<i>Beyond Monet: The Artful Science of Instructional Integration</i> by Barrie Bennett and Carol Rolheiser
Notice bibliographique
Résumé
The Artful Science of Instructional Integration, Bennett and Rolheiser have taken a groundbreaking perspective on how "knowledge of instruction" can assist in responding to the never-ending press to create meaningful and powerful learning environments.In other words, they have gone beyond the core politics of education and focused on the importance of deep understanding for instructional organizers.These organizers include multiple intelligences, learning styles, ethnicity, gender, at-risk students, learning disabilities, critical thinking, and brain research.The authors assert that "The meaningless and superficial application of any instructional process does not do justice to that process nor does it value the learner" (p.4) Bennett and Rolheiser discuss myriad creative instruction devices for classroom teaching and learning.They focus on intelligent instruction for facilitating deeper understanding of subject knowledge.At the same time they do not underestimate the importance and appreciation of what might be effective for one teacher and a group of students may be ineffective for another.The book contains a compilation of ideas brought on by current research as to what makes a difference to student learning.In addition, the authors present ideas and views of instructional intelligence based on their own experiences as former schoolteachers and school administrators as well as their current practices as consultants and university professors.Although the book is aimed at effective teaching practices for school teachers, it might be of benefit to all stakeholders in all learning institutions to review these innovative practices and perhaps use them as a consumer guide to adopt and/or replicate some of them.This book delivers teaching practice highlights and some strategies introduced in schools to give educators, evaluators, and researchers comprehensive Anthony (Tony) Normore is an assistant professor of educational administration in the Department of Educational Leadership and Policy Studies in the College of Education.Before this he was in K-12 education for 20 years as a teacher, a school administrator, and a district office implementation specialist.He has presented at various local, state, provincial, national, and international conferences in Canada and the US.He has served as a Canadian representative to Nepal as an education facilitator for teacher and headmaster training sponsored by the Canadian Teachers' Federation.He has conducted inservice training and workshops for teachers and administrators on school improvement, the change process, organizational planning, and effective schools.He is currently writing in the areas of leadership development; leadership succession planning; professional and organizational socialization of school administrators; and recruitment, selection, and accountability of school administrators.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,003 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,002 | 0,006 |
| Communication savante | 0,009 | 0,010 |
| Science ouverte | 0,001 | 0,002 |
| Intégrité de la recherche | 0,002 | 0,007 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,014 | 0,006 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».