標題: Titlebook: Design for Change: Designing Evidence-Based Teacher Preparation Programs; Alan Bain Book 2024 The Editor(s) (if applicable) and The Author [打印本頁] 作者: FERN 時間: 2025-3-21 17:11
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書目名稱Design for Change: Designing Evidence-Based Teacher Preparation Programs被引頻次
書目名稱Design for Change: Designing Evidence-Based Teacher Preparation Programs被引頻次學科排名
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書目名稱Design for Change: Designing Evidence-Based Teacher Preparation Programs讀者反饋
書目名稱Design for Change: Designing Evidence-Based Teacher Preparation Programs讀者反饋學科排名
作者: 植物茂盛 時間: 2025-3-22 00:16
The Role of Technology,cribed in this chapter was an expression of learning derived from completing the design of programs and courses without design technology in the early years of the DfC-PaC process. Learning from the manual process led to the design architecture and features of CourseSpace. The software has been empl作者: 寄生蟲 時間: 2025-3-22 03:45
https://doi.org/10.1007/978-3-319-94127-1cribed in this chapter was an expression of learning derived from completing the design of programs and courses without design technology in the early years of the DfC-PaC process. Learning from the manual process led to the design architecture and features of CourseSpace. The software has been empl作者: 親愛 時間: 2025-3-22 07:13
Design for Change: Designing Evidence-Based Teacher Preparation Programs作者: Pseudoephedrine 時間: 2025-3-22 12:21 作者: Dendritic-Cells 時間: 2025-3-22 15:53
Book 2024ningful learning and assessment tasks, and leveraging technology. The latterincludes a chapter on software for teacher preparation program design...The book‘s ultimate goal is to offer a versatile framework for designing teacher education programs. The book employs evidence from longitudinal researc作者: Dendritic-Cells 時間: 2025-3-22 17:03 作者: agglomerate 時間: 2025-3-22 23:10 作者: rheumatism 時間: 2025-3-23 04:20 作者: avenge 時間: 2025-3-23 09:37
Foundations of Real and Abstract Analysis Chap. .. The findings are derived from four doctoral theses, two books, and nine peer-reviewed studies that employed qualitative, quantitative, and mixed research methods. The chapter provides an overview of the studies and their findings and identifies the future trajectory for research on the DfC-PaC approach.作者: Creatinine-Test 時間: 2025-3-23 10:30 作者: 危險 時間: 2025-3-23 17:50 作者: MEEK 時間: 2025-3-23 18:28 作者: 容易生皺紋 時間: 2025-3-24 00:15
The Design for Change Model-Teams and Process (DfC-TaP),ses and how a team functions to develop teacher preparation programs. The chapter will highlight how the SOS theory was applied to the DfC-TaP model, incorporating the six theoretical principles of self-organization – simple rules, embedded design, emergent feedback, dispersed control, similarity at scale, and common schema.作者: 平靜生活 時間: 2025-3-24 03:47
Evidence for Design for Change: Programs and Courses (DfC-PaC), Chap. .. The findings are derived from four doctoral theses, two books, and nine peer-reviewed studies that employed qualitative, quantitative, and mixed research methods. The chapter provides an overview of the studies and their findings and identifies the future trajectory for research on the DfC-PaC approach.作者: delta-waves 時間: 2025-3-24 09:34
Takeaways and Conclusions,arch findings and observations more broadly. Following is a forward-facing discussion that reflects our thoughts and perspectives about what has been shared in the preceding chapters, informed by the assumptions described in Chap. . and the research described in Chaps. . and ..作者: 懶惰人民 時間: 2025-3-24 12:16
Fundamental Theories of Physicsetween design theory and the role of theory in program content (e.g., theory of curriculum, learning and pedagogy, etc.) taught to students as they are learning about different aspects of the cognate.作者: deceive 時間: 2025-3-24 16:10
Foundations of Real and Abstract Analysiss the study of an active, ongoing design process. The studies undertaken as part of this work include two doctoral theses (Grima-Farrell, 2012; Zundans-Fraser, 2014) and related journal articles (Zundans-Fraser & Bain, 2015, 2016, 2020).作者: 骯臟 時間: 2025-3-24 21:27 作者: onlooker 時間: 2025-3-25 00:21
Evidence for Design for Change: Teams and Process (DfC-TaP),s the study of an active, ongoing design process. The studies undertaken as part of this work include two doctoral theses (Grima-Farrell, 2012; Zundans-Fraser, 2014) and related journal articles (Zundans-Fraser & Bain, 2015, 2016, 2020).作者: stroke 時間: 2025-3-25 04:29
Design for Change: Goals and Assumptions,hich it is based and overview each of the chapters. Over the last 20?years, numerous international and national reports and accounts of them (e.g., Bahr & Mellor, 2016; Caldwell & Sutton, 2010; Carnegie Corporation of New York, 2006; Hartsuyker, 2007; Ingvarson et al., 2014; Levine, 2006; National R作者: 跳動 時間: 2025-3-25 08:31
Conceptualizing What We Should Expect of Teacher Preparation,current research on teaching and the standards employed to accredit teacher preparation programs (TPPs). We introduce the concept of a schema, both as a psychological construct for framing teacher expectations and as the basis for a theoretical approach to the design of TPPs.作者: grenade 時間: 2025-3-25 13:52
Practical Theory in Design for Change,d (Bell, 2004; Franz, 2007; Tellings, 2011), little research has focused specifically on a theorized program design processes in teacher education. This chapter builds the case for using theory as a basis for teacher education program design with a focus on self-organization. A distinction is made?b作者: MULTI 時間: 2025-3-25 18:00 作者: resuscitation 時間: 2025-3-25 21:59
,The Design for Change Model – Programs and Courses (DfC-PaC),We show examples of what happens when the DfC-TaP described in Chap. . is employed to build programs and courses and what those design elements look like in practice. This includes how commitments are connected to standards, graduate expectations, courses, and assessment tasks.作者: brother 時間: 2025-3-26 03:00 作者: 合并 時間: 2025-3-26 07:34
Evidence for Design for Change: Programs and Courses (DfC-PaC),ign features to the outcomes those programs produce. In this chapter, we share evidence for the Design for Change-Faculty (DfC-PaC) model described in Chap. .. The findings are derived from four doctoral theses, two books, and nine peer-reviewed studies that employed qualitative, quantitative, and m作者: Misgiving 時間: 2025-3-26 09:54 作者: TRACE 時間: 2025-3-26 16:26 作者: 圣歌 時間: 2025-3-26 16:49
Rapid Application Development Using Qtcurrent research on teaching and the standards employed to accredit teacher preparation programs (TPPs). We introduce the concept of a schema, both as a psychological construct for framing teacher expectations and as the basis for a theoretical approach to the design of TPPs.作者: Outmoded 時間: 2025-3-27 00:06 作者: 充氣球 時間: 2025-3-27 04:01
Conceptualizing What We Should Expect of Teacher Preparation,current research on teaching and the standards employed to accredit teacher preparation programs (TPPs). We introduce the concept of a schema, both as a psychological construct for framing teacher expectations and as the basis for a theoretical approach to the design of TPPs.作者: 可用 時間: 2025-3-27 08:40
,The Design for Change Model – Programs and Courses (DfC-PaC),We show examples of what happens when the DfC-TaP described in Chap. . is employed to build programs and courses and what those design elements look like in practice. This includes how commitments are connected to standards, graduate expectations, courses, and assessment tasks.作者: companion 時間: 2025-3-27 12:21
Rapid Application Development Using Qthich it is based and overview each of the chapters. Over the last 20?years, numerous international and national reports and accounts of them (e.g., Bahr & Mellor, 2016; Caldwell & Sutton, 2010; Carnegie Corporation of New York, 2006; Hartsuyker, 2007; Ingvarson et al., 2014; Levine, 2006; National R作者: Expand 時間: 2025-3-27 14:48 作者: 動機 時間: 2025-3-27 19:06 作者: 嚴厲譴責 時間: 2025-3-28 00:57
Symmetry in algebraic quantum theoryl describe the first component of the DfC model, Design for Change-Teams and Process (DfC-TaP), focusing on the development of the faculty work processes and how a team functions to develop teacher preparation programs. The chapter will highlight how the SOS theory was applied to the DfC-TaP model, 作者: Anticonvulsants 時間: 2025-3-28 05:49
Speech Acts for Dialogue Agents,We show examples of what happens when the DfC-TaP described in Chap. . is employed to build programs and courses and what those design elements look like in practice. This includes how commitments are connected to standards, graduate expectations, courses, and assessment tasks.作者: 盟軍 時間: 2025-3-28 07:46 作者: MAZE 時間: 2025-3-28 13:45 作者: 驚惶 時間: 2025-3-28 17:07
https://doi.org/10.1007/978-3-319-94127-1ware tools known as CourseSpace (Bain, 2012, 2020) is used collaboratively by team members to enact the six theoretical principles described in Chap. . and referred to in other chapters of the book. They are simple rules, embedded design, emergent feedback, dispersed control, similarity at scale, an作者: 珍奇 時間: 2025-3-28 19:02 作者: amphibian 時間: 2025-3-29 01:30 作者: 劇本 時間: 2025-3-29 06:23 作者: cardiac-arrest 時間: 2025-3-29 11:00
