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OverviewFull Product DetailsAuthor: Diane Salmon , Melissa KellyPublisher: Peter Lang Publishing Inc Imprint: Peter Lang Publishing Inc Edition: New edition Volume: 29 Dimensions: Width: 15.00cm , Height: 2.30cm , Length: 22.50cm Weight: 0.380kg ISBN: 9781433122699ISBN 10: 1433122693 Pages: 263 Publication Date: 23 December 2014 Audience: Professional and scholarly , College/higher education , Professional & Vocational , Tertiary & Higher Education Format: Paperback Publisher's Status: Active Availability: Manufactured on demand  We will order this item for you from a manufactured on demand supplier. Table of ContentsContents: Metacognitive Learning – Our Metacognitive Learning Through and About Concept Mapping – Teacher Learning Trajectories – Selecting the Big Ideas – Articulating the Linking Phrases – Organizing Conceptual Structures – Creating Conceptual Coherence – Evaluating Concept Maps for Instructional Planning – Mentoring Instructional Planning Via Concept Maps – Collaborative Concept Mapping and Adaptive Expertise – Tools for Constructing Concept.ReviewsAuthor InformationDiane Salmon received her doctorate in educational psychology (with concentrations in school psychology and human development) from the University of Wisconsin-Madison in 1989. She is a tenured faculty member at National-Louis University in the School and Educational Psychology Department and Research Director for the College of Education. Salmon is the author of several articles and a text for professional educators, Facilitating Interpersonal Relationships in the Classroom: The Relational Literacy Curriculum. Melissa Kelly is a PhD candidate in educational psychology at the University of Illinois at Chicago, where she is also a visiting clinical lecturer. Kelly has co-written several articles and book chapters related to online teaching and learning. Tab Content 6Author Website:Countries AvailableAll regions |
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