Zobrazeno 1 - 5
of 5
pro vyhledávání: '"Heljä Antola Crowe"'
Publikováno v:
Asian Journal of Social Sciences and Management Studies. 5:1-7
“We teach who we are” (Palmer, 2007) is an important self-revelation. Given the current culture in America, there is much unrest in our classrooms and schools. As teacher educators, we need to be aware of the various cultures influencing not only
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a4f1686364ef8e984c7ace9fb2ac87ec
https://doi.org/10.20448/journal.500.2018.51.1.7
https://doi.org/10.20448/journal.500.2018.51.1.7
Autor:
Patricia Nugent, Heljä Antola Crowe
Publikováno v:
US-China Education Review B. 7
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f3b62050175ed86d9bfabf6a3f660847
https://doi.org/10.17265/2161-6248/2017.05.004
https://doi.org/10.17265/2161-6248/2017.05.004
Publikováno v:
Journal of College Teaching & Learning (TLC). 10:1-6
A reflective portfolio as a capstone assignment was selected to accomplish recognition by teachers completing a science, technology, mathematics, engineering master’s program for elementary teachers about their professional and personal changes and
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4744d18e8925b70cccc5922c13e84e44
https://doi.org/10.19030/tlc.v10i1.7524
https://doi.org/10.19030/tlc.v10i1.7524
School-university partnerships are enhanced by synergistic relationships. Positive outcomes increase when partners work across disciplines, focus on cultural competencies, and expand from local to global engagement. This chapter offers an overview of
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0dea2c81cdd03818a7f0f20d28617c25
https://doi.org/10.1108/s2055-364120150000005015
https://doi.org/10.1108/s2055-364120150000005015
Autor:
Kevin D. Finson, Michelle Edgcomb Friday, Heljä Antola Crowe, Kelly D. McConnaughay, Sherrie Morris, Robert Wolffe, Wayne Evens, Patricia Nugent
Publikováno v:
European Scientific Journal, ESJ. 13:363
This study describes the effects of an inquiry-focused, contentintensive professional development program on Pre-kindergarten-9th grade teachers’ science and mathematics knowledge, use of classroom based inquiry, improvement in their science teachi
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::beec9fc830ecd56c1b3b620970ab1bc8
https://doi.org/10.19044/esj.2017.v13n34p363
https://doi.org/10.19044/esj.2017.v13n34p363