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In 1995 Robert T. Craig and Karen Tracy published "Grounded Practical Theory: The case of Intellectual Discussion"! [19] This was an attempt by Craig and Tracy to create a methodological model using discourse analysis which will "guide the development and assessment of normative theories."
Praxis is the process by which a theory, lesson, or skill is enacted, embodied, realized, applied, or put into practice."Praxis" may also refer to the act of engaging, applying, exercising, realizing, or practising ideas.
As practiced in K-12 education in the United States, practice-based professional learning develops and integrates a school's use of curriculum and assessment, instructional leadership, and professional learning communities (PLCs) to create a system-wide shift in day-to-day classroom instruction. [8]
A teaching method is a set of principles and methods used by teachers to enable student learning.These strategies are determined partly by the subject matter to be taught, partly by the relative expertise of the learners, and partly by constraints caused by the learning environment. [1]
Practice is the act of rehearsing a behavior repeatedly, to help learn and eventually master a skill.The word derives from the Greek "πρακτική" (praktike), feminine of "πρακτικός" (praktikos), "fit for or concerned with action, practical", [1] and that from the verb "πράσσω" (prasso), "to achieve, bring about, effect, accomplish".
Professional communication draws on theories from fields as different as rhetoric and science, psychology and philosophy, sociology and linguistics.. Much of professional communication theory is a practical blend of traditional communication theory, technical writing, rhetorical theory, adult learning theory, and ethics.
Practice theory (or praxeology, theory of social practices) is a body of social theory within anthropology and sociology that explains society and culture as the result of structure and individual agency. Practice theory emerged in the late 20th century and was first outlined in the work of the French sociologist Pierre Bourdieu.
Procedural knowledge (i.e., knowledge-how) is different from descriptive knowledge (i.e., knowledge-that) in that it can be directly applied to a task. [2] [4] For instance, the procedural knowledge one uses to solve problems differs from the declarative knowledge one possesses about problem solving because this knowledge is formed by doing.