標(biāo)題: Titlebook: Knowledge Communities in Teacher Education; Sustaining Collabora Cheryl J. Craig,Gayle A. Curtis,M. Michael Pérez Book 2020 The Editor(s) ( [打印本頁] 作者: LH941 時(shí)間: 2025-3-21 18:28
書目名稱Knowledge Communities in Teacher Education影響因子(影響力)
書目名稱Knowledge Communities in Teacher Education影響因子(影響力)學(xué)科排名
書目名稱Knowledge Communities in Teacher Education網(wǎng)絡(luò)公開度
書目名稱Knowledge Communities in Teacher Education網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱Knowledge Communities in Teacher Education被引頻次
書目名稱Knowledge Communities in Teacher Education被引頻次學(xué)科排名
書目名稱Knowledge Communities in Teacher Education年度引用
書目名稱Knowledge Communities in Teacher Education年度引用學(xué)科排名
書目名稱Knowledge Communities in Teacher Education讀者反饋
書目名稱Knowledge Communities in Teacher Education讀者反饋學(xué)科排名
作者: 獸群 時(shí)間: 2025-3-21 23:14
Palgrave Studies on Leadership and Learning in Teacher Educationhttp://image.papertrans.cn/k/image/543844.jpg作者: 翅膀拍動(dòng) 時(shí)間: 2025-3-22 03:21 作者: 任意 時(shí)間: 2025-3-22 05:05 作者: Fortify 時(shí)間: 2025-3-22 10:10
https://doi.org/10.1007/978-3-030-54670-0teacher educator; professional development; leading and learning; Portfolio group; Aldine Independent Sc作者: meritorious 時(shí)間: 2025-3-22 14:43
,Introducing the Portfolio Group (1998–Present),or within the context of a $60 million dollar school reform project in the fourth largest urban center in the United States. The relationships evolved and matured into an informal knowledge community of peers co-examining their work. The volume’s introduction begins with a brief overview of the Port作者: Fresco 時(shí)間: 2025-3-22 19:49
The Story Before the Story: The Pathway to Knowledge Communities and the Portfolio Group,nities and explores the ways in which knowledge communities support continued teacher growth and development. It also establishes the background for the formation of the Portfolio Group during the Annenberg school reform era in Houston. Teacher reflective practice is elaborated and connected to rese作者: staging 時(shí)間: 2025-3-23 00:15 作者: 慷慨援助 時(shí)間: 2025-3-23 01:48
,Becoming and Sustaining Critical Friends (1998–Present), of the Critical Friends Group? concept are explained. Stories of learning to be critical friends are shared, evidence of Critical Friends Group? work in our practice is explored, and our Critical Friends Group? interactions, use of CFG? repertoires, and cultivation of reflective practices are illum作者: decipher 時(shí)間: 2025-3-23 05:49 作者: 性冷淡 時(shí)間: 2025-3-23 11:04 作者: opprobrious 時(shí)間: 2025-3-23 14:42
,Traveling Journals as Inquiry and Professional Development (2004–2006),r continued professional development. Grounded in the literature on reflective practice (Sch?n in .. Basic Books, New York, NY, 1983; .. Teachers College Press, New York, NY, 1991; . 27(6): 26–34, 1995), this chapter describes how the Traveling Journals came about and evolved, emphasizing their refl作者: 不來 時(shí)間: 2025-3-23 20:37 作者: Offbeat 時(shí)間: 2025-3-24 00:52
,Negotiating Career Pathway Challenges (1998–Present),egar in .. Falmer Press, London, UK, pp. 235–246, 1998; Munby and Russell in .. Falmer Press, London, UK, pp. 172–184, 1995) to narratively examining challenges encountered in the long careers of the Portfolio Group. From a teacher educator perspective, the chapter brings forth common situations tha作者: Pepsin 時(shí)間: 2025-3-24 04:53 作者: interlude 時(shí)間: 2025-3-24 10:02
,The Portfolio Group’s Legacy,ons include exemplars of the group’s internal sharing of ideas and member testimonials as to why they have stayed in the Portfolio Group. This chapter also highlights the group’s extensive productivity over time through publications and local, national, and international presentations and spotlights作者: 觀察 時(shí)間: 2025-3-24 12:16 作者: Asseverate 時(shí)間: 2025-3-24 17:21 作者: 四牛在彎曲 時(shí)間: 2025-3-24 22:44
arises in the linearization of the boundary rigidity problem which is discussed in Section 1. In Section 2 we introduce a class of Riemannian manifolds, convex non-trapping manifolds (CNTM), for which the ray transform can be defined in a very natural way. In the case of positive rank tensor fields,作者: Dictation 時(shí)間: 2025-3-25 02:40
Cheryl J. Craig,Gayle A. Curtis,Michaelann Kelley,P. Tim Martindell,M. Michael Pérezstances between points on the sphere are as close as possible to the geodesic distances measured between the corresponding points on the cortex. Thereby, our approach maximizes the goodness of fit of distances on the cortex surface to distances on the sphere. We apply our algorithm to sections of th作者: Apogee 時(shí)間: 2025-3-25 06:33 作者: 柔聲地說 時(shí)間: 2025-3-25 08:35
ely related to inverse problems for kinetic and linear transport equations that are discussed in Section 3. In Section 4 we present some results on the nonlinear boundary rigidity problem whose derivation is based on stability estimates for the ray transform. Section 5 is devoted to the periodic ver作者: 噴油井 時(shí)間: 2025-3-25 14:57 作者: Jocose 時(shí)間: 2025-3-25 17:52 作者: 慌張 時(shí)間: 2025-3-25 20:36
Cheryl J. Craig,Gayle A. Curtis,Michaelann Kelley,P. Tim Martindell,M. Michael Pérez作者: 愚笨 時(shí)間: 2025-3-26 00:56 作者: placebo 時(shí)間: 2025-3-26 04:59 作者: 正常 時(shí)間: 2025-3-26 09:55
Cheryl J. Craig,Gayle A. Curtis,Michaelann Kelley,P. Tim Martindell,M. Michael Pérez作者: Immobilize 時(shí)間: 2025-3-26 16:01
Cheryl J. Craig,Gayle A. Curtis,Michaelann Kelley,P. Tim Martindell,M. Michael Pérez作者: Intervention 時(shí)間: 2025-3-26 17:04 作者: 確保 時(shí)間: 2025-3-27 00:00
Cheryl J. Craig,Gayle A. Curtis,Michaelann Kelley,P. Tim Martindell,M. Michael Pérez作者: defeatist 時(shí)間: 2025-3-27 03:56
The Story Before the Story: The Pathway to Knowledge Communities and the Portfolio Group, between knowledge communities (Craig in . 25(2): 151–175, 1995c; .. Teachers College Press, New York, NY,pp. 137–141, 1995d) and other versions of professional learning communities (e.g., DuFour and Eaker in ..Solution Tree Press, Bloomington, IN, 1998).作者: compel 時(shí)間: 2025-3-27 08:32
2524-7069 nability. The book demonstrates through the shared experiences of five teachers/teacher educators the ways in which varied collaborations aimed at professional development lead to teacher growth in practice, leadership, and career..978-3-030-54672-4978-3-030-54670-0Series ISSN 2524-7069 Series E-ISSN 2524-7077 作者: botany 時(shí)間: 2025-3-27 13:22 作者: 過份艷麗 時(shí)間: 2025-3-27 17:03 作者: epidermis 時(shí)間: 2025-3-27 17:56 作者: definition 時(shí)間: 2025-3-27 23:17
,Relationships, Cross-Pollination, and Extended Collaborations (2002–Present),olio Group members have shared their knowledge with others in the education landscape and extended the group’s collaborative efforts through support of one another’s school- and institution-based practice.作者: CURT 時(shí)間: 2025-3-28 04:28 作者: 催眠 時(shí)間: 2025-3-28 07:13 作者: 期滿 時(shí)間: 2025-3-28 12:13 作者: AVANT 時(shí)間: 2025-3-28 15:21
,Traveling Journals as Inquiry and Professional Development (2004–2006),ective and informative nature. Related stories reveal that not all of the group connected with the notion of Traveling Journals, preferring instead to maintain private journals, whereas some continued both practices.作者: Regurgitation 時(shí)間: 2025-3-28 20:03
,Negotiating Career Pathway Challenges (1998–Present),t are found across the education system career continuum. Topics include the influence of education environments on teacher educator decisions to stay or leave and living one’s best-loved self (Craig in . 33(3): 261–272, 2013).作者: 撫慰 時(shí)間: 2025-3-29 01:04 作者: 小口啜飲 時(shí)間: 2025-3-29 03:30 作者: myocardium 時(shí)間: 2025-3-29 08:10
,Becoming Narrative Inquirers (2003–2013),acher experience, knowledge, and practice amid school contexts. Brief overviews of the five dissertations are provided, explicating the insights gained while assuming the new identity of narrative inquirer.作者: progestogen 時(shí)間: 2025-3-29 13:23
,Engaging in Self-Study Research (2011–Present),Russell in .. Springer, New York, NY, 2004; Pinnegar and Hamilton in .. Springer, Dordrecht, The Netherlands, 2009) are explicated and the rationale for the group’s engaging in self-study is explained.作者: defendant 時(shí)間: 2025-3-29 16:55
10樓作者: 飛來飛去真休 時(shí)間: 2025-3-29 22:47
10樓作者: INERT 時(shí)間: 2025-3-30 03:34
10樓作者: hidebound 時(shí)間: 2025-3-30 06:37
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