Janet Ainley
Biographic Data
| ID | 5399407 |
|---|---|
| NAME | Janet Ainley |
| GIVEN NAMES | Janet |
| FAMILY NAME | Ainley |
| SIGNATURE | AINLEY J |
| AFFILIATIONS | University of Warwick |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 7 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2006 |
| H-INDEX | 1 |
Towards an articulation of expert classroom practice
Connecting engagement and focus in pedagogic task design
Teachers of mathematics face a particular tension, which the authors call the planning paradox If teachers plan from objectives, the tasks they set are likely to be unrewarding for the pupils and mathematically impoverished. Planning from tasks may increase pupils' engagement but their activity is likely to be unfocused and learning difficult to assess. By seeking inspiration from research in the areas of curriculum design, the nature of authenti…
Towards an articulation of expert classroom practice
Connecting engagement and focus in pedagogic task design
Teachers of mathematics face a particular tension, which the authors call the planning paradox If teachers plan from objectives, the tasks they set are likely to be unrewarding for the pupils and mathematically impoverished. Planning from tasks may increase pupils' engagement but their activity is likely to be unfocused and learning difficult to assess. By seeking inspiration from research in the areas of curriculum design, the nature of authenti…
Towards an articulation of expert classroom practice
Connecting engagement and focus in pedagogic task design
Teachers of mathematics face a particular tension, which the authors call the planning paradox If teachers plan from objectives, the tasks they set are likely to be unrewarding for the pupils and mathematically impoverished. Planning from tasks may increase pupils' engagement but their activity is likely to be unfocused and learning difficult to assess. By seeking inspiration from research in the areas of curriculum design, the nature of authenti…
Computer Science (2 works) · Innovative Teaching and Learning Methods (2 works) · Mathematics education (2 works) · Mathematics Education and Teaching Techniques (2 works) · Pedagogy (2 works) · Psychology (2 works) · Articulation (sociology (1 work) · Artificial Intelligence (1 work) · Class (philosophy (1 work) · Curriculum (1 work)