東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

The omnipotent presence and power of...

Alcorn, Frederick Douglass H.

FindBook

Google Book

Amazon

博客來

The omnipotent presence and power of teacher-student transactional communication relationships in the classroom = the so-called "post-race era" /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The omnipotent presence and power of teacher-student transactional communication relationships in the classroom/ by Frederick Douglass H. Alcorn.
其他題名:	the so-called "post-race era" /
作者:	Alcorn, Frederick Douglass H.
出版者:	Rotterdam :SensePublishers : : 2016.,
面頁冊數:	xxiv, 138 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
標題:	Teacher-student relationships. -
電子資源:	http://dx.doi.org/10.1007/978-94-6300-618-7
ISBN:	9789463006187

The omnipotent presence and power of teacher-student transactional communication relationships in the classroom = the so-called "post-race era" /
Alcorn, Frederick Douglass H.

The omnipotent presence and power of teacher-student transactional communication relationships in the classroomthe so-called "post-race era" /[electronic resource] :by Frederick Douglass H. Alcorn. - Rotterdam :SensePublishers :2016. - xxiv, 138 p. :ill., digital ;24 cm. - Constructing knowledge: curriculum studies in action,v.112213-722X ;. - Constructing knowledge ;v.11..

This work provides a forthright critical discussion aimed at providing salient insights into the quiet and under-realized transactional nature of education, schooling, teaching, student participation, and learning. The work is based upon five major interacting premises regarding the role, nature, and relationship between transactional communication and equity pedagogy, which place opportunities to teach and learn in flux. Throughout this book the topic/issue of transitional communication's critical role serves as the unifying source regarding the transdisciplinary nature of the information and perspectives presented 90 plus percent of activities which occurs in the classroom involves the social-perception experiences of interpersonal-cultural communication, pre-dispositions and inclinations, regarding power and felt empowerment, and one's lived positionality experiences. Transactional communicative awareness, critical reflection, and cultural responsiveness enhances equality of opportunities to teach and learn in view of the demands ensured during a course of study or term of study.

ISBN: 9789463006187

Standard No.: 10.1007/978-94-6300-618-7doiSubjects--Topical Terms:

525464
Teacher-student relationships.

LC Class. No.: LB1033 / .A43 2016

Dewey Class. No.: 371.1023

The omnipotent presence and power of teacher-student transactional communication relationships in the classroom = the so-called "post-race era" /
LDR:02255nmm a2200325 a 4500 001 2084116
003 DE-He213
005 20170113100014.0
006 m d
007 cr nn 008maaau
008 170820s2016 ne s 0 eng d
020 $a 9789463006187 $q (electronic bk.)
020 $a 9789463006163 $q (paperback)
020 $a 9789463006170 $q (hardback)
024 7 $a 10.1007/978-94-6300-618-7 $2 doi
035 $a 978-94-6300-618-7
040 $a GP $c GP
041 0 $a eng
050 4 $a LB1033 $b .A43 2016
072 7 $a JN $2 bicssc
072 7 $a EDU000000 $2 bisacsh
082 0 4 $a 371.1023 $2 23
090 $a LB1033 $b .A354 2016
100 1 $a Alcorn, Frederick Douglass H. $3 3209956
245 1 4 $a The omnipotent presence and power of teacher-student transactional communication relationships in the classroom $h [electronic resource] : $b the so-called "post-race era" / $c by Frederick Douglass H. Alcorn.
260 $a Rotterdam : $b SensePublishers : $b Imprint: SensePublishers, $c 2016.
300 $a xxiv, 138 p. : $b ill., digital ; $c 24 cm.
490 1 $a Constructing knowledge: curriculum studies in action, $x 2213-722X ; $v v.11
520 $a This work provides a forthright critical discussion aimed at providing salient insights into the quiet and under-realized transactional nature of education, schooling, teaching, student participation, and learning. The work is based upon five major interacting premises regarding the role, nature, and relationship between transactional communication and equity pedagogy, which place opportunities to teach and learn in flux. Throughout this book the topic/issue of transitional communication's critical role serves as the unifying source regarding the transdisciplinary nature of the information and perspectives presented 90 plus percent of activities which occurs in the classroom involves the social-perception experiences of interpersonal-cultural communication, pre-dispositions and inclinations, regarding power and felt empowerment, and one's lived positionality experiences. Transactional communicative awareness, critical reflection, and cultural responsiveness enhances equality of opportunities to teach and learn in view of the demands ensured during a course of study or term of study.
650 0 $a Teacher-student relationships. $3 525464
650 0 $a Minorities $x Education. $3 528544
650 0 $a Discrimination in education. $3 546320
650 1 4 $a Education. $3 516579
650 2 4 $a Education, general. $3 2162157
710 2 $a SpringerLink (Online service) $3 836513
773 0 $t Springer eBooks
830 0 $a Constructing knowledge ; $v v.11. $3 3209957
856 4 0 $u http://dx.doi.org/10.1007/978-94-6300-618-7
950 $a Education (Springer-41171)