Brophy Jere Brophy J (34 results)

Condition: Very Good. Former library copy. Pages intact with possible writing/highlighting. Binding strong with minor wear. Dust jackets/supplements may not be included. Includes library markings. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.

hardcover. Condition: New. In shrink wrap. Looks like an interesting title.

paperback. Condition: New. In shrink wrap. Looks like an interesting title.

Hardback. Condition: New. New copy - Usually dispatched within 4 working days.

Condition: New.

Condition: new.

Condition: As New. Unread book in perfect condition.

Condition: New. pp. 384 52:B&W 6.14 x 9.21in or 234 x 156mm (Royal 8vo) Case Laminate on White w/Gloss Lam.

Condition: New.

Condition: New. pp. 384.

Condition: New. This volume is a sympathetic but analytical and critical view of social constructivist teaching, considering both its affordances and its constraints. Editor(s): Brophy, J. (College of Education, Michigan State University, East Lansing, Michigan, USA). Series: Advances in Research on Teaching. Num Pages: 384 pages, black & white illustrations. BIC Classification: JMC; JNA. Category: (P) Professional & Vocational. Dimension: 234 x 156 x 22. Weight in Grams: 713. . 2002. Hardback. . . . .…

Condition: As New. Unread book in perfect condition.

Condition: New. In English.

Condition: new.

Hardback. Condition: New. This volume revisits and updates theory and research on self-fulfilling prophecies and other aspects of the effects of teachers' expectations in classrooms. The introductory chapter describes the waxing and waning of a flurry of research on the self-fulfilling prophecy effects of teachers' expectations concerning students' learning potentials, then identifies current aspects of research on this topic that are evident in contemporary work on teacher efficacy, student motivation, gender, student diversity, equity, and many other aspects of contemporary discussions of schooling. Two literature review and synthesis chapters follow, one on teacher expectations and the other on teacher efficacy. Then come six chapters presenting work on expectation-related issues: teachers' efficacy perceptions with respect to difficult-to-teach students, the mutual adaptations that occur between teachers and students as they condition one anothers' expectations and actions, expectation-related phenomena in urban high schools, the teacher's pet phenomenon and other expectation- and attitude-related aspects of teacher-student interaction that affect students' attitudes, students' negative reactions to differential treatment by teachers and the effects of intervention studies designed to maximize the equity and quality of students' educational experiences, and the labeling effects associated with special education diagnoses. The volume concludes with a discussion chapter that synthesizes, critiques, and draws connections across chapters, identifies accomplishments to date, and suggest next steps in extending research on this important topic.…

Condition: New. In English.

Hardback. Condition: New. This volume is a sympathetic but analytical and critical view of social constructivist teaching, considering both its affordances (what it offers to students when implemented well in situations for which it is well suited) and its constraints (enabling conditions; situations in which these conditions are absent and other forms of teaching are more appropriate). Contributors were asked to explain what social constructivist teaching means in the areas of teaching in which their scholarly work has concentrated, to describe the forms that such teaching takes and the rationale for using them, assess their strengths/areas of applicability and their weaknesses/areas of irrelevance or limited applicability, and talk about how the approaches would need to be adjusted from their usual forms in order to match the affordances and limitations of certain students, instructional situations, etc. The authors focus on theory and research relating to social constructivist teaching, not merely social constructivist ideas about epistemology or learning. Taken together, the contributions encompass most grade levels and school subjects and include attention to small-group as well as whole-class settings and to selection of learning activities as well as scaffolding of discourse. Most currently available scholarly writing on social constructivist teaching is limited to consideration of propositional knowledge (defining it and identifying its key characteristics) and procedural knowledge (describing its implementation in detail). This volume also includes much-needed conditional knowledge (specification of when and why it would or would not be used). …

Condition: Good. Your purchase helps support Sri Lankan Children's Charity 'The Rainbow Centre'. Ex-library, so some stamps and wear, but in good overall condition. Our donations to The Rainbow Centre have helped provide an education and a safe haven to hundreds of children who live in appalling conditions.…

Condition: New. This volume is a sympathetic but analytical and critical view of social constructivist teaching, considering both its affordances and its constraints. Editor(s): Brophy, J. (College of Education, Michigan State University, East Lansing, Michigan, USA). Series: Advances in Research on Teaching. Num Pages: 384 pages, black & white illustrations. BIC Classification: JMC; JNA. Category: (P) Professional & Vocational. Dimension: 234 x 156 x 22. Weight in Grams: 713. . 2002. Hardback. . . . . Books ship from the US and Ireland.…

Hardback. Condition: New. This volume revisits and updates theory and research on self-fulfilling prophecies and other aspects of the effects of teachers' expectations in classrooms. The introductory chapter describes the waxing and waning of a flurry of research on the self-fulfilling prophecy effects of teachers' expectations concerning students' learning potentials, then identifies current aspects of research on this topic that are evident in contemporary work on teacher efficacy, student motivation, gender, student diversity, equity, and many other aspects of contemporary discussions of schooling. Two literature review and synthesis chapters follow, one on teacher expectations and the other on teacher efficacy. Then come six chapters presenting work on expectation-related issues: teachers' efficacy perceptions with respect to difficult-to-teach students, the mutual adaptations that occur between teachers and students as they condition one anothers' expectations and actions, expectation-related phenomena in urban high schools, the teacher's pet phenomenon and other expectation- and attitude-related aspects of teacher-student interaction that affect students' attitudes, students' negative reactions to differential treatment by teachers and the effects of intervention studies designed to maximize the equity and quality of students' educational experiences, and the labeling effects associated with special education diagnoses. The volume concludes with a discussion chapter that synthesizes, critiques, and draws connections across chapters, identifies accomplishments to date, and suggest next steps in extending research on this important topic.…

Hardback. Condition: New. This volume is a sympathetic but analytical and critical view of social constructivist teaching, considering both its affordances (what it offers to students when implemented well in situations for which it is well suited) and its constraints (enabling conditions; situations in which these conditions are absent and other forms of teaching are more appropriate). Contributors were asked to explain what social constructivist teaching means in the areas of teaching in which their scholarly work has concentrated, to describe the forms that such teaching takes and the rationale for using them, assess their strengths/areas of applicability and their weaknesses/areas of irrelevance or limited applicability, and talk about how the approaches would need to be adjusted from their usual forms in order to match the affordances and limitations of certain students, instructional situations, etc. The authors focus on theory and research relating to social constructivist teaching, not merely social constructivist ideas about epistemology or learning. Taken together, the contributions encompass most grade levels and school subjects and include attention to small-group as well as whole-class settings and to selection of learning activities as well as scaffolding of discourse. Most currently available scholarly writing on social constructivist teaching is limited to consideration of propositional knowledge (defining it and identifying its key characteristics) and procedural knowledge (describing its implementation in detail). This volume also includes much-needed conditional knowledge (specification of when and why it would or would not be used). …

Hardcover. Condition: Brand New. 1st edition. 308 pages. 9.50x6.50x1.25 inches. In Stock.

Hardcover. Condition: Brand New. 1st edition. 358 pages. 9.00x6.50x1.25 inches. In Stock.

HRD. Condition: New. New Book. Delivered from our UK warehouse in 4 to 14 business days. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

HRD. Condition: New. New Book. Delivered from our UK warehouse in 4 to 14 business days. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

Hardcover. Condition: Brand New. 1st edition. 358 pages. 9.00x6.50x1.25 inches. In Stock. This item is printed on demand.

Hardback. Condition: New. This item is printed on demand. New copy - Usually dispatched within 5-9 working days.

Gebunden. Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. KlappentextThis volume is a sympathetic but analytical and critical view of social constructivist teaching, considering both its affordances and its constraints.

Buch. Condition: Neu. Expectations in the Classroom | Jere E. Brophy | Buch | Einband - fest (Hardcover) | Englisch | 1998 | Jai Press Inc. | EAN 9780762302611 | Verantwortliche Person für die EU: Libri GmbH, Europaallee 1, 36244 Bad Hersfeld, gpsr[at]libri[dot]de | Anbieter: preigu Print on Demand.

Buch. Condition: Neu. Social Constructivist Teaching | J. Brophy | Buch | Gebunden | Englisch | 2002 | Jai Press Inc. | EAN 9780762308736 | Verantwortliche Person für die EU: Libri GmbH, Europaallee 1, 36244 Bad Hersfeld, gpsr[at]libri[dot]de | Anbieter: preigu Print on Demand.