rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Planning and analyzing teaching
    sub title: using the variation theory of learning
  name:
    name part: Kullberg, Angelika
    role:
      role term: creator
    role:
      role term: author.
  name:
    name part: Ingerman, Åke
    role:
      role term: author.
  name:
    name part: Marton, Ference
    role:
      role term: author.
  name:
    name part: Taylor & Francis
  type of resource: text
  genre: bibliography
  genre: Electronic books.
  origin info:
    place:
      place term: nyu
    date issued: 2024
    edition: First edition.
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: remote
    extent: 1 online resource.
  abstract: "Using illustrative teaching case studies, this book demonstrates how teaching informed by a learning theory, specifically variation theory, can equip teachers to facilitate possibilities for students' learning in effective and powerful ways. For a long period of time teaching has been "black-boxed", in favour of other explanations of why students learn or not, such as motivation and social interaction. A large amount of research on teaching and learning, not the least made using variation theory, has shown that students often need to experience the same aspects of the focused content or capability in order to learn, indicating that relationships between teaching and learning are not unique or even qualitatively different for every individual and every situation. This perspective on the relationship between teaching and learning emphasize content-specific aspects and in that sense structural components of teaching, while other aspects of schooling such as social interaction and general well-being recedes into the background. The authors argue for the importance of this in the direct development of teachers' independent collective professional knowledge about teaching, and the leverage this gives for developing student learning. They introduce theoretical tools to help teachers to increase the probability that teaching focusing a specific content or capability is predictive of students learning of that specific content or capability, while decreasing contextual dependency without assuming that teaching and learning have a one-to-one relationship. Intended for teachers, graduate students in education, teacher educators, student teachers and researchers, this book shows that whilst there is no simple equation between teaching and learning, there are general, though content specific, aspects of teaching that can be systematically planned and analysed and used to improve the quality of student learning"--
  note: Angelika Kullberg, Åke Ingerman and Ference Marton.
  note: Includes bibliographical references and index.
  note: Angelika Kullberg is a Professor in mathematics education at University of Gothenburg. She has 20 years of experience of using the Variation theory of learning and of conducting collaborative research together with teachers. She has been a council member of the World Association of Lesson Studies for many years and is since 2022 vice president. Åke Ingerman is a Professor in science and technology education at the University of Gothenburg. He is committed to research on the relationships between teaching and learning in classrooms, and has employed variation theory and phenomenography in such studies for more than two decades. Ference Marton is a Professor Emeritus at University of Gothenburg and a founding member of the World Association of Lesson Studies. He is an honorary doctor at the University of Edinburgh, University of Helsinki, and The Hong Kong Institute of Education. He is the author of the book Necessary Conditions of Learning published in 2015.
  subject:
    topic: Teaching
  subject:
    topic: Learning
  subject:
    topic: Knowledge, Theory of
  subject:
    topic: Apprentissage
  subject:
    topic: Théorie de la connaissance
  subject:
    topic: epistemology
  subject:
    topic: EDUCATION / Teaching Methods & Materials / General
  subject:
    topic: Knowledge, Theory of
  subject:
    topic: Learning
  subject:
    topic: Teaching
  classification: LB1025.3
  classification: 371.102
  related item:
    title info:
      title: WALS-Routledge lesson study series
  related item:
    title info:
      title: Planning and analyzing teaching
    name:
      name part: Kullberg, Angelika.
    origin info:
      publisher: New York : Routledge, 2024
      edition: First edition.
    identifier: (DLC) 2023044489
  identifier: 9781003194903
  identifier: 1003194907
  identifier: 9781003861621
  identifier: 1003861628
  identifier: 9781003861560
  identifier: 1003861563
  identifier: 9781032048567
  identifier: 9781032048475
  identifier: 1032048565
  identifier: 2023044490
  identifier: 9781003194903 Taylor & Francis
  identifier: https://www.taylorfrancis.com/books/9781003194903
  record info:
    record content source: DLC
    record creation date: 231016
    record change date: 20240130225822.7
    record identifier: in00004769569
    language of cataloging:
      language term: eng