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The book discusses the failed reform initiatives of the 20th century's "one size fits all" model for American education. A recommendation is made to adopt a systemic change in how, why, and what we teach, which takes the form of a new whole-child framework. This new educational narrative fosters a more learner-centered, constructivist, interdisciplinary, and meaningful approach to learning. Positive education offers educators new strategies to develop character strengths and promote well-being in their students.
The book discusses the failed reform initiatives of the 20th century's "one size fits all" model for American education. A recommendation is made to adopt a systemic change in how, why, and what we teach, which takes the form of a new whole-child framework. This new educational narrative fosters a more learner-centered, constructivist, interdisciplinary, and meaningful approach to learning. Positive education offers educators new strategies to develop character strengths and promote well-being in their students.
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Autorenporträt
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
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