標(biāo)題: Titlebook: Learning to Mentor-as-Praxis; Foundations for a Cu Lily Orland-Barak Book 2010 Springer-Verlag US 2010 Curriculum Development.Mentor-as-Pra [打印本頁(yè)] 作者: informed 時(shí)間: 2025-3-21 18:24
書目名稱Learning to Mentor-as-Praxis影響因子(影響力)
書目名稱Learning to Mentor-as-Praxis影響因子(影響力)學(xué)科排名
書目名稱Learning to Mentor-as-Praxis網(wǎng)絡(luò)公開(kāi)度
書目名稱Learning to Mentor-as-Praxis網(wǎng)絡(luò)公開(kāi)度學(xué)科排名
書目名稱Learning to Mentor-as-Praxis被引頻次
書目名稱Learning to Mentor-as-Praxis被引頻次學(xué)科排名
書目名稱Learning to Mentor-as-Praxis年度引用
書目名稱Learning to Mentor-as-Praxis年度引用學(xué)科排名
書目名稱Learning to Mentor-as-Praxis讀者反饋
書目名稱Learning to Mentor-as-Praxis讀者反饋學(xué)科排名
作者: 整潔 時(shí)間: 2025-3-21 22:26
Lily Orland-Barak the causes, prevalence, and associated conditions of PTSD. (3) Provides a review of screening, referral, and diagnostic assessment processes. (4) Reviews appropriate treatments for students with PTSD...Today’s978-1-4419-4642-3978-0-387-79916-2Series ISSN 2945-5812 Series E-ISSN 2945-5820 作者: 開(kāi)始沒(méi)有 時(shí)間: 2025-3-22 02:41 作者: 包裹 時(shí)間: 2025-3-22 06:21 作者: 道學(xué)氣 時(shí)間: 2025-3-22 09:48
1879-8624 g in, by heavy attempts at control, or by premature dissection, or even by paying attention too intensely to a private, personal relationship. Mentoring is best studied by being still, by listening with authent978-1-4614-2561-8978-1-4419-0582-6Series ISSN 1879-8624 Series E-ISSN 2543-0556 作者: 雪上輕舟飛過(guò) 時(shí)間: 2025-3-22 16:01
Introduction: Learning to Mentor-as-Praxis Foundations for a Curriculum in Teacher Education,e attributes, focusing on acts rather than on traditional roles, hence underscoring the praxical, action oriented character of mentoring and mentored learning. The chapter introduces the reader to the three domains of praxis elaborated throughout the book: Appreciation, Participation, and Improvisat作者: 溝通 時(shí)間: 2025-3-22 19:28 作者: 討人喜歡 時(shí)間: 2025-3-22 22:47 作者: 我不明白 時(shí)間: 2025-3-23 03:07
Domain of Appreciation,ps between codes and norms of behavior; contemplate the physical, relational, and professional context of mentoring; typify emergent cooperative breakdowns; signify ingrained assumptions and ideologies; and take perspective by making educated conjectures and connecting the parts to the whole. As men作者: 重疊 時(shí)間: 2025-3-23 09:12
Domain of Participation,practice and forms of positioning and construing, the mentor appropriates mediational tools. These are informed by his/her sense of responsibility and commitment as agent, participating in manifold networks of professional and relational texts. As mentors mediate persons, context, and content they v作者: FUSC 時(shí)間: 2025-3-23 12:58
Domain of Improvisation,rough recurring patterns. Mentors articulate teaching, learning, and subject matter guided by the here and now interactions. They respond to connections between theory and practice ‘in action,’ analyze practice systematically, and connect concepts to actions, encouraging the mentee to discharge feel作者: 下級(jí) 時(shí)間: 2025-3-23 14:11
Book 2010he almost m- ically elegant form – to avoid destroying the delicate relationship by rushing in, by heavy attempts at control, or by premature dissection, or even by paying attention too intensely to a private, personal relationship. Mentoring is best studied by being still, by listening with authent作者: climax 時(shí)間: 2025-3-23 20:04
education and general classes..In this authoritative and accessible volume, experts offer the most salient information on early onset schizophrenia, including:.Contributing factors and risk factors..Prevalence and epidemiology..Screening and assessment procedures..Guidelines for determining eligibi作者: 半圓鑿 時(shí)間: 2025-3-24 00:50
Lily Orland-Barak education and general classes..In this authoritative and accessible volume, experts offer the most salient information on early onset schizophrenia, including:.Contributing factors and risk factors..Prevalence and epidemiology..Screening and assessment procedures..Guidelines for determining eligibi作者: KEGEL 時(shí)間: 2025-3-24 02:28 作者: OTTER 時(shí)間: 2025-3-24 09:40 作者: 手銬 時(shí)間: 2025-3-24 12:40 作者: AIL 時(shí)間: 2025-3-24 17:55 作者: 不開(kāi)心 時(shí)間: 2025-3-24 19:38
Lily Orland-Barak more prepared, willing, and able to identify and serve students with PTSD. (2) Identifies the causes, prevalence, and associated conditions of PTSD. (3) Provides a review of screening, referral, and diagnostic assessment processes. (4) Reviews appropriate treatments for students with PTSD...Today’s作者: TRACE 時(shí)間: 2025-3-25 00:02
Lily Orland-Barak more prepared, willing, and able to identify and serve students with PTSD. (2) Identifies the causes, prevalence, and associated conditions of PTSD. (3) Provides a review of screening, referral, and diagnostic assessment processes. (4) Reviews appropriate treatments for students with PTSD...Today’s作者: Bouquet 時(shí)間: 2025-3-25 05:42
Lily Orland-Barak more prepared, willing, and able to identify and serve students with PTSD. (2) Identifies the causes, prevalence, and associated conditions of PTSD. (3) Provides a review of screening, referral, and diagnostic assessment processes. (4) Reviews appropriate treatments for students with PTSD...Today’s作者: CROW 時(shí)間: 2025-3-25 11:17 作者: blight 時(shí)間: 2025-3-25 12:48
1879-8624 a unified conceptual framework combining insights from empiLily Orland-Barak offers us a breathtaking work of science ?ction. Or perhaps I should say ‘science and ?ction. ’ The science side of the equation employs sophisticated technique for observing and describing interpersonal and intrapersonal 作者: 紡織品 時(shí)間: 2025-3-25 19:39 作者: BOAST 時(shí)間: 2025-3-25 22:53 作者: Wernickes-area 時(shí)間: 2025-3-26 01:06 作者: PAN 時(shí)間: 2025-3-26 04:31
Book 2010loys sophisticated technique for observing and describing interpersonal and intrapersonal dynamics among professionals in education. Both dramatic and seemingly ordinary episodes in the lives of teachers in relational tension with one another are analyzed with scienti?c care, precision, and insight.作者: PLUMP 時(shí)間: 2025-3-26 11:42 作者: 帶來(lái)的感覺(jué) 時(shí)間: 2025-3-26 13:34 作者: 協(xié)奏曲 時(shí)間: 2025-3-26 19:12
Lily Orland-Barakevere deficits in young people’s academic performance, family and peer relationships, and even the ability to acquire new skills. The relative rarity of the condition, meanwhile, can leave school personnel unsure of how to meet — or even recognize — student needs..Identifying, Assessing, and Treatin作者: 商店街 時(shí)間: 2025-3-27 00:46 作者: 神化怪物 時(shí)間: 2025-3-27 02:56
Lily Orland-Barakevere deficits in young people’s academic performance, family and peer relationships, and even the ability to acquire new skills. The relative rarity of the condition, meanwhile, can leave school personnel unsure of how to meet — or even recognize — student needs..Identifying, Assessing, and Treatin作者: 招人嫉妒 時(shí)間: 2025-3-27 05:55
Lily Orland-Baraks with PTSD are more likely to develop a range of problems, from delinquent behavior to eating disorders to substance abuse to dropping out. For the school-based professional, the ability to recognize these symptoms and warning signs is essential...Emphasizing prevention as well as intervention, .Id作者: heirloom 時(shí)間: 2025-3-27 09:57
Lily Orland-Baraks with PTSD are more likely to develop a range of problems, from delinquent behavior to eating disorders to substance abuse to dropping out. For the school-based professional, the ability to recognize these symptoms and warning signs is essential...Emphasizing prevention as well as intervention, .Id作者: Apogee 時(shí)間: 2025-3-27 14:27 作者: CLAMP 時(shí)間: 2025-3-27 21:47
Lily Orland-Baraks with PTSD are more likely to develop a range of problems, from delinquent behavior to eating disorders to substance abuse to dropping out. For the school-based professional, the ability to recognize these symptoms and warning signs is essential...Emphasizing prevention as well as intervention, .Id作者: GUMP 時(shí)間: 2025-3-27 22:12
Lily Orland-Baraks with PTSD are more likely to develop a range of problems, from delinquent behavior to eating disorders to substance abuse to dropping out. For the school-based professional, the ability to recognize these symptoms and warning signs is essential...Emphasizing prevention as well as intervention, .Id作者: Forehead-Lift 時(shí)間: 2025-3-28 03:58
Lily Orland-Barakwith posttraumatic stress disorder (PTSD).Identifies the cau.By age 16, significant – one might even say “alarming” – numbers of students are demonstrating signs of posttraumatic stress disorder (PTSD). Students with PTSD are more likely to develop a range of problems, from delinquent behavior to ea作者: 駕駛 時(shí)間: 2025-3-28 09:01 作者: 修改 時(shí)間: 2025-3-28 14:12 作者: Microgram 時(shí)間: 2025-3-28 16:05 作者: Lacunar-Stroke 時(shí)間: 2025-3-28 22:10
Introduction: Learning to Mentor-as-Praxis Foundations for a Curriculum in Teacher Education,cus elaborated throughout the chapters in Learning to Mentor-as-Praxis. The chapter begins with an illustrative story of mentoring, to underscore the role of the mentor as a professional role that develops within complex interpersonal and social professional webs, challenging mentors to function in 作者: Homocystinuria 時(shí)間: 2025-3-29 00:44 作者: insomnia 時(shí)間: 2025-3-29 05:29 作者: 先驅(qū) 時(shí)間: 2025-3-29 10:07
Domain of Appreciation, in authentic cases, examples, excerpts, and empirical sources from preservice and in-service mentoring settings. Appreciation as a discursive activity engages the mentor in dialogue with his/her mentoring practice, as he/she reads a situation, appraises and observes pedagogical practices, and recor作者: 附錄 時(shí)間: 2025-3-29 13:52 作者: choroid 時(shí)間: 2025-3-29 19:25 作者: ULCER 時(shí)間: 2025-3-29 20:56
Reciprocal Connections in Dyadic Interactions, discourse of two mentoring conversations. The first dyadic conversation, between a novice mentor and a mentor of mentors, illustrates how reciprocal interactions are constructed to shape the process and outcomes of co-constructing knowledge, through intersubjective meaning making. The second dyadic作者: 使增至最大 時(shí)間: 2025-3-30 01:03
Reciprocal Connections in Group Interactions,sation are successfully constituted in the public space of group mentoring conversations, to enhance participants’ learning. By contrast, the second example shows how devoid of a discursive, dialogic orientation, the group mentoring conversation remains static and underdeveloped, restricting its lea作者: 上坡 時(shí)間: 2025-3-30 05:10
Toward the Design of a Curriculum on Learning to Mentor,en, reframed to suggest deriving principles for learning to mentor, with a focus on what these foundations mean for expected processes and outcomes. The deriving learning principles are translated, in turn, into assertions underlying the design of appropriate settings, conditions, and tasks. Specifi
