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Author: publishers sense - Decolonizing Global Citizenship Education…

9789463002769 - Sense Publishers: Decolonizing Global Citizenship Education - Book
1
Sense Publishers (?):

Decolonizing Global Citizenship Education (2015) (?)

Delivery from: Netherlands

ISBN: 9789463002769 (?) or 9463002766, in dutch, Sense Publishers, hardcover, New

5-10 werkdagen
bol.com
The ideas for this reader came out of a conference organized through the Centre for Global Citizenship Education and Research (CGCER) at the University of Alberta in 2013. With the high expansion of global citizenship education scholarship in the past 15 or so years, and with most of this scholarship produced in the west and mostly focused on the citizenship lives of people in the so-called developing world, or selectively attempting to explain the contexts of marginalized populations in the wes... The ideas for this reader came out of a conference organized through the Centre for Global Citizenship Education and Research (CGCER) at the University of Alberta in 2013. With the high expansion of global citizenship education scholarship in the past 15 or so years, and with most of this scholarship produced in the west and mostly focused on the citizenship lives of people in the so-called developing world, or selectively attempting to explain the contexts of marginalized populations in the west, the need for multidirectional and decolonizing knowledge and research perspectives should be clear. Indeed, the discursive as well as the practical constructions of current global citizenship education research cannot fulfill the general promise of learning and teaching programs as social development platforms unless the voices of all concerned are heard and validated. With these realities, this reader is topically comprehensive and timely, and should constitute an important intervention in our efforts to create and sustain more inclusive and liberating platforms of knowledge and learning. "This collection of cutting-edge theoretical contributions examines citizenship and neo-liberal globalization and their impacts on the nexus of the local and global learning, production of knowledge, and movements of people and their rights. Case studies in the collection also provide in-depth analysis of lived experiences that challenge the constructed borders, which derive from colonial and imperial re-structuring of the contemporary world and nation-states. The contributors articulate agency in terms of both resistance and proactive engagement toward the construction of an alternative world, which acknowledges equality, justice and common humanity of all in symbiosis with the social and natural environment. It is a valuable reader for students, scholars, practitioners, and activists interested in the empowering possibilities of decolonized global citizenship education." - N'Dri T. Assie-Lumumba, Cornell University"Taal: Engels;Afmetingen: 16x234x156 mm;Gewicht: 531,00 gram;Verschijningsdatum: september 2015;ISBN10: 9463002766;ISBN13: 9789463002769; Engelstalig | hardcover | 2015
seller comment bol.com:
Nieuw, 5-10 werkdagen
Platform order number Bol.com: 9200000050459505
Category: Studie & Management, Onderwijs & Opvoeding
Data from 03/08/2017 05:35h
ISBN (alternative notations): 94-6300-276-6, 978-94-6300-276-9
9789463003117 - Sense Publishers: Understanding Science Teachers' Professional Knowledge Growth - Book
2
Sense Publishers (?):

Understanding Science Teachers' Professional Knowledge Growth (?)

ISBN: 9789463003117 (?) or 9463003118, unknown language, Sense Publishers, New

plus shipping, Versandfertig in 2 - 3 Tagen
From Seller/Antiquarian
Understanding Science Teachers' Professional Knowledge Growth, Science education has to be improved in order to become more responsive to the needs of society confronted with a rapidly changing world. Bringing science teaching up to a higher level is a key factor in this endeavour. The authors of this book think about teachers as part of the immediate and large communities and systems in which they function. They consider the development of teachers' professional knowledge as a continuous process that depends on the communities they are committed to and participate in, the discipline they are teaching, the social context in which they perform, the instruments made available in their environment, and their day-to-day classroom experience. From this perspective, each teacher learns in an individual way, but cannot learn without relying on their colleagues and other partners. Such professional knowledge is partly tacit and explicit, and thus possessed by teachers, experts and researchers. Coordinating activity theory and models of pedagogical content knowledge (PCK), the book provides a better understanding of the growth of science teacher professional knowledge. The chapters are organised around shared perspectives and themes and based on research findings. The emerging model can inform pre-service teacher educators, researchers and students. The book results from exchanges and symposia during international conferences (ECER, ESERA) and from a two-day seminar held at Université Grenoble Alpes in March 2015.
Seller order number: 44011930
Platform order number Thalia.de: 199f8494269a637e75b513ffbd6077 8e
Category: Bücher / Schule & Lernen / Lehrermaterialien
Keywords: Bücher
Data from 11/24/2016 19:33h
ISBN (alternative notations): 94-6300-311-8, 978-94-6300-311-7
9789077874226 - Sense Publishers: Theorems in School,  From History, Epistemology and Cognition to Classroom Practice - Book
3
Sense Publishers (?):

Theorems in School, From History, Epistemology and Cognition to Classroom Practice (?)

Delivery from: Netherlands

ISBN: 9789077874226 (?) or 9077874224, in dutch, Sense Publishers, hardcover, New

175.00(without obligation)
5-10 werkdagen
bol.com
Productinformatie:Taal: Engels;Afmetingen: 19x234x156 mm;Gewicht: 647,00 gram;Druk: 1;ISBN10: 9077874224;ISBN13: 9789077874226; Engels | hardcover
seller comment bol.com:
Nieuw, 5-10 werkdagen
Platform order number Bol.com: 9200000002390197
Category: School en studie, Educatie, Meer onderwijs
Data from 06/04/2016 14:27h
ISBN (alternative notations): 90-77874-22-4, 978-90-77874-22-6
9789077874226 - Editor: P. Boero: Theorems in School: From History, Epistemology and Cognition to Classroom Practice (New Directions in Mathematics and Science Education) - Book
4
Editor: P. Boero (?):

Theorems in School: From History, Epistemology and Cognition to Classroom Practice (New Directions in Mathematics and Science Education) (2007) (?)

ISBN: 9789077874226 (?) or 9077874224, in english, 336 pages, Sense Publishers, hardcover, Used

162.50 (£ 127.19)¹ + Shipping: 6.36 (£ 4.98)¹ = 168.86 (£ 132.17)¹(without obligation)
Usually dispatched within 1-2 business days
From Seller/Antiquarian, swestbooks
During the last decade, a revaluation of proof and proving within mathematics curricula was recommended; great emphasis was put on the need of developing proof-related skills since the beginning of primary school. This book, addressing mathematics educators, teacher-trainers and teachers, is published as a contribution to the endeavour of renewing the teaching of proof (and theorems) on the basis of historical-epistemological, cognitive and didactical considerations. Authors come from eight countries and different research traditions: this fact offers a broad scientific and cultural perspective. In this book, the historical and epistemological dimensions are dealt with by authors who look at specific research results in the history and epistemology of mathematics with an eye to crucial issues related to educational choices. Two papers deal with the relationships between curriculum choices concerning proof (and the related implicit or explicit epistemological assumptions and historical traditions) in two different school systems, and the teaching and learning of proof there. The cognitive dimension is important in order to avoid that the didactical choices do not fit the needs and the potentialities of learners. Our choice was to firstly deal with the features of reasoning related to proof, mainly concerning the relationships between argumentation and proof. The second part of this book concentrates on some crucial cognitive and didactical aspects of the development of proof from the early approach in primary school, to high school and university. We will show how suitable didactical proposals within appropriate educational contexts can match the great (yet, underestimated!) young students' potentialities in approaching theorems and theories. hardcover, Label: Sense Publishers, Sense Publishers, Produktgruppe: Book, Publiziert: 2007-02-15, Freigegeben: 2007-02-15, Studio: Sense Publishers
Platform order number Amazon.co.uk: %2FuOWaWx8GJrJQJ0jNMLJknIybpid P2fNmsmyP%2FjDMChwKprFa%2BxUq8 6nvjGxHuoTAr%2BYe%2FoTZXKR00NM B2uZvLMnqU8z3yQkmawDk0k94tjHV4 H5UEsz1tpF70sHLNceTCptG1lbOliQ 4hSJMIBAMQ%3D%3D
Keywords: By Subject, Kids, Higher Education, Teaching Aids, Books, Science & Nature, Society, Politics & Philosophy, Education Studies
Data from 06/04/2016 14:27h
ISBN (alternative notations): 90-77874-22-4, 978-90-77874-22-6
9789077874226 - Editor: P. Boero: Theorems in School: From History, Epistemology and Cognition to Classroom Practice (New Directions in Mathematics and Science Education) - Book
5
Editor: P. Boero (?):

Theorems in School: From History, Epistemology and Cognition to Classroom Practice (New Directions in Mathematics and Science Education) (2007) (?)

ISBN: 9789077874226 (?) or 9077874224, in english, 336 pages, Sense Publishers, hardcover, New

95.82 (£ 75.00)¹ + Shipping: 6.36 (£ 4.98)¹ = 102.18 (£ 79.98)¹(without obligation)
Usually dispatched within 2 to 4 weeks
From Seller/Antiquarian, Amazon.co.uk
During the last decade, a revaluation of proof and proving within mathematics curricula was recommended; great emphasis was put on the need of developing proof-related skills since the beginning of primary school. This book, addressing mathematics educators, teacher-trainers and teachers, is published as a contribution to the endeavour of renewing the teaching of proof (and theorems) on the basis of historical-epistemological, cognitive and didactical considerations. Authors come from eight countries and different research traditions: this fact offers a broad scientific and cultural perspective. In this book, the historical and epistemological dimensions are dealt with by authors who look at specific research results in the history and epistemology of mathematics with an eye to crucial issues related to educational choices. Two papers deal with the relationships between curriculum choices concerning proof (and the related implicit or explicit epistemological assumptions and historical traditions) in two different school systems, and the teaching and learning of proof there. The cognitive dimension is important in order to avoid that the didactical choices do not fit the needs and the potentialities of learners. Our choice was to firstly deal with the features of reasoning related to proof, mainly concerning the relationships between argumentation and proof. The second part of this book concentrates on some crucial cognitive and didactical aspects of the development of proof from the early approach in primary school, to high school and university. We will show how suitable didactical proposals within appropriate educational contexts can match the great (yet, underestimated!) young students' potentialities in approaching theorems and theories. hardcover, Label: Sense Publishers, Sense Publishers, Produktgruppe: Book, Publiziert: 2007-02-15, Freigegeben: 2007-02-15, Studio: Sense Publishers
Platform order number Amazon.co.uk: %2FuOWaWx8GJrJQJ0jNMLJknIybpid P2fNcFPVfIt6q2q%2FyKL%2F8b4%2F uwxGA%2F8y8m6K4jiXN3%2FUlzwz8j %2BFWwpj1Ip63bjZ%2FnnE
Keywords: By Subject, Kids, Higher Education, Teaching Aids, Books, Science & Nature, Society, Politics & Philosophy, Education Studies
Data from 06/04/2016 14:27h
ISBN (alternative notations): 90-77874-22-4, 978-90-77874-22-6

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