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Author: Richard C. Burke
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 168
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Book Description
Author: Richard C. Burke
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 168
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Book Description
Author: J. Wesley Null
Publisher: IAP
ISBN: 1607526255
Category : Education
Languages : en
Pages : 421
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Book Description
The American Educational History Journal is a peer?reviewed, national research journal devoted to the examination of educational topics using perspectives from a variety of disciplines. The editors of AEHJ encourage communication between scholars from numerous disciplines, nationalities, institutions, and backgrounds. Authors come from a variety of disciplines including political science, curriculum, history, philosophy, teacher education, and educational leadership. Acceptance for publication in AEHJ requires that each author present a well?articulated argument that deals substantively with questions of educational history.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1216
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 848
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Author: Guy Earl Warner
Publisher:
ISBN:
Category : Education, Higher
Languages : en
Pages : 424
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Author: Brian Goldfarb
Publisher: Duke University Press
ISBN: 9780822329640
Category : Education
Languages : en
Pages : 278
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Book Description
DIVCritiques some deployments of media in education, in and out of school, while exploring progressive possibilities in others./div
Author: Bonnie Cherp Gilliom
Publisher:
ISBN:
Category : Television in education
Languages : en
Pages : 156
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Author: Douglass Cater
Publisher: New York : Praeger
ISBN: 9780275569907
Category : Public affairs radio programs
Languages : en
Pages : 398
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Book Description
Author: Kenneth P. King
Publisher: Springer Science & Business Media
ISBN: 0306476533
Category : Education
Languages : en
Pages : 220
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Book Description
This book deals with the use of technology in science teaching. The author is not, nor has ever had an intention of being a “techie. ” Rather, I spent the first decade of my professional life as a high school physics teacher, making occasional uses of technology to further student understanding and to automate my own teaching practices. During my graduate work, my interest in the use of technology continued. Catalyzed, to some extent by the increasing availability of graphical interfaces for computers, the realization struck that the computer was more and more becoming a tool that all teachers could use to support their teaching practice—not simply those with a passion for the technology itself. The rapid changes in the hardware and software available, however, frequently caused me to reflect on the usefulness of technology—if it were to change at such a rapid pace, would anyone, save for those who diligently focused on the development of these tools, be able to effectively use technology in science teaching? Was change to rapid to yield a useful tool for teachers? To address this interest, I examined the nature of science teaching during this century—using the equally fluid notion of “scientific literacy”—which formed the organizing principle for this study. The result is a examination of how technology was used to accomplishing this goal of producing scientifically literate citizens. What was observed is that technology, indeed, consistently came to the service of teachers as they attempted to achieve this goal.
Author: Lauren LeRoy Bast
Publisher:
ISBN:
Category :
Languages : en
Pages : 366
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Book Description
