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- Author: University of Michigan
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- Category : Detroit (Mich.)
- Languages : en
- Pages : 1270
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Improving the use of evidence in teacher preparation is one of the greatest challenges and opportunities for our field. The chapters in this volume explore how data availability, quality, and use within and across preparation programs shed light on the structures, policies, and practices associated with high quality teacher preparation. Chapter authors take on critical questions about the connection between what takes place during teacher preparation and subsequent outcomes for teachers and students – which has remained a black box for too long. Despite a long history of teacher preparation in the U.S. and a considerable investment in preservice and in-service training, much is still to be learned about how pre-service preparation impacts teacher effectiveness. A strong empirical basis that informs how specific aspects of and approaches to teacher preparation relate to outcomes for graduates and their preK-12 student outcomes will provide a foundation for improved teaching and learning. Our book responds to stakeholders’ collective responsibility to students and teachers to act more deliberately. Issues of data availability and quality, the uses of data for improvement, priorities for future research, and opportunities to promote evidence use in teacher preparation are discussed throughout the volume to inspire collective action to push the field towards more use of evidence. Chapters present research that uses a variety of research designs, methodologies, and data sources to explore important questions about the relationship between teacher preparation inputs and outcomes.
This collection of essays challenges the prevailing assumption that eighteenth-century German philosophy prior to Kant was largely defined by post-Leibnizian rationalism and, accordingly, a low esteem of the cognitive function of the senses. It does so by highlighting the various ways in which eighteenth-century German philosophers reconceived the notion and role of experience in their efforts to identify, defend, and contest the contribution of sensibility to disciplines such as metaphysics, theology, the natural sciences, psychology, and aesthetics. Engaging in depth with Tschirnhaus, Wolff, the Wolffians, eclecticism, Popularphilosophie, the Berlin Academy, Tetens, and Kant, its thirteen chapters present a more nuanced understanding of the German reception of British and French ideas and dismiss the prevailing view that German philosophy was largely isolated from European debates. Moreover, the book introduces a number of relatively unknown, but highly relevant philosophers and developments to non-specialized scholars and contributes to a better understanding of the richness and complexity of the German Enlightenment.
Bulletin of the STEFAN UNIVERSITY: Diamond Science and Technology—1998; ISSN: 1098-1632.: Stefan Frontier Conferences (Frontier Science Research Conferences--FSRC); La Jolla, California, October 12-16, 1998; (c)1998, The Stefan University Press