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eBay-Artikelnr.:236182316920
Artikelmerkmale
- Artikelzustand
- ISBN
- 9780199732869
Über dieses Produkt
Product Identifiers
Publisher
Oxford University Press, Incorporated
ISBN-10
0199732868
ISBN-13
9780199732869
eBay Product ID (ePID)
109087130
Product Key Features
Number of Pages
208 Pages
Language
English
Publication Name
Teaching Undergraduate Research in Religious Studies
Publication Year
2011
Subject
Education
Type
Textbook
Subject Area
Religion
Series
Aar Teaching Religious Studies
Format
Hardcover
Dimensions
Item Height
0.9 in
Item Weight
16 Oz
Item Length
9.4 in
Item Width
6.3 in
Additional Product Features
Intended Audience
Scholarly & Professional
LCCN
2010-049026
Dewey Edition
22
Reviews
"This book argues well and gives good pedagogical advice for extended faculty-student collaboration in religious studies research just as it is carried on in the sciences. Drawing on the experience of faculty dedicated to undergraduate education, the book makes a compelling case that teaching does not have to compete with research. Student reflections and a concluding student essay in the book demonstrate the truth of the axiom that 'the proof of the pudding is in the eating." --Anthony J. Tambasco, Professor of Theology and Associate Dean of Graduate Liberal Studies, Georgetown University "Out of a Wabash Center-sponsored working group comes a very useful book that maps the terrain of research in religious studies for undergraduate scholars and their professors. From personal to institutional to relational concerns, the insights from these skilled teachers and their competent students provide a needed resource for reforming our classroom practices. This book engages the reader in the crucial issues of working with undergraduates in their research: the possibilities of originality, new questions, transformation, empowerment, and surprise." --Tina Pippin, Professor and Chair of Religious Studies, Agnes Scott College "Teaching Undergraduate Research in Religious Studies is well grounded in both the relevant SoTL literature and personal experiences in a variety of teaching contexts. It provides thought provoking reflections about the pedagogical possibilities of Undergraduate Research in Religious Studies and, more broadly, in the Humanities. The inclusion of specific examples and of the voices of student researchers themselves makes this a particularly useful volume." --Eugene V. Gallagher, Rosemary Park Professor of Religious Studies, Connecticut College, "This book argues well and gives good pedagogical advice for extended faculty-student collaboration in religious studies research just as it is carried on in the sciences. Drawing on the experience of faculty dedicated to undergraduate education, the book makes a compelling case that teaching does not have to compete with research. Student reflections and a concluding student essay in the book demonstrate the truth of the axiom that 'the proof of the puddingis in the eating." --Anthony J. Tambasco, Professor of Theology and Associate Dean of Graduate Liberal Studies, Georgetown University"Out of a Wabash Center-sponsored working group comes a very useful book that maps the terrain of research in religious studies for undergraduate scholars and their professors. From personal to institutional to relational concerns, the insights from these skilled teachers and their competent students provide a needed resource for reforming our classroom practices. This book engages the reader in the crucial issues of working with undergraduates in theirresearch: the possibilities of originality, new questions, transformation, empowerment, and surprise." --Tina Pippin, Professor and Chair of Religious Studies, Agnes Scott College"Teaching Undergraduate Research in Religious Studies is well grounded in both the relevant SoTL literature and personal experiences in a variety of teaching contexts. It provides thought provoking reflections about the pedagogical possibilities of Undergraduate Research in Religious Studies and, more broadly, in the Humanities. The inclusion of specific examples and of the voices of student researchers themselves makes this a particularly usefulvolume." --Eugene V. Gallagher, Rosemary Park Professor of Religious Studies, Connecticut College, "This book argues well and gives good pedagogical advice for extended faculty-student collaboration in religious studies research just as it is carried on in the sciences. Drawing on the experience of faculty dedicated to undergraduate education, the book makes a compelling case that teaching does not have to compete with research. Student reflections and a concluding student essay in the book demonstrate the truth of the axiom that 'the proof of the pudding is in the eating." --Anthony J. Tambasco, Professor of Theology and Associate Dean of Graduate Liberal Studies, Georgetown University "Out of a Wabash Center-sponsored working group comes a very useful book that maps the terrain of research in religious studies for undergraduate scholars and their professors. From personal to institutional to relational concerns, the insights from these skilled teachers and their competent students provide a needed resource for reforming our classroom practices. This book engages the reader in the crucial issues of working with undergraduates in their research: the possibilities of originality, new questions, transformation, empowerment, and surprise." --Tina Pippin, Professor and Chair of Religious Studies, Agnes Scott College "Teaching Undergraduate Research in Religious Studiesis well grounded in both the relevant SoTL literature and personal experiences in a variety of teaching contexts. It provides thought provoking reflections about the pedagogical possibilities of Undergraduate Research in Religious Studies and, more broadly, in the Humanities. The inclusion of specific examples and of the voices of student researchers themselves makes this a particularly useful volume." --Eugene V. Gallagher, Rosemary Park Professor of Religious Studies, Connecticut College
Number of Volumes
1 vol.
Dewey Decimal
200.71/1
Table Of Content
Chapter One: Identifying and Setting Parameters Bernadette McNary-Zak and Rebecca Todd Peters Section One: Defining Undergraduate Research in Religious Studies Chapter Two: Contributing to the Discipline Rebecca Todd Peters and Bernadette McNary-Zak Chapter Three: Serving as Mentors and Collaborators Lynn Huber and John Lanci Chapter Four: Helping Undergraduates Think About Method Robin Rinehart Section Two: Modeling Undergraduate Research in Religious Studies Chapter Five: Exploring Archival Material Paul Myhre Chapter Six: Reading Religion and Culture Carolyn M. Jones Chapter Seven: Sending Students Into the Field Jeffrey M. Brackett Chapter Eight: Historically Speaking David Ratke Chapter Nine: Working with Texts Lynn Huber and Robin Rinehart Section Three: Improving Quality in Undergraduate Research in Religious Studies Chapter Ten: Training the Undergraduate Scholar Nadia Lahutsky Chapter Eleven: Promoting Institutional Support Mark Gstohl Chapter Twelve: Equipping a Student with Experience, Skills, and Self-Reliance Ann Marie Chilton Appendix: Sample Forms Bibliography
Synopsis
Teaching Undergraduate Research in Religious Studies offers an introduction to the philosophy and practice of Undergraduate Research in Religious Studies and takes up several significant ongoing questions related to it. For those new to Undergraduate Research, it provides an overview of fundamental issues and pedagogical questions and practical models for application in the classroom. For seasoned mentors, the book acts as a dialogue partner on emerging issues and offers insight into pertinent questions in the field based on experience of recognized experts., Twenty-five years ago, historian of religions Jonathan Z. Smith wrote: ''The quest for the powers and skills of informed judgment for the dual capacities of appreciation and criticism might well stand as the explicit goal of entry level of college curriculum.'' Regardless of specific course content, the polymethodic face of Religious and Undergraduate Research is increasingly identified as a particularly effective pedagogy for teaching and learning these skills in the discipline. Teaching Undergraduate Research in Religious Studies offers an introduction to the philosophy and practice of Undergraduate Research in Religious Studies and takes up several significant ongoing questions related to it. For those new to Undergraduate Research, it provides an overview of fundamental issues and pedagogical questions and practical models for application in the classroom. For seasoned mentors, the book acts as a dialogue partner on emerging issues and offers insight into pertinent questions in the field based on the experience of recognized experts. Individual chapters focus on select theoretical and practical topics including the nature of collaboration between faculty and students, what it means for undergraduate students to make an ''original contribution'' in their research, how to identify and shape a research project that is appropriate and manageable, the types of institutional and professional support systems needed to adequately support and reward faculty who participate in this kind of pedagogy, and procedures for adequate and appropriate assessment., Teaching Undergraduate Research in Religious Studies offers an introduction to the philosophy and practice of Undergraduate Research in Religious Studies and takes up several significant ongoing questions related to it. This volume emerges from sustained conversations about the pedagogy of Undergraduate Research by a group of teacher-scholars in the discipline, and it seeks to extend those conversations. For those new to Undergraduate Research, this book provides an overview of fundamental issues and pedagogical questions and practical models for application in the classroom. For seasoned mentors, it acts as a dialogue partner on emerging issues and offers insight into pertinent questions in the field based on the experience of recognized experts. Individual chapters focus on select theoretical and practical topics including the nature of collaboration between faculty and students, what it means for undergraduate students to make an "original contribution" in their research, how to identify and shape a research project that is appropriate and manageable, the types of institutional and professional support systems needed to adequately support and reward faculty who participate in this kind of pedagogy, and procedures for adequate and appropriate assessment. Student perspectives highlight the importance of Undergraduate Research to student learning.
LC Classification Number
BL41.T455 2011
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