Anytime, Anywhere: Student-Centered Learning for Schools and Teachers

Sonst. Personen	Wolfe, Rebecca E. (Hrsg.); Steinberg, Adria (Hrsg.); Hoffman, Nancy (Hrsg.)
Institution	Harvard University, Graduate School of Education
Titel	Anytime, Anywhere: Student-Centered Learning for Schools and Teachers
Quelle	(2013), (232 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-61250-570-1
Schlagwörter	Student Centered Learning; Teaching Methods; Educational Research; Institutional Characteristics; Educational Practices; Technology Uses in Education; Educational Technology; Student Motivation; Learner Engagement; Mathematics Education; African Americans; Males; Latin; Hispanic American Students + Suchen Sie Ihr Suchwort? Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsforschung; Pädagogische Forschung; Bildungspraxis; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Schulische Motivation; Mathematische Bildung; Afroamerikaner; Male; Männliches Geschlecht; Latein; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin
Abstract	"Anytime, Anywhere" synthesizes existing research and practices in the emerging field of student-centered learning, and includes profiles of schools that have embraced this approach. Educators have argued that students should be at the center of learning, constructing new knowledge based on what is interesting to them, and receiving guidance in classrooms--or anywhere they may happen to be--from adults with whom they have positive relationships. Now, with the advent of new technologies, researchers are confirming the value of this approach by showing how the human brain and memory work in response to different environments, and how digital tools give students powerful new ways to express what they have learned. Following the Foreword (Nicholas C. Donohue), Acknowledgments, and Introduction (Rebecca E. Wolfe, Adria Steinberg, and Nancy Hoffman), this book is comprised of three parts. Part One, The Starting Point, contains the following chapters: (1) Learning from the Leaders: Core Practices of Six Schools (Barbara Cervone and Kathleen Cushman); and (2) Making Assessment Student Centered (Heidi Andrade, Kristen Huff, and Georgia Brooke). Part Two, Next Steps, contains the following chapters: (3) Using Digital Media to Design Student-Centered Curricula (David H. Rose and Jenna W. Gravel); (4) Identity and Literacy Instruction for African American Males (Alfred W. Tatum); and (5) Making Mathematics Matter for Latin@ and Black Students (Rochelle Gutiérrez and Sonya E. Irving). Part Three, The Future of Student-Centered Learning, contains the following chapters: (6) Applying the Science of How We Learn (Christina Hinton, Kurt W. Fischer, and Catherine Glennon); and (7) Prioritizing Motivation and Engagement (Eric Toshalis and Michael J. Nakkula). Contains notes, a section about the editors and contributors, and an index. (ERIC).
Anmerkungen	Harvard Education Press. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 888-437-1437; Tel: 617-495-3432; Fax: 978-348-1233; e-mail: hepg@harvard.edu; Web site: http://hepg.org/hep-home/home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01