Education / Educational sciences / Pedagogy Books

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Book SynopsisNatural Curiosity is a warm and contemplative insight into one family's experience of moving from mainstream schooling to home education, and learning through the lens of nature and natural history.Since becoming 'unschooled', the two children have thrived on a diet of self-directed play and learning, amassing life skills, confidence, responsibility, and a vast array of knowledge along the way. This thoughtful book touches upon important themes in education and environmentalism, such as children's rights in schooling, the use and place of technology in learning, and the absence of the natural world in mainstream education. It gives a considered, balanced view of home schooling, interspersed with entertaining tales including constructing life-sized mammoth skeletons and living for a day as historically accurate Vikings. It offers an understanding of how this type of education works and what inspires the choice to pursue it.Trade ReviewIn a world filled with endless distraction, Lisa Carne passionately and wisely guides us along more relevant paths designed to stimulate young learners to discover the wonders and magic of the natural world as a fundamental part of their learning experience. To thrive with some degree of health in these uncertain times, these are the encounters our progeny will need to have no matter what our cultural background. Read this important book. -- Bernie Krause PhD, Author, Soundscape Ecologist, Composer and Sound DesignerThis book is refreshing and insightful. Given the constraints of a formal education system, Lisa Carne successfully reinforces the importance of the natural world as a key learning tool in a child's development; an area of our society that is sadly being eroded with the explosion of technology. She emphasises the tools of observation, mindfulness and the importance of our elders, as essential ingredients in providing a child a balanced and healthy existence into adulthood; skills that are so readily overlooked in our society today. I highly recommend this book. -- Tara Golshan, Executive Director for Education, Jane Goodall InstituteThis book is a warm and charming reminder to encourage the curiosity of children, to retain it in ourselves, and never to let our instinctive sense of wonder at the intricacy and beauty of the nature all around us be worn away. -- Max Barclay, Collection Manager, The Natural History Museum, LondonAn excellent introduction to the principles of unschooling, demonstrating how child-led learning can cover an entire curriculum - and more - and how children can flourish when encouraged to follow their passions and spend as much time as they wish on any project or interest. Definitely recommended. -- Sue F * Sue's Book Reviews *Table of ContentsForeword. Introduction. 1. Nurture through nature. 2. Born free. 3. So why aren't they in school?. 4. What are we thinking?. 5. Slow down, switch off and seek adventure. 6. "Please Sir, may we have some more natural history?". 7. Goodbye school, hello world. 8. Mother Nature... and we should, in abundance. 9. Human nature... a different kettle of fish. 10. The Dead Zoo and other curiosities. 11. An environment to learn. 12. Time for a little inspiration. 13. The importance of play and friendships. 14. Parenting wisdom & social tact. 15. Time flies. 16. Character building. References.

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Book SynopsisKnowledge Worlds reconceives the university as a media complex through which knowledge is made, conveyed, and withheld. Reinhold Martin argues that the material infrastructures of the modern university reveal the ways in which knowledge is created and reproduced in different kinds of institutions.Trade ReviewIn this remarkable book, Reinhold Martin completely redefines what architectural history can do. The modern university emerges here as a media complex made not only of brick and stone but also of acoustic tiles and lighting fixtures, electric wires and handheld bells, lecterns and seminar tables. In a narrative that spans from the late Enlightenment to the twentieth century, Martin demonstrates with painstaking precision how this machinery functioned to suppress some voices and amplify others. What the machinery of higher education ultimately produced, it turns out, were spirits and ghosts of various kinds—of liberalism, neoliberalism, humanism, and that thing called the ‘Western canon.’ We are still haunted by those ghosts today, and this astoundingly original book tells us how we got here. -- Zeynep Çelik Alexander, author of Kinaesthetic Knowing: Aesthetics, Epistemology, Modern DesignIn this sweeping account of the university’s ivied halls, Martin lays bare the tangled underpinnings and conflicting ideals of higher education in America, across private and public, colleges and universities, and from liberal to neoliberal eras. -- Lisa Gitelman, author of Paper Knowledge: Toward a Media History of DocumentsReinhold Martin’s Knowledge Worlds combines critical thinking with a rare sense for the entangledness of inconspicuous material things. By meticulously studying the genealogies of specific architectural sites, Martin teaches us to understand the worldliness of knowledge—a worldliness that consists of material infrastructures. As it weds infrastructure studies with media theory, this book not only takes architectural history to a new level but also discovers nothing less than the outline of a media philosophy that understands media as environments and vice versa. A milestone. -- Bernhard Siegert, author of Cultural Techniques: Grids, Filters, Doors, and Other Articulations of the RealCombining historical detail with conceptual clarity, Knowledge Worlds shows how the modern university became the most important technology of the nineteenth and twentieth centuries by organizing material objects and humans toward common ends. In doing so, Martin has written the first media history of the university. -- Chad Wellmon, author of Organizing Enlightenment: Information Overload and the Invention of the Modern Research UniversityTable of ContentsPrefaceIntroduction: Knowledge and TechnicsPrologue, c. 1800Part I. Figures1. Student Bodies and Corporate Persons2. Greek Lines: The Geometry of ThoughtPart II. Temporalities3. Bricks and Stones: Time-Based Media4. Sources: A Political Ecology of CultivationInterlude, c. 1900Part III. Voices5. Diffuse Illumination: The Silence of the Universal6. The Dialectic of the University: His Master’s VoicePart IV. Symbols7. Frontier as Symbolic Form8. Technopoesis: Human Capital and the Spirit of ResearchEpilogue, c. 2000NotesSelected BibliographyIndex

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Book SynopsisProvide your fifth-grade students with 10-to-15 minutes of daily math practice. Developed to provide spiral practice of the most important grade level math skills, the frequent, focused practice provides an informal assessment of students' skills and helps target instruction. Each title includes downloadable homeâschool connection activities.

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Book SynopsisProvide your sixth-grade students with 10-to-15 minutes of daily math practice. Developed to provide spiral practice of the most important grade level math skills, the frequent, focused practice provides an informal assessment of students' skills and helps target instruction. Each title includes downloadable homeâschool connection activities.

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Book SynopsisThe 50 Fantastic Ideas series is packed full of fun, original, skills-based activities for Early Years practitioners to use with children aged 0-5. Each activity features step-by-step guidance, a list of resources, and a detailed explanation of the skills children will learn. Creative, simple, and highly effective, this series is a must-have for every Early Years setting.Important dates and occasions are often marked with a variety of celebrations and festivals. These occasions are also important markers for children in the passing of time and repeated experience. In Early Years education the best time to talk about a celebration or festival is often after it has occurred rather than before it happens.This is because many young children don't have a strong memory or understanding of something that occurred a year ago. So the closer they are to the experience, the richer their learning can be.In this colourful new book by Alistair Bryce-Clegg there are

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Book SynopsisHow to be an Outstanding Early Years Practitioner is an all-encompassing, comprehensive guide to improving and developing your early years knowledge and delivering outstanding practice on a daily basis. It is the perfect companion for any new school-based early years practitioner or for experienced practitioners looking to revisit fundamental elements of the profession and be inspired.Each easy-to-follow chapter is broken down into key areas of practice, including knowledge of the EYFS, relationships with others, planning and assessment, and safeguarding and child protection. Experienced teacher and author Louise Burnham provides ideas for incorporating these critical concepts into your lesson planning and practical advice for handling any number of scenarios that may arise in the early years classroom day-to-day.

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Book SynopsisTable of ContentsPart I: INTRODUCTION AND OVERVIEW. 1. The Interpersonal Process Approach. Part II: RESPONDING TO CLIENTS. 2. Establishing a Working Alliance. 3. Honoring the Client's Resistance. 4. An Internal Focus for Change. 5. Helping Clients with Their Feelings. Part III: CONCEPTUALIZING CLIENT PROBLEMS AND DEVELOPING A TREATMENT FOCUS. 6. Familial and Developmental Factors. 7. Inflexible Interpersonal Coping Strategies. 8. Relational Themes and Reparative Experiences. Part IV: RESOLUTION AND CHANGE. 9. An Interpersonal Solution. 10. Working-Through and Termination. Glossary. APPENDICES: A. Process Notes. B. Case Formulation Guidelines.

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Book SynopsisA brilliantly funny novel from the author of ‘The Abstinence Teacher’ and ‘Little Children’, made into an acclaimed film starring Reece Witherspoon and Matthew Broderick.Trade Review‘As J D Salinger most expertly showed, a certain kind of wit – honest, nervous and brave – often offers the only shield, however flimsy, against the true heart of adolescence. Perrotta captures this humour…“Election” provides those gratifyingly exact and telling portraits of the kids themselves. Solid plotting will guarentee that the reader really does want to learn who wins when the ballots are finally counted.’ New York Times Book Review ‘Captures the texture of high-school life in a refreshingly unromantic way’. Time Out New York ‘A neatly written, nimble-witted novel…a good-natured John Irvingesque portrait of the contemporary world…seamless storytelling.’ Washington Post ‘A darkly comic and winning novel.’ San Francisco Chronicle

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Book SynopsisA critical analysis of issues and approaches in a variety of areas, ranging from the political economy of popular music through its history and ethnography to its semiology, aesthetics and ideology. The book focuses on Anglo-American popular music of the last 200 years.Table of ContentsPart 1 Charting the popular - towards a historical framework: roll over Beethoven? - sites and soundings on the music; historical map; it's all over now; popular music and mass culture - Adorno's theory; over the rainbow? - technology, politics and popular music in an era beyond mass culture. Part 2 Taking a part - towards an analytical framework: change gonna come? - popular music and musicology; I heard it through the grapevine? - popular music in culture; from me to you; popular music as message; lost in music? - pleasure, value and ideology in popular music

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Book SynopsisâœThis informative book helped me to understand research in general and to bring focus and clarity to my current research project. The text answers questions and provides guidance and support in a manner that is user-friendly and easy to comprehendâ. After reading this book, I feel empowered as a teacher-researcher and would unhesitatingly recommend it to other teacher-researchers, graduate students and educators.âFrancesca Crowther â teacher and doctoral student, Nova Scotia, Canada.This book provides a comprehensive and detailed approach to teacher research as systematic, methodical and informed practice. It identifies five requirements for all kinds of research, and provides clear and accessible guidelines for teachers to use in conducting their own classroom-based studies.Features: A clear definition of teacher research which insists on more than âstoriesâ and anecdotal âretrospectivesâ Innovative organisational structure based on the collection and analTable of ContentsPart 1: A general background to teacher research as practice 1.An introduction to teacher research 2.Teacher research as systematic inquiry3.Formulating our research purposes: Problems, questions, aims and objectives4.General approaches to teacher research5.Informing the study: some key aspects of reviewing literature6.Ethics and teacher research Part 2: Introduction to teacher research as document-based and quantitative investigation 7.An introduction to teacher research as document-based investigation8.An introduction to teacher research as quantitative investigation Part 3: Teacher research as qualitative investigation 9.A background to data collection in qualitative teacher research10.Collecting spoken data in qualitative teacher research11.Collecting observed data in qualitative teacher research12.Collecting written data in qualitative teacher research13.Analyzing spoken data in qualitative teacher research14.Analyzing observed data in qualitative teacher research15.Analyzing written data in qualitative teacher research Part 4: Research quality and reporting16.Quality and reporting in teacher research Bibliography

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Book SynopsisThe Handbook of Transformative Learning The leading resource for the field, this handbook provides a comprehensive and critical review of more than three decades of theory development, research, and practice in transformative learning. The starting place for understanding and fostering transformative learning, as well as diving deeper, the volume distinguishes transformative learning from other forms of learning, explores future perspectives, and is designed for scholars, students, and practitioners. PRAISE FOR THE HANDBOOK OF TRANSFORMATIVE LEARNING This book will be of inestimable value to students and scholars of learning irrespective of whether or not their emphasis is on transformative learning. It should find its way to the reference bookshelves of every academic library focusing on education, teaching, learning, or the care professions. ?PETER JARVIS, professor of continuing education, University of Surrey Can there be a coherenTable of ContentsAbout the Editors ix About the Contributors xi PART ONE: SETTING THE CONTEXT 1 1 Transformative Learning Theory: Seeking a More Unified Theory 3Patricia Cranton and Edward W. Taylor 2 Themes and Variations of Transformational Learning: Interdisciplinary Perspectives on Forms That Transform 21Elizabeth J. Tisdell 3 A Critical Review of Research on Transformative Learning Theory, 2006–2010 37Edward W. Taylor and Melissa J. Snyder 4 Studying Transformative Learning: What Methodology? 56Sharan B. Merriam and SeonJoo Kim 5 Learning to Think Like an Adult: Core Concepts of Transformation Theory 73Jack Mezirow PART TWO: EXPLORING THE THEORY OF TRANSFORMATIVE LEARNING: DIVERSE PERSPECTIVES 97 6 Mezirow’s Theory of Transformative Learning from 1975 to Present 99Lisa M. Baumgartner 7 Nurturing Soul Work: A Jungian Approach to Transformative Learning 116John M. Dirkx 8 Critical Theory and Transformative Learning 131Stephen D. Brookfield 9 Transformative Learning: A Developmental Perspective 147Kathleen Taylor and Dean Elias 10 Deep Transformation: Forging a Planetary Worldview 162Edmund O’Sullivan 11 Transformative Learning and the Challenges of Complexity 178Michel Alhadeff-Jones 12 Transforming Transformative Learning through Sustainability and the New Science 195Elizabeth A. Lange 13 An Existential Approach to Transformative Learning 212Peter Willis PART THREE: TRANSFORMATIVE LEARNING: CULTURE, POSITIONALITY, AND INTERNATIONAL PERSPECTIVES 229 14 Cultural-Spiritual Perspective of Transformative Learning 231Nadira K. Charaniya 15 Women and Transformative Learning 245Leona M. English and Catherine J. Irving 16 Positionality and Transformative Learning: A Tale of Inclusion and Exclusion 260Juanita Johnson-Bailey 17 Transformative Learning Theory: A Perspective from Africa 274Peggy Gabo Ntseane 18 Transformative Learning in Europe: An Overview of the Theoretical Perspectives 289Alexis Kokkos 19 International and Community-Based Transformative Learning 304Olutoyin Mejiuni PART FOUR: TRANSFORMATIVE LEARNING: CENTRAL CONCEPTS AND SETTINGS 321 20 Critical Reflection and Transformative Learning 323Carolin Kreber 21 The Role of Experience in Transformative Learning 342Dorothy MacKeracher 22 Group Work and Dialogue: Spaces and Processes for Transformative Learning in Relationships 355Steven A. Schapiro, Ilene L. Wasserman, and Placida V. Gallegos 23 Transformative Learning in the Workplace: Leading Learning for Self and Organizational Change 373Karen E. Watkins, Victoria J. Marsick, and Pierre G. Faller 24 Fostering Transformative Learning in Higher Education Settings 388Carol E. Kasworm and Tuere A. Bowles 25 Fostering Transformative Learning Online 408Regina O. Smith PART FIVE: FOSTERING TRANSFORMATIVE LEARNING: PRACTICES AND ETHICS 423 26 Transformation as Embodied Narrative 425M. Carolyn Clark 27 Learner-Centered Teaching and Transformative Learning 439Maryellen Weimer 28 Storytelling and Transformative Learning 455Jo A. Tyler and Ann L. Swartz 29 Transformative Learning through Artistic Expression: Getting Out of Our Heads 471Randee Lipson Lawrence 30 Fiction and Film and Transformative Learning 486Christine Jarvis 31 Learning to Be What We Know: The Pivotal Role of Presentational Knowing in Transformative Learning 503Elizabeth Kasl and Lyle Yorks 32 Evaluating Transformative Learning 520Patricia Cranton and Chad Hoggan 33 Educator as Change Agent: Ethics of Transformative Learning 536Dorothy Ettling PART SIX: REFLECTING ON THE FUTURE OF TRANSFORMATIVE LEARNING 553 34 Reflecting Back and Looking Forward 555Edward W. Taylor and Patricia Cranton Name Index 575 Subject Index 588

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Book SynopsisA truly comprehensive, teacher- and parent-friendly guide to creating clear and effective IEPs With the skyrocketing diagnoses of ADHD, autism spectrum disorders, and related conditions in U.S. schools, there is a growing need for information on creating effective IEPs for exceptional students. The IEP From A to Z is a step-by-step guide showing teachers and parents how to get the right education plan in place for students with ADHD, Autism/Asperger''s, Emotional/Behavioral Disturbance, and related conditions. Provides easy-to-understand explanations of the special education process along with a wealth of sample effective IEPs Explains what is most important for educators and parents to keep in mind during IEP development Provides content area-specific sample goal and objective templates, general teaching tips for maintaining the IEP, and useful resources From nationally recognized experts in the special education field, thTable of ContentsAcknowledgments ix The Authors xi Authors’ Note xiii Foreword xv Introduction 1 Part One: Essential Elements of the Iep 1 Past Perspectives and Present Practices 7 2 The ‘‘Gold Standard’’ for Setting Goals and Measuring Progress 15 3 Setups for Successful Performance 23 4 Methodology: No Longer a Sacred Cow 31 5 Scaffolding Student Success 41 6 The Case for Generalization 53 7 Getting to the Heart of the Matter: How to Write Meaningful Goals and Objectives 59 8 Measuring Student Performance: More than a Simple ‘‘Numbers Game’’ 69 9 In the Shadow of No Child Left Behind 77 Part Two: Moving From Theory to Practice 10 Tools for Assessment and Decision Making 87 11 Comprehension: The Power That Fuels Expression 97 12 The Many Different Faces of Expression 111 13 All Things Social 131 14 Executive Function: The Pinnacle of Cognitive Development 149 15 Critical Thinking: An Essential Life Skill 165 Epilogue 179 Appendix A: Tips for Teaching Skill Development and Generalization 183 Appendix B: Helpful Teaching Resources 187 References 193 Index 197

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Book SynopsisNumber puzzles, spatial/visual puzzles, cryptograms, Sudoku, Kokuro, logic puzzles, and word games like Frame Games are all a great way to teach math and problem-solving skills to elementary and middle school students. In these two new collections, puzzle master Terry Stickels provides puzzles and brain games that range from simple to challenging and are organized by grade level and National Council of Teachers of Mathematics (NCTM) content areas. Each book offers over 300 brain games that will help students learn core math concepts and develop critical thinking skills. The books include a wide range of puzzle types and cover a variety of math topics, from fractions and geometry to probability and algebra.Table of ContentsForeword vii Acknowledgments xi About This Book xiii The Author xv Introduction 1 I. Numbers and Operations 5 Whole Numbers 6 Rational Numbers 50 II. Geometry and Measurement 67 Geometry 68 Measurement 90 III. Mathematical Reasoning 101 Visual 102 Other 137 IV. Algebra, Statistics, and Probability 169 Answers 179

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Book SynopsisProvides an account of complex adaptive social systems, by two of the field's leading authorities. This work focuses on the key tools and ideas that have emerged in the field since the mid-1990s, as well as the techniques needed to investigate such systems. It also demonstrates how the usual extremes used in modeling can be fruitfully transcended.Trade Review"The use of computational, especially agent-based, models has already shown its value in illuminating the study of economic and other social processes. Miller and Page have written an orientation to this field that is a model of motivation and insight, making clear the underlying thinking and illustrating it by varied and thoughtful examples. It conveys with remarkable clarity the essentials of the complex systems approach to the embarking researcher."—Kenneth J. Arrow, winner of the Nobel Prize in economics"In Complex Adaptive Systems, two masters of this burgeoning field provide a highly readable and novel restatement of the logic of social interactions, linking individually based micro processes to macrosocial outcomes, ranging from Adam Smith's invisible hand to Thomas Schelling's models of standing ovations. The book combines the vision of a new Santa Fe school of computational, social, and behavioral science with essential 'how to' advice for apprentice modelers."—Samuel Bowles, author of Microeconomics: Behavior, Institutions, Evolution"This is a wonderful book that will be read by graduate students, faculty, and policymakers. The authors write in an extraordinarily clear manner about topics that are very technical and difficult for many people. I sat down to begin thumbing through and found myself deeply engaged."—Elinor Ostrom, author of Understanding Institutional DiversityTable of ContentsList of Figures xiii List of Tables xv Preface xvii Part I: Introduction 1 Chapter 1: Introduction 3 Chapter 2: Complexity in Social Worlds 9 2.1 The Standing Ovation Problem 10 2.2 What's the Buzz? 14 2.2.1 Stay Cool 14 2.2.2 Attack of the Killer Bees 15 2.2.3 Averaging Out Average Behavior 16 2.3 A Tale of Two Cities 17 2.3.1 Adding Complexity 20 2.4 New Directions 26 2.5 Complex Social Worlds Redux 27 2.5.1 Questioning Complexity 27 Part II: Preliminaries 33 Chapter 3: Modeling 35 3.1 Models as Maps 36 3.2 A More Formal Approach to Modeling 38 3.3 Modeling Complex Systems 40 3.4 Modeling Modeling 42 Chapter 4: On Emergence 44 4.1 A Theory of Emergence 46 4.2 Beyond Disorganized Complexity 48 4.2.1 Feedback and Organized Complexity 50 Part III: Computational Modeling 55 Chapter 5: Computation as Theory 57 5.1 Theory versus Tools 59 5.1.1 Physics Envy: A Pseudo-Freudian Analysis 62 5.2 Computation and Theory 64 5.2.1 Computation in Theory 64 5.2.2 Computation as Theory 67 5.3 Objections to Computation as Theory 68 5.3.1 Computations Build in Their Results 69 5.3.2 Computations Lack Discipline 70 5.3.3 Computational Models Are Only Approximations to Specific Circumstances 71 5.3.4 Computational Models Are Brittle 72 5.3.5 Computational Models Are Hard to Test 73 5.3.6 Computational Models Are Hard to Understand 76 5.4 New Directions 76 Chapter 6: Why Agent-Based Objects? 78 6.1 Flexibility versus Precision 78 6.2 Process Oriented 80 6.3 Adaptive Agents 81 6.4 Inherently Dynamic 83 6.5 Heterogeneous Agents and Asymmetry 84 6.6 Scalability 85 6.7 Repeatable and Recoverable 86 6.8 Constructive 86 6.9 Low Cost 87 6.10 Economic E. coli (E. coni?) 88 Part IV: Models of Complex Adaptive Social Systems 91 Chapter 7: A Basic Framework 93 7.1 The Eightfold Way 93 7.1.1 Right View 94 7.1.2 Right Intention 95 7.1.3 Right Speech 96 7.1.4 Right Action 96 7.1.5 Right Livelihood 97 7.1.6 Right Effort 98 7.1.7 Right Mindfulness 100 7.1.8 Right Concentration 101 7.2 Smoke and Mirrors: The Forest Fire Model 102 7.2.1 A Simple Model of Forest Fires 102 7.2.2 Fixed, Homogeneous Rules 102 7.2.3 Homogeneous Adaptation 104 7.2.4 Heterogeneous Adaptation 105 7.2.5 Adding More Intelligence: Internal Models 107 7.2.6 Omniscient Closure 108 7.2.7 Banks 109 7.3 Eight Folding into One 110 7.4 Conclusion 113 Chapter 8: Complex Adaptive Social Systems in One Dimension 114 8.1 Cellular Automata 115 8.2 Social Cellular Automata 119 8.2.1 Socially Acceptable Rules 120 8.3 Majority Rules 124 8.3.1 The Zen of Mistakes in Majority Rule 128 8.4 The Edge of Chaos 129 8.4.1 Is There an Edge? 130 8.4.2 Computation at the Edge of Chaos 137 8.4.3 The Edge of Robustness 139 Chapter 9: Social Dynamics 141 9.1 A Roving Agent 141 9.2 Segregation 143 9.3 The Beach Problem 146 9.4 City Formation 151 9.5 Networks 154 9.5.1 Majority Rule and Network Structures 158 9.5.2 Schelling's Segregation Model and Network Structures 163 9.6 Self-Organized Criticality and Power Laws 165 9.6.1 The Sand Pile Model 167 9.6.2 A Minimalist Sand Pile 169 9.6.3 Fat-Tailed Avalanches 171 9.6.4 Purposive Agents 175 9.6.5 The Forest Fire Model Redux 176 9.6.6 Criticality in Social Systems 177 Chapter 10: Evolving Automata 178 10.1 Agent Behavior 178 10.2 Adaptation 180 10.3 A Taxonomy of 2 x 2 Games 185 10.3.1 Methodology 187 10.3.2 Results 189 10.4 Games Theory: One Agent, Many Games 191 10.5 Evolving Communication 192 10.5.1 Results 194 10.5.2 Furthering Communication 197 10.6 The Full Monty 198 Chapter 11: Some Fundamentals of Organizational Decision Making 200 11.1 Organizations and Boolean Functions 201 11.2 Some Results 203 11.3 Do Organizations Just Find Solvable Problems? 206 11.3.1 Imperfection 207 11.4 Future Directions 210 Part V: Conclusions 211 Chapter 12: Social Science in Between 213 12.1 Some Contributions 214 12.2 The Interest in Between 218 12.2.1 In between Simple and Strategic Behavior 219 12.2.2 In between Pairs and Infinities of Agents 221 12.2.3 In between Equilibrium and Chaos 222 12.2.4 In between Richness and Rigor 223 12.2.5 In between Anarchy and Control 225 12.3 Here Be Dragons 225 Epilogue 227 The Interest in Between 227 Social Complexity 228 The Faraway Nearby 230 Appendixes A An Open Agenda For Complex Adaptive Social Systems 231 A.1 Whither Complexity 231 A.2 What Does it Take for a System to Exhibit Complex Behavior? 233 A.3 Is There an Objective Basis for Recognizing Emergence and Complexity? 233 A.4 Is There a Mathematics of Complex Adaptive Social Systems? 234 A.5 What Mechanisms Exist for Tuning the Performance of Complex Systems? 235 A.6 Do Productive Complex Systems Have Unusual Properties? 235 A.7 Do Social Systems Become More Complex over Time 236 A.8 What Makes a System Robust? 236 A.9 Causality in Complex Systems? 237 A.10 When Does Coevolution Work? 237 A.11 When Does Updating Matter? 238 A.12 When Does Heterogeneity Matter? 238 A.13 How Sophisticated Must Agents Be Before They Are Interesting? 239 A.14 What Are the Equivalence Classes of Adaptive Behavior? 240 A.15 When Does Adaptation Lead to Optimization and Equilibrium? 241 A.16 How Important Is Communication to Complex Adaptive Social Systems? 242 A.17 How Do Decentralized Markets Equilibrate? 243 A.18 When Do Organizations Arise? 243 A.19 What Are the Origins of Social Life? 244 B Practices for Computational Modeling 245 B.1 Keep the Model Simple 246 B.2 Focus on the Science, Not the Computer 246 B.3 The Old Computer Test 247 B.4 Avoid Black Boxes 247 B.5 Nest Your Models 248 B.6 Have Tunable Dials 248 B.7 Construct Flexible Frameworks 249 B.8 Create Multiple Implementations 249 B.9 Check the Parameters 250 B.10 Document Code 250 B.11 Know the Source of Random Numbers 251 B.12 Beware of Debugging Bias 251 B.13 Write Good Code 251 B.14 Avoid False Precision 252 B.15 Distribute Your Code 253 B.16 Keep a Lab Notebook 253 B.17 Prove Your Results 253 B.18 Reward the Right Things 254 Bibliography 255 Index 261

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Book SynopsisIn 1482 Francesco Berlinghieri produced the Geographia, a book of over 100 folio leaves describing the world in Italian verse interleaved with lavishly engraved maps. Roberts demonstrates that the Geographia represents the moment of transition between printing and manuscript culture, while forming a critical base for the rise of modern cartography.Trade ReviewThrough Berlinghieri's The Seven Days of Geography (1482), Roberts provides a highly original focus on the book as material artifact and contests prevailing views of its place in the history of geography and cartography. Most compellingly, his account of the book as a cultural go-between leads to a critique of models of Italian–Ottoman exchange current in early modern studies over the past decade. -- Stephen Campbell, John Hopkins UniversityThrough his meticulous study of Francesco Berlinghieri's Geographia, Roberts deftly touches on some of the most timely and topical areas of recent research in the field of early modern studies: Artistic agency, materiality, patronage, print culture—and the nature of 'the Renaissance' itself. -- Giancarlo Casale, University of MinnesotaRoberts’s account of Berlinghieri’s intellectual biography is informed and rewarding. It uncovers the distinctive quality of fifteenth-century geography, and reveals the characteristic combination of classical geography, mythology, medieval history and legend found in The Seven Days of Geography. His discussion of the Renaissance reinvention of Ptolemaic mapping reflects his awareness of the recent paradigm shift in the history of cartography and of science. The old progressivist vision of history and universal concept of objectivity has no place in Sean Roberts’s exposition. This book has a good chance of becoming a classic on the subject. -- Alessandro Scafi * Times Literary Supplement *

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Book SynopsisThis volume examines what's right with education, advocating schools that support children's innate desire to learn; schools that treat students as individuals, not widgets; and classrooms in which positive values are absorbed rather than drilled.Trade Review"Of the dozens of 'experts' on what's wrong (and right) in U.S. schools, only a handful are truly worth reading; Kohn has long been one of the soundest." --Booklist "Kohn's message, if heeded, could inspire a productive revolution in America's fatigued regime of public education." --Publisher's Weekly "This collection...reminds us that many schools have veered off course in their day-to-day business. And it's a primer that, if taken seriously, can put schools back on the right track." --Educational Leadership "Informative, inspiring, and thought-provoking." --Library JournalTable of ContentsIntroduction ix Part One: Classroom Mismanagement 1 1 The Limits of Teaching Skills 3 2 The Trouble with School Uniforms 8 3 Beyond Discipline 11 4 How Not to Teach Values: A Critical Look at Character Education 16 Part Two: American Ideology Goes to School 45 5 Resistance to Cooperative Learning: Making Sense of its Deletion and Dilution 47 6 “A Lot of Fat Kids Who Don’t Like to Read: The Effects of Pizza Hut’s Book It! Program and Other Reading Incentives 69 7 Grading: The Issue Is not How But Why 73 8 Grade Inflation and Other Red Herrings 82 9 Only for my Kid: How Privileged Parents Undermine School Reform 85 Part Three: Unquestioned Assumptions About Children 109 10 Suffer the Restless Children: Unsettling Questions About the ADHD Label 111 11 The Truth About Self-Esteem 135 12 Television and Children: ReViewing the Evidence 166 Part Four: Business as Usual 187 13 The Five-Hundred-Pound Gorilla 189 14 The False Premises of School Choice Plans 207 15 Students Don’t “Work” – They Learn 210 16 The Littlest Customers: TQM Goes to School 215 Part Five: Lessons Learned 225 17 Caring Kids: The Role of the Schools 227 18 Choices for Children: Why and How to Let Students Decide 249 19 What to Look for in a Classroom 277 Index 281 The Author 289

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Book SynopsisAs Jane Vella travels in her work, audiences old and new often request an up-to-date set of stories on the application of the principles and practices of Dialogue Education. This book corroborates those principles and practices through stories from diverse situations in which she has found herself teaching and learning in the past five years.Table of ContentsForeword xi Preface xv Acknowledgments xxvii The Author xxix Introduction 1 Part One: Structured 9 1. Why Structure? 11 2. Learning Needs and Resources Assessment 19 3. The Seven Design Steps 31 Part Two: Social 51 4. The Learning Task in a Small Group 53 5. Individual Learning Enhanced 67 Part Three: Sound 81 6. Principles and Practices: Current State of the Art 83 7. Open Questions Invite Dialogue 111 8. The Designer’s Skill: Trust Your Design 117 Part Four: Sure 127 9. Indicators of Learning, Transfer, and Impact 129 10. Impact and the Seven Design Steps 137 Part Five: Synthesis: Putting It All Together 147 11. Putting It All Together: Examples of Dialogue Education Designs 149 12. An On-Line Course Using Dialogue Education 167 13. Dialogue Education in School Leadership 171 14. Dialogue Education in Health Care Settings 191 15. Dialogue Education in a College Classroom 205 Appendix A: Glossary of Terms Used in Dialogue Education 215 Appendix B: Tough Verbs for Learning Tasks 221 References 223 Index 227

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Book SynopsisEditor John Schuh and his fellow contributors, all experts in the field, detail the methodological aspects of conducting assessment projects specifically for the student affairs practitioner who is ready to conduct assessment projects, but is not quite sure how to manage their technical aspects.Table of ContentsTables, Figures, and Exhibits vii Foreword ix Preface xi About the Author xxi About the Contributors xxiii 1. Assessment as an Essential Dimension of Contemporary Student Affairs Practice 1 2. Using Existing Databases 23Kevin Saunders and Darin R. Wohlgemuth 3. Planning for and Implementing Data Collection 51R. M. Cooper 4. Selecting, Sampling, and Soliciting Subjects 77Ann M. Gansemer-Topf and Darin R. Wohlgemuth 5. Instrumentation 107Kevin Saunders and R. M. Cooper 6. Data Analysis 141R. M. Cooper and Mack C. Shelley, II 7. Writing Reports and Conducting Briefings 171 8. Ethics 191 9. Using a Mixed Methodological Approach to Assessment: A Case Study 211 10. Looking to the Future of Assessment: Some Ideas and Musings 231 Appendixes 1. Example of a Focus Group Protocol 249 2. Using Microsoft Excel to Develop a Random Sample and a Stratified Random Sample 255 3. Listing of Commonly Used Instruments, Purpose, and Information Collected 257 4. Computer Syntax Code for Table 6.1 261 5. Further Explanation of Table 6.2 263 6. Sample Methods Paragraph 265 7. Informed Consent Checklist: Basic and Additional Elements 267 8. Codes of Ethics of Relevant Professional Organizations to Conducting Assessment Studies in Student Affairs 269 Index 271

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Book SynopsisTrade Review"One of Tyler Cowen's Best Non-Fiction Books of 2018""One of Bloomberg Opinion's Favorite Nonfiction Books of 2018 (Stephen L. Carter)""Bryan Caplan raises an important question in [his] controversial new book, The Case Against Education. How much of the benefits of a degree comes from the skills you acquire in studying for it? And how much from the piece of paper at the end – what your degree certificate signals to employers about the skills and attributes you might have had long before you filled in a unviersity application form?"---Sonia Sodha, The Guardian"Would-be students and their parents are rethinking the assumption that a good life is impossible without an expensive degree--not to mention the chase for college admission that begins at kindergarten if not before. [This new book] may help to let out a little more air."---Naomi Schaefer Riley, Wall Street Journal"You probably won’t agree with everything he says . . . but his broadside is worth considering carefully given that the U.S. spends $1 trillion or so a year on education at all levels, more than the budget for defense."---Peter Coy, Bloomberg Businessweek"It is an excellent book, on an important topic. Beyond such cheap talk, I offer the costly signal of having based an entire chapter of our new book on his book. That’s how good and important I think it is. . . . Caplan offers plausible evidence that school functions to let students show employers that they are smart, conscientious, and conformist. And surely this is in fact a big part of what is going on."---Robin Hanson, Overcoming Bias"A book that America has needed for a long time. If we ever reach a turning point where most of us reject the idea that government should mandate and subsidize certain kinds of education, Bryan Caplan will have a lot to do with it."---George Leef, Forbes"Economist Bryan Caplan of George Mason University has crunched the data for years from every angle and argues devastatingly . . . that college is, for many of those who go there, a boondoggle."---Kyle Smith, National Review Online"Excellent argument by Bryan Caplan, but missed something central: convexity of trial-and-error & heuristic learning."---Nassim Nicholas Taleb"It's like the case against parenting's role in shaping children: I don't want to believe it, but the data force you take it seriously. Good book."---Charles Murray"Like most fascinating authors, Caplan, too, has scrumptious contradictions. . . . Whatever the truth is, this book is recommended to parents, high school teachers, and college professors for gaining valuable insights into the dynamics of ‘useless’ education."---L. Ali Khan, NY Journal of Books"[Caplan] is also frequently infuriating. But when he is right, he is very right. The Case Against Education, a book 10 years in the making, is a case of Caplan being right."---Charles Fain Lehman, Washington Free Beacon"The Case Against Education lays the groundwork for readers to think anew about education, what it does and ought to do, what place it holds and ought to hold in American society. It ought to be a wake-up call for all Americans, especially those who seek to champion ‘education’ without explaining why it’s a worthy cause."---Ian Lindquis, The Weekly Standard"Caplan delivers a tightly knit, compelling indictment of the vastly inflated, scandalously over-priced and often socially deleterious Ponzi scheme that American higher education has become."---Aram Bakshian Jr., Washington Times"His words might be hard to digest. But with dismal school performance and achievement year after year, it’s worth challenging the assumptions we make about the education systems that now envelop childhood."---Kaitlyn Buss, Detroit News"The Case Against Education is a brilliant book that you should read, though you’ll probably reject its conclusions without really considering them."---Jake Seliger"[Caplan’s] evidence, trends and intuition suggest he has an important point."---Ryan Bourne, The Telegraph"Bryan Caplan is perhaps the most natural ‘social science book writer’ I have met, besides myself of course. Not only does he want people to agree with him, he insists that they agree with him for the right reasons."---Tyler Cowen, Marginal Revolution"The Case Against Education is powerfully argued, provocative but not polemical, marrying a wealth of evidence with an engaging writing style. . . . After 300 pages, Caplan's outlandish proposals seem not just plausible but natural conclusions, whether or not you share his ideological commitments."---Aveek Bhattacharya, London School of Economics Review of Books"Cogently argued."---Megan McArdle, Washington Post"A persuasive indictment of his own industry."---Gene Epstein, City Journal"I’m not sure he’s right, especially about education being almost entirely for the purpose of signaling, but goodness does he make a strong case. Agree with him or not, you’ll never look at the schools and colleges in quite the same way."---Stephen L. Carter, Bloomberg Opinion

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Book SynopsisMost literature on business, communication and success is focused on extroverts, who feel comfortable networking, talking and being the centre of attention. But at least 30% of the population are introverts, and they are now finding their voice.Quiet Impact - How to Be a Successful Introvert is already an international phenomenon. Using the latest psychological research, and Dr Loehken''s own extensive experience coaching introverts in the workplace, it is packed with practical advice which is easy to implement.Dr Loehken identifies 10 strengths specific strengths that introverts often have (such as independence, perseverance and writing), and also identifies ten specific hurdles they often have to overcome (such as hyperstimulation, intellectualism and fear of conflict).Trade ReviewLoehken's book does not pressurize introverts to change. Her approach is much more useful: emphasize your strengths, and be aware of your challenges. - Financial Times

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Book SynopsisTold with equal parts raw honesty and unbridled compassion, All Day recounts a year in Liza Jessie Peterson''s classroom at Island Academy, the high school for inmates detained at New York City''s Rikers Island. A poet and actress who had done occasional poetry workshops at the correctional facility, Peterson was ill-prepared for a full-time stint teaching a full GED curriculum program for the incarcerated youth. For the first time faced with full days teaching the rambunctious, hyper, and fragile adolescent inmates, Ms. P comes to understand the essence of her predominantly Black and Latino students as she attempts not only to educate them, but to instill them with a sense of self-worth long stripped from their lives.I have quite a spirited group of drama kings, court jesters, flyboy gangsters, tricksters, and wannabe pimps all in my charge, all up in my face, to educate, Peterson discovers. Corralling this motley crew of bad-news bears to do any lesson is like runni

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Book SynopsisThis work provides an overview of the pragmatic understanding of knowledge and the acquisition of knowledge, and its implications for the conduct of educational research. It focuses on the work of John Dewey, and examines the relationship between pragmatism and educational research.Trade ReviewBiesta and Burbules's Pragmatism and Educational Research is the best book I have seen on the implications of pragmatism for social and educational research. It offers a sophisticated yet clear exposition of Dewey's work on experience, knowledge, inquiry, and truth, among other subjects. His pragmatism is then put to work, throwing light on current controversies in educational research. The upshot is a way of approaching educational research that is simultaneously scientific and humane and avoids the polarizing pitfalls of positivism, post-positivism, and post-modernism. This book deserves to have a major influence on the way educational research is conceived. -- Eric Bredo, University of VirginiaThis well-crafted and accessible volume delivers a vivid account of the central themes of John Dewey's philosophy as they apply to educational research. Biesta and Burbules present a Dewey who is relevant for educators at every level and of every methodological persuasion. -- Larry A. Hickman, Southern Illinois University, CarbondaleThis volume is a wonderfully concise and lucid exposition of the pragmatic theory of learning and knowing. * Teachers College Record *This is a book that will find a wide readership in doctoral programs in education; this is especially true of those, like ours at Michigan State, which require students to take a general inquiry course as part of their research preparation. This book provides ideal intellectual fare for such a course. -- Richard Prawat, Michigan State UniversityTable of ContentsChapter 1 Series Preface Nicholas C. Burbules Chapter 3 1. What is Pragmatism? Chapter 4 2. From Experience to Knowledge Chapter 5 3. The Process of Inquiry Chapter 6 4. Consequences of Pragmatism Chapter 7 5. Pragmatism and Educational Research

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Book SynopsisTrade Review"Winner of the Outstanding Book Award, History of Education Society""A must-read"---R. W. Zens, Choice

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Book SynopsisWhy are so many students intellectually disengaged? Mark Carnes says it is because students are so deeply absorbed in competitive social play. He shows how month-long role-immersion games in the curriculum can channel those competitive impulses into transformative learning experiences, and how bricks-and-mortar colleges can set young minds on fire.

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Book SynopsisDiscover how to give African American children theeducation they deserve with this updated newresource In the newly revised Third Edition ofTheDreamkeepers: Successful Teachers of African American Children,distinguished professorDr.Gloria Ladson-Billingsdeliversan encouraging exploration of the future of education for African American students.She describes eight exemplary teachers, all of whom differ in their personal style and methods, who sharean approach to teaching that affirms and strengthens cultural identity. In this mixture of scholarship and storytelling, you'll learnhow to create intellectually rigorous and culturally relevant classrooms that have the power to improve the lives of all children.This important bookteaches: What successful teachers do, don't do, and what we can learn fromthem Why it's so important for teachers to work with the unique strengths each student brings to theclassroom How to improve educatTable of ContentsForeword to the Third Edition vii Preface xiii The Author xix Introduction xxi 1 A Dream Deferred 1 2 Does Culture Matter? 17 3 Seeing Color, Seeing Culture 33 4 We Are Family 59 5 The Tree of Knowledge 85 6 Culturally Relevant Teaching 111 7 Making Dreams into Reality 139 Afterword 157 Appendix A: Methodology 183 Appendix B: Context 197 Notes 207 Index 223 Discussion Questions 227

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Book SynopsisTable of ContentsIntroduction xiii STEP 1: The Alphabet 1 Chapter 1: Next Time Won’t You Sing with Me? 3 Chapter 2: The #1 Well-Intentioned Literacy Mistake and How to Avoid It 9 Chapter 3: Where to Start with Teaching the Alphabet 17 Chapter 4: Your Alphabet Questions Answered 23 Chapter 5: What Learning the Alphabet Looks Like 33 Chapter 6: Alphabet Reflection 41 STEP 2: Print Awareness 47 Chapter 7: What Is Print Awareness? 49 Chapter 8: What Does Learning Print Awareness Look Like in the Classroom? 57 Chapter 9: Print Awareness Reflection 69 STEP 3: Phonological Awareness 75 Chapter 10: Phonological Awareness: What It Is and Why It’s Important 77 Chapter 11: Where to Start with Phonological Awareness 83 Chapter 12: Your Phonological Awareness Questions Answered 89 Chapter 13: What Learning Phonological Awareness Skills Looks Like 95 Chapter 14: Phonological Awareness Reflection 103 STEP 4: Oral Language 111 Chapter 15: Oral Language: What It Is and Why It’s Important 113 Chapter 16: Where to Start with Oral Language 117 Chapter 17: Oral Language Reflection 127 Chapter 18: Case Studies 135 Chapter 19: What’s Next? 143

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Book SynopsisIn this powerful manifesto, the bestselling author of WHY KNOWLEDGE MATTERS addresses the failures of America’s early education system and its impact on our current national malaise, advocating for a shared knowledge curriculum students everywhere can be taught—an educational foundation that can help improve and strengthen America’s unity, identity, and democracy. In How to Educate a Citizen, E.D. Hirsch continues the conversation he began thirty years ago with his classic bestseller Cultural Literacy, urging America’s public schools, particularly at the elementary level, to educate our children more effectively to help heal and preserve the nation. Since the 1960s, our schools have been relying on “child-centered learning.” History, geography, science, civics, and other essential knowledge have been dumbed down by vacuous learning “techniques” and “values-based” curricula; indoctrinated by graduate schools of education, administrators and educators have believed they are teaching reading and critical thinking skills. Yet these cannot be taught in the absence of strong content, Hirsch argues. The consequence is a loss of shared knowledge that would enable us to work together, understand one another, and make coherent, informed decisions. A broken approach to school not only leaves our children under-prepared and erodes the American dream but also loosens the spiritual bonds and unity that hold the nation together. Drawing on early schoolmasters and educational reformers such as Noah Webster and Horace Mann, Hirsch charts the rise and fall of the American early education system and provides a blueprint for closing the national gap in knowledge, communications, and allegiance. Critical and compelling, How to Educate a Citizen galvanizes our schools to equip children with the power of shared knowledge.Trade Review"Hirsch makes a compelling case the contemporary political chasms in America and our ongoing educational doldrums have same root cause: a lack of common learning that allows communication and understanding." -- Daniel T. Willingham, professor, University of Virginia

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Book SynopsisCo-authored by an international team of experts across disciplines, this important book is one of the first to demonstrate the enormous benefit creative methods offer for education research. It illustrates how using creative methods, such as poetic inquiry, theatre and animation, can support learning and illuminate participation and engagement.Trade Review"This is a well-written, accessible and thought-provoking book that promotes the use of creative methods in educational research in a balanced way... I am very glad to have the book on my shelf and would definitely recommend it to students, but also to researchers wanting to reflect on their practice." International Journal of Research & Method in Education“While giving clear and practical advice, with lots of case study examples, the book also speaks with a friendly authority that makes it feel both reassuring and inspiring.” Social Research Association Research MattersTable of ContentsIntroduction Research Design Context-Setting Data Gathering Using Two Dimensional and Technological Methods – Research With Children and Young People Data Gathering Using Three Dimensional and Online Methods – Research With Adults Data Analysis Writing/Reporting Presentation Dissemination Where to Next With Creative Research Methods

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Book SynopsisTable of ContentsAbout the Authors xxi About EL Education xxiii Acknowledgments xxv Foreword xxvii Preface xxxi Introduction 1 Chapter 1 Learning Targets 5 Chapter 2 Checking for Understanding during Daily Lessons 45 Chapter 3 Using Data with Students 85 Chapter 4 Models, Critique, and Descriptive Feedback 117 Chapter 5 Student-Led Conferences 155 Chapter 6 Celebrations of Learning 193 Chapter 7 Passage Presentations with Portfolios 231 Chapter 8 Standards-Based Grading 271 Appendix: What’s in the Online Toolbox? 311 References 315 Index 317

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Book SynopsisThe 50 Fantastic Ideas series is packed full of fun, original, skills-based activities for Early Years practitioners to use with children aged 0-5. Each activity features step-by-step guidance, a list of resources, and a detailed explanation of the skills children will learn. Creative, simple, and highly effective, this series is a must-have for every Early Years setting.Fearless play is a key element in developing a child''s confidence, extending their limits, and helping them learn to assess risks and manage situations. This book is full of fun and colourful ideas for facilitating fearless play in early years settings. The variety of activities means there''s something for every child to enjoy, ranging from basket making to mud racing.Each idea is targeted to help children face new challenges and explore the world around them, as well as helping to establish motor skills, coordination, and body awareness. A perfect resource for busy early years pracTrade ReviewThis book is packed with ideas for helping children to manage situations, to develop confidence in their own physical abilities and decision making processes * EYE *... an indispensable resource. * Teach Early Years *

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Book SynopsisPractical Strategies and Winning Techniques to Engage and Enhance Student Learning The revised and updated second edition of Student Engagement Techniques is a much-needed guide to engaging today's information-overloaded students. The book is a comprehensive resource that offers college teachers a dynamic model for engaging students and includes over one hundred tips, strategies, and techniques that have been proven to help teachers across all disciplines motivate and connect with their students. This edition will provide a deeper understanding of what student engagement is, demonstrate new strategies for engaging students, uncover implementation strategies for engaging students in online learning environments, and provide new examples on how to implement these techniques into STEM fields. Student Engagement Techniques is among a handful of books?several of which are in this series!?designed specifically to help instructors, regardless of experience, create the conditions that make meaningful, engaged learning not just possible but highly probable. ?Michael Palmer, Ph.D., Director, Center for Teaching Excellence, Professor, General Faculty, University of Virginia This practical guide to motivating and engaging students reads like a quite enjoyable series of conversations held over coffee with skilled colleagues. It has been met with delight from every faculty member and graduate instructor that we've shared the book with! ?Megan L. Mittelstadt, Ph.D., Director, Center for Teaching and Learning, The University of Georgia Student Engagement Techniques belongs in the hands of 21st century instructors and faculty developers alike. Its research-based, specific, yet broadly applicable strategies can increase student engagement in face-to-face and online courses in any discipline. ?Jeanine A. Irons, Ph.D., Faculty Developer for Diversity, Equity, and Inclusion, Center for Teaching and Learning Excellence, Syracuse University This book is an essential resource for faculty seeking to better engage with their students. Anyone seeking a clear, research-based, and actionable guide needs a copy of Student Engagement Techniques on their shelf! ?Michael S. Harris, Ed.D., Associate Professor of Higher Education, Director, Center for Teaching Excellence, Southern Methodist UniversityTable of ContentsPreface xi Acknowledgments xv Part One: A Conceptual Framework for Understanding Student Engagement 1 1 What Does “Student Engagement” Mean? 3 2 Engagement and Motivation 16 3 Engagement and Active Learning 28 4 Promoting Synergy Between Motivation and Active Learning 45 Part Two: Tips and Strategies 61 5 Tips and Strategies for Fostering Motivation 65 6 Tips and Strategies for Promoting Active Learning 86 7 Tips and Strategies for Building Community 103 8 Tips and Strategies to Ensure Students Are Challenged Appropriately 122 9 Tips and Strategies to Promote Holistic Learning 129 Part Three: Student Engagement Techniques (Sets) 141 Category I. Techniques to Engage Students in Learning Course-Related Knowledge and Skills 146 10 Knowledge, Skills, Recall, and Understanding 147 1 Background Knowledge Probe 148 2 Artifacts 153 3 Focused Reading Notes 157 4 Quotes 161 5 Stations 165 6 Team Jeopardy 169 7 Seminar 177 11 Analysis and Critical Thinking 182 8 Classify 183 9 Frames 187 10 Believing and Doubting 192 11 Academic Controversy 197 12 Split-Room Debate 201 13 Analytic Teams 206 14 Book Club 211 15 Small Group Tutorials 215 12 Synthesis and Creative Thinking 219 16 Team Concept Maps 220 17 Variations 227 18 Letters 230 19 Role Play 234 20 Poster Sessions 241 21 Class Book 245 22 WebQuest 249 13 Problem Solving 253 23 What’s the Problem? 254 24 Think Again! 258 25 Think-Aloud-Pair-Problem Solving (TAPPS) 261 26 Proclamations 266 27 Send-a-Problem 270 28 Case Studies 276 14 Application and Performance 280 29 Contemporary Issues Journal 281 30 Hearing the Subject 285 31 Directed Paraphrase 290 32 Insights-Resources-Application (IRAs) 293 33 Jigsaw 296 34 Field Trips 303 Category II. Techniques for Developing Learner Attitudes, Values, and Self-Awareness 307 15 Attitudes and Values 308 35 Autobiographical Reflections 309 36 Dyadic Interviews 313 37 Circular Response 318 38 Ethical Dilemmas 322 39 Connected Communities 326 40 Stand Where You Stand 330 16 Self-Awareness as Learners 333 41 Learning Logs 334 42 Critical Incident Questionnaire (CIQ) 338 43 Go for the Goal 343 44 Post-Test Analysis 348 17 Learning and Study Skills 352 45 In-Class Portfolio 353 46 Resource Scavenger Hunt 358 47 Formative Quiz 361 48 Crib Cards 365 49 Student Generated Rubrics 369 50 Triad Listening 374 Appendices Appendix A: Courses/Disciplines from Examples 379 Appendix B: Key to SET Professor Names 385 Bibliography 391 Index 409

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Book SynopsisTrade Review"Germano and Nicholls’s gently polemical, deeply romantic book regards the syllabus, and the work that goes into constructing one, as an opportunity to ponder the possibilities and pathways of the classroom. . . . As such, their book is filled with useful insights about teaching and how, under ideal circumstances, what is transferred isn’t a body of knowledge but a kind of ‘craft,’ a way of reading and taking in the world. . . . The authors of Syllabus come across like fantastic and committed teachers."---Hua Hsu, New Yorker"Germano and Nicholls show how constructing the syllabus can facilitate self-reflection that fuels powerful pedagogy in every subject area. . . . Above all, Syllabus offers prompts for doing the thinking about teaching that will empower readers to create learning communities."---Koritha Mitchell, Public Books"An inspiring exhortation to make the standard college syllabus work harder and better. . . . A thoughtful, provocative collection of well-tested teaching strategies and philosophies that work across the curriculum." * Kirkus, starred review *"A passionate book about teaching well, using the syllabus as a framework within which to discuss how to embark with students on the joint endeavour of learning. I like its philosophy. . . . One for all who value teaching."---Diane Coyle, Enlightened Economist

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