Cynthia Paris
Biographic Data
| ID | 3829273 |
|---|---|
| NAME | Cynthia Paris |
| GIVEN NAMES | Cynthia |
| FAMILY NAME | Paris |
| SIGNATURE | PARIS C |
| AFFILIATIONS | Rider University, New Jersey |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1985 |
| LATEST PUBLICATION YEAR | 2001 |
| H-INDEX | 1 |
Examining the Mismatch between Learner-Centered Teaching and Teacher-Centered Supervision
Student teacher supervision, with few exceptions, remains a teacher-centered enterprise. Typical supervision policies, procedures, and forms focus on teachers' observable behaviors. They grant authority to the perceptions of the supervisor/teacher. The concerns, questions, professional knowledge, and deliberative processes of the student teacher/learner are secondary, if they are considered at all. In this self-study, the authors explore alternat…
Writing with a felicitous tool
1990). Writing with a felicitous tool. Theory Into Practice: Vol. 29, Microcomputers in Context, pp. 235-245
Home Computers
No abstract available for this article
Examining the Mismatch between Learner-Centered Teaching and Teacher-Centered Supervision
Student teacher supervision, with few exceptions, remains a teacher-centered enterprise. Typical supervision policies, procedures, and forms focus on teachers' observable behaviors. They grant authority to the perceptions of the supervisor/teacher. The concerns, questions, professional knowledge, and deliberative processes of the student teacher/learner are secondary, if they are considered at all. In this self-study, the authors explore alternat…
Writing with a felicitous tool
1990). Writing with a felicitous tool. Theory Into Practice: Vol. 29, Microcomputers in Context, pp. 235-245
Home Computers
No abstract available for this article
Writing with a felicitous tool
1990). Writing with a felicitous tool. Theory Into Practice: Vol. 29, Microcomputers in Context, pp. 235-245
Examining the Mismatch between Learner-Centered Teaching and Teacher-Centered Supervision
Student teacher supervision, with few exceptions, remains a teacher-centered enterprise. Typical supervision policies, procedures, and forms focus on teachers' observable behaviors. They grant authority to the perceptions of the supervisor/teacher. The concerns, questions, professional knowledge, and deliberative processes of the student teacher/learner are secondary, if they are considered at all. In this self-study, the authors explore alternat…
Psychology (3 works) · Mathematics education (2 works) · Pedagogy (2 works) · Sociology (2 works) · Archaeology (1 works) · Collaborative Teaching and Inclusion (1 works) · Computer Science (1 works) · Context (archaeology (1 works) · Discourse Analysis in Language Studies (1 works) · Epistemology (1 works)