Download or read book A Leu Theory of Knowing and Known written by John Cunningham and published by . This book was released on 1874 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Sex of Knowing written by Michèle Le Doeuff and published by Routledge. This book was released on 2013-10-18 with total page 265 pages. Available in PDF, EPUB and Kindle. Book excerpt: First published in 2003. Routledge is an imprint of Taylor & Francis, an informa company.
Download or read book Learning and Reasoning with Complex Representations written by Grigoris Antoniou and published by Springer Science & Business Media. This book was released on 1998-04-15 with total page 302 pages. Available in PDF, EPUB and Kindle. Book excerpt: Content Description #Includes bibliographical references and index.
Download or read book Knowledge Discovery Knowledge Engineering and Knowledge Management written by Ana Fred and published by Springer. This book was released on 2013-12-20 with total page 467 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book constitutes the thoroughly refereed proceedings of the 4th International Joint Conference on Knowledge Discovery, Knowledge Engineering and Knowledge Management, IC3K, held in Barcelona, Spain, in October 2012. The 29 best papers were carefully reviewed and selected from 347 submissions. The papers are organized in topical sections on knowledge discovery and information retrieval; knowledge engineering and ontology development; knowledge management and information sharing.
Download or read book Johnson s New Universal Cyclop dia a Scientific and Popular Treasury of Useful Knowledge written by and published by . This book was released on 1876 with total page 1800 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book You Don t Know Jack written by Kevin D. Cordi and published by Univ. Press of Mississippi. This book was released on 2019-02-11 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt: “Jack and the Beanstalk,” “Little Jack Horner,” and “Jack the Giant Killer” are all famous tales and rhymes featuring the same hero, a character who often appears in legends, fairy tales, and nursery rhymes. Unlike moralizing fairy tale heroes, however, Jack is typically depicted as foolish or lazy, though he often emerges triumphant through cleverness and tricks. With their roots traced back to England, Jack tales are an important oral tradition in Appalachian folklore. It was in his Appalachian upbringing that Kevin D. Cordi was first introduced to Jack through oral storytelling traditions. Cordi’s love of storytelling eventually led him down a career path as a professional storyteller, touring the US for the past twenty-seven years. In addition to his work as a storyteller, Cordi worked a second job in an unrelated field—a high school teacher—and for many years, he kept his two lives separate. Everything changed when Cordi began telling stories in the classroom and realized he was connecting with his students in ways he had not previously. Cordi concluded that storytelling, storymaking, and drama can be used as systems of learning instead of as just entertainment. In You Don’t Know Jack: A Storyteller Goes to School, Cordi describes the process of integrating storytelling into his classroom. Using autoethnographic writing, he reflects upon the use of storytelling and storymaking in order to promote inquiry and learning. He argues that engaging with the stories of others, discovering that one voice or identity should not be valued over the other, and listening, especially listening to stories of difference, are of utmost importance to education and growth.
Download or read book Multiple Perspectives on Difficulties in Learning Literacy and Numeracy written by Claire Wyatt-Smith and published by Springer Science & Business Media. This book was released on 2010-10-28 with total page 387 pages. Available in PDF, EPUB and Kindle. Book excerpt: There are many approaches to researching the difficulties in learning that students experience in the key areas of literacy and numeracy. This book seeks to advance understanding of these difficulties and the interventions that have been used to improve outcomes. The book addresses the sometimes complementary and sometimes contradictory results, and generates new approaches to understanding and serving students with difficulties in literacy and numeracy. The book represents a departure from conventional wisdom as most scholars and graduate students draw upon ideas from only one of the three domains focal in the book and usually from one single or dominant theoretical frame. Typically, readers will affiliate with reading education, mathematics education, or learning disabilities and belong to one of the corresponding professional associations such as IRA, NCTM, or CLD. This book’s scope will open a scholarly forum for engaging readers with a familiarity with one of these domains while providing insight into the others on offer in the book.
Download or read book What Do Artists Know written by James Elkins and published by Penn State Press. This book was released on 2012-11-16 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt: Each of the five volumes in the Stone Art Theory Institutes series, and the seminars on which they are based, brings together a range of scholars who are not always directly familiar with one another’s work. The outcome of each of these convergences is an extensive and “unpredictable conversation” on knotty and provocative issues about art. This third volume in the series, What Do Artists Know?, is about the education of artists. The MFA degree is notoriously poorly conceptualized, and now it is giving way to the PhD in art practice. Meanwhile, conversations on freshman courses in studio art continue to be bogged down by conflicting agendas. This book is about the theories that underwrite art education at all levels, the pertinent history of art education, and the most promising current conceptualizations. The contributors are Areti Adamopoulou, Glenn Adamson, Rina Arya, Louisa Avgita, Jan Baetens, Su Baker, Ciarín Benson, Andrew Blackley, Jeroen Boomgaard, Brad Buckley, William Conger, John Conomos, Christopher Csikszentmihályi, Anders Dahlgren, Jonathan Dronsfield, Marta Edling, Laurie Fendrich, Michael Fotiadis, Christopher Frayling, Miguel González Virgen, R.E.H. Gordon, Charles Green, Vanalyne Green, Barbara Jaffee, Tom McGuirk, William Marotti, Robert Nelson, Håkan Nilsson, Saul Ostrow, Daniel Palmer, Peter Plagens, Stephan Schmidt-Wulffen, Howard Singerman, Henk Slager, George Smith, Martin Søberg, Ann Sobiech Munson, Roy Sorensen, Bert Taken, Hilde Van Gelder, Frank Vigneron, Janneke Wesseling, Frances Whitehead, Gary Willis, and Yeung Yang.
Download or read book How We Know written by Michael Shafto and published by HarperCollins Publishers. This book was released on 1985 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Comprehension Instruction written by Sheri R. Parris and published by Guilford Publications. This book was released on 2015-06-19 with total page 433 pages. Available in PDF, EPUB and Kindle. Book excerpt: All key issues of research and practice in comprehension instruction are addressed in this highly regarded professional resource and course text. Leading scholars examine the processes that enable students to make meaning from what they read--and how this knowledge can be applied to improve teaching at all grade levels. Best practices for meeting the needs of diverse elementary and secondary students are identified. Essential topics include strategies for comprehending different types of texts, the impact of the Common Core State Standards (CCSS), cutting-edge assessment approaches, and the growing importance of digital genres and multimodal literacies. User-friendly features include end-of-chapter discussion questions. New to This Edition *Incorporates the latest research and instructional practices. *Chapters on the CCSS, critical theory, culturally responsive instruction, and response to intervention. *Chapters on teaching fiction and informational texts in the secondary grades. *Expanded coverage of multimodal literacy learning. *Timely topics such as text complexity, close reading, digital literacies, and neuroscience are discussed in multiple chapters.
Download or read book Brain Oscillations and Predictive Coding What We Know and What We Should Learn written by Roumen Kirov and published by Frontiers Media SA. This book was released on 2017-04-28 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt: Predictive coding (PC) is a neurocognitive concept, according to which the brain does not process the whole qualia of external information, but only residual mismatches occurring between incoming information and an individual, inner model of the world. At the time of issue initiation, I expected an essential focus on mismatch signals in the brain, especially those captured by neurophysiologic oscillations. This was because one most plausible approach to the PC concept is to identify and validate mismatch signals in the brain. Announcing the topic revealed a much deeper consideration of intelligible minds of researchers. It turned out that what was of fundamental interest was which brain mechanisms support the formation, maintenance and consolidation of the inner model determining PC. Is PC a dynamic construct continuously modulated by external environmental or internal mental information? The reader will be delighted to get acquainted with the current views and understanding of eminent scholars in the field. It will be challenging to discover the realm of sleep where both physiological, energy preserving and mental qualia principles build on the inner models to shape and transform the self. And where neurophysiologic oscillations may both transmit external information and translate inner models from state to state to preserve the self-continuity and compactness.
Download or read book Handbook of Technological Pedagogical Content Knowledge TPCK for Educators written by Mary C. Herring and published by Routledge. This book was released on 2014-06-11 with total page 331 pages. Available in PDF, EPUB and Kindle. Book excerpt: Published by Taylor & Francis Group for the American Association of Colleges for Teacher Education This Handbook addresses the concept and implementation of technological pedagogical content knowledge -- the knowledge and skills that teachers need in order to integrate technology meaningfully into instruction in specific content areas. Recognizing, for example, that effective uses of technology in mathematics are quite different from effective uses of technology in social studies, teachers need specific preparation in using technology in each content area they will be teaching. Offering a series of chapters by scholars in different content areas who apply the technological pedagogical content knowledge framework to their individual content areas, the volume is structured around three themes: What is Technological Pedagogical Content Knowledge? Integrating Technological Pedagogical Content Knowledge into Specific Subject Areas Integrating Technological Pedagogical Content Knowledge into Teacher Education and Professional Development The Handbook of Technological Pedagogical Content Knowledge for Educators is simultaneously a mandate and a manifesto on the engagement of technology in classrooms based on consensus standards and rubrics for effectiveness. As the title of the concluding chapter declares, "It’s about time!" The American Association of Colleges for Teacher Education (AACTE) is a national, voluntary association of higher education institutions and related organizations. Our mission is to promote the learning of all PK-12 students through high-quality, evidence-based preparation and continuing education for all school personnel. For more information on our publications, visit our website at: www.aacte.org.
Download or read book The New Literacies written by Elizabeth A. Baker and published by Guilford Press. This book was released on 2010-04-13 with total page 337 pages. Available in PDF, EPUB and Kindle. Book excerpt: With contributions from leading scholars, this compelling volume offers fresh insights into literacy teaching and learning—and the changing nature of literacy itself—in today's K–12 classrooms. The focus is on varied technologies and literacies such as social networking sites, text messaging, and online communities. Cutting-edge approaches to integrating technology into traditional, print-centered reading and writing instruction are described. Also discussed are ways to teach the new skills and strategies that students need to engage effectively with digital texts. The book is unique in examining new literacies through multiple theoretical lenses, including behavioral, semiotic, cognitive, sociocultural, critical, and feminist perspectives.
Download or read book The American Journal of Clinical Medicine written by and published by . This book was released on 1923 with total page 1060 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Inquiries in Literacy Theory and Practice written by Charles K. Kinzer and published by . This book was released on 1997 with total page 614 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Book of Popular Science written by and published by . This book was released on 1924 with total page 368 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Framing Research on Technology and Student Learning in the Content Areas written by Ann D. Thompson and published by IAP. This book was released on 2008-11-01 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is a result of collaboration between NTLS and SITTE. Framing Research is targeted at individuals or small teams of educational researchers who are interested in conducting high quality research addressing the effects of technology-enhanced instruction on student learning. The book summarizes and unpacks the methodologies of a variety of research studies, each situated in the context of school subject areas, such as science, mathematics, social studies, and English/language arts, as well as in the contexts of reading education, special education, and early childhood learning. Taken together, the analyses provide guidance on the design of future technology research grounded in student learning of K-12 curriculum. The conclusions also serve as a tool for teacher educators seeking to prepare teachers to integrate technology effectively in their instruction and to motivate reluctant teachers to overcome perceived inconveniences connected with technology use.
