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Theories of Learning and Studies of Instructional Practice
By Timothy Koschmann (editor)
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Bibliographic Detail
Publisher Springer Verlag
Publication date April 30, 2011
Pages 487
Binding Hardcover
Book category Adult Non-Fiction
ISBN-13 9781441975812
ISBN-10 1441975810
Dimensions 1.50 by 6.50 by 9.75 in.
Weight 1.94 lbs.
Original list price $289.00
Summaries and Reviews
Amazon.com description: Product Description:

This is a book about an attempt to change the way math was taught in a particular classroom. Its title plays on our everyday usage of the terms theory and practice. In education, these terms are conventionally treated oppositionally―we have theories about what we should do and we have what teachers actually do do. In this way, theory stands prior, logically and chronologically, to practice; practice inevitably becoming theory’s imperfect realization. We seek in this volume, however, to develop a different stance with regard to the relationship between the two. Taking the details of instructional practice as our principle object of study, we explore what role theories of learning might play in illuminating such practices. The book is about actual practices by which teaching is done and how contemporary theories of learning might help us understand those practices. It seeks to provide a foundation for future practice-based inquiry in education, by addressing the methodological question: How do we go about studying instructional practice in a principled way?



Editions
Hardcover
Book cover for 9781441975812
 
The price comparison is for this edition
from Springer Verlag (April 30, 2011)
9781441975812 | details & prices | 487 pages | 6.50 × 9.75 × 1.50 in. | 1.94 lbs | List price $289.00
About: This is a book about an attempt to change the way math was taught in a particular classroom.
Paperback
Book cover for 9781461428671
 
from Springer Verlag (May 29, 2013)
9781461428671 | details & prices | 504 pages | 6.25 × 9.25 × 1.00 in. | 1.55 lbs | List price $289.00
About: Taking the area of instructional practice as their principle object of study, the authors eschew the conventional primacy of pedagogical theory over practice.

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