Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/24353
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dc.contributor.authorMunday, Ian-
dc.contributor.editorPapastephanou, M-
dc.contributor.editorStrand, T-
dc.contributor.editorPirrie, A-
dc.date.accessioned2016-10-04T22:36:10Z-
dc.date.issued2014-
dc.identifier.urihttp://hdl.handle.net/1893/24353-
dc.description.abstractFirst paragraph: Problem solving has come to be seen as a central feature of teaching and learning in most educational settings. As regards skills based curricula, problem-solving is perhaps the “thinking skill” par excellence. Indeed, teachers themselves are often seen and, indeed, see themselves as problem solvers: How do I get Alice to focus on her work and learn? Which strategies will help me overcome her apparent indifference? Alice’s failure is a problem I must help her to overcome – she will then be a successful learner. Teachers engaged in what is variously called action research, practitioner research and teacher research are enquiring into their own practice so as to solve problems in the classroom.en_UK
dc.language.isoen-
dc.publisherLit Verlag-
dc.relationMunday I (2014) Complex Themes. A Deleuzian Discussion of Problem-solving in the classroom. In: Papastephanou M, Strand T, Pirrie A (ed.). Philosophy as a lived experience: navigating through dichotomies of thought and action. Studies on Education, Zurich: Lit Verlag, pp. 189-208.-
dc.relation.ispartofseriesStudies on Education-
dc.rightsThe publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.-
dc.titleComplex Themes. A Deleuzian Discussion of Problem-solving in the classroomen_UK
dc.typePart of book or chapter of booken_UK
dc.rights.embargodate2999-12-31T00:00:00Z-
dc.rights.embargoreasonThe publisher does not allow this work to be made publicly available in this Repository therefore there is an embargo on the full text of the work.-
dc.citation.spage189-
dc.citation.epage208-
dc.citation.publicationstatusPublished-
dc.type.statusBook Chapter: author post-print (pre-copy editing)-
dc.identifier.urlhttp://www.lit-verlag.de/isbn/3-643-90290-0-
dc.author.emailian.munday@stir.ac.uk-
dc.citation.btitlePhilosophy as a lived experience: navigating through dichotomies of thought and action-
dc.citation.isbn978-3-643-90290-0-
dc.publisher.addressZurich-
dc.contributor.affiliationInitial Teacher Education-
dc.rights.embargoterms2999-12-31-
dc.rights.embargoliftdate2999-12-31-
Appears in Collections:Faculty of Social Sciences Book Chapters and Sections

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