Products related to Perspective:
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Teacher Education in Computer-Assisted Language Learning : A Sociocultural and Linguistic Perspective
Even though many pre-service and in-service teacher programs now address information and computer technology, computer- assisted language learning (CALL) teacher education is still reported as inadequate. Why is this? This book elaborates on some of the existing concerns and through deft analysis of longitudinal data begins to piece together a future road map for CALL teacher education. The book adopts a sociocultural approach, based on the principle that teaching (and learning how to teach) is a long term, complex developmental process that operates through participation in social practices that come with the territory. Euline Cutrim Schmid highlights the need for situated and localized learning, pre-service and in-service collaboration and collaborative peer-assisted learning. Above all of this, the book recommends and proves the efficacy of socially aware and professional reflective practice. This is an essential sociolinguistic take on the computer learning revolution.
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Natural Language Processing : A Machine Learning Perspective
With a machine learning approach and less focus on linguistic details, this gentle introduction to natural language processing develops fundamental mathematical and deep learning models for NLP under a unified framework.NLP problems are systematically organised by their machine learning nature, including classification, sequence labelling, and sequence-to-sequence problems.Topics covered include statistical machine learning and deep learning models, text classification and structured prediction models, generative and discriminative models, supervised and unsupervised learning with latent variables, neural networks, and transition-based methods.Rich connections are drawn between concepts throughout the book, equipping students with the tools needed to establish a deep understanding of NLP solutions, adapt existing models, and confidently develop innovative models of their own.Featuring a host of examples, intuition, and end of chapter exercises, plus sample code available as an online resource, this textbook is an invaluable tool for the upper undergraduate and graduate student.
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Early Language Learning in Context : A Critical Socioeducational Perspective
This book critically analyses early school foreign language teaching policy and practice, foregrounding the influence of the socioeducational and cultural context on how policies are implemented and assessing the factors which either promote or constrain their effectiveness.It focuses on four Asian contexts - Malaysia, South Korea, Sri Lanka and Thailand - while providing a discussion of policy and practice in Canada and Finland as a comparison.Concentrating on the state school sector, it criticises the worldwide trend for a focus on English as the principal or only foreign language taught in primary schools, founded on a rationale that widespread proficiency in English is important for future national success in a globalised economy.It maintains that the economic rationale is not only largely unfounded and irrelevant to the language learning experiences of young children but also that the focus on English exacerbates system inequalities rather than contributing to their reduction.The book argues for a broader perspective on language learning in primary schools, one that values multilingualism and knowledge of regional and indigenous languages alongside a more diverse range of foreign languages.This book will appeal to educational policymakers, researchers and students interested in early foreign language learning in state educational systems worldwide.
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Early Language Learning in Context : A Critical Socioeducational Perspective
This book critically analyses early school foreign language teaching policy and practice, foregrounding the influence of the socioeducational and cultural context on how policies are implemented and assessing the factors which either promote or constrain their effectiveness.It focuses on four Asian contexts - Malaysia, South Korea, Sri Lanka and Thailand - while providing a discussion of policy and practice in Canada and Finland as a comparison.Concentrating on the state school sector, it criticises the worldwide trend for a focus on English as the principal or only foreign language taught in primary schools, founded on a rationale that widespread proficiency in English is important for future national success in a globalised economy.It maintains that the economic rationale is not only largely unfounded and irrelevant to the language learning experiences of young children but also that the focus on English exacerbates system inequalities rather than contributing to their reduction.The book argues for a broader perspective on language learning in primary schools, one that values multilingualism and knowledge of regional and indigenous languages alongside a more diverse range of foreign languages.This book will appeal to educational policymakers, researchers and students interested in early foreign language learning in state educational systems worldwide.
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What is learning from a personal perspective?
Learning from a personal perspective is the process of acquiring new knowledge, skills, or understanding through one's own experiences, reflections, and interactions. It involves being open to new ideas, being willing to challenge existing beliefs, and being proactive in seeking out opportunities for growth. Personal learning is often driven by curiosity, passion, and a desire for self-improvement, and it can lead to personal development, increased confidence, and a broader perspective on the world.
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Is our perspective on history manipulated by history classes?
Yes, our perspective on history can be manipulated by history classes. History classes often focus on specific events, figures, and narratives that align with the dominant cultural and political perspectives of the time. This can lead to the omission or downplaying of certain perspectives, events, and voices, which can shape our understanding of history in a biased way. Additionally, the way history is taught and the materials used in history classes can also influence how we perceive and interpret historical events. It is important to critically analyze and seek out diverse sources of information to gain a more comprehensive understanding of history.
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Is our perspective on history manipulated by history lessons?
Our perspective on history can be influenced by history lessons, as they often present a particular narrative or interpretation of events. History lessons may focus on certain events or figures while omitting others, leading to a biased view of the past. Additionally, the way history is taught can shape our understanding of key concepts such as power, identity, and progress. It is important to critically analyze the information presented in history lessons and seek out diverse perspectives to develop a more nuanced understanding of the past.
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Is history primarily a question of perspective?
Yes, history is primarily a question of perspective. Different individuals and groups have their own perspectives on historical events, which can be influenced by factors such as culture, ideology, and personal experiences. These perspectives can shape how events are interpreted and remembered, leading to different narratives and understandings of history. It is important to consider multiple perspectives in order to gain a more comprehensive understanding of historical events.
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Second Language Teacher Education : A Cognitive and Evidence-Based Perspective
How do students acquire a second language? How can teachers most effectively teach a second language?How do students and teachers develop communication in the language classroom? This textbook is written specifically for a language teacher education programme.It provides teachers with the opportunity to move away from a belief-based teaching approach to a fact-based teaching approach in order to connect knowledge and evidence with innovation.Alessandro G. Benati structures this book around ten key questions that have driven the field of second language learning and language teaching.This provides readers with a clear understanding of: · the relationship between theory and research in second language acquisition and language teaching· the nature and role of language and communication· the results and implications of classroom-based research Pedagogical features in each of the ten units include: call-out boxes highlighting main ideas, further clarification sections to explain key terms, tasks and quizzes at the end of each unit to consolidate learning, and a teacher education evaluation form at the end for readers to reflect on the programme.
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Organization Development Interventions on Chinese Language Learners: A Learning Community Perspective
This book focuses on the interface of organizational development and language learning, using mixed methods of qualitative (reflective journals) and quantitative analysis (experimental design, pre- and post-testing exam scores and questionnaires).Employing organizational development interventions (ODIs) in the context of language learning enriches the diversity and expands the possibilities of higher education.The action research cycle employed in the three-semester ODI process offers readers a source of inspiration.As the book shows, the combination of ODI techniques with language learning strategies in a learning community can be both effective and efficient, holding great potential for further research.
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Understanding Education : A Sociological Perspective
Who should be educated, when, by whom and how? What purposes should education serve? Why does education matter? These fundamental questions of value are not always seen as central to the sociology of education.However, this book argues that they are pivotal and provides a sophisticated and engaging introduction to the field that is designed to open up these important debates.It draws attention to the many points of disagreement that exist between major thinkers in the sociology of education, and the values on which their ideas are based.By involving readers in crucial questions about the potential contribution of sociology to education policies and practices, it aims to bridge the divide between education as it is talked about by academics, and the concerns of policymakers and educators who have to make practical decisions about what is to be done. Chapter by chapter the book introduces competing approaches in the sociology of education - structural functionalism, symbolic interactionism, Marxism, feminism, critical race theory and poststructuralism.It shows how these can be applied to major themes such as social reproduction, the politics of knowledge, multicultural education, identity and teachers’ work.Throughout, the authors emphasise the importance of understanding social and educational values and the ways in which these underpin and impact upon the work of both academics and educators.
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Inclusive Education : A Systematic Perspective
This book answers two questions: What does the implementation of inclusive education require of a system of education and all parts of the system?How do various parts of the education system act on their commitment to inclusive educational practice?Decades after major legislation (i.e., the Civil Rights Act, the Elementary and Secondary Education Act, and the Education for All Handicapped Children Act) made high-quality education a fundamental right for all children in the United States, the dream of diverse, inclusive, democratic schooling has yet to be realized.Nevertheless, some classrooms, schools, districts, states, and universities have made progress.Inclusive Education: A Systematic Perspective explores the theoretical implications of inclusive practice as well as illustrative case studies and evaluation findings from states, educator preparation programs, districts, and schools that have reframed their work around the principles of inclusive practice.Whether these organizations position the work as "social justice education," "culturally responsive teaching," or "inclusion," their efforts lead in the same direction- toward higher quality and more equitable education for all.The chapters will be relevant to graduate students, faculty members, and education leaders, at all levels, who seek a comprehensive overview of the commitment and practice of "inclusive education".Chapters vary in their approaches to the topic, some presenting theoretical underpinnings, others describing practices or programs at particular sites, others reporting findings from empirical studies, and edited interviews with state and district leaders of inclusive-education initiatives.The book explores why inclusion is important and how it can be accomplished.
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Which perspective?
The perspective that one chooses to adopt can greatly influence their understanding of a situation or issue. It can shape their beliefs, attitudes, and behaviors. By considering different perspectives, individuals can gain a more well-rounded view of a topic and make more informed decisions. It is important to be open to different perspectives in order to foster empathy, understanding, and collaboration.
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Which writing perspective?
The writing perspective refers to the point of view from which a story is told. It can be first person, where the narrator is a character in the story and uses "I" to tell the story. It can also be second person, where the narrator addresses the reader as "you," or third person, where the narrator is not a character in the story and uses "he," "she," or "they" to tell the story. The choice of writing perspective can greatly impact how the reader experiences and interprets the story.
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From whose perspective?
The perspective from which a story or situation is being told can greatly influence the way it is perceived. It is important to consider the perspective of the narrator or the person telling the story, as well as the perspectives of the different characters involved. Understanding the different viewpoints can provide a more comprehensive understanding of the situation and can help to uncover different layers of meaning and interpretation.
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Is the cavalier perspective the same as the parallel perspective?
No, the cavalier perspective and the parallel perspective are not the same. The cavalier perspective is a type of 3D drawing where the object is shown in its true size and shape, but the depth is not shown accurately. The parallel perspective, on the other hand, is a type of 3D drawing where the object is shown with accurate depth and proportions using parallel lines to create the illusion of depth. In summary, the cavalier perspective does not accurately represent depth, while the parallel perspective does.
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