;, 24 cm.
Teachers College Press, Teachers College, Columbia University, (c)1995.
John G. Nicholls, Theresa A. Thorkildsen. The Competitive Ethos and Democratic Education
book by John G. Nicholls. In this collection of seven essays, students and teachers are cast as collaborators in investigations about the means and ends of schooling. The Competitive Ethos and Democratic Education. Pioneers of Neurobiology: My Brilliant Eccentric Heroes. From Neuron to Brain: A Cellular and Molecular Approach to the Function of the Nervous System.
Reasons for learning: Expanding the conversation on student–teacher collaboration. In this collection of 7 essays, students and teachers are cast as collaborators in investigations about the ends and means of schooling. Together, students and teachers jointly form constructive reasons for learning. As a supplementary text, this book could be used in a number of teacher education undergraduate and graduate courses. PsycINFO Database Record (c) 2012 APA, all rights reserved).
Theresa (Terri) Thorkildsen is a professor of Education and Psychology. Reasons for learning: Expanding the conversation on student-teacher collaboration. New York: Teachers College Press. Findings from these studies illustrate how individuals formulate and enact intentions. Thorkildsen seeks to understand how youth come to understand the structure of civil engagement, and how this type of engagement differs from personal and civic engagement.
Reasons for Learning": Expanding the Conversation on Student-Teacher Collaboration. Big science, little teachers: Knowledge and motives concerning student motivation. Nicholls, J. & Nolen, S. (1995). In J. Nicholls & T. Thorkildsen (eds), "Reasons for Learning": Expanding the Conversation on Student-Teacher Collaboration (pp. 5–20). Meeting of the Education Committee at Ministerial Level - Lifelong Learning for All. Paris: OECD.
Learning facts versus learning that most questions have many answers: Student evaluations of. .
Learning facts versus learning that most questions have many answers: Student evaluations of contrasting curricula. Journal of Educational Psychology, 87, 253–260. CrossRefGoogle Scholar. & Thorkildsen, T. A. (1989). Intellectual conventions verses matters of substance: Elementary school students as curriculum theorists. G. Thorkildsen (Ed., Reasons for learning: Expanding the conversation on student-teacher collaboration (pp. 137–161 ). Thorkildsen, T. & Nicholls, J. (with Bates, . Brankis, . & DeBolt, .
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