Myths in education, learning and teaching: policies, practices and principles
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Basingstoke [u.a.]
Palgrave Macmillan
2015
|
| Ausgabe: | 1. publ. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XXVII, 205 S. |
| ISBN: | 9781137476975 |
Internformat
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| 245 | 1 | 0 | |a Myths in education, learning and teaching |b policies, practices and principles |c ed. by Marcus K. Harmes ... |
| 250 | |a 1. publ. | ||
| 264 | 1 | |a Basingstoke [u.a.] |b Palgrave Macmillan |c 2015 | |
| 300 | |a XXVII, 205 S. | ||
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Datensatz im Suchindex
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|---|---|
| adam_text |
CONTENTS
TABLESANDFIGURES
FOREWARD
PREFACE
ACKNOWLEDGEMENTS
NOTESONCONTRIBUTORS
ABBREVIATIONS
1
DEMYTHOLOGIZING
TEACHING
AND
LEAMING
IN
EDUCATION:
TOWARDS
ARESEARCH
AGENDA
MARCUSK.HARMES,HENKHUIJSERANDPATRICKALANDANAHER
INTRODUCTION
THEMYTHIC
INEDUCATION
CURRENT
TEACHING
AND
LEARNING
MYTHS:
THE
LITERATURE
UNDERLYING
PERSPECTIVES
ON
TEACHING
AND
LEARNING
MYTHS:
ONLINE
LEARNING
AND
PROBLEM-BASED
LEARNING
IMPLICATIONS
FORAPROVISIONAL
RESEARCH
AGENDA
MYTHS
ABOUT
LEARNING
AND
TEACHING
MYTHS
ABOUT
EDUCATIONAL
PRINCIPLES
AND
PRACTICES:
CASE
STUDIES
FROM
THE
MIDDLE
EAST
MYTHS
ABOUT
DIGITAL
AND
ONLINE
EDUCATION
CONDUSION
PART
I
MYTHSABOUT
LEARNING
AND
TEACHING
2
LEAMING
POWER:
TAKING
LEARNING-CENTREDNESS
SERIOUSLY
IN
ABLENDED
LEAMING
ENVIRONMENT
JUUANNEWILUS,MARILYNN
WILUSANDHENKHUIJSER
INTRODUCTION
THECONTEXT
V
XI
XII
XVIII
XIX
XXI
XXVII
1
1
2
3
5
9
10
11
12
14
19
19
20
VI
CONTENTS
LEARNING STYLES
21
DIFFERENTIAL
PEDAGOGY
22
LEARNING
POWER
24
THE
4MATSYSTEM:
DESIGNING
TODEVELOP
THE
LEARNERS'
VOICE
OFEXPERTISE
27
CASE
STUDY:
CERTIFICATE
IVINTRAINING
AND
ASSESSMENT
31
CONCLUSION
36
ACKNOWLEDGEMENT
37
3
INTRINSIC
AND
EXTRINSIC
MOTIVATION:
MYTHIC
ASPECTS
IN
THE
TERTIARY
SECTOR
40
BARBARA
A.H.HARMES
INTRADUCTION
40
MOTIVATION:
QUESTIONS
AND
DEFINITIONS
41
INTRINSIC
MOTIVATION
41
INTRINSIC
MOTIVATION
ISNEITHER
SIMPLE
NOR
ONE-DIMENSIONAL
42
VARIABLES
AFFECTING
INTRINSIC
MOTIVATION
44
EXTRINSIC
MOTIVATION
45
ITISAMYTH
TOASSUME
THAT
ALLEDUCATORS
CLEARLY
UNDERSTAND
MOTIVATION
47
ITISAMYTH
TOASSUME
THAT
STUDENTS
AREALWAYS
MOTIVATED,
REALISTIC
ORINCONTRA
IOFTHEIR
STUDIES
47
ONCEMYTHS
AREUNDERSTOOD,
ACTION
CAN
BETAKEN
TO
COUNTERACT
THEM
48
ITISAMYTH
TOASSUME
THAT
FACE-TO-FACE
AND
COMPUTER-MEDIATED
EDUCATION
REQUIRE
THE
SAME
MOTIVATIONAL
STRATEGIES
52
CONCLUSION
56
4
DOES
INCREASED
TEACHING
EQUATE
TO
INCREASED
LEARNING?
S9
WIM
GIJSELAERS
ANDAMBER
DAILEY-HEBERT
INTRADUCTION
59
THEEVOLUTION
INTEACHING
AND
LEARNING
59
STUDIES
CHALLENGING
LONG-STANDING
ASSUMPTIONS
62
CONTRAL
VERSUS
EMPOWERMENT
65
THEORGANIZATION
65
CONTENTS
VII
THELEARNER 67
THETEACHER
68
CONCLUSION
68
5
SELF-IDENTIFIED
AND
OBSERVED
TEACHING
STYLES:
ACASESTUDY
OFSENIOR
PHYSICAL
EDUCATION
TEACHERS
IN
QUEENSLAND
SCHOOLS
73
BRENDANSUESEEANDKENEDWARDS
INTRODUCTION
73
BACKGROUND
74
RESEARCHDESIGN
75
RESEARCHQUESTIONS
GUIDING
THIS
STUDY
76
RESEARCHMETHODS:
CHOICE
OFPARADIGM
76
SUBJECTIVITY
ANDOBJECTIVITY
76
DATA-COLLECTION
TOOLS
76
PARTA:NATURE
OFTHE
QUESTIONNAIRE
77
RESEARCHMETHOD:
PARTA
78
PARTA:TEACHERS'SELF-REPORTED
USEOFTEACHING
STYLES
79
PARTB:PARTICIPANTS
80
PARTB:OBSERVATIONS
82
PARTB:SYSTEMATICOBSERVATION
INSTRUMENT
83
PARTB:OBSERVATIONS
84
DISCUSSION:THEMYTHS
86
CONCLUSION
91
PART
11MYTHS
ABOUT
EDUCATIONAL
PRINCIPLES
AND
PRACTICES:
CASESTUDIES
FROM
THE
MIDDLE
EAST
6
'WEDON'T
NEEDNOEDUCATION?':
MOVING
TOWARDS
THE
INTEGRATION
OFTERTIARY
EDUCATION
AND
ENTREPRENEURSHIP
97
CORMACMCMAHON
ANDHENKHUIJSER
INTRODUCTION
97
AHISTORICAL
CONTEXT
FORENTREPRENEURSHIP
INHIGHER
EDUCATION
98
RECENTTRENDS
INENTREPRENEURSHIP
EDUCATION
101
IT'SNOTWHAT
WETEACH
BUT
HOWWETEACH
IT
105
ENTREPRENEURSHIP
EDUCATION
ATBAHRAIN
POLYTECHNIC
108
CONCLUDING
REMARKS
110
VIII
CONTENTS
7 THE
ESTABLISHMENT
OFBAHRAIN
POLYTECHNIC:
ASSUMPTIONS
QUESTIONED,
MYTHS
EXPOSED
AND
CHALLENGES
FACED
114
MOHAMMED
ALDAYLAMI,
BRIANBENNISON,
CHRISCOUTTS,
FAISALHASSAN,
JAMEELHASAN,
HENKHUIJSER,BRYCE
MCLOUGHLIN,
DAVIDMCMASTERANDFATIMA
WALI
LNTRODUCTION
114
BACKGROUND
TOTHEPOLYTECHNIC'S
ESTABLISHMENT
115
APPROACH
TOTHERESEARCH
116
MYTH
1:LMPORTED
CURRICULA
AREEASILYADAPTED
116
MYTH
2:ABILITYTOSPEAKENGLISHISCORRELATED
TOACADEMIC
SKILLS
118
MYTH
3:WHATEMPLOYERS
WANT
ISMOREORLESSTHESAME,
GLOBALLY
121
EMPLOYABILITY
SKILLS
121
BAHRAIN
POLYTECHNIC'S
EMPLOYABILITY
SKILLSFRAMEWORK
121
MYTH4:BAHRAINIYOUTH
ARESIMILARTOTHEIR
WESTERN
COUNTERPARTS
122
FAMILY-CENTRIC
122
TECH-SAVVY
123
MYTH
5:QUALITYISANINTERNATIONALLY
TRANSFERABLE
QUALITY
125
LOCALANDREGIONAL
QUALITY
CONTEXT
125
BAHRAIN
POLYTECHNIC'S
QUALITY
JOURNEY
125
CONCLUSION:
LESSONLEARNED
129
PART
III
MYTHSABOUT
DIGITALAND
ONIINEEDUCATION
8
THREE
DECADES
OFDIGITALLCT
INEDUCATION:
DECONSTRUCTING
MYTHS
AND
HIGHLIGHTING
REALITIES
13S
ADRIANA
ORNELLASANDJUANASANCHO
LNTRODUCTION
135
LOCATINGTHEMYTHS
138
PAVINGTHEWAYTODIGITALICTINEDUCATION
MYTHS
138
THREECOMMON
MYTHS
ABOUT
DIGITALICTINEDUCATION
139
MYTH
1:PROVIDING
SCHOOLSWITH
ICTISENOUGH
TO
IMPROVE
EDUCATION
139
MYTH
2:STUDENTS
TODAY
LEARNBETTER
ANDMOREWITH
ICT
BECAUSETHEY
AREDIGITALNATIVES
142
CONTENTS
IX
MYTH 3:INTHEINFORMATION
SOCIETYPEOPLE
ARECLEVERER
ANDBETTER
INFORMED
BECAUSE
THEY
HAVEUNIIMITED
ACCESSTOINFORMATION
144
CONCLUSION
146
9
DIGITAL
LITERACY
INHIGHER
EDUCATION:
THE
RHETORIC
AND
THE
REAIITY
151
LORELLE
F.
BURTON,
FANE
SUMMERS,FILL
LAWRENCE,
KAREN
NOBLE
ANDPETERGIBBINGS
INTRODUCTION
151
MYTH
1:THEDIGITAL
NATIVE
152
DIGITALNATIVES
INHIGHER
EDUCATION:
THERHETORIC
154
THEREAIITYOFDIGITALNATIVES
INHIGHER
EDUCATION
155
MYTH
2:DIGITALDEIIVERYASAPANACEA
156
METHOD
158
INSTRUMENT
159
SURVEYRESULTS
159
DISCUSSION:
IMPIICATIONS
FORDIGITALLY
DEIIVERED
HIGHER
EDUCATION
163
GUIDEIINES
FOREDUCATORS
INESTABIISHING
EFFECTIVELEARNING
MANAGEMENT
SYSTEMS
166
FUTUREDIRECTIONS
168
CONCLUSION
169
10
LEARNERS
AND
TECHNOLOGY:
MYTHS
ABOUT
ANIINE
EDUCATION
173
ELENABARBERA
GREGORI
LNTRODUCTION
173
SOCIALMYTHS
INONIINE
EDUCATION
174
ONIINE
LEARNING
ISEASIERTHAN
FACE-TO-FACELEARNING
174
ONIINE
EDUCATION
HASLOWPRESTIGE
INTHE
LABOUR
MARKET
175
ONIINE
EDUCATION
OFFERSFEWERFACILITIESTHAN
FACE-TO-FACE
EDUCATION
176
ORGANIZATIONAL
MYTHS
INONIINE
EDUCATION
177
ONIINE
EDUCATION
ISLOWERINQUAIITY
177
ONIINE
EDUCATION
ISFLEXIBLEANDPROVIDES
FULLASSISTANCE
178
ONIINE
EDUCATION
ISONLY
FEASIBLEFORCERTAIN
DISCIPIINES
179
INSTRUCTIONAL
MYTHS
INONIINE
EDUCATION
180
ONIINE
EDUCATION
LACKSINTERACTION
WITH
INSTRUCTORS
AND
OTHER
STUDENTS
180
X
CONTENTS
ONIINE EDUCATION
ISHAVING
ANEGATIVE
IMPACT
ON
WRITING
COMPETENCIES
181
THEONIINE
TEACHER
ISALEARNING
MANAGER,
NOT
ACONTENT
SPECIAIIST
182
TECHNOLOGICAL
MYTHS
INONIINE
EDUCATION
182
LEARNING
ONIINE
ISMORE
MOTIVATING
THAN
IN
BRICKS-AND-MORTAR
INSTITUTIONS
183
TECHNOLOGY
ENHANCES
FREEACCESSTOLEARNING
FORA11
184
USEOFSOCIAL
NETWORKS
FORLEARNING
OFFERSPERSONAL
TRAINING
185
CONCLUSION
185
11
DISPELLING
MYTHS
FOR
STUDENTS:
ALTERNATIVE
WAYS
OF
THINKING
IN
ONLINE
EDUCATION
190
FEDERICOBORGESANDANNA
FORL?S
LNTRODUCTION
190
MYTHS
AND
MISCONCEPTIONS
ABOUT
ONIINE
LEARNING
191
'OUTDATED'
MYTHS
192
'OVER-OPTIMISTIC'
MYTHS
193
LEARNING/TEACHING
EXPERIENCES
ONIINE
193
LEARNING/TEACHING
ONIINE
COMPARED
TOON-CAMPUS
194
TECHNOLOGY
194
'DRAWBACK'
MYTHS
194
'CONFRONTED'
MYTHS
195
DISPELLING
MYTHS
FORONIINE
LEARNERS
196
DISCUSSION
201
INDEX
204 |
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| subject_GND | (DE-588)4075159-4 (DE-588)4044302-4 (DE-588)4143413-4 |
| title | Myths in education, learning and teaching policies, practices and principles |
| title_auth | Myths in education, learning and teaching policies, practices and principles |
| title_exact_search | Myths in education, learning and teaching policies, practices and principles |
| title_full | Myths in education, learning and teaching policies, practices and principles ed. by Marcus K. Harmes ... |
| title_fullStr | Myths in education, learning and teaching policies, practices and principles ed. by Marcus K. Harmes ... |
| title_full_unstemmed | Myths in education, learning and teaching policies, practices and principles ed. by Marcus K. Harmes ... |
| title_short | Myths in education, learning and teaching |
| title_sort | myths in education learning and teaching policies practices and principles |
| title_sub | policies, practices and principles |
| topic | Mythos (DE-588)4075159-4 gnd Pädagogik (DE-588)4044302-4 gnd |
| topic_facet | Mythos Pädagogik Aufsatzsammlung |
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