Works matching IS 00204277 AND DT 2014 AND VI 42 AND IP 1

Results: 8

Structured approaches to participatory design for children: can targeting the needs of children with autism provide benefits for a broader child population?

Published in:

Instructional Science, 2014, v. 42, n. 1, p. 47, doi. 10.1007/s11251-013-9297-y

By:

Benton, Laura;
Johnson, Hilary

Publication type:

Article

Inclusive ownership of participatory learning.

Published in:

Instructional Science, 2014, v. 42, n. 1, p. 123, doi. 10.1007/s11251-013-9307-0

By:

Druin, Allison

Publication type:

Article

Designing usable interventions: bringing student perspectives to the table.

Published in:

Instructional Science, 2014, v. 42, n. 1, p. 115, doi. 10.1007/s11251-013-9298-x

By:

Fishman, Barry

Publication type:

Article

Getting immersed in teacher and student perspectives? Facilitating analytical competence using video cases in teacher education.

Published in:

Instructional Science, 2014, v. 42, n. 1, p. 91, doi. 10.1007/s11251-013-9304-3

By:

Goeze, Annika;
Zottmann, Jan;
Vogel, Freydis;
Fischer, Frank;
Schrader, Josef

Publication type:

Article

Participatory design of learning environments: integrating perspectives of students, teachers, and designers.

Published in:

Instructional Science, 2014, v. 42, n. 1, p. 1, doi. 10.1007/s11251-013-9305-2

By:

Könings, Karen;
Seidel, Tina;
Merriënboer, Jeroen

Publication type:

Article

Multiplying perspectives and improving practice: what can happen when undergraduate students collaborate with college faculty to explore teaching and learning.

Published in:

Instructional Science, 2014, v. 42, n. 1, p. 31, doi. 10.1007/s11251-013-9292-3

By:

Cook-Sather, Alison

Publication type:

Article

How to make guided discovery learning practical for student teachers.

Published in:

Instructional Science, 2014, v. 42, n. 1, p. 67, doi. 10.1007/s11251-013-9296-z

By:

Janssen, Fred;
Westbroek, Hanna;
Driel, Jan

Publication type:

Article

Differences between students' and teachers' perceptions of education: profiles to describe congruence and friction.

Published in:

Instructional Science, 2014, v. 42, n. 1, p. 11, doi. 10.1007/s11251-013-9294-1

By:

Könings, Karen;
Seidel, Tina;
Brand-Gruwel, Saskia;
Merriënboer, Jeroen

Publication type:

Article