Using Integrated Course Design to Build Student Communities of Practice in a Hybrid Course

Autor/in	Fayne, Harriet R.
Titel	Using Integrated Course Design to Build Student Communities of Practice in a Hybrid Course
Quelle	In: New Directions for Teaching and Learning, (2009) 119, S.53-59 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-0633
Schlagwörter	Federal Legislation; Special Education Teachers; Teaching Methods; Communities of Practice; Instructional Design; Integrated Curriculum; Language Arts; English Instruction; Learning Experience; Student Participation; Teaching Models; Teacher Certification + Suchen Sie Ihr Suchwort? Bundesrecht; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Community; Lesson concept; Lessonplan; Unterrichtsentwurf; Sprachkultur; English langauage lessons; Englischunterricht; Lernerfahrung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehrmodell
Abstract	In this article, the author describes how she used integrated course design to design a course that would help special education teachers satisfy the "Highly Qualified Teacher" (HQT) requirement established by No Child Left Behind (NCLB) in the area of English/language arts. The approach she chose was based on principles advanced by Fink in "Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses" (2003). (Contains 1 table.) (ERIC).
Anmerkungen	John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10