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Published by Taylor & Francis Ltd, London, 2024
ISBN 10: 1032048476ISBN 13: 9781032048475
Seller: Grand Eagle Retail, Wilmington, DE, U.S.A.
Book
Paperback. Condition: new. Paperback. Using illustrative teaching case studies, this book demonstrates how teaching informed by a learning theory, specifically Variation theory, can equip teachers to facilitate possibilities for students learning in effective and powerful ways.For a long period of time teaching has been black-boxed, in favour of other explanations of why students learn or not, such as motivation and social interaction. A large amount of research on teaching and learning, not the least made using Variation theory, has shown that students often need to experience the same aspects of the focused content or capability in order to learn, indicating that relationships between teaching and learning are not unique or even qualitatively different for every individual and every situation. This perspective on the relationship between teaching and learning emphasizes content-specific aspects and in that sense structural components of teaching, while other aspects of schooling such as social interaction and general well-being recede into the background. The authors argue for the importance of this in the direct development of teachers' independent collective professional knowledge about teaching, and the leverage this gives for developing student learning. They introduce theoretical tools to help teachers to increase the probability that teaching focusing a specific content or capability is predictive of students learning of that specific content or capability, while decreasing contextual dependency without assuming that teaching and learning have a one-to-one relationship.Intended for teachers, graduate students in education, teacher educators, student teachers, and researchers, this book shows that while there is no simple equation between teaching and learning, there are general, though content specific, aspects of teaching that can be systematically planned and analyzed and used to improve the quality of student learning.The Open Access version of this book, available at , has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license. Using illustrative teaching case studies, this book demonstrates how teaching informed by a learning theory, specifically variation theory, can equip teachers to facilitate possibilities for students learning in effective and powerful ways. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.
Published by University of Gothenburg 2024-01-24, London, 2024
ISBN 10: 1032048476ISBN 13: 9781032048475
Seller: Blackwell's, London, United Kingdom
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paperback. Condition: New. Language: ENG.
Published by Routledge, 2024
ISBN 10: 1032048476ISBN 13: 9781032048475
Seller: GreatBookPrices, Columbia, MD, U.S.A.
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Published by Routledge, 2024
ISBN 10: 1032048476ISBN 13: 9781032048475
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Published by Routledge, 2024
ISBN 10: 1032048476ISBN 13: 9781032048475
Seller: Revaluation Books, Exeter, United Kingdom
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Paperback. Condition: Brand New. 144 pages. 9.19x6.13x0.28 inches. In Stock.
Published by Routledge, 2024
ISBN 10: 1032048476ISBN 13: 9781032048475
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Published by Taylor & Francis Ltd, 2024
ISBN 10: 1032048476ISBN 13: 9781032048475
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Published by Routledge, 2024
ISBN 10: 1032048476ISBN 13: 9781032048475
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Published by Routledge, 2024
ISBN 10: 1032048476ISBN 13: 9781032048475
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ISBN 10: 1032048476ISBN 13: 9781032048475
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Published by Routledge, 2024
ISBN 10: 1032048476ISBN 13: 9781032048475
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Published by Routledge, 2024
ISBN 10: 1032048476ISBN 13: 9781032048475
Seller: Revaluation Books, Exeter, United Kingdom
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Paperback. Condition: Brand New. 144 pages. 9.19x6.13x0.28 inches. In Stock.
Published by Routledge, 2024
ISBN 10: 1032048476ISBN 13: 9781032048475
Seller: GreatBookPricesUK, Castle Donington, DERBY, United Kingdom
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ISBN 10: 1032048476ISBN 13: 9781032048475
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ISBN 10: 1032048476ISBN 13: 9781032048475
Seller: GreatBookPricesUK, Castle Donington, DERBY, United Kingdom
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ISBN 10: 1032048476ISBN 13: 9781032048475
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Published by Taylor & Francis Ltd, London, 2024
ISBN 10: 1032048476ISBN 13: 9781032048475
Seller: CitiRetail, Stevenage, United Kingdom
Book
Paperback. Condition: new. Paperback. Using illustrative teaching case studies, this book demonstrates how teaching informed by a learning theory, specifically Variation theory, can equip teachers to facilitate possibilities for students learning in effective and powerful ways.For a long period of time teaching has been black-boxed, in favour of other explanations of why students learn or not, such as motivation and social interaction. A large amount of research on teaching and learning, not the least made using Variation theory, has shown that students often need to experience the same aspects of the focused content or capability in order to learn, indicating that relationships between teaching and learning are not unique or even qualitatively different for every individual and every situation. This perspective on the relationship between teaching and learning emphasizes content-specific aspects and in that sense structural components of teaching, while other aspects of schooling such as social interaction and general well-being recede into the background. The authors argue for the importance of this in the direct development of teachers' independent collective professional knowledge about teaching, and the leverage this gives for developing student learning. They introduce theoretical tools to help teachers to increase the probability that teaching focusing a specific content or capability is predictive of students learning of that specific content or capability, while decreasing contextual dependency without assuming that teaching and learning have a one-to-one relationship.Intended for teachers, graduate students in education, teacher educators, student teachers, and researchers, this book shows that while there is no simple equation between teaching and learning, there are general, though content specific, aspects of teaching that can be systematically planned and analyzed and used to improve the quality of student learning.The Open Access version of this book, available at , has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license. Using illustrative teaching case studies, this book demonstrates how teaching informed by a learning theory, specifically variation theory, can equip teachers to facilitate possibilities for students learning in effective and powerful ways. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.
Published by Taylor & Francis Ltd, London, 2024
ISBN 10: 1032048476ISBN 13: 9781032048475
Seller: AussieBookSeller, Truganina, VIC, Australia
Book
Paperback. Condition: new. Paperback. Using illustrative teaching case studies, this book demonstrates how teaching informed by a learning theory, specifically Variation theory, can equip teachers to facilitate possibilities for students learning in effective and powerful ways.For a long period of time teaching has been black-boxed, in favour of other explanations of why students learn or not, such as motivation and social interaction. A large amount of research on teaching and learning, not the least made using Variation theory, has shown that students often need to experience the same aspects of the focused content or capability in order to learn, indicating that relationships between teaching and learning are not unique or even qualitatively different for every individual and every situation. This perspective on the relationship between teaching and learning emphasizes content-specific aspects and in that sense structural components of teaching, while other aspects of schooling such as social interaction and general well-being recede into the background. The authors argue for the importance of this in the direct development of teachers' independent collective professional knowledge about teaching, and the leverage this gives for developing student learning. They introduce theoretical tools to help teachers to increase the probability that teaching focusing a specific content or capability is predictive of students learning of that specific content or capability, while decreasing contextual dependency without assuming that teaching and learning have a one-to-one relationship.Intended for teachers, graduate students in education, teacher educators, student teachers, and researchers, this book shows that while there is no simple equation between teaching and learning, there are general, though content specific, aspects of teaching that can be systematically planned and analyzed and used to improve the quality of student learning.The Open Access version of this book, available at , has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license. Using illustrative teaching case studies, this book demonstrates how teaching informed by a learning theory, specifically variation theory, can equip teachers to facilitate possibilities for students learning in effective and powerful ways. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.
Published by Routledge, 2024
ISBN 10: 1032048565ISBN 13: 9781032048567
Seller: GreatBookPrices, Columbia, MD, U.S.A.
Book
Condition: New.
Published by Taylor & Francis Ltd, London, 2024
ISBN 10: 1032048565ISBN 13: 9781032048567
Seller: Grand Eagle Retail, Wilmington, DE, U.S.A.
Book
Hardcover. Condition: new. Hardcover. Using illustrative teaching case studies, this book demonstrates how teaching informed by a learning theory, specifically Variation theory, can equip teachers to facilitate possibilities for students learning in effective and powerful ways.For a long period of time teaching has been black-boxed, in favour of other explanations of why students learn or not, such as motivation and social interaction. A large amount of research on teaching and learning, not the least made using Variation theory, has shown that students often need to experience the same aspects of the focused content or capability in order to learn, indicating that relationships between teaching and learning are not unique or even qualitatively different for every individual and every situation. This perspective on the relationship between teaching and learning emphasizes content-specific aspects and in that sense structural components of teaching, while other aspects of schooling such as social interaction and general well-being recede into the background. The authors argue for the importance of this in the direct development of teachers' independent collective professional knowledge about teaching, and the leverage this gives for developing student learning. They introduce theoretical tools to help teachers to increase the probability that teaching focusing a specific content or capability is predictive of students learning of that specific content or capability, while decreasing contextual dependency without assuming that teaching and learning have a one-to-one relationship.Intended for teachers, graduate students in education, teacher educators, student teachers, and researchers, this book shows that while there is no simple equation between teaching and learning, there are general, though content specific, aspects of teaching that can be systematically planned and analyzed and used to improve the quality of student learning.The Open Access version of this book, available at , has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license. Using illustrative teaching case studies, this book demonstrates how teaching informed by a learning theory, specifically variation theory, can equip teachers to facilitate possibilities for students learning in effective and powerful ways. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.
Published by Routledge, 2024
ISBN 10: 1032048565ISBN 13: 9781032048567
Seller: GreatBookPrices, Columbia, MD, U.S.A.
Book
Condition: As New. Unread book in perfect condition.
Published by Routledge, 2024
ISBN 10: 1032048565ISBN 13: 9781032048567
Seller: California Books, Miami, FL, U.S.A.
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Published by Routledge, 2024
ISBN 10: 1032048565ISBN 13: 9781032048567
Seller: Revaluation Books, Exeter, United Kingdom
Book Print on Demand
Hardcover. Condition: Brand New. 144 pages. 9.19x6.13x0.47 inches. In Stock. This item is printed on demand.
Published by Taylor & Francis Ltd, 2024
ISBN 10: 1032048565ISBN 13: 9781032048567
Seller: THE SAINT BOOKSTORE, Southport, United Kingdom
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Hardback. Condition: New. New copy - Usually dispatched within 4 working days.
Published by Routledge, 2024
ISBN 10: 1032048565ISBN 13: 9781032048567
Seller: Revaluation Books, Exeter, United Kingdom
Book
Hardcover. Condition: Brand New. 144 pages. 9.19x6.13x0.47 inches. In Stock.
Published by Routledge, 2024
ISBN 10: 1032048565ISBN 13: 9781032048567
Seller: GreatBookPricesUK, Castle Donington, DERBY, United Kingdom
Book
Condition: New.
Published by Routledge, 2024
ISBN 10: 1032048565ISBN 13: 9781032048567
Seller: GreatBookPricesUK, Castle Donington, DERBY, United Kingdom
Book
Condition: As New. Unread book in perfect condition.
Published by Taylor & Francis Ltd, London, 2024
ISBN 10: 1032048565ISBN 13: 9781032048567
Seller: AussieBookSeller, Truganina, VIC, Australia
Book
Hardcover. Condition: new. Hardcover. Using illustrative teaching case studies, this book demonstrates how teaching informed by a learning theory, specifically Variation theory, can equip teachers to facilitate possibilities for students learning in effective and powerful ways.For a long period of time teaching has been black-boxed, in favour of other explanations of why students learn or not, such as motivation and social interaction. A large amount of research on teaching and learning, not the least made using Variation theory, has shown that students often need to experience the same aspects of the focused content or capability in order to learn, indicating that relationships between teaching and learning are not unique or even qualitatively different for every individual and every situation. This perspective on the relationship between teaching and learning emphasizes content-specific aspects and in that sense structural components of teaching, while other aspects of schooling such as social interaction and general well-being recede into the background. The authors argue for the importance of this in the direct development of teachers' independent collective professional knowledge about teaching, and the leverage this gives for developing student learning. They introduce theoretical tools to help teachers to increase the probability that teaching focusing a specific content or capability is predictive of students learning of that specific content or capability, while decreasing contextual dependency without assuming that teaching and learning have a one-to-one relationship.Intended for teachers, graduate students in education, teacher educators, student teachers, and researchers, this book shows that while there is no simple equation between teaching and learning, there are general, though content specific, aspects of teaching that can be systematically planned and analyzed and used to improve the quality of student learning.The Open Access version of this book, available at , has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license. Using illustrative teaching case studies, this book demonstrates how teaching informed by a learning theory, specifically variation theory, can equip teachers to facilitate possibilities for students learning in effective and powerful ways. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.
Published by Taylor & Francis Jan 2024, 2024
ISBN 10: 1032048565ISBN 13: 9781032048567
Seller: AHA-BUCH GmbH, Einbeck, Germany
Book
Buch. Condition: Neu. Neuware - Using illustrative teaching case studies, this book demonstrates how teaching informed by a learning theory, specifically variation theory, can equip teachers to facilitate possibilities for students' learning in effective and powerful ways.