Hallden Ola (14 results)
- Hardcover
Seller: ThriftBooks-Atlanta, AUSTELL, GA, U.S.A.ThriftBooks-Atlanta
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Hardcover. Condition: Good. No Jacket. Pages can have notes/highlighting. Spine may show signs of wear. ~ ThriftBooks: Read More, Spend Less.
- Softcover
Seller: Revaluation Books, Exeter, , United KingdomRevaluation Books
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Paperback. Condition: Brand New. 278 pages. 9.02x5.98x0.63 inches. In Stock.
- Softcover
Seller: Rarewaves.com UK, London, United KingdomRarewaves.com UK
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Paperback. Condition: New. Research on history instruction and learning is emerging as an exciting new field of inquiry. The editors prepared this volume because the field is at an important moment in its development -- a stage where there is research of sufficient depth and breadth to warrant a collection of representative piec…es. The field of research on history teaching and learning connects with both traditional research on social studies and with recent cognitive analyses of domains such as mathematics and physics. However, the newer research goes beyond these activities as well. Where traditional research approaches to social studies instruction and learning have focused on curriculum, they have avoided the study of purely disciplinary features, the textual components of history and the concomitant demands, as well as the nature of various learners. Where recent cognitive analyses of mathematics and physics have dealt with misconceptions and knowledge construction, they have avoided topics such as perspective-taking, interpretation, and rhetorical layerings. The new work, by contrast, has been concerned with these issues as well as the careful analyses of the nature of historical tasks and the nature of disciplinary and instructional explanations. The lines of research presented in these chapters are both compelling and diverse and include a range of topical questions such as: * What affects the quality of teaching? * How are historical documents interpreted in the writing of history? * How is history explained? * What are the classroom demands on an elementary school social studies teacher? * What does text accomplish or fail to accomplish in educational settings? * How do teachers think about particular topics for history teaching? Although much of the research reflects a grounding in, or the influence of, cognitive psychology, not all of it derives from that tradition. Traditions of rhetoric, curriculum analysis, and developmental psychology are also woven throughout the chapters. The editors envision this volume as a contribution to educational research in a subject matter, and as a tool for practitioners concerned with the improvement of instruction in history. They also anticipate that it will contribute to cognitive science.
- Hardcover
Seller: Books Puddle, New York, NY, U.S.A.Books Puddle
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Condition: New. pp. 280.
- Hardcover
Seller: Biblios, frankfurt am main, HESSE, GermanyBiblios
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US$ 266.11
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Condition: New. pp. 280.
- Hardcover
- First Edition
Seller: Kennys Bookshop and Art Galleries Ltd., Galway, GY, IrelandKennys Bookshop and Art Galleries Ltd.
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Condition: New. The field of research on history teaching and learning connects with both traditional research on social studies and with recent cognitive analyses of domains such as mathematics and physics. This book asks: what is the quality of that teaching? Editor(s): Hallden, Ola; Leinhardt, G.; Leinhardt, Gaea; Beck, Isabe…l L.; Stainton, Catherine. Num Pages: 278 pages, black & white illustrations. BIC Classification: HB; JNU. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 229 x 152 x 19. Weight in Grams: 635. . 1994. 1st Edition. hardcover. . . . .
- Hardcover
Seller: Revaluation Books, Exeter, , United KingdomRevaluation Books
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US$ 316.30
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Hardcover. Condition: Brand New. 1st edition. 280 pages. 9.50x6.50x0.75 inches. In Stock.
- Hardcover
Seller: Kennys Bookstore, Olney, MD, U.S.A.Kennys Bookstore
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US$ 351.25
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Condition: New. The field of research on history teaching and learning connects with both traditional research on social studies and with recent cognitive analyses of domains such as mathematics and physics. This book asks: what is the quality of that teaching? Editor(s): Hallden, Ola; Leinhardt, G.; Leinhardt, Gaea; Beck, Isabe…l L.; Stainton, Catherine. Num Pages: 278 pages, black & white illustrations. BIC Classification: HB; JNU. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 229 x 152 x 19. Weight in Grams: 635. . 1994. 1st Edition. hardcover. . . . . Books ship from the US and Ireland.
- Softcover
- Print on Demand
Seller: moluna, Greven, , Germanymoluna
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US$ 68.65
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Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Hallden, Ola Leinhardt, Gaea Beck, Isabel L. Stainton, CatherineResearch on history instruction and learning is emerging as an exciting new field of inquiry. The editors prepared this volume because the field is at an… important moment in its.
- Softcover
- Print on Demand
Seller: AHA-BUCH GmbH, Einbeck, GermanyAHA-BUCH GmbH
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US$ 115.79
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Taschenbuch. Condition: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - Research on history instruction and learning is emerging as an exciting new field of inquiry. The editors prepared this volume because the field is at an important moment in its development -- a stage where there is research of sufficien…t depth and breadth to warrant a collection of representative pieces.The field of research on history teaching and learning connects with both traditional research on social studies and with recent cognitive analyses of domains such as mathematics and physics. However, the newer research goes beyond these activities as well. Where traditional research approaches to social studies instruction and learning have focused on curriculum, they have avoided the study of purely disciplinary features, the textual components of history and the concomitant demands, as well as the nature of various learners. Where recent cognitive analyses of mathematics and physics have dealt with misconceptions and knowledge construction, they have avoided topics such as perspective-taking, interpretation, and rhetorical layerings. The new work, by contrast, has been concerned with these issues as well as the careful analyses of the nature of historical tasks and the nature of disciplinary and instructional explanations.The lines of research presented in these chapters are both compelling and diverse and include a range of topical questions such as:\* What affects the quality of teaching \* How are historical documents interpreted in the writing of history \* How is history explained \* What are the classroom demands on an elementary school social studies teacher \* What does text accomplish or fail to accomplish in educational settings \* How do teachers think about particular topics for history teaching Although much of the research reflects a grounding in, or the influence of, cognitive psychology, not all of it derives from that tradition. Traditions of rhetoric, curriculum analysis, and developmental psychology are also woven throughout the chapters. The editors envision this volume as a contribution to educational research in a subject matter, and as a tool for practitioners concerned with the improvement of instruction in history. They also anticipate that it will contribute to cognitive science.
- Hardcover
- Print on Demand
Seller: Majestic Books, Hounslow, , United KingdomMajestic Books
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US$ 224.08
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Condition: New. pp. 280 9:B&W 6 x 9 in or 229 x 152 mm Case Laminate on Creme w/Gloss Lam This item is printed on demand.
- Hardcover
- Print on Demand
Seller: moluna, Greven, , Germanymoluna
Contact seller5-star sellerCondition: New
US$ 253.19
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Gebunden. Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Hallden, Ola Leinhardt, Gaea Beck, Isabel L. Stainton, CatherineResearch on history instruction and learning is emerging as an exciting new field of inquiry. The editors prepared this volume because the fiel…d is at an important moment in its.
- Hardcover
- Print on Demand
Seller: preigu, Osnabrück, Germanypreigu
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US$ 262.45
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Buch. Condition: Neu. Teaching and Learning in History | Ola Hallden | Buch | Einband - fest (Hardcover) | Englisch | 1994 | Routledge | EAN 9780805812459 | Verantwortliche Person für die EU: Libri GmbH, Europaallee 1, 36244 Bad Hersfeld, gpsr[at]libri[dot]de | Anbieter: preigu Print on Demand.
- Hardcover
- Print on Demand
Seller: AHA-BUCH GmbH, Einbeck, GermanyAHA-BUCH GmbH
Contact seller5-star sellerCondition: New
US$ 331.03
US$ 72.55 shippingShips from Germany to U.S.A.Quantity: 1 available
Buch. Condition: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - Research on history instruction and learning is emerging as an exciting new field of inquiry. The editors prepared this volume because the field is at an important moment in its development -- a stage where there is research of sufficient depth… and breadth to warrant a collection of representative pieces.The field of research on history teaching and learning connects with both traditional research on social studies and with recent cognitive analyses of domains such as mathematics and physics. However, the newer research goes beyond these activities as well. Where traditional research approaches to social studies instruction and learning have focused on curriculum, they have avoided the study of purely disciplinary features, the textual components of history and the concomitant demands, as well as the nature of various learners. Where recent cognitive analyses of mathematics and physics have dealt with misconceptions and knowledge construction, they have avoided topics such as perspective-taking, interpretation, and rhetorical layerings. The new work, by contrast, has been concerned with these issues as well as the careful analyses of the nature of historical tasks and the nature of disciplinary and instructional explanations.The lines of research presented in these chapters are both compelling and diverse and include a range of topical questions such as:\* What affects the quality of teaching \* How are historical documents interpreted in the writing of history \* How is history explained \* What are the classroom demands on an elementary school social studies teacher \* What does text accomplish or fail to accomplish in educational settings \* How do teachers think about particular topics for history teaching Although much of the research reflects a grounding in, or the influence of, cognitive psychology, not all of it derives from that tradition. Traditions of rhetoric, curriculum analysis, and developmental psychology are also woven throughout the chapters. The editors envision this volume as a contribution to educational research in a subject matter, and as a tool for practitioners concerned with the improvement of instruction in history. They also anticipate that it will contribute to cognitive science.
