Bøger i Advances in Research on Teaching serien

Illustrates interim narrative field texts of identity as teacher educator stories and demonstrates how researchers utilize common places of temporality, sociality, and place in analyzing narratives. This title describes conceptualizations of narrative research processes, bringing forward narrative tools and methods of layering narratives.

This volume covers advances that have occurred in the thirty year existence of the International Study Association on Teachers and Teaching (ISATT), the organization that helped transition the study of teacher thinking to the study of teachers and teaching in all of its complexities.

Explores how individuals' identity and personal practical knowledge are being formed, shifted or interrupted through moments in teacher education.

A representation of a narrative inquiry conducted with five ninth grade boys that were identified as displaying multiple literacies, looking specifically at how these boys storied their literate identities.

Researchers in education and geography embed analysis of instructional methods and learning activities such as lecture, discussion, and simulation into the context of purposes and goals of specific subject matter. They respond to the dilemma that teacher education textbooks and much research on teac

Features contribution from people who have developed and used video in teacher education. This book focusses on video as opposed to other technology (e-mail, etc) and its use in teacher education.

This volume is a sympathetic but analytical and critical view of social constructivist teaching, considering both its affordances and its constraints.

Focuses on the theory and research on self-fulfilling prophecies and other aspects of the effects of teachers' expectations in classrooms. This book covers expectation-related issues, such as: teachers' efficacy perceptions with respect to difficult-to-teach students; expectation-related phenomena in urban high schools; and more.

Discusses such topics as building a sense of history in a first-grade classroom, teaching for understanding in a third-grade geography lesson, and social studies education in an urban fourth-grade classroom.

Designed to illustrate qualitative methods used to study teaching, assess constraints and illuminate representative questions and findings. This book is organized around three issues that impact research in qualitative paradigms: perspective, methodology, and representation. It provides findings, insights, and claims from qualitative research.