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Buku Ajar Teori Belajar dan Pembelajaran
Buku Ajar Teori Belajar dan Pembelajaran ini disusun sebagai buku panduan komprehensif yang menjelajahi kompleksitas dan mendalamnya tentang ilmu teori belajar & pembelajaran. Buku ini dapat digunakan oleh pendidik dalam melaksanakan kegiatan pembelajaran di bidang ilmu teori belajar & pembelajaran dan diberbagai bidang Ilmu terkait lainnya. Selain itu, buku ini juga dapat digunakan sebagai panduan dan referensi mengajar mata kuliah teori belajar & pembelajaran dan menyesuaikan dengan Rencana Pembelajaran Semester tingkat Perguruan Tinggi masing-masing. Secara garis besar, buku ajar ini pembahasannya mulai dari ruang lingkup dan hakekat belajar dan pembelajaran, prinsip-prinsip belajar dan asas pembelajaran, faktor - faktor yang mempengaruhi belajar, teori belajar behaviorisme, kognitivisme, konstruktivisme, humanisme. Selain itu materi mengenai teori sosio-kultural, teori kecerdasan ganda, strategi pembelajaran, model pembelajaran, permasalan belajar dan pembelajaran, motivasi belajar dan evaluasi pembelajaran juga di bahas secara mendalam. Buku ajar ini disusun secara sistematis, ditulis dengan bahasa yang jelas dan mudah dipahami, dan dapat digunakan dalam kegiatan pembelajaran.
Lead Like an Entrepreneur
RUN YOUR ORGANIZATION LIKE A RISK-TAKING STARTUP Featuring in-depth profiles and success stories from some of today’s top companies, including IBM, 3M, Intel, General Electric, and many others, Lead Like an Entrepreneur reveals how to foster innovation at all levels of the corporation and how to employ entrepreneurial leadership qualities to turn ideas into economic value. “In Lead Like an Entrepreneur, Thornberry has cracked the code on how to replicate the successful behaviors of entrepreneurial leaders….Should be required reading for companies that desire to inject world-class entrepreneurial IQ into the DNA of their company cultures.” --John Kilcullen, President and Publisher, Bi...
Teacher Beliefs and Classroom Performance
This volume of Advances in Teacher Education is about beliefs held by teachers and addresses the important topic of teacher beliefs from a variety of disciplinary perspectives. Most of the authors who have contributed to this collection of essays assume that beliefs are propositions that are felt to be true by the person embracing them, but that do not necessarily rest on the kind of evidence that justifies the use of the term “knowledge.” Teacher beliefs are an important topic because it is hypothesized that teachers and teacher candidates use them to shape the information they receive from formal teacher preparation and to direct subsequent decision-making in the classroom.
The Normative and the Natural
Drawing on a rich pragmatist tradition, this book offers an account of the different kinds of ‘oughts’, or varieties of normativity, that we are subject to contends that there is no conflict between normativity and the world as science describes it. The authors argue that normative claims aim to evaluate, to urge us to do or not do something, and to tell us how a state of affairs ought to be. These claims articulate forms of action-guidance that are different in kind from descriptive claims, with a wholly distinct practical and expressive character. This account suggests that there are no normative facts, and so nothing that needs any troublesome shoehorning into a scientific account of the world. This work explains that nevertheless, normative claims are constrained by the world, and answerable to reason and argumentation, in a way that makes them truth-apt and objective.
Teaching English as an International Language
Drawing on both Western and Asian theoretical frameworks, this book showcases the complexity and sophistication of the negotiations that EIL (English as an international language) teachers have to make when their identities are challenged by values and practices that seem contradictory to their own.
Learner-centred Education in International Perspective
Explores debates around learner-centred education (or child-centred education) as a strategy for developing teachers' classroom practice and asks whether a 'Western' construct is appropriate for application in all societies and classrooms.
Islam & Modernity
"As Professor Fazlur Rahman shows in the latest of a series of important contributions to Islamic intellectual history, the characteristic problems of the Muslim modernists—the adaptation to the needs of the contemporary situation of a holy book which draws its specific examples from the conditions of the seventh century and earlier—are by no means new. . . . In Professor Rahman's view the intellectual and therefore the social development of Islam has been impeded and distorted by two interrelated errors. The first was committed by those who, in reading the Koran, failed to recognize the differences between general principles and specific responses to 'concrete and particular historical ...
