Search Results: 'Pedagogical Theory'

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21 results for "Pedagogical Theory"
Moodle '2' Engage Students - An Illustrated Guide. By M J Rollins
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Moodle '2' Engage Students is designed to help Moodle course creators, new or experienced to create engaging Moodle content. Introducing embedded multi-media, collaborative and social learning tools,... More > engaging interaction and feedback mechanisms backed up by pedagogically sound design theories< Less
The Alternative: A Teacher's Story and Commentary By Galen Leonhardy
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This documentary presents the stories of real students who attended a rural alternative high school in Idaho. The author, Galen Leonhardy, explains their lives as both students and community members... More > while presenting a practice of teaching that offers hope and the potential of social change.< Less
AN INTRODUCTION TO THE PHILOSOPHY OF EDUCATION By DANIEL DELEANU
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Paraphrasing Ludwig Wittgenstein, who asserts that “Philosophy is not a theory, but an activity,” we might say that philosophy of education is not a theory, but a pedagogical activity. ... More > From the classic philosophers of education, such as Confucius, Socrates, and Plato, through Rousseau, Aquinas, and many more who lead up to the modern age of such thinkers as Dewey, Sartre, Arendt, and Chomsky, this comprehensive introduction to the most important branches and representatives of the philosophy of education spans the personalities, terminology and vocabulary of thousands of years of philosophical thought in addition to the more recent encroachment of social and psychological sciences.< Less
AN INTRODUCTION TO THE PHILOSOPHY OF EDUCATION By DANIEL DELEANU
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Paraphrasing Ludwig Wittgenstein, who asserts that “Philosophy is not a theory, but an activity,” we might say that philosophy of education is not a theory, but a pedagogical activity. ... More > From the classic philosophers of education, such as Confucius, Socrates, and Plato, through Rousseau, Aquinas, and many more who lead up to the modern age of such thinkers as Dewey, Sartre, Arendt, and Chomsky, this comprehensive introduction to the most important branches and representatives of the philosophy of education spans the personalities, terminology and vocabulary of thousands of years of philosophical thought in addition to the more recent encroachment of social and psychological sciences.< Less
PRINCIPLES OF THE PHILOSOPHY OF EDUCATION By DANIEL DELEANU
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The aim of this book is to show that the field of education is not originally a realm of pedagogical rules and regulations, but rather a realm of philosophical principles; that fundamentally all... More > dimensions of cognition have the structure of philosophical inquiry; and that it is therefore possible to conceive education as a contrapuntal meditation not only on the real, but also on the imaginary. In order to carry out this aim, five different philosophical disciplines have been kept in mind: epistemology, logic, ontology, teleology, and ethics. What unites these is the phenomenology employed by the author, who always speaks out of, and towards, experience. Thus, this is not just a book about the philosophy of education, but also an original philosophical text on the philosophy of education, and, last but not least, a philosophical guide to educational experience: to the experience of learning itself.< Less
PRINCIPLES OF THE PHILOSOPHY OF EDUCATION By DANIEL DELEANU
Paperback: $7.81
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The aim of this book is to show that the field of education is not originally a realm of pedagogical rules and regulations, but rather a realm of philosophical principles; that fundamentally all... More > dimensions of cognition have the structure of philosophical inquiry; and that it is therefore possible to conceive education as a contrapuntal meditation not only on the real, but also on the imaginary. In order to carry out this aim, five different philosophical disciplines have been kept in mind: epistemology, logic, ontology, teleology, and ethics. What unites these is the phenomenology employed by the author, who always speaks out of, and towards, experience. Thus, this is not just a book about the philosophy of education, but also an original philosophical text on the philosophy of education, and, last but not least, a philosophical guide to educational experience: to the experience of learning itself.< Less
Sustainable E-learning: A Guide to Practice and Analysis By Ian Robertson
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The purposes of this publication are to: position e-learning trends within a more general educational conversation; provide teachers and managers with practical guidance in informing and implementing... More > e-learning; and apply Activity Theory to a theorisation of sustainable e-learning. E-learning is broadly defined as the use of digital technologies in a wide range of contexts. E-learning has become sustainable when it is normative in meeting present and future needs. It is posited that sustainable e-learning is most likely to be achieved where there is congruence between the pedagogic, people and organisational perspectives. Technology concerns are embedded within these frames. Sections One to Three address the three perspectives from a largely practical viewpoint. Section Four applies Activity Theory to each perspective and then consolidates these to evaluate the usefulness of Activity Theory as a framework for conceptual analysis.< Less
Sustainable E-Learning: A Guide to Practice and Analysis By Ian Robertson
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The purposes of this publication are to: position e-learning trends within a more general educational conversation; provide teachers and managers with practical guidance in informing and implementing... More > e-learning; and apply Activity Theory to a theorisation of sustainable e-learning. E-learning is broadly defined as the use of digital technologies in a wide range of contexts. E-learning has become sustainable when it is normative in meeting present and future needs. It is posited that sustainable e-learning is most likely to be achieved where there is congruence between the pedagogic, people and organisational perspectives. Technology concerns are embedded within these frames. Sections One to Three address the three perspectives from a largely practical viewpoint. Section Four applies Activity Theory to each perspective and then consolidates these to evaluate the usefulness of Activity Theory as a framework for conceptual analysis.< Less
NO CHILDREN LEFT BEHIND? By WANDA LONGSHORE
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No children left behind makes sense of the disparity which exists between the educational achievement of African American and Caucasian students in America's public schools. Through a historical... More > analysis, No Child Left Behind traces the educational policies which have served to impede the progress of African American and other students from non-dominant populations; and recommends a curative instruction based upon diversifying the curriculum, and the eradication of Racism in the pedagogical environment.< Less
NO CHILDREN LEFT BEHIND? By WANDA LONGSHORE
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No children left behind makes sense of the disparity which exists between the educational achievement of African American and Caucasian students in America's public schools. Through a historical... More > analysis, No Child Left Behind traces the educational policies which have served to impede the progress of African American and other students from non-dominant populations; and recommends a curative instruction based upon diversifying the curriculum, and the eradication of Racism in the pedagogical environment.< Less