Zobrazeno 1 - 10
of 24
pro vyhledávání: '"Vicki Ross"'
Autor:
Vicki Ross, Elaine Chan
Featuring the work of Cindy L. Clarke and Derek A. Hutchinson, this volume explores experiences of narrative inquiry in order to make sense of research, identities, and the response community we have created through this process. Experts in the field
This book aims to explore and make visible the intersection of subject matter knowledge and teacher knowledge in the narratives of teachers. This complicated interaction between these two bodies of knowledge is often studied and little understood. T
'Narrative Inquirers in the Midst of Meaning-making: Interpretive Acts of Teacher Educators'illustrates interim narrative field texts of identity as'teacher educator stories'and demonstrates how researchers utilize common places of temporality, socia
Autor:
Elaine Chan, Vicki Ross
Teachers must consider what it means to work with students in an increasingly diverse global community. Classrooms increasingly comprise of students and teachers of different social, cultural, language, ethnic, and religious backgrounds, needing to a
Autor:
Vicki Ross, Michelle Novelli
In this chapter, we explore two intersecting plotlines of teacher knowledge and content knowledge through an experience in which we engaged our teacher candidates during our mathematics methods course. Teacher candidates were tasked with the challeng
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::369e10642e3fbe8b5a2808952cba69b5
https://doi.org/10.1108/s1479-368720160000028006
https://doi.org/10.1108/s1479-368720160000028006
Autor:
Vicki Ross, Joey Persinger
Through this exploration of subject matter knowledge and teacher knowledge, we present two stories of teaching social studies in the sixth grade. Using a narrative inquiry approach, we share the complexities and complications of teaching children con
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::79669298f93bcd4b3577c172a555f169
https://doi.org/10.1108/s1479-368720160000028007
https://doi.org/10.1108/s1479-368720160000028007