Robert Mcnergney
Biographic Data
| ID | 1603838 |
|---|---|
| NAME | Robert Mcnergney |
| GIVEN NAMES | Robert |
| FAMILY NAME | Mcnergney |
| SIGNATURE | MCNERGNEY R |
| AFFILIATIONS | School of Education University of Virginia Charlottesville, Virginia |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1982 |
| LATEST PUBLICATION YEAR | 2008 |
| H-INDEX | 1 |
Adding Value to Public Schools: Investigating Teacher Education, Teaching, and Pupil Learning
This research investigated the value added to middle school public education by pedagogically trained college students. An experimental design was employed in which 680 middle school pupils were randomly assigned to instructional groups. University arts and sciences students were put into two groups on the basis of those with formal teacher training and those without. Each student taught four lessons to his or her instructional group. Pupils were…
Training for Pedagogical Decision Making
The University of Virginia program focuses on creating a reasonable blend of the available empirical research on teaching and the knowledge that comes from other sources such as the wisdom of practice. The authors describe how new methodological and technological developments are used to enhance the pedagogical knowledge and skills of pre service teachers. Of particular interest is howthe UVa preservice curriculum inter faces with the curricular …
Don't Blame the Kids: The Trouble with America's Schools Gene I. Maeroff New York: McGraw-Hill Book Company, 1982 260 pages, $14.95
Translating a Metatheory of Teacher Development into Practice
Critical Review
The Influence of Computers on Children and Vice Versa
Making Schools Work: A Reporter's Journey Through Some of America's Most Remarkable Classrooms Robert Benjamin New York: Continuum Publishing Company, 1981
Training for Pedagogical Decision Making
The University of Virginia program focuses on creating a reasonable blend of the available empirical research on teaching and the knowledge that comes from other sources such as the wisdom of practice. The authors describe how new methodological and technological developments are used to enhance the pedagogical knowledge and skills of pre service teachers. Of particular interest is howthe UVa preservice curriculum inter faces with the curricular …
Adding Value to Public Schools: Investigating Teacher Education, Teaching, and Pupil Learning
This research investigated the value added to middle school public education by pedagogically trained college students. An experimental design was employed in which 680 middle school pupils were randomly assigned to instructional groups. University arts and sciences students were put into two groups on the basis of those with formal teacher training and those without. Each student taught four lessons to his or her instructional group. Pupils were…
Critical Review
The Influence of Computers on Children and Vice Versa
Making Schools Work: A Reporter's Journey Through Some of America's Most Remarkable Classrooms Robert Benjamin New York: Continuum Publishing Company, 1981
Translating a Metatheory of Teacher Development into Practice
Don't Blame the Kids: The Trouble with America's Schools Gene I. Maeroff New York: McGraw-Hill Book Company, 1982 260 pages, $14.95
Training for Pedagogical Decision Making
The University of Virginia program focuses on creating a reasonable blend of the available empirical research on teaching and the knowledge that comes from other sources such as the wisdom of practice. The authors describe how new methodological and technological developments are used to enhance the pedagogical knowledge and skills of pre service teachers. Of particular interest is howthe UVa preservice curriculum inter faces with the curricular …
Adding Value to Public Schools: Investigating Teacher Education, Teaching, and Pupil Learning
This research investigated the value added to middle school public education by pedagogically trained college students. An experimental design was employed in which 680 middle school pupils were randomly assigned to instructional groups. University arts and sciences students were put into two groups on the basis of those with formal teacher training and those without. Each student taught four lessons to his or her instructional group. Pupils were…
Psychology (6 works) · Sociology (6 works) · Mathematics education (5 works) · Pedagogy (5 works) · Teacher Education and Leadership Studies (3 works) · Diverse Educational Innovations Studies (2 works) · Economics (2 works) · Epistemology (2 works) · Management (2 works) · Media studies (2 works)