Elizabeth M Vesilind
Biographic Data
| ID | 1605413 |
|---|---|
| NAME | Elizabeth M Vesilind |
| GIVEN NAMES | Elizabeth M |
| FAMILY NAME | Vesilind |
| SIGNATURE | VESILIND E M |
| AFFILIATIONS | University of North Carolina at Chapel Hill |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1995 |
| LATEST PUBLICATION YEAR | 1999 |
| H-INDEX | 2 |
Emerging Results From a Middle School Professional Development School: The McDougle-University of North Carolina Collaborative Inquiry Partnership Groups
Emerging Results From a Middle School Professional Development School: The McDougle–University of North Carolina Collaborative Inquiry Partnership Groups
(1999). Emerging Results From a Middle School Professional Development School: The McDougle–University of North Carolina Collaborative Inquiry Partnership Groups. Peabody Journal of Education: Vol. 74, No. 3-4, pp. 236-253
Putting Practice into Theory: Changes in the Organization of Preservice Teachers' Pedagogical Knowledge
This study investigated changes in the organization of preservice teachers’ knowledge about teaching. The research questions included: (a) How do student teachers’ concepts of effective teaching change through time? (b) What experiences and factors do student teachers report as influencing changes in the organization of their concepts? Twenty-three seniors in middlegrades teacher education drew concept maps, completed card sorting tasks, and part…
Putting Practice Into Theory: Changes in the Organization of Preservice Teachers’ Pedagogical Knowledge
This study investigated changes in the organization of preservice teachers’ knowledge about teaching. The research questions included: (a) How do student teachers’ concepts of effective teaching change through time? (b) What experiences and factors do student teachers report as influencing changes in the organization of their concepts? Twenty-three seniors in middlegrades teacher education drew concept maps, completed card sorting tasks, and part…
Hands-On: Science Education Reform
Dans la majorite des ecoles primaires, les sciences sont enseignees sans enthousiasme, sans reelle preparation de la part des enseignants. Cet article decrit une tentative de reforme de l'enseignement des sciences menee dans deux ecoles primaires en Caroline du Nord. Chaque enseignant apprehende l'enseignement des sciences de facon differente: les sciences comme un jeu, les sciences comme un probleme a resoudre, les sciences comme moyen d'apprend…
Preservice teachers' cognitive frameworks for class management
Preservice teachers' cognitive frameworks for class management
Putting Practice Into Theory: Changes in the Organization of Preservice Teachers’ Pedagogical Knowledge
This study investigated changes in the organization of preservice teachers’ knowledge about teaching. The research questions included: (a) How do student teachers’ concepts of effective teaching change through time? (b) What experiences and factors do student teachers report as influencing changes in the organization of their concepts? Twenty-three seniors in middlegrades teacher education drew concept maps, completed card sorting tasks, and part…
Preservice teachers' cognitive frameworks for class management
Putting Practice into Theory: Changes in the Organization of Preservice Teachers' Pedagogical Knowledge
This study investigated changes in the organization of preservice teachers’ knowledge about teaching. The research questions included: (a) How do student teachers’ concepts of effective teaching change through time? (b) What experiences and factors do student teachers report as influencing changes in the organization of their concepts? Twenty-three seniors in middlegrades teacher education drew concept maps, completed card sorting tasks, and part…
Putting Practice Into Theory: Changes in the Organization of Preservice Teachers’ Pedagogical Knowledge
This study investigated changes in the organization of preservice teachers’ knowledge about teaching. The research questions included: (a) How do student teachers’ concepts of effective teaching change through time? (b) What experiences and factors do student teachers report as influencing changes in the organization of their concepts? Twenty-three seniors in middlegrades teacher education drew concept maps, completed card sorting tasks, and part…
Hands-On: Science Education Reform
Dans la majorite des ecoles primaires, les sciences sont enseignees sans enthousiasme, sans reelle preparation de la part des enseignants. Cet article decrit une tentative de reforme de l'enseignement des sciences menee dans deux ecoles primaires en Caroline du Nord. Chaque enseignant apprehende l'enseignement des sciences de facon differente: les sciences comme un jeu, les sciences comme un probleme a resoudre, les sciences comme moyen d'apprend…
Emerging Results From a Middle School Professional Development School: The McDougle-University of North Carolina Collaborative Inquiry Partnership Groups
Emerging Results From a Middle School Professional Development School: The McDougle–University of North Carolina Collaborative Inquiry Partnership Groups
(1999). Emerging Results From a Middle School Professional Development School: The McDougle–University of North Carolina Collaborative Inquiry Partnership Groups. Peabody Journal of Education: Vol. 74, No. 3-4, pp. 236-253
Pedagogy (6 works) · Mathematics education (5 works) · Psychology (5 works) · Teacher Education and Leadership Studies (5 works) · Class (philosophy (3 works) · Classroom management (3 works) · Diverse Educational Innovations Studies (3 works) · Political science (3 works) · Sociology (3 works) · Student teacher (3 works)