Cantitate/Preț
Produs

Evidence-Based Practices in Deaf Education: Perspectives on Deafness

Editat de Harry Knoors, Marc Marschark
en Limba Engleză Hardback – 25 oct 2018
This volume presents the latest research from internationally recognized researchers and practitioners on language, literacy and numeracy, cognition, and social and emotional development of deaf learners. In their contributions, authors sketch the backgrounds and contexts of their research, take interdisciplinary perspectives in merging their own research results with outcomes of relevant research of others, and examine the consequences and future directions for teachers and teaching. Focusing on the topic of transforming state-of-the-art research into teaching practices in deaf education, the volume addresses how we can improve outcomes of deaf education through professional development of teachers, the construction and implementation of evidence-based teaching practices, and consideration of "the whole child," thus emphasizing the importance of integrative, interdisciplinary approaches.
Citește tot Restrânge

Din seria Perspectives on Deafness

Preț: 90813 lei

Preț vechi: 117940 lei
-23% Nou

Puncte Express: 1362

Preț estimativ în valută:
17381 18067$ 14398£

Carte disponibilă

Livrare economică 15-29 ianuarie 25

Preluare comenzi: 021 569.72.76

Specificații

ISBN-13: 9780190880545
ISBN-10: 0190880546
Pagini: 664
Dimensiuni: 236 x 163 x 51 mm
Greutate: 1.81 kg
Editura: Oxford University Press
Colecția OUP USA
Seria Perspectives on Deafness

Locul publicării:New York, United States

Notă biografică

Harry Knoors, Ph.D., is a professor at the Behavioural Science Institute of the Radboud University Nijmegen, the Netherlands, and Academic Director at Royal Dutch Kentalis. Knoors is trained as a psycholinguist, specializing in language and literacy of deaf children. He is involved in research on childhood deafness (mainly language, literacy, and psychosocial development) and research on the effectiveness of special education. Marc Marschark, Ph.D., is a professor at the National Technical Institute for the Deaf, a college of Rochester Institute of Technology, where he directs the Center for Education Research Partnerships. His primary interest is in relations among language, learning, and cognition; current research focuses on such relations among deaf children and adults in formal and informal educational settings.