Bradford S Woods
Biographic Data
| ID | 1584408 |
|---|---|
| NAME | Bradford S Woods |
| GIVEN NAMES | Bradford S |
| FAMILY NAME | Woods |
| SIGNATURE | WOODS B S |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 13 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2001 |
| H-INDEX | 2 |
A Cross-Domain Explanation of the Metaphor ȁTeaching as Persuasionȁ
2001). A Cross-Domain Explanation of the Metaphor ȁTeaching as Persuasionȁ. Theory Into Practice: Vol. 40, Teaching As Persuasion, pp. 228-234
Research news and Comment
In this commentary, we outline two responses to the question of why educational innovations come and go with such regularity. The first response we term “Doing What We Know.” This explanation relates to educators’ tendency to focus on issues that are relatively familiar, easier to communicate, and seemingly more controllable than those that are perhaps more fundamental to the difficulties characteristic of teaching and learning. The second respon…
Of Squalls and Fathoms
Research news and Comment
In this commentary, we outline two responses to the question of why educational innovations come and go with such regularity. The first response we term “Doing What We Know.” This explanation relates to educators’ tendency to focus on issues that are relatively familiar, easier to communicate, and seemingly more controllable than those that are perhaps more fundamental to the difficulties characteristic of teaching and learning. The second respon…
Of Squalls and Fathoms
Research news and Comment
In this commentary, we outline two responses to the question of why educational innovations come and go with such regularity. The first response we term “Doing What We Know.” This explanation relates to educators’ tendency to focus on issues that are relatively familiar, easier to communicate, and seemingly more controllable than those that are perhaps more fundamental to the difficulties characteristic of teaching and learning. The second respon…
Of Squalls and Fathoms
A Cross-Domain Explanation of the Metaphor ȁTeaching as Persuasionȁ
2001). A Cross-Domain Explanation of the Metaphor ȁTeaching as Persuasionȁ. Theory Into Practice: Vol. 40, Teaching As Persuasion, pp. 228-234
Sociology (3 works) · Mathematics education (2 works) · Pedagogy (2 works) · Psychology (2 works) · Teacher Education and Leadership Studies (2 works) · Cognitive science (1 work) · Communication in Education and Healthcare (1 work) · Digital literacy in education (1 work) · Domain (mathematical analysis (1 work) · Economic geography (1 work)