000 03123nam a22003975i 4500
001 978-94-6091-669-4
003 DE-He213
005 20140220083837.0
007 cr nn 008mamaa
008 120118s2011 ne | s |||| 0|eng d
020 _a9789460916694
_9978-94-6091-669-4
024 7 _a10.1007/978-94-6091-669-4
_2doi
050 4 _aLB1024.2-1050.75
050 4 _aLB1705-2286
072 7 _aJNMT
_2bicssc
072 7 _aEDU046000
_2bisacsh
072 7 _aEDU024000
_2bisacsh
082 0 4 _a370.711
_223
100 1 _aGouzouasis, Peter.
_eeditor.
245 1 0 _aPedagogy in a New Tonality
_h[electronic resource] :
_bTeacher Inquiries on Creative Tactics, Strategies, Graphics Organizers, and Visual Journals in the K-12 Classroom /
_cedited by Peter Gouzouasis.
264 1 _aRotterdam :
_bSensePublishers,
_c2011.
300 _aXVII, 338p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
520 _aThis is a book for teachers, by teachers, from elementary school to university level classrooms. It is about the use of creative instructional strategies in K-12 class­room settings, and the transformations the teachers made in their journeys from being traditional practitioners to “becoming pedagogical” in their approaches to teaching and learning across the curriculum. Over twenty teachers conducted research in their classrooms on the implementation of creative strategies, tactics, graphics organizers, and visual journals in teaching and learning. They have written their inquiries in a narrative style, informed by various forms of arts based educational research. Their research is approachable and usable by other teachers who are interested in becoming reflective-reflexive practitioners. Many of the strategies, tactics, and graphics organizers are described by Barrie Bennett in his widely used textbook, Beyond Monet: The Artful Science of Instructional Intelligence. However, through their journeys of becoming teacher-learner-researchers, many discovered numerous, creative variations of Bennett’s work as it was implemented in their classrooms. While there are many professional books that provide ideas on collaborative learning and creative teaching approaches, there is very little published research on the efficacy of these concepts in the K-12 classroom. These inquiries provide practical insights into how inspired teachers can conduct research on improving their own practice as well as on greatly improving their students’ learning. Thus, this book has widespread interest for teachers and administrators who seek to implement systemic changes in the ways that teachers teach, and children learn, in the 21st century.
650 0 _aEducation.
650 1 4 _aEducation.
650 2 4 _aTeaching and Teacher Education.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
856 4 0 _uhttp://dx.doi.org/10.1007/978-94-6091-669-4
912 _aZDB-2-SHU
999 _c109708
_d109708