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How Pre-Service Teachers' Engagement and Affect Informs Instructional Format of an Introductory Methods Course
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | How Pre-Service Teachers' Engagement and Affect Informs Instructional Format of an Introductory Methods Course. |
| 개인저자 | DiStefano, Douglas. |
| 단체저자명 | Fordham University. Contemporary Learning and Interdisciplinary Research. |
| 발행사항 | [S.l.]: Fordham University., 2018. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2018. |
| 형태사항 | 84 p. |
| 기본자료 저록 | Dissertation Abstracts International 79-10A(E). Dissertation Abstract International |
| ISBN | 9780438010673 |
| 학위논문주기 | Thesis (Ph.D.)--Fordham University, 2018. |
| 일반주기 |
Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Adviser: Molly Ness. |
| 요약 | An old Finnish saying inspires my research, "those things you learn without joy, you will forget easily." My research is framed by Vygotsky (1978) describing how "subjugation to rules eliminates the joy of action" (p. 93), and guided by Rodrigue |
| 요약 | Baker Rodrigio Ocumpaugh Monitoring Protocol (BROMP) is used to explore the learning brain and the teaching brain (Rodriguiez & Fitzpatrick, 2014). Coding a class for engagement, behavior, and format of content delivery informs the learning brai |
| 요약 | I address the question: When delivering introductory methods to pre-service teachers, during which instructional format is there: (a) the highest level of on-task behavior |
| 일반주제명 | Teacher education. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
