Mary E Hauser
Biographic Data
| ID | 203722 |
|---|---|
| NAME | Mary E Hauser |
| GIVEN NAMES | Mary E |
| FAMILY NAME | Hauser |
| SIGNATURE | HAUSER M E |
| AFFILIATIONS | Stanford University |
| VERIFIED | No |
| TOTAL WORKS | 31 |
| TOTAL CITATIONS | 18 |
| AUTHOR COUNT | 31 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1995 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 1 |
Practicing Responsiveness
As practice-based teacher education (PBTE) has become more prevalent, debates about its contribution have emerged. Critics of PBTE question whether emphasizing practice will support a technocratic approach to teacher education rather than promoting instruction that is responsive to students' ideas. This qualitative case study was motivated by an interest in understanding whether and in what ways practice-based approaches to teacher learning can s…
Council on Anthropology and Education
Council on Anthropology and Education
Council on Anthropology and Education
Council on Anthropology and Education
Council on Anthropology and Education
Council on Anthropology and Education
Council on Anthropology and Education
Council on Anthropology and Education
Council on Anthropology and Education
Council on Anthropology and Education
Council on Anthropology and Education
Council on Anthropology and Education
Council on Anthropology and Education
Council on Anthropology and Education
Council on Anthropology and Education
Council on Anthropology and Education
Council on Anthropology and Education
How Do We Really Work? A Response to “Locked in Uneasy Sisterhood”
Council on Anthropology and Education
Council on Anthropology and Education
Council on Anthropology and Education
Council on Anthropology and Education
Council on Anthropology and Education
Council on Anthropology and Education
Practicing Responsiveness
As practice-based teacher education (PBTE) has become more prevalent, debates about its contribution have emerged. Critics of PBTE question whether emphasizing practice will support a technocratic approach to teacher education rather than promoting instruction that is responsive to students' ideas. This qualitative case study was motivated by an interest in understanding whether and in what ways practice-based approaches to teacher learning can s…
How Do We Really Work? A Response to “Locked in Uneasy Sisterhood”
Council on Anthropology and Education
Council on Anthropology and Education
Council on Anthropology and Education
Council on Anthropology and Education
Council on Anthropological and Education
Council on Anthropology and Education
Council on Anthropology and Education
Council on Anthropology and Education
Council on Anthropology and Education
Council on Anthropology and Education
Council on Anthropology and Education
Council on Anthropology and Education
Council on Anthropology and Education
Council on Anthropology and Education
Council on Anthropology and Education
Council on Anthropology and Education
Council on Anthropology and Education
Council on Anthropology and Education
Council on Anthropology and Education
Council on Anthropology and Education
Council on Anthropology and Education
How Do We Really Work? A Response to “Locked in Uneasy Sisterhood”
Council on Anthropology and Education
Council on Anthropology and Education
Council on Anthropology and Education
Sociology (31 works) · Citation (29 works) · Anthropology (28 works) · Computer Science (28 works) · Library science (28 works) · Global Education and Multiculturalism (18 works) · Educator Training and Historical Pedagogy (9 works) · Educational Philosophies and Pedagogies (8 works) · Environmental and Cultural Studies in Latin America and Beyond (8 works) · Indian History and Philosophy (8 works)