Titlebook: Researching Practitioner Inquiry as Professional Development; Voices from the Fiel Rose M. Pringle Book 2020 Springer Nature Switzerland AG

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Introductionent of standards in the mid twentieth century. In this era of standard-driven educational system, standards are embraced as the set of educational aspirations positioned to guide curricular and instructional activities. As descriptions of what students are expected to know and be able to do, standar

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Toward a Pedagogy of Cultural Relevanceners and understanding the impact of cultural interactions on students’ learning. Thus, in selecting their practitioner inquiry, some teachers studied their practices in relation to minority populations of students in their classrooms. The three teachers in this chapter described how they examined t

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Metacognition: It’s Thinking Time in Scienceies to facilitate the development of metacognitive skills. The teachers have approached the inclusion and development of metacognitive skills from three different strategic aspects. Collectively, they share images of their classrooms, the students’ responses, and the efforts to adjust their practice

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Researching Practitioner Inquiry as Professional DevelopmentVoices from the Fiel

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Researching Practitioner Inquiry as Professional Development978-3-030-59550-0

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