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dc.contributor.authorGarii, Barbara
dc.date.accessioned2005-11-07T17:12:40Z
dc.date.accessioned2022-08-12T09:45:53Z
dc.date.available2005-11-07T17:12:40Z
dc.date.available2022-08-12T09:45:53Z
dc.date.issued2005-11
dc.identifier.issn1558-7320
dc.identifier.urihttp://hdl.handle.net/1951/6630
dc.identifier.urihttp://hdl.handle.net/20.500.12648/7420
dc.description.abstractDr. Barbara Garii authors our guest editorial for this issue. She is a former middle school, high school, and college mathematics teacher who taught in Seattle, Washington; Cali, Columbia; and Ouagadougou, Burkina Faso. Dr. Garii's recent work investigates cognition and understanding; particularly how students use metacognitive and reflective practices to enhance learning. Additionally, she has been exploring how adjunct faculty members understand their teaching practices and share pedagogical and curricular knowledge with core faculty members. Dr. Garii's current research project studies how teachers and students co-reflect and co-understand classroom behaviors. In the following editorial, she addresses the connections between the five articles of this issue of the Journal of Authentic Learning with three themes in education: reflective practice, constructivism and the importance of beauty.en
dc.format.extent137036 bytes
dc.format.mimetypeapplication/pdf
dc.language.isoen_USen
dc.relation.ispartofseriesJournal of Authentic Learningen
dc.relation.ispartofseriesvol. 2, no. 2en
dc.subjecteditorialsen
dc.titleThe artistry of education : questions, constructions, and creations of understandingen
dc.typeArticleen
refterms.dateFOA2022-08-12T09:45:54Z


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