Curriculum planning and development Books

Book SynopsisCollins International Maths Foundation and Foundation Plus provide inspirational, fun and age-appropriate learning for children in early years and kindergarten classes.The materials have been developed in consultation with expert practitioners to be easy to use in the classroom and to support children following a range of early years curricula and who are preparing for their first year of primary education in an international school, including schools following the Cambridge Assessment International Education primary framework.The course introduces young children to maths concepts in an age-appropriate way through topic-based discovery and activity-based learning, with plenty of opportunities to explore maths through games and hands-on exploration. Careful progression ensures children develop the skills they need to be ready for maths in their first year of primary and beyond.Each level comprises Activity Books A, B and C one for each term supported by a Reading Anthology and Teacher

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Book SynopsisBig Cat Phonics for Little Wandle Letters and Sounds Revised has been developed in collaboration with Wandle Learning Trust and Little Sutton Primary School. It comprises classroom resources to support the SSP programme and a range of phonic books that together provide a consistent and highly effective approach to teaching phonics.Dimensions: A5 148x210mm (Cards) The website shows the VAT inclusive price. The price before VAT is 14.99.This complete set of prompt cards for Reception support teachers with step-by-step instructions and tips for every aspect of each lesson. The cards are used in the CPD How to' videos on the Little Wandle Letters and Sounds Revised website.

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Book SynopsisBig Cat Phonics for Little Wandle Letters and Sounds Revised has been developed in collaboration with Wandle Learning Trust and Little Sutton Primary School. It comprises classroom resources to support the SSP programme and a range of phonic books that together provide a consistent and highly effective approach to teaching phonics.Ensure every child learns to read by putting in place instant support for any child falling behind through same-day keep-up sessions. This Keep-up Teacher's Guide provides clear, easy-to-follow small-step lessons supported through prompt cards, covering Phases 35 of the programme.

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Book SynopsisFull teacher support to accompany our Student's Book for the revised Cambridge IGCSETM Co-ordinated Sciences syllabus (0654). The Teacher's Guide includes lesson plans, worksheets, practical instructions, technician's notes and more to enable you to deliver a successful and effective course.Exam Board: Cambridge Assessment International EducationFor examination from 2025Full coverage of the Cambridge IGCSE Co-ordinated Sciences syllabus (0654) for examination from 2025 in one bookEffective lesson plan ideas split into flexible learning episodesBe prepared for every lesson with lists of resources, clear objectives and outcomes, and notes on common misconceptionsA full range of worksheets to support learningClear instructions for students and techniciansOverviews of each topics and links to other topics highlighted to assist with medium- and long-term planningDetailed scheme of work matching lessons to learning outcomesThis resource has not been through the Cambridge Assessment Internati

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Book SynopsisThe Collins Cambridge Primary Global Perspectives series offers a skills-building approach to the Cambridge Primary Global Perspectives curriculum framework (0838) from 2022.We are working with Cambridge Assessment International Education towards endorsement of this title for the Cambridge Primary Global Perspectives curriculum framework (0838) from 2022. Focused on developing the six Global Perspectives skill strands, the Student's book provides full coverage of the Stage 1 Cambridge Primary Global Perspectives curriculum framework. Each chapter enables students to develop their Global Perspectives skills through practical exploration of one of sixteen global topics. Stage 1 explores Families, friends, community and culture, Health and wellbeing, Water, food and farming, Looking after planet Earth, and Improving communication. Students will investigate issues relating to the topics within their school, family, local surroundings and culture. Learners will build skills to support their

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Book SynopsisThe Collins Cambridge Primary Global Perspectives series offers a skills-building approach to the Cambridge Primary Global Perspectives curriculum framework (0838) from 2022.We are working with Cambridge Assessment International Education towards endorsement of this title for the Cambridge Primary Global Perspectives curriculum framework (0838) from 2022. Focused on developing the six Global Perspectives skill strands, the Student's book provides full coverage of the Stage 4 Cambridge Primary Global Perspectives curriculum framework. Each chapter enables students to develop their Global Perspectives skills through practical exploration of one of sixteen global topics. Stage 4 explores Digital world, Looking after planet Earth, Family, friends, community and culture, Values and belief, and Rich and poor. Students will investigate issues relating to the topics within their school, family, local surroundings and culture. Learners will build skills to support their work in the final task of each unit, which draws their learning together, allowing them to undertake a piece of research, analysis or an action in their school or learning community. There are regular opportunities for reflection and self-assessment. The rich and engaging Student's Book content provides students with a variety of sources, with an international focus, to support their learning. Prepare students for a seamless transition to Stage 5.

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Book SynopsisThe Collins Cambridge Primary Global Perspectives series offers a skills-building approach to the Cambridge Primary Global Perspectives curriculum framework (0838) from 2022.We are working with Cambridge Assessment International Education towards endorsement of this title for the Cambridge Primary Global Perspectives curriculum framework (0838) from 2022. Focused on developing the six Global Perspectives skill strands, the Student's book provides full coverage of the Stage 6 Cambridge Primary Global Perspectives curriculum framework. Each chapter enables students to develop their Global Perspectives skills through practical exploration of one of sixteen global topics. Stage 6 explores Looking after planet Earth, Health and wellbeing, Moving goods and people and Values and belief, and the final unit focuses students' work on a team report, and the skills needed for this. Students will investigate issues relating to the topics within their school, family, local surroundings and culture.

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Book SynopsisThe Collins Cambridge Primary Global Perspectives series offers a skills-building approach to the Cambridge Primary Global Perspectives curriculum framework (0838) from 2022.

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Book SynopsisCollins International Primary Maths supports best practice in primary maths teaching, whilst encouraging teacher professionalism and autonomy.Each Progress Book page offers photocopiable assessment questions which allow learners to apply what they have learned and demonstrate mastery and understanding of mathematical concepts. Questions throughout the course develop learners' Thinking and Working Mathematically skills and each unit offers an opportunity for personal reflection on progress.

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Book SynopsisCollins International Primary Maths supports best practice in primary maths teaching, whilst encouraging teacher professionalism and autonomy.Each Progress Book page offers photocopiable assessment questions which allow learners to apply what they have learned and demonstrate mastery and understanding of mathematical concepts. Questions throughout the course develop learners' Thinking and Working Mathematically skills and each unit offers an opportunity for personal reflection on progress.

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Book SynopsisCollins International Primary Maths supports best practice in primary maths teaching, whilst encouraging teacher professionalism and autonomy.Each Progress Book page offers photocopiable assessment questions which allow learners to apply what they have learned and demonstrate mastery and understanding of mathematical concepts. Questions throughout the course develop learners' Thinking and Working Mathematically skills and each unit offers an opportunity for personal reflection on progress.

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Book SynopsisWritten by an expert author team with over 50 years' combined classroom experience, Busy Ant Maths is a flexible, whole-school mathematics programme that ensures conceptual understanding and mathematical fluency from the start.The Busy Ant Maths Pupil Book 5C contains three levels of differentiated challenge built-in to each lesson as well as extra consolidation, extension activities and varied number representations to ensure rapid progression for every child.Used in conjunction with the Teacher''s Guide, Textbook, Progress Guide and Homework Guide, this book is the best way to ensure that pupils achieve all the learning objectives of the Primary Maths National Curriculum.

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Book SynopsisSynopsis coming soon.......

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Book SynopsisAccelerated learning - the use of the full mind and the whole personality to speed and enhance learning - has impressed trainers and learners worldwide with its effectiveness. This title is a guide to this learning approach. It explains an instructional design methodology and presents hundreds of practical techniques and ideas.Table of ContentsPart I: The Learning Revolution. Chapter 1: A Brief History of the A.L. Movement. Chapter 2: The Guiding Principles of A.L. Chapter 3: Curing the West's Educational Diseases. Part II: Natural Learning. Chapter 4: The Brain and Learning. Chapter 5: The SAVI Approach to Learning. Part III: The Four Phases of Learning. Chapter 6: A Summary of the Four Phases. Chapter 7: Phase 1: Preparation Techniques. Chapter 8: Phase 2: Presentation Techniques. Chapter 9: Phase 3: Practice Techniques. Chapter 10: Phase 4: Performance Techniques. Part IV: Additional A.L. Tools and Techniques. Chapter 11: Music for Learning. Chapter 12: Themes. Chapter 13: Pictograms. Chapter 14: Question-Raising Techniques. Chapter 15: Learning Games. Chapter 16: Imagery and Learning. Chapter 17: Natural Light. Chapter 18: Aromas. Part V: Computers and Accelerated Learning. Chapter 19: Using Technology Wisely. Chapter 20: Public Education and the Web. Chapter 21: Enhancing Technology-Based Learning. Part VI: Rapid Instructional Design (RID). Chapter 22: Rapid Design Principles. Chapter 23: The 7-Step Rapid Design Process. Part VII: The Learning Revolution and You. Chapter 24: The Soul of an A.L. Practitioner. Growing A.L. in Your Organization. Chapter 25: Growing A.L. in Your Organization. Resources: Literature, Music, Organizations.

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Book Synopsis Forrest W. Parkay is Professor of Educational Leadership and Higher Education at Washington State University. He was Professor of Educational Leadership at the University of Florida for eight years and at Texas State University for five years. Forrest received his B.A. and M.A. degrees in English education from the University of Illinois-Urbana. He earned his Ph.D. in education at the University of Chicago, and he is a graduate of Harvard University's Management Development Program (MDP). For eight years, Forrest taught at DuSable High School on Chicago's South Side, and he served as Chairman of DuSable's English Department for four years. Forrest is the author or co-author of more than 60 refereed journal articles and several books, including Becoming a Teacher (Pearson, 2013). His research has appeared in the field's leading peer-reviewed journals, including Phi Delta Kappan, American Journal of Education, and Educational AdministratTable of ContentsPART ONE Bases for Curriculum Leadership 1 1 Goals and Values Focus Questions Definitions of Curriculum Differences between Curriculum and Instruction A Comprehensive Definition ofCurriculum Bases of the Curriculum Social Forces Theories of Human Development The Nature of Learning and Learning Styles Emphasizing Curriculum Bases Curriculum Criteria Curriculum Goals Values in Curriculum Planning Criterion Questions—Goals and Values References Principals as Cultural Leaders Karen Seashore Louis & Kyla Wahlstrom Leadership for Learning: Lessons from 4 Years of Empirical Research Philip Hallinger Perspectives on Four Curriculum Traditions William H. Schubert Democracy at Risk William E. White, Richard van Scotter, Michael H. Haroonian, & James E. Davis The Organization and Subject-Matter of General Education Robert M. Hutchins The Case for Essentialismin Education William C. Bagley The Case for Progressivism in Education William Heard Kilpatrick Traditional vs. Progressive Education John Dewey Leaders' Voices—Putting Theory into Practice 5 Telltale Signs You're Becoming a Teacher Leader Marsha Ratzel Learning Activities Critical Thinking Application Activities Field Experiences Internet Activities 2 Social Forces: Present and Future Focus Questions Curriculum and the Future Social Forces and the Individual Levels of Social Forces Concepts from the Social Sciences Futures Planning Criterion Questions—Social Forces References What's Wrong with Accountability by the Numbers? Richard Rothstein Grading Education: Test-Based Accountability Can't Work, But Testing Plus Careful School Inspections Can Richard Rothstein, Rebecca Jacobsen, & Tamara Wilder High-Stakes Testing and Accountability as Social Constructs across Cultures Raymond V. Padilla The “Three A's” of Creating an Inclusive Curriculum and Classroom Tina M. Anctil The Dimensions of Multicultural Education James A. Banks 21st Century Schools Require Media Literate Leaders Eric J. Anctil Leaders' Voices—Putting Theory into Practice Launching an iPad 1-to-1 Program: Leadership Advice on Pioneering Technology Initiatives Mitchell A. Salerno & Michael Vonhof Learning Activities Critical Thinking Application Activities Field Experiences Internet Activities 3 Human Development Focus Questions Theories of Human Development Piaget's Model of Cognitive Development Erikson's Model of Psychosocial Development Kohlberg's and Gilligan's Models for Moral Development Maslow's Model of a Hierarchy of Needs Criterion Questions—Human Development References Maslow's Hierarchy of Needs: Renovated with Contemporary Extensions Douglas T. Kenrick, Vladas Griskevicius, Steven L. Neuberg, & Mark Schaller Erik Erikson's Developmental Stages: A Healthy Personality for Every Child Midcentury White House Conference on Children and Youth Erik H. Erikson & Joan M. Erikson The Cognitive-Developmental Approach to Moral Education Lawrence Kohlberg Woman's Place in Man's Life Cycle Carol Gilligan Concerted Cultivation and the Accomplishment of Natural Growth Annette Lareau Friending, IMing, and Hanging Out Face-to-Face: Overlap in Adolescents' Online and Offline Social Networks Stephanie M. Reich, Kaveri Subrahmanyam, & Guadalupe Espinoza Leaders' Voices—Putting Theory into Practice What Ever Happened to Kick the Can? Wellness in School and Community Tom Burton Learning Activities Critical Thinking Application Activities Field Experiences Internet Activities 4 Learning and Learning Styles Focus Questions Behavioral Learning Theories Social Learning Theories Cognitive Learning Theories Cognitive Science Gestalt-Field Views of Learning Constructivist Learning Theories Learning Styles Multiple Intelligences Criterion Questions—Learning and Learning Styles References The Neuroeducation of Learning: Learning systems, Not Styles Ellyn Lucas Arwood Probing More Deeply into the Theory of Multiple Intelligences Howard Gardner Multiple Intelligences, the Mozart Effect, and Emotional Intelligence: A Critical Review Lynn Waterhouse How Boys Learn Michael Gurian & Kathy Stevens Where the Girls Are: The Facts about Gender Equity in Education Christianne Corbett, Catherine Hill, & Andresse St. Rose A Literature Review of Gaming in Education: Research Report Katie Larsen McClarty, Aline Orr, Peter M. Frey, Robert P. Dolan, Victoria Vassileva, & Aaron McVay Leaders' Voices—Putting Theory into Practice Moving Up From Mediocre Nick Myers & Ed Rafferty Learning Activities Critical Thinking Application Activities Field Experiences Internet Activities PART TWO Developing, Implementing, and Evaluating the Curriculum 5 Approaches to Curriculum Development Focus Questions Approaches to Curriculum Development The Focus of Curriculum Development Student-Centered versus Subject-Centered Curricula The Curriculum Development Process Standards and Curriculum Development Common Core State Standards Content and Performance Standards Standards Developed by Professional Associations Aligning Curricula and Textbooks with Standards Curriculum Frameworks Standards and No Child Left Behind (NCLB) Students and Curriculum Development Criterion Questions—Curriculum Development References Appendix Who Should Plan the Curriculum? Glen Hass Tying Together the Common Core of Standards, Instruction, and Assessments Vicki Phillips & Carina Wong Integrating 21st Century Skills into the Curriculum Dianne M. Gut Improving School Outcomes by Addressing the Whole Child and by Addressing Skills and Attitudes, Not Just Content Adele Diamond Teaching Under the New Taylorism: High-Stakes Testing and the Standardization of the 21st Century Curriculum Wayne Au The Muddle Machine: Confessions of a Textbook Editor Tamim Ansary Leaders' Voices—Putting Theory into Practice The Case for Teacher-Led School Improvement LaQuanda Brown Learning Activities Critical Thinking Application Activities Field Experiences Internet Activities 6 Curriculum Implementation, Instruction, and Technology Focus Questions Instructional Methods A Repertoire of Models of Teaching Models Based on Behavioral Psychology Models Based on Human Development Models Based on Cognitive Processes Models Based on Social Interactions Basic Principles of Curriculum Implementation and Instruction Technology and Curriculum Development A New Generation of Students Technology and Transformation of the Curriculum Criterion Questions—Curriculum Implementation and Technology References A Deeper Sense of (Media) Literacy Cynthia L. Scheibe Progressive Organization of Subject Matter John Dewey Structures in Learning Jerome S. Bruner The Many Faces of Leadership Charlotte Danielson Adopt and Adapt: Twenty-First-Century Schools Need Twenty-First-Century Technology Marc Prensky Implementing Virtual Museums in the Social Studies Classroom: An Apprenticeship Model Adam I. Attwood Leaders' Voices—Putting Theory into Practice Differentiation of Instruction: A Strategic Response to Student Needs Kelly A. Hedrick Learning Activities Critical Thinking Application Activities Field Experiences Internet Activities 7 Curriculum Evaluation and Assessment of Learning Focus Questions Curriculum Evaluation Formative and Summative Evaluation Assessment of Learning Standardized Assessments Emerging Trends in Assessment of Learning Performance-Based Assessments Authentic Assessment Portfolio Assessment Peer Assessment Self-Assessment Alternate Assessments Criterion Questions—Curriculum Evaluation and Assessment of Learning References TestThink Nelson Maylone Assessing Students with Disabilities in the General Education Classroom Darcy E. Miller Learning to Love Assessment Carol Ann Tomlinson An “A” in Abstractions Paul Tullis Using Student Assessment Data to Improve Instruction Kathryn Parker Boudett, Richard J. Murnane, Elizabeth City, & Liane Moody What Is the Purpose of Grades? James D. Allen Leaders' Voices—Putting Theory into Practice Time for a Tune-Up: Comprehensive Curriculum Evaluation Lisa H. Meyers Learning Activities Critical Thinking Application Activities Field Experiences Internet Activities PART THREE The Curriculum in Action

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Book SynopsisAbout our authors George S. Morrison is Professor Emeritus of early childhood education at the University of North Texas where he taught early childhood education and development to undergraduates and mentored masters and doctoral students. He is an experienced teacher and principal in the public schools. Professor Morrison's accomplishments include a Distinguished Academic Service Award from the Pennsylvania Department of Education, Outstanding Service and Teaching Awards from Florida International University, and the College of Education Faculty Teaching Excellence Award at the University of North Texas. His books include Early Childhood Education Today, 14th Edition; Fundamentals of Early Childhood Education, 9th Edition and Teaching in America, 5th Edition. Professor Morrison has also written books about the education and development of infants, and preschoolers; child development and parent/family/community involvement. Dr. Morrison's research is on thTable of ContentsBrief Contents You and Early Childhood Education Early Childhood Education Today History and Theories Implementing Early Childhood Programs Teaching with Standards Observing and Assessing Young Children Infants and Toddlers The Preschool Years Kindergarten Today The Early Elementary Grades: One Through Three Educating Children with Diverse Backgrounds and Special Needs Guiding Children’s Behavior Parents, Families, and the Community Appendix A: Time Line of the History of Early Childhood Education

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Book SynopsisIn working to build a sense of nationhood, Ghana has focused on many social engineering projects, the most meaningful and fascinating of which has been the state's effort to create a national culture through its schools.Trade Review"Dilemmas of Culture in African Schools examines the social and political consequences of overlapping systems of knowledge production in contemporary Ghana. This is an engrossing study that raises many compelling questions about educational processes, state-society relations, nationalism, cultural pluralism and cultural policy, the production of knowledge, and the production of citizens." - Kelly M. Askew, author of Performing the Nation"

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Book SynopsisThis edition brings Dewey's educational theory into sharp focus, framing his two classic works by frank assessments, past and present, of the practical applications of Dewey's ideas. In addition to a substantial introduction in which Philip W. Jackson explains why more of Dewey's ideas haven't been put into practice, this edition restores a lost chapter, dropped from the book by Dewey in 1915.

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Book SynopsisRebell argues here that schools have a constitutional duty to teach citizenshipand that forcing them to do so is the key to revitalizing our democracy.

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Book SynopsisRebell argues here that schools have a constitutional duty to teach citizenshipand that forcing them to do so is the key to revitalizing our democracy.

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Book SynopsisJohn Dewey is known as a pragmatic philosopher and progressive architect of American educational reform, but some of his most important contributions came in his thinking about art. Dewey argued that there is strong social value to be found in art, and it is artists who often most challenge our preconceived notions. Dewey for Artists shows us how Dewey advocated for an art of democracy. Identifying the audience as co-creator of a work of art by virtue of their experience, he made space for public participation. Moreover, he believed that societies only becomeand remaintruly democratic if its citizens embrace democracy itself as a creative act, and in this he advocatedfor the social participation of artists. Throughout the book, Mary Jane Jacob draws on the experiences of contemporary artists who have modeled Dewey's principles within their practices. We see how their work springs from deeply held values. We see, too, how carefully considered curatorial practice can addr

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Book SynopsisJohn Dewey is known as a pragmatic philosopher and progressive architect of American educational reform, but some of his most important contributions came in his thinking about art. Dewey argued that there is strong social value to be found in art, and it is artists who often most challenge our preconceived notions. Dewey for Artists shows us how Dewey advocated for an art of democracy. Identifying the audience as co-creator of a work of art by virtue of their experience, he made space for public participation. Moreover, he believed that societies only becomeand remaintruly democratic if its citizens embrace democracy itself as a creative act, and in this he advocatedfor the social participation of artists. Throughout the book, Mary Jane Jacob draws on the experiences of contemporary artists who have modeled Dewey's principles within their practices. We see how their work springs from deeply held values. We see, too, how carefully considered curatorial practice can addr

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Book SynopsisAs homeschooling expands and parents assume greater control of their children's education, this is a guide on how to apply the foundations of classical learning - either in home schooling or as a supplement to classroom-oriented education. Leigh A. Bortins, offers the tools and resources parents need to implement this in the home.Table of ContentsForward: Becky Norton-Dunlop, Vice-President for Outreach at The Heritage Foundation Introduction PART ONE: THE CLASSICAL MODEL What's Wrong with Education Today? Why We Need Classical Education How Classical Education Can Help You PART TWO: THE CORE OF A GRAMMATICAL EDUCATION Reading Writing Math Geography History Science Fine Arts Schedules and Resources for Classical Education Epilogue: How the Classics Give Us Skills We Need as Adults

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Book SynopsisTrade Review"Clendinning has flipped the script. Rather than describing Balinese performers as if ‘they’ come to ‘us’, she shows how their far-flung pedagogical networks reshaped US-based music programs in higher education from the inside out. Her intimate portraits of three generations of Balinese teachers reveal them as the makers of transnational music communities. This book is both fascinating and moving. I am convinced all over again that these almost utopian third spaces are sorely needed."--Deborah Wong, University of California, Riverside"An ambitious work that can really spark scholarship that intersects ethnomusicology, performance studies, and the scholarship on teaching and learning. Clendinning discusses the positive aspects of world music ensembles, but is also open about the ethical issues involved in running a gamelan in an institution of higher education."--Eric Hung, Music of Asian America Research CenterTable of ContentsAcknowledgments 1 Interlocking Sounds, Interlocking Communities 2 Early Encounters in Bimusicality 3 From Bali to America: Teachers and Transitions 4 Creating and Conceptualizing a Balinese American Gamelan Community 5 Teaching, Learning, Representing 6 Americans Learning Gamelan in Bali 7 Kembali: To Return or Change 8 Bimusicality and Beyond 9 Sustainability and the Academic World Music Ensemble 10 Cultivating New Flowers Glossary Notes References Index

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Book SynopsisGamelan and American academic institutions have maintained their close association for more than sixty years. Elizabeth A. Clendinning illuminates what it means to devote one's life to world music ensemble education by examining the career and community surrounding the Balinese-American performer and teacher I Made Lasmawan. Weaving together stories of Indonesian and American practitioners, colleagues, and friends, Clendinning shows the impact of academic world music ensembles on the local and transnational communities devoted to education and the performing arts. While arguing for the importance of such ensembles, Clendinning also spotlights how performers and educators use them to create stable and rewarding artistic communities. Cross-cultural ensemble education emerges as a worthy goal for students and teachers alike, particularly at a time when people around the world express more enthusiasm about raising walls to keep others out rather than building bridges to invite them in.Trade Review"Clendinning has flipped the script. Rather than describing Balinese performers as if ‘they’ come to ‘us’, she shows how their far-flung pedagogical networks reshaped US-based music programs in higher education from the inside out. Her intimate portraits of three generations of Balinese teachers reveal them as the makers of transnational music communities. This book is both fascinating and moving. I am convinced all over again that these almost utopian third spaces are sorely needed."--Deborah Wong, University of California, Riverside"An ambitious work that can really spark scholarship that intersects ethnomusicology, performance studies, and the scholarship on teaching and learning. Clendinning discusses the positive aspects of world music ensembles, but is also open about the ethical issues involved in running a gamelan in an institution of higher education."--Eric Hung, Music of Asian America Research CenterTable of ContentsAcknowledgments 1 Interlocking Sounds, Interlocking Communities 2 Early Encounters in Bimusicality 3 From Bali to America: Teachers and Transitions 4 Creating and Conceptualizing a Balinese American Gamelan Community 5 Teaching, Learning, Representing 6 Americans Learning Gamelan in Bali 7 Kembali: To Return or Change 8 Bimusicality and Beyond 9 Sustainability and the Academic World Music Ensemble 10 Cultivating New Flowers Glossary Notes References Index

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Book SynopsisMusic, Education, and Religion: Intersections and Entanglements explores the critical role that religion can play in formal and informal music education. Trade ReviewThe book serves as a study volume for all those who are active in this field and provides both systematic reflections and useful empirical studies. A further impressive feature is the regional and religious breadth of the content presented and examined. -- Wolfgang W. Müller * Reading Religion *Table of ContentsIntroduction / Alexis Anja Kallio, Heidi Westerlund, and Philip AlpersonPart I: Tensions and Negotiations1. On the Role of Religion in Music Education / Estelle Jorgensen2. Selective Affinities: Concordance and Discordance at the Intersection of Musical, Educational, and Religious Practices / Philip Alperson3. The Performativity of Performance: Agency at the Intersection of Music and Religion in School / Heidi Westerlund, Alexis Anja Kallio and Heidi ParttiPart II: Identity and Community4. Shaping Identities in and through Religious Music Engagement: A Case Study of an Australian Catholic Girls' School / Janelle Colville Fletcher and Margaret S. Barrett5. Religion and the Transmission of Thai Musical Heritage, in Thailand and the United States of America / Pamela Moro6. The Believing-Belonging Paradigm: Music, Education, and Religion in Contemporary Serbia / Ivana Percoviç and Biljana Mandiç7. Religious Repertoire in General Music Education: Spiritual Indoctrination or Cultural Dialogue? / Lauri VäkeväPart III: Navigating New Worlds8. Mysterium Tremendum et Fascinans: Spiritual and Existential Experience and Music Education / Øivind Varkøy9. The Sacred Sphere: Its Equipment, Beauty, Functions, and Transformations under Secular Conditions / Maria B. Spychiger10. Music Education as Sacred Practice: A Philosophical Exploration / Frank Heuser11. Advocatus Diaboli: Revisiting the Devil's Role in Music and Music Education / Alexandra Kertz-WelzelPart IV: Emancipation, Regulation, and the Social Order12. The Humanist Defense of Music Education in Civil and Religious Life: The Praise of Musicke (1586) and Apologia Musices (1588) / Hyun-Ah Kim13. The Curious Case of "Good Morning Iran": Music and Broadcast Regulation in the Islamic Republic / Erum Naqvi14. When Hell Freezes Over—Black Metal: Emancipatory Cosmopolitanism and/or Egoistic Protectionism? / Ketil Thorgersen and Thomas von WachenfeldtPart V: Agency and Social Change15. Radical Musical Inclusion in Higher Education: The Creation of Foundation Music at the University of Winchester / June Boyce-Tillman16. Religious Identities Intersecting Higher Music Education: An Israeli Teacher Educator as a Boundary Worker in an All-Female Ultra-Orthodox Jewish Context / Laura Miettinen17. Religion and Music in an Education for Social Change / Iris M. Yob18. Dancing on the Limits: An Interreligious Dialogue Exploring the Lived Experience of Two Religiously Observant Music Educators in Israel / Belal Badarne and Amira EhrlichMusic, Education, and Religion: An Invitation / Alexis Anja KallioIndex

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Book SynopsisAn examination of curriculum innovations that are shaped by new ideas about digital media and learning.Although ideas about digital media and learning have become an important area for educational research, little attention has been given to the practical and conceptual implications for the school curriculum. In this book, Ben Williamson examines a series of contemporary curriculum innovations in the United States, Great Britain, and Australia that reflect the social and technological changes of the digital age. Arguing that the curriculum is always both forward- and rearward-looking, Williamson considers how each of these innovations represents a certain way of understanding the past while also promoting a particular vision of the future.The curriculum initiatives are all examples of what Williamson calls “centrifugal schooling,” expressing a vision of education and learning that is decentered, distributed, and dispersed, emphasizing networks and connectio

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Book SynopsisIn The Singing Irish, Michael Alan Anderson brings to life the rich history and traditions of the Notre Dame Glee Club.Trade Review“One of the greatest assets we have here at Notre Dame is our Glee Club. Somehow, year in and year out, they come up with wonderful singers, great songs, and performances that are nothing short of fantastic. I don't know what we can do to thank the men for their long hours over the years that the Club puts into practicing for their performances. May I say that I am grateful for all of the wonderful performances of the Glee Club, not just here on campus but around the world. I have enjoyed many of their performances each year and I never cease to be edified by their spirit and wonderful presentation.” —Rev. Theodore Hesburgh, C.S.C. (1917–2015), President Emeritus of the University of Notre Dame“Glee Club alumnus Michael Alan Anderson has bravely and lovingly taken on the job of recording the history of this special group in The Singing Irish. In the first place, it is thoroughly researched and scrupulously verified from archives, articles, letters, yearbooks, newsletters, and reports. But more than that, its real goal has been to uncover the spirit underlying the facts of the story. The Notre Dame Glee Club is not just a trained and well-practiced group of university level students working in the field of music. It is a fellowship, a fraternity, of more or less ordinary young men who have been guided and shepherded as much as academically taught, accompanied on their way to maturity.” —Dorothy A. Pedtke, daughter of longtime Glee Club director Daniel H. Pedtke"Music historian Michael Anderson, a 1997 Notre Dame graduate and alumnus of the Glee Club, says the tradition of the club, along with the timing of the centennial, inspired him to write the club's history. . . . The group was primarily influenced by three directors, Daniel Pedtke, current director [Daniel] Stowe, and Joseph Casasanta, who wrote such favorites as the Alma Mater and 'Hike Notre Dame.' Two-thirds of the group's 100 years were under the leadership of one of these three men, Anderson says." —South Bend Tribune: In the Bend“Impressively well written, beautifully illustrated, informed and informative, The Singing Irish: A History of the Notre Dame Glee Club is a delight to simply browse through and should be considered a ‘must’ for all Notre Dame alumni. A unique contribution, The Singing Irish is strongly recommended for academic library Music History reference collections. It should also be noted for personal reading lists that The Singing Irish is also available (enhanced with audio and video) in a Kindle edition.” —The Midwest Book Review"We, the alumni of Our Lady's University, have been blessed by being able to listen to and enjoy the beautiful voices coming from the Notre Dame Glee Club. This book is a 'must read' for all Notre Dame alums and friends of the university. You will feel the spirit of The Singing Irish because it reflects the soul of the Notre Dame Glee Club throughout the group's first one hundred years. Michael Anderson has captured the essence of what makes this group so memorable for its members and for its audiences around the world. Let the music flow as you turn the pages." —Charles "Chuck" Lennon ('61, '62MA, DL H'11)

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Book SynopsisAiming to offer a coherent vision of what it means to be scientifically literate, this book describes what all students should understand and be able to do at different grade levels in various science categories. It is useful for education policymakers, school system administrators, teacher educators, individual teachers, and parents.Table of Contents1 Front Matter; 2 National Science Education Standards: An Overview; 3 1 Introduction; 4 2 Principles and Definitions; 5 3 Science Teaching Standards; 6 4 Standards for Professional Development for Teachers of Science; 7 5 Assessment in Science Education; 8 6 Science Content Standards; 9 7 Science Education Program Standards; 10 8 Science Education System Standards; 11 Epilogue; 12 Appendix; 13 Index; 14 Credits

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Book Synopsis How can we understand the educational disengagement of urban, working-class young people? What role do schools and education policies play in these young peopleâs difficult relationships with education? How might schools help to support and engage urban youth? This book critically engages with contemporary notions of 'at risk' youth. It explores the complexity of urban young people's relationships with education and schooling and discusses strategies for addressing these issues. Drawing on a two year study of urban 14-16 year olds, educational professionals and parents, the book focuses in depth on the views and experiences of ethnically diverse young Londoners who had been identified by their schools as 'at risk of dropping out of education' and as 'unlikely to progress into post-16 education'. It provides an informative and accessible overview of the key issues, debates and theoretical frameworks. It is important reading for school leaders, teachers and learTable of ContentsSocial exclusion, risk and urban schools'The Street', 'the estate' and 'my trainers': social class and urban educationEntangled identities: 'race', ethnicity and schooling'Responsible boys' and 'glamorous girls'? Gender and schoolingAspirations and 'the future'Respect, reciprocity and relevance: the three Rs for urban schoolsChoice or coercion? Policies to promote educational engagementConclusions

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Book SynopsisâœLike a compass guiding you to whatâs important and why in this rapidly evolving field, this new edition is utterly stimulating but also thoughtful and measured.âDaniel Cassany, Literacy Researcher and Teacher, Universitat Pompeu Fabra, Barcelona, Spain "Essential reading for those interested in new and emerging literacy practices, New Literacies maps the contours of on- and off-line participation and how it is transforming learning and communication. This book provides the necessary theoretical background and illustration of practice for a radical re-appraisal of how we think about literacy and literacy education."Guy Merchant, Professor of Literacy in Education,Faculty of Development and Society, Sheffield Hallam UniversityThe new edition of this popular book takes a fresh look at what it means to think of literacies as social practices. The book explores what is distinctively 'new' within a range of currently popular everyday ways of generTable of ContentsForewordPreface to the third editionAcknowledgements Part 1: New Literacies: Concepts and Theory From ‘reading’ to ‘new’ literacies Literacies: practice, Discourse, and encoded texts ‘New’ literacies: technologies and values Part 2: New Literacies: Some Everyday Practices New literacies and social practices of digital remixing Blogs and wikis: participatory and collaborative literacy practicesEveryday practices of online social networkingPart 3 New Literacies and Social LearningSocial learning, ‘push’ and ‘pull’, and building platforms for collaborative learningSocial learning and new literacies in formal educationBibliography Name Index Subject Index

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Book SynopsisThis book is a comprehensive yet accessible introduction to learning and teaching in higher education, and an invaluable resource if you are seeking to enhance and develop your teaching in the context of the Teaching Excellence Framework (TEF).  It also supports your progress towards Fellowship of the Higher Education Academy (HEA), with an overview of the UK Professional Standards Framework (UKPSF) and linking content to the framework.  This book is for new and existing teachers in higher education and those teaching higher education programmes in further education colleges.  As well as helping you enhance and extend your understanding of the theory and practice of learning and teaching, this book encourages you to reflect on and improve your teaching in higher education to meet the needs of a diversity of students in the changing landscape of higher education.  Together with its progressive and logical sequencing of topics - covering planning and preparaTable of Contents1. Higher education – context and values 2. Understanding learning3. Programme, module and session design and planning4. Teaching and learning methods5. Supporting inclusive learning6. Assessment and feedback for learning 7. Enhancing learning and teaching with technology 8. Employability and graduate attributes9. Reflective practice and the inquiring teacher10. Quality and evaluation11. HEA Fellowship and continuing professional development

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Book SynopsisThe drive to internationalize higher education has seen the focus shift in recent years towards its defining element, the curriculum. As the point of connection between broader institutional strategies and the student experience, the curriculum plays a key role in the success or failure of the internationalization agenda. Yet despite much debate, the role and power of curriculum internationalization is often unappreciated. This has meant that critical questions, including what it means and how it can be achieved in different disciplines, have not been consistently or strategically addressed.This volume breaks new ground in connecting theory and practice in internationalizing the curriculum in different disciplinary and institutional contexts. An extensive literature review, case studies and action research projects provide valuable insights into the concept of internationalization of the curriculum. Best practice in curriculum design, teaching and learning in higher educationTable of ContentsSECTION I: CONCEPTS AND PROCESSESChapter 1: Introduction Chapter 2: Why Internationalise the Curriculum? Chapter 3: A Conceptual Framework for Internationalisation of the Curriculum Chapter 4: The Process of Internationalising the Curriculum Chapter 5 The Foundations SECTION II: PRACTICAL MATTERSChapter 6: The Building Blocks Chapter 7: Using Student Diversity Chapter 8: Blockers, Enablers and Encouraging Powerful Ideas SECTION III: RESOURCES AND CASE STUDIES Chapter 9: Resources Chapter 10 Case Studies Appendix 1ReferencesIndex

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Book SynopsisCurriculum and Assessment in English 3 to 11: A Better Plan provides an overview of the subject in considerable breadth and depth, and offers a clear, balanced and forceful critique of the current language and literacy curriculum and its assessment arrangements for 3- to 11-year-olds in England, and of developments in the area during the past thirty years. The book restates fundamental truths about how pupils speak, read and write English with confidence and control. It describes how English can be taught most effectively, calls for an urgent review of some aspects of the current National Curriculum and its associated tests, and crucially proposes viable alternatives. This invaluable resource for those working in English, language and literacy education has a wide perspective and takes a principled and informed pedagogical approach. Based on a series of much-admired booklets released by the UKLA in 2015, this accessible guide to both theory andTrade Review"Founded on principles which recognise the importance of diversity, identity and community, this book presents a strong critique of current government policy about teaching English, offering a well-founded alternative curriculum. Any teacher who wants to improve provision for teaching reading, speaking and listening and writing in the primary school will relish the range and depth of this Better Plan." - Eve Bearne, UKLA "Beautifully written and argued throughout, rooted in evidence of what works in classrooms and fully informed by accumulated knowledge of language and literacy development. The perfect antidote to curriculum-meddling politicians world-wide. Simply outstanding". - Professor Ronald Carter, School of English, University of Nottingham and Cambridge Language Sciences, University of Cambridge."Crucial reading for every English teacher and a vital resource for subject leaders and teacher trainers, these two books by John Richmond (one of the most influential proponents of ‘the new English’ in its early decades), with contributions by other leading names in the subject, powerfully and pragmatically re-state essential principles for English in schools, and explode the myths fostered by current and recent government policy...The material in these two immensely valuable books was originally published in 2015 as a series of UKLA booklets designed to guide teachers and departments in negotiating aspects of the English curriculum in the wake of the problematic new National Curriculum which began in 2014. It has now helpfully been gathered together into one volume for primary English and one for secondary English, both absolutely essential for every department to have and to use...It’s important to note that, whilst the books provide critique of current policy, their main thrust is the setting out of a positive, inspiring programme that can guide schools in implementing the curriculum and designing its own programme. Each chapter could provide a fantastic starting point for professional development within departments and discussion in department meetings, as well as key readings for PGCE courses. As well as clarity and succinctness of argument, the books also helpfully provide many clear and concise summaries of – and quotations from – key theorists’ work on all of the different aspects of the curriculum, and the ways in which they are relevant to classroom practice." - Gary Snapper, Editor, Teaching English'Founded on principles which recognise the importance of diversity, identity and community, this book presents a strong critique of current government policy about teaching English, offering a well-founded alternative curriculum. Any teacher who wants to improve provision for teaching reading, speaking and listening and writing in the primary school will relish the range and depth of this Better Plan.' - Eve Bearne, UKLA "Beautifully written and argued throughout, rooted in evidence of what works in classrooms and fully informed by accumulated knowledge of language and literacy development. The perfect antidote to curriculum-meddling politicians world-wide. Simply outstanding". - Professor Ronald Carter, School of English, University of Nottingham and Cambridge Language Sciences, University of Cambridge.Table of ContentsPreface Introduction 1. Talk 2. Reading 3 to 7 3. Reading 7 to 11 4. Writing 3 to 7 5. Writing 7 to 11 6. Grammar and knowledge about language 7. Drama 8. Media 9. Learners of English as an additional language 10. Speakers of non-standard varieties of English 11. An alternative curriculum for English 3 to 11 12. Assessment 3 to 11 References

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Book SynopsisProblem-based learning (PBL) is a pedagogical approach that has the capacity to create vibrant and active learning environments in higher education. However, both experienced PBL practitioners and those new to PBL often find themselves looking for guidance on how to engage and energise a PBL curriculum. New Approaches to Problem-based Learning: Revitalising your Practice in Higher Education provides that guidance from a range of different, complementary perspectives.Leading practitioners in the field as well as new voices in PBL teaching and learning have collaborated to produce this text. Each chapter provides practical and experienced accounts of issues and ideas for PBL, as well as a strong theoretical and evidence base. Whether you are an experienced PBL practitioner, or new to the processes and principles of PBL, this book will help you to find ways of revitalising and enriching your practice and of enhancing the learning experience in a range of higher educatioTrade Review"These authors have lived, breathed and researched PBL over a long time, so their wisdom in compiling and shaping contributions for this book is likely to benefit many interested readers."--British Journal of Educational TechnologyTable of ContentsPrefaceAcknowledgementsPart I. Stakeholders Designing Problem-based Learning Initiatives1. Introduction to Problem-based Learning (PBL), Terry Barrett and Sarah Moore2. Designing Problems and Triggers in Different Media: Challenging All Students, Terry Barrett, Diane Cashman, and Sarah Moore3. Designing Authentic PBL Problems in Multidisciplinary Groups, Marie Stanton and Majella McCaffrey4. Students as Essential Partners, Karen O’Rourke, Louise Goldring, and Marcia Ody5. Making Strong Learning Connections: Students Involvement in Improving the Interconnections of Concepts in a PBL Module, Geraldine O’Neill and Woei Hung6. Bringing Problems to Life Using Video, Compare/Contrast and Role Play: Applying Experience from Medical Education to Your PBL Context, Tatum Langford Korin and LuAnn Wilkerson7. Employers’ Perspectives on Problem-based Learning Initiatives, Siobhán Drohan, Yves Mauffette, and Jean-Louis Allard8. Evaluating Problem-based Learning Initiatives, Ivan Moore and Sari PoikelaPart II. Students Using Problem-based Learning to Enhance Capabilities9. Students Maximising the Potential of the Problem-based Learning Tutorial: Generating Dialogic Knowing, Terry Barrett and Sarah Moore10. Shining a Spotlight on Students’ Information Literacy in the PBL Process, Lorna Dodd, Eeva-Liisa Eskola, and Charlotte Silen11. Developing Reflective Practitioners through PBL in Academic and Practice Environments, Marja-Leena Lähteenmäki and Lars Uhlin12. Enriching Problem-based Learning through Design Thinking, Norman Jackson and Fred Buining13. Using Assessment to Promote Student Capabilities, Catharine Pettigrew, Ingrid Scholten, and Emma Gleeson14. The Triple Jump Assessment: Aligning Learning and Assessment, Ntombifikile Gloria Mtshali and Lyn MiddletonPart III. Sustainability and Building Capacity in Problem-based Learning Initiatives15. Planning and Building Capacity for a Major PBL Initiative, Paul Finucane, Peter McCrorie, and David Prideaux16. Empowering Tutors: Strategies for Inspired and Effective Facilitation of PBL Learning, Deirdre Connolly and Charlotte Silén17. PBL Challenges both Curriculum and Teaching, Sari Poikela and Ivan Moore18. A PBL Response to the Digital Native Dilemma, Timo Portimojärvi and Roisin Donnell19. Rethinking Supervision of PhD Work Processes: ProBell Research Group Walking the PBL Talk, Anna Raija Nummenmaa and Merja Alanko-Turunen20. How We Wrote This Book: A PBL Approach to Collaborative Writing, Sarah Moore and Terry Barrett Notes on contributors

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Book SynopsisPinar positions himself against three pressing problems of the profession: the crime of collectivism that identity politics commits, the devaluation of academic knowledge by the programmatic preoccupations of teacher education, and the effacement of educational experience by standardized testing. A cosmopolitan curriculum, Pinar argues, juxtaposes the abstract and the concrete, the collective and the individual: history and biography, politics and art, public service and private passion. Such a curriculum provides passages between the subjective and the social, and in so doing, engenders that worldliness a cosmopolitan education invites. Such worldliness is vividly discernible in the lives of three heroic individuals: Jane Addams (1860-1935), Laura Bragg (1881-1978), and Pier Paolo Pasolini (1922-1975). What these disparate individuals demonstrate is the centrality of subjectivity in the cultivation of cosmopoTable of ContentsPrefaceAcknowledgementsIntroductionChapter 1 "The Problem of My Life and Flesh"Part I: On Strategically Dysfunctional Essentialism, and Other Problems of the Not Exactly Cosmopolitan PresentChapter 2 The Agony and Ecstasy of the ParticularChapter 3 Only the Sign is For SaleChapter 4 A Declaration of Independence Part II: Passionate Lives in Public ServiceChapter 5 Jane Addams: A "Person of Marked Individuality"Chapter 6 Religion, Love, and Democracy in Laura Bragg’s BoxesChapter 7 Pier Paolo Pasolini: A Most "Excellent Pedagogist" Epilogue

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Book SynopsisWhen it was first published in 1997, The Course Syllabus became the gold standard reference for both new and experienced college faculty. Like the first edition, this book is based on a learner-centered approach. Because faculty members are now deeply committed to engaging students in learning, the syllabus has evolved into a useful, if lengthy, document. Today''s syllabus provides details about course objectives, requirements and expectations, and also includes information about teaching philosophies, specific activities and the rationale for their use, and tools essential to student success.Table of ContentsForeword xi Preface xiii Acknowledgments xvii The Authors xix Part I: Focus On Learning Preparing Students 3 Setting a Framework for Knowledge 4 Planning Your Learning-Centered Syllabus: An Overview of the Process 13 Composing a Learning-Centered Syllabus 21 Using a Learning-Centered Syllabus 34 Part II: Examples Checklist 39 Table of Contents 40 Instructor Information 41 Student Information Form 43 Letter to the Students or Teaching Philosophy Statement 44 Purpose of the Course 49 Course Description 51 Course Objectives 54 Readings 63 Resources 65 Course Calendar 67 Course Requirements 71 Policies and Expectations: Attendance, Late Papers, Missed Tests, Class Behaviors, and Civility 77 Policies and Expectations: Academic Integrity, Disability Access, and Safety 87 Evaluation 92 Grading Procedures 98 How to Succeed in the Course: Tools for Study and Learning 102 Part III: Suggested Readings General Teaching 111 Active Learning 112 Assessment and Evaluation 113 Cooperative and Collaborative Learning 113 Course and Curriculum Design 114 Critical Thinking 115 Information Technology 115 Learning and Motivation 116 Student Differences 116 Online Resources for Syllabus Construction 118 Teaching Portfolios 118 References 121 Index 127

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