This book provides an in-depth discussion of the aspects of a whole-child learner paradigm including how educator and school-based influences interrelate with personal and interpersonal demonstrations of learning to create a holistic learning system
This book provides an in-depth discussion of the aspects of a whole-child learner paradigm including how educator and school-based influences interrelate with personal and interpersonal demonstrations of learning to create a holistic learning system
James Trifone holds a PhD in education from the University of Lancaster, UK. He is the academic director of the Master of Arts in Learning and Thinking [MALT] degree program, offered at The Graduate Institute in Bethany, Connecticut. This program consists of an innovative and learner-centered approach for preK-12 educators who strive to develop and integrate a holistic twenty-first-century whole-child approach into their classroom teaching.
Inhaltsangabe
Foreword Preface Acknowledgements Introduction Part I: Whether to Reform or Transform That Is The Question Chapter 1: America Needs To Transform Rather Than Reform Education Chapter 2: Transformation Requires a Systemic Change Chapter 3: Transforming Education: The Whole-Child Paradigm Part II: The District-based Influences That Affect Learning & Thinking Chapter 4: Creating a New Story of Learning & Thinking Part III: The Educator-Based Influences That Affect Learning, Thinking & Well-Being Chapter 5: What Are the Teaching Practices of the Teacher -Centered and Learner-Centered Approaches to Teaching? Chapter 6: Towards a Constructivist Approach to Learning Chapter 7: What Thinking Skills Foster Meaningful Learning Chapter 8: The Interdisciplinary Curriculum Chapter 9: Why Is the Whole-Child Educator Interested in Positive Psychology? Part IV: Personal Demonstrations Of Learning & Thinking Chapter 10: The Whole-Child Educator Fosters a Growth Mindset Part V: Interpersonal Demonstrations of Learning & Thinking Chapter 11: How Do Students Demonstrate Competency in Interpersonal Skills? Afterword
Foreword Preface Acknowledgements Introduction Part I: Whether to Reform or Transform That Is The Question Chapter 1: America Needs To Transform Rather Than Reform Education Chapter 2: Transformation Requires a Systemic Change Chapter 3: Transforming Education: The Whole-Child Paradigm Part II: The District-based Influences That Affect Learning & Thinking Chapter 4: Creating a New Story of Learning & Thinking Part III: The Educator-Based Influences That Affect Learning, Thinking & Well-Being Chapter 5: What Are the Teaching Practices of the Teacher -Centered and Learner-Centered Approaches to Teaching? Chapter 6: Towards a Constructivist Approach to Learning Chapter 7: What Thinking Skills Foster Meaningful Learning Chapter 8: The Interdisciplinary Curriculum Chapter 9: Why Is the Whole-Child Educator Interested in Positive Psychology? Part IV: Personal Demonstrations Of Learning & Thinking Chapter 10: The Whole-Child Educator Fosters a Growth Mindset Part V: Interpersonal Demonstrations of Learning & Thinking Chapter 11: How Do Students Demonstrate Competency in Interpersonal Skills? Afterword
Es gelten unsere Allgemeinen Geschäftsbedingungen: www.buecher.de/agb
Impressum
www.buecher.de ist ein Internetauftritt der buecher.de internetstores GmbH
Geschäftsführung: Monica Sawhney | Roland Kölbl | Günter Hilger
Sitz der Gesellschaft: Batheyer Straße 115 - 117, 58099 Hagen
Postanschrift: Bürgermeister-Wegele-Str. 12, 86167 Augsburg
Amtsgericht Hagen HRB 13257
Steuernummer: 321/5800/1497
USt-IdNr: DE450055826
