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Tom Russell, in a reflective article looking back on 35 years as teacher educator, concurred that teacher educators rarely model reflective practice, fail to link reflection clearly and directly to professional learning, and rarely explain what they mean by reflection, with the result that student teachers may complete their initial teacher ...
In microfacet models it is assumed that there is always a perfect reflection, but the normal changes according to a certain distribution, resulting in a non-perfect overall reflection. When using Schlick’s approximation, the normal in the above computation is replaced by the halfway vector .
This model for diffuse reflection was proposed by Johann Heinrich Lambert in 1760 and has been perhaps the most widely used reflectance model in computer vision and graphics. For a large number of real-world surfaces, such as concrete, plaster, sand, etc., however, the Lambertian model is an inadequate approximation of the diffuse component.
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The learning characteristic is of concrete experience and reflective observation. Assimilating: People of this kind of learning style prefer good clear information, they can logically format the given information and explore analytic models. They are more interested in concepts and abstracts than in people.
While situated cognition gained recognition in the field of educational psychology in the late twentieth century, [3] it shares many principles with older fields such as critical theory, [4] [5] anthropology (Jean Lave & Etienne Wenger, 1991), philosophy (Martin Heidegger, 1968), critical discourse analysis (Fairclough, 1989), and sociolinguistics theories (Bakhtin, 1981) that rejected the ...
In 1933 (based on work first published in 1910), John Dewey described five phases or aspects of reflective thought: In between, as states of thinking, are (1) suggestions, in which the mind leaps forward to a possible solution; (2) an intellectualization of the difficulty or perplexity that has been felt (directly experienced) into a problem to be solved, a question for which the answer must ...
Ragin has made many contributions to sociology.He is a proponent of using fuzzy sets to bridge the divide between quantitative and qualitative methods. His main interests are methodology, political sociology, and comparative-historical research, with a special focus on such topics as the welfare state, ethnic political mobilization, and international political economy.