Teaching And Learning In Logo Based Environments

This unique book focuses specifically on teaching and learning in environmental law, exploring theory and practice as well as innovative techniques, tools and technologies employed across the globe to teach this ever more important subject. Chapters identify particular challenges that environmental law poses for pedagogy. It offers practical guidance and serves as a source of authority to legal scholars who are seeking to take up, or improve, their teaching and knowledge of this subject.

This publication is the first report from the OECD’s Teaching and Learning International Survey (TALIS). It provides quantitative, policy-relevant information on the teaching and learning environment in schools in 23 countries.

"This research should make us extremely sceptical that the constant search for 'higher standards' and for ever-increasing achievement scores can do much more than put in place seemingly neutral devices for restratification." - Michael W Apple, John Bascom Professor of Curriculum and Instruction and Educational Policy Studies, University of Wisconsin, Madison Recent educational reforms have raised standards of achievement but have also resulted in growing inequalities based on 'race' and social class. School-by-school 'league tables' play a central role in the reforms. These have created an A-to-C economy where schools and teachers are judged on the proportion of students attaining five or more grades at levels A-to-C. To satisfy these demands schools are embracing new and ever more selective attempts to identify 'ability'. Their assumptions and practices embody a new IQism: a simple , narrow and regressive ideology of intelligence that labels working class and minority students as likely failures and justifies rationing provision to support those (often white, middle class boys) already marked for success. This book reports detailed research in two secondary schools showing the real costs of reform in terms of the pressures on teachers and the rationing of educational opportunity. It will be important reading for any teacher, researcher or policymaker with an interest in equality in education.

Pedagogy is at the heart of teaching and learning. Preparing young people to become lifelong learners with a deep knowledge of subject matter and a broad set of social skills requires a better understanding of how pedagogy influences learning. Focusing on pedagogies shifts the perception of ...

"Context-based science education has led to the transformation of science education in countries all over the world, with changes also visible in learning environments and how these are being shaped. These changes involve authentic problems on research and design, new types of interactions within communities of practice, new content areas and also new challenges for teachers in teaching, motivating, scaffolding and assessing their students, among other things.This book focuses on context-based science education and its resulting changes in the perspective of research on learning environments. It also focuses on the implications for the teachers and the professional development of their competencies and beliefs.The book consists of eleven chapters by experts in various themes surrounding learning environments research and science education, preceded by and concluded with a chapter with reflections on context-based learning environments in science by the editors of this book. The conclusion they draw is that professional development of science teachers may be the most important and the most difficult part of the process of teachers creating context-based learning environments in science, as is the focus in the title of this book."

The research reported in this monograph was conducted by university researchers and classroom teachers who investigated real teaching issues. Each study is a low-budget or no-budget collaborative research project that focuses on effective teaching and on learning and assessment of Logo in classrooms. The studies are concerned with small numbers of students in specific learning environments. The purpose is to understand, interpret, and improve learning. In addition to the preface and introduction, the book is divided into two major sections. The preface is titled, "Preface: New Paradigms in Classroom Research on Computer-Based Learning and Teaching" (Andrew Molnar). The introduction is titled, "Introduction: New Paradigms in Classroom Research on Logo Learning" (Daniel Lynn Watt, Molly Lynn Watt, and Graham Ferres). The first section is headed "Cognitive Outcomes of Logo Learning." This section includes the following research studies: "Making a Case for the Learning Culture as the Focus of Classroom Research on Logo" (Jim Dunne); "Domain Knowledge, Cognitive Styles, and Problem Solving: A Qualitative Study of Student Approaches to Logo Programming" (Karen Swan); "Creating a Successful Learning Environment with Second and Third Graders, Their Parents, and LEGO/Logo" (Irene Hall and Paula Hooper); "Researching for Effective Strategies of Teaching Variables to a Fourth-Grade Logo Class" (Donna N. Rosenberg); and "The Effect of One Logo Learning Environment on Students' Cognitive Abilities" (Karen Wilburg and Maria T. Fernandez). The second section is headed, "Logo Learning in a Social Context." This section includes the following research studies: "Bridging the Gender Gap with LEGO TC Logo" (Donna Cutler-Landsman); "Increasing Cooperative Behaviors in an Urban Middle School Classroom" (Patricia Rowe); "A Magnifying Glass Has Two Sides: Observing the Effects of Collaborating on Two Research Collaborators" (J. Dale Burnett and Warren Toth); and "An Action Research Collaborative from a Leader's Perspective" (Nan Youngerman). Most of the papers include references. (TMK)

"This book provides coverage of a wide range of factors that influence the design, use and adoption of Personalized Learning Environments"--Provided by publisher.