Dennis Thiessen
Datos Biográficos
| ID | 6329377 |
|---|---|
| NOMBRE | Dennis Thiessen |
| NOMBRES | Dennis |
| APELLIDO | Thiessen |
| FIRMA | THIESSEN D |
| AFILIACIONES | University of Toronto |
| VERIFICADO | No |
| TOTAL DE OBRAS | 23 |
| TOTAL DE CITAS | 10 |
| TOTAL COMO AUTOR | 23 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1989 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2014 |
| ÍNDICE H | 2 |
Teachers and Teaching
Theme Issues
Conceptual Interventions
Perspectives on Pedagogy
For this review issue, we invited scholars who have made a significant contribution to the understanding of and engagement with pedagogical theory and practice to write what we called a “self‐refer
Interpreting and Adapting Precariousness
Fomenting Flows and Internationalizing Curriculum Studies
Critical Studies and Curriculum Reform
Exploring the Potential of Potential
New Scholars In Review
Th Anniversary of Curriculum Inquiry—Part I
Th Anniversary of Curriculum Inquiry—Part II A
Th Anniversary of Curriculum Inquiry—Part II B
In this segment of our editorial, we continue our account of the development of Curriculum Inquiry (CI), with an overview of the major changes in the journal between 1982 and 2005 and from 2006 to
At the Curriculum Studies Table
Credibility, Context, Understanding, and Community
Improving Education
There’s Nothing as Theoretical as a Good Practical”
Changes in Curriculum Inquiry
On behalf of the editorial team of Curriculum Inquiry (CI), we are pleased to announce that as of 2008 (volume 38), CI has expanded to five issues per year. The fifth issue will be given to reviews
Curriculum and Social Change
In this issue of Curriculum Inquiry, four papers address one of the most enduring themes in the field, namely the often complicated and sometimes tense relationship between curriculum and social ch
Changes in Curriculum Inquiry
Student Knowledge, Engagement, and Voice in Educational Reform
The articles in this issue of Curriculum Inquiry illustrate the spirit and direction of recent studies and critical analyses in the evolving field of study devoted to understanding and enhancing th
Problem solvers or provocateurs? How elementary school principals respond to tensions in schoolbased development
As elementary school principals increase efforts to stimulate school‐based development, they face complex and often conflicting choices about ways to make decisions, strategies to support teacher development, and approaches that foster a constructive working environment. This paper examines how forty‐six elementary principals respond to tensions in an inservice program designed to facilitate their leadership development through participation in s…
In the classroom, in the corridors and in the boardroom ‐ the professional place of Canada's teachers in future policy making
In today's context of increasing demands and diminishing resources, many teachers in Canada successfully manage the interrelated challenges in the classroom (attending to student interests, responding to student variability, maintaining productive working relationships with students, evaluating to support student learning) and in the corridors (learning on the job, cooperating with many stakeholders, building an enabling workplace, justifying ong…
Alternative perspectives on teacher development∗
∗ Teachers as Curriculum Planners. Narratives of Experience, by E. Michael Connelly and D. Jean Clandinin, the Ontario Institute for Studies in Education, Toronto, Canada, and Teachers College Press, New York (1988), 231 pp. ISBN 0-8077-290708
Perspectives on Pedagogy
For this review issue, we invited scholars who have made a significant contribution to the understanding of and engagement with pedagogical theory and practice to write what we called a “self‐refer
Fomenting Flows and Internationalizing Curriculum Studies
Th Anniversary of Curriculum Inquiry—Part II B
In this segment of our editorial, we continue our account of the development of Curriculum Inquiry (CI), with an overview of the major changes in the journal between 1982 and 2005 and from 2006 to
Changes in Curriculum Inquiry
On behalf of the editorial team of Curriculum Inquiry (CI), we are pleased to announce that as of 2008 (volume 38), CI has expanded to five issues per year. The fifth issue will be given to reviews
Curriculum and Social Change
In this issue of Curriculum Inquiry, four papers address one of the most enduring themes in the field, namely the often complicated and sometimes tense relationship between curriculum and social ch
Student Knowledge, Engagement, and Voice in Educational Reform
The articles in this issue of Curriculum Inquiry illustrate the spirit and direction of recent studies and critical analyses in the evolving field of study devoted to understanding and enhancing th
Alternative perspectives on teacher development∗
∗ Teachers as Curriculum Planners. Narratives of Experience, by E. Michael Connelly and D. Jean Clandinin, the Ontario Institute for Studies in Education, Toronto, Canada, and Teachers College Press, New York (1988), 231 pp. ISBN 0-8077-290708
Problem solvers or provocateurs? How elementary school principals respond to tensions in schoolbased development
As elementary school principals increase efforts to stimulate school‐based development, they face complex and often conflicting choices about ways to make decisions, strategies to support teacher development, and approaches that foster a constructive working environment. This paper examines how forty‐six elementary principals respond to tensions in an inservice program designed to facilitate their leadership development through participation in s…
In the classroom, in the corridors and in the boardroom ‐ the professional place of Canada's teachers in future policy making
In today's context of increasing demands and diminishing resources, many teachers in Canada successfully manage the interrelated challenges in the classroom (attending to student interests, responding to student variability, maintaining productive working relationships with students, evaluating to support student learning) and in the corridors (learning on the job, cooperating with many stakeholders, building an enabling workplace, justifying ong…
Changes in Curriculum Inquiry
Student Knowledge, Engagement, and Voice in Educational Reform
The articles in this issue of Curriculum Inquiry illustrate the spirit and direction of recent studies and critical analyses in the evolving field of study devoted to understanding and enhancing th
Curriculum and Social Change
In this issue of Curriculum Inquiry, four papers address one of the most enduring themes in the field, namely the often complicated and sometimes tense relationship between curriculum and social ch
Changes in Curriculum Inquiry
On behalf of the editorial team of Curriculum Inquiry (CI), we are pleased to announce that as of 2008 (volume 38), CI has expanded to five issues per year. The fifth issue will be given to reviews
Credibility, Context, Understanding, and Community
Improving Education
There’s Nothing as Theoretical as a Good Practical”
Th Anniversary of Curriculum Inquiry—Part I
Th Anniversary of Curriculum Inquiry—Part II A
Th Anniversary of Curriculum Inquiry—Part II B
In this segment of our editorial, we continue our account of the development of Curriculum Inquiry (CI), with an overview of the major changes in the journal between 1982 and 2005 and from 2006 to
At the Curriculum Studies Table
Exploring the Potential of Potential
New Scholars In Review
Interpreting and Adapting Precariousness
Fomenting Flows and Internationalizing Curriculum Studies
Critical Studies and Curriculum Reform
Theme Issues
Conceptual Interventions
Perspectives on Pedagogy
For this review issue, we invited scholars who have made a significant contribution to the understanding of and engagement with pedagogical theory and practice to write what we called a “self‐refer
Teachers and Teaching
Sociology (23 obras) · Pedagogy (17 obras) · Psychology (16 obras) · Mathematics education (13 obras) · Curriculum (12 obras) · Engineering (9 obras) · Teacher Education and Leadership Studies (9 obras) · Engineering ethics (7 obras) · Epistemology (5 obras) · Political science (5 obras)