Learning how to learn is an essential preparation for lifelong learning. This book offers a set of in-service resources to help teachers develop new classroom practices informed by sound research. It builds on previous work associated with 'formative assessment' or 'assessment for learning'. However, it adds an important new dimension by taking account of the conditions within schools that are conducive to the promotion, in classrooms, of learning how to learn as an extension of assessment for learning. Among the materials included you will find:
an introductory...
Learning how to learn is an essential preparation for lifelong learning. This book offers a set of in-service resources to help teachers develop ne...
The educational world is increasingly dominated by 'network rhetoric'; not only are teachers and learners seen as participants in networks, the availability of low-cost electronic devices, collaborative environments and new forms of data 'born digital' have changed the nature of education research.
How can researchers and research-informed practitioners best engage in and with networks and develop effective networking practices? How might networks and networking be conceptualized in order to frame and support their work in and on networks? How do networks relate to existing...
The educational world is increasingly dominated by 'network rhetoric'; not only are teachers and learners seen as participants in networks, the ava...
The educational world is increasingly dominated by 'network rhetoric'; not only are teachers and learners seen as participants in networks, the availability of low-cost electronic devices, collaborative environments and new forms of data 'born digital' have changed the nature of education research.
How can researchers and research-informed practitioners best engage in and with networks and develop effective networking practices? How might networks and networking be conceptualized in order to frame and support their work in and on networks? How do networks relate to existing...
The educational world is increasingly dominated by 'network rhetoric'; not only are teachers and learners seen as participants in networks, the ava...
When Alfred Kroeber left Lima, Peru for the ruins of the Nazca region in July 1926, he could have had no inkling of the importance of what he would uncover. Nor would he have guessed that his excavation report would not appear until the end of the century, completed by Donald Collier and Patrick Carmichael after Kroeber's death in 1960. Kroeber's report contains what is still the only complete analysis and seriation of the beautiful painted pottery of Nazca, complete with over 400 photographs and drawings of objects uncovered in the excavations, some in full color. His report is also notable...
When Alfred Kroeber left Lima, Peru for the ruins of the Nazca region in July 1926, he could have had no inkling of the importance of what he would un...