Educational: Social sciences, social studies
Hodder Education Essential SQA Exam Practice: Higher Modern
Book SynopsisExam board: SQALevel: HigherSubject: Modern StudiesFirst teaching: September 2018First exam: Summer 2019Practice makes permanent. Feel confident and prepared for the SQA Higher Modern Studies exam with this two-in-one book, containing practice questions for every question type and topic, plus two full practice papers.- Choose to revise by question type or topic: A simple grid enables you to pick particular question styles or course areas that you want to focus on, with answers provided at the back of the book- Understand what the examiner is looking for: Clear guidance on how to answer each question type is followed by plenty of questions so you can put the advice into practice, building essential exam skills- Remember more in your exam: Repeated and extended practice will give you a secure knowledge of the key areas of the course (democracy in Scotland and the United Kingdom; social issues in the United Kingdom; international issues)- Familiarise yourself with the exam papers: Both practice papers mirror the language and layout of the real SQA papers; complete them in timed, exam-style conditions to increase your confidence before the exams- Find out how to achieve a better grade: Answers to the practice papers have commentaries for each question, with tips on writing successful answers and avoiding common mistakesFully up to date with SQA's requirementsThe questions, mark schemes and guidance in this practice book match the requirements of the revised SQA Higher Modern Studies specification for examination from 2019 onwards.
£12.83
Hodder Education Caribbean Infant Social Studies Book 1
Book SynopsisThe Caribbean Infant Social Studies series comprises two books aimed at 5-7 year olds and is the perfect introduction to social studies for pupils who have just begun to interpret the written word. Topics in the infant curriculum are made lively and interesting through the variety of activities, photographs, drawings and simple maps. All these encourage discussion and give children the opportunity to express their ideas orally and in writing.- the course is written in very clear, simple English within the ability range of early readers- all the information is relevant to pupils everywhere in the Caribbean- the presentation is fun and easy to follow- the colourful and lively illustrations develop interpretation skills, reinforce understanding and relate to the pupils' own experience- the questions and activities provide stimulation and help develop pupils' ability to interpret information. They also give teachers scope to extend the content to new situations and ideas- the basic concepts of identity, location, co-operation and leadership are introduced in a very accessible way.The authors are all experts in the social studies field and wrote the highly successful Caribbean Primary Social Studies series.
£14.47
Hodder Education Caribbean Infant Social Studies Book 2
Book SynopsisThe Caribbean Infant Social Studies series comprises two books aimed at 5-7 year olds and is the perfect introduction to social studies for pupils who have just begun to interpret the written word. Topics in the infant curriculum are made lively and interesting through the variety of activities, photographs, drawings and simple maps. All these encourage discussion and give children the opportunity to express their ideas orally and in writing.- the course is written in very clear, simple English within the ability range of early readers- all the information is relevant to pupils everywhere in the Caribbean- the presentation is fun and easy to follow- the colourful and lively illustrations develop interpretation skills, reinforce understanding and relate to the pupils' own experience- the questions and activities provide stimulation and help develop pupils' ability to interpret information. They also give teachers scope to extend the content to new situations and ideas- the basic concepts of identity, location, co-operation and leadership are introduced in a very accessible way.The authors are all experts in the social studies field and wrote the highly successful Caribbean Primary Social Studies series.
£14.47
Hodder Education Caribbean Primary Social Studies Book 1
Book SynopsisMake teaching and learning engaging with this new edition of the immensely popular Caribbean Primary Social Studies four book series, updated and revised to cover recent syllabus changes and the introduction of Curriculum Standards.- Engage students with new and updated content reflecting social, economic and environmental issues and developments in the 21st century.- Encourage students to think more and express their ideas individually or as part of a group with thought provoking oral topics.- Build social studies skills and encourage teamwork with a range of stimulating activities.- Provide a clear overview of objectives with 'What will you learn?' at the beginning of each unit and summary 'Points to remember' at the end.
£15.48
Hodder Education Caribbean Primary Social Studies Book 2
Book SynopsisMake teaching and learning engaging with this new edition of the immensely popular Caribbean Primary Social Studies four book series, updated and revised to cover recent syllabus changes and the introduction of Curriculum Standards.- Engage students with new and updated content reflecting social, economic and environmental issues and developments in the 21st century.- Encourage students to think more and express their ideas individually or as part of a group with thought provoking oral topics.- Build social studies skills and encourage teamwork with a range of stimulating activities.- Provide a clear overview of objectives with 'What will you learn?' at the beginning of each unit and summary 'Points to remember' at the end.
£15.48
Hodder Education Caribbean Primary Social Studies Book 3
Book SynopsisMake teaching and learning engaging with this new edition of the immensely popular Caribbean Primary Social Studies four book series, updated and revised to cover recent syllabus changes and the introduction of Curriculum Standards.- Engage students with new and updated content reflecting social, economic and environmental issues and developments in the 21st century.- Encourage students to think more and express their ideas individually or as part of a group with thought provoking oral topics.- Build social studies skills and encourage teamwork with a range of stimulating activities.- Provide a clear overview of objectives with 'What will you learn?' at the beginning of each unit and summary 'Points to remember' at the end.
£15.48
Hodder Education Caribbean Primary Social Studies Book 4
Book SynopsisMake teaching and learning engaging with this new edition of the immensely popular Caribbean Primary Social Studies four book series, updated and revised to cover recent syllabus changes and the introduction of Curriculum Standards.- Engage students with new and updated content reflecting social, economic and environmental issues and developments in the 21st century.- Encourage students to think more and express their ideas individually or as part of a group with thought provoking oral topics.- Build social studies skills and encourage teamwork with a range of stimulating activities.- Provide a clear overview of objectives with 'What will you learn?' at the beginning of each unit and summary 'Points to remember' at the end.
£15.48
Hodder Education Caribbean Primary Social Studies Workbook 1
Book SynopsisEstablish a solid foundation in Primary Social studies with a familiar and trusted resource, now updated and refreshed for the new curriculum. Have confidence in a trusted resource offering conceptual content which is relevant to many different communities.Support pupils and develop social studies skills with a guided approach and varied activities. Reinforce learning and ensure full syllabus coverage and assessment preparation. Engage pupils with relevant information which relates to their experiences, and colourful, lively illustrations to develop interpretation skills, and reinforce understanding. Encourage children to express their ideas and work together with talking activities.
£11.40
Hodder Education Caribbean Primary Social Studies Workbook 2
Book SynopsisEstablish a solid foundation in Primary Social studies with a familiar and trusted resource, now updated and refreshed for the new curriculum.Have confidence in a trusted resource offering conceptual content which is relevant to many different communities.Support pupils and develop social studies skills with a guided approach and varied activities.Reinforce learning and ensure full syllabus coverage and assessment preparation.Engage pupils with relevant information which relates to their experiences, and colourful, lively illustrations to develop interpretation skills, and reinforce understanding.Encourage children to express their ideas and work together with talking activities.
£11.40
Hodder Education Caribbean Primary Social Studies Workbook 3
Book SynopsisEstablish a solid foundation in Primary Social studies with a familiar and trusted resource, now updated and refreshed for the new curriculum.Have confidence in a trusted resource offering conceptual content which is relevant to many different communities.Support pupils and develop social studies skills with a guided approach and varied activities.Reinforce learning and ensure full syllabus coverage and assessment preparation.Engage pupils with relevant information which relates to their experiences, and colourful, lively illustrations to develop interpretation skills, and reinforce understanding.Encourage children to express their ideas and work together with talking activities.
£11.40
Hodder Education Caribbean Primary Social Studies Workbook 4 CPEA
Book SynopsisEstablish a solid foundation in Primary Social studies with a familiar and trusted resource, now updated and refreshed for the new curriculum.Have confidence in a trusted resource offering conceptual content which is relevant to many different communities.Support pupils and develop social studies skills with a guided approach and varied activities.Reinforce learning and ensure full syllabus coverage and assessment preparation.Engage pupils with relevant information which relates to their experiences, and colourful, lively illustrations to develop interpretation skills, and reinforce understanding.Encourage children to express their ideas and work together with talking activities.
£11.40
Lerner Publishing Group What Are Satire and Parody?
Book Synopsis
£7.59
Bold Type Books It Was All a Dream: A New Generation Confronts
Book Synopsis
£20.90
Red Chair Press 50 Things You Didn't Know about Ancient Greece
Book Synopsis
£6.99
Red Chair Press 50 Things You Didn't Know about the Middle Ages
Book Synopsis
£6.99
Red Chair Press 50 Things You Didn't Know about Colonial America
Book Synopsis
£6.99
Red Chair Press 50 Things You Didn't Know about the Old West
Book Synopsis
£6.99
Lerner Publishing Group Creepy UFOs
Book Synopsis
£7.08
Lerner Publishing Group Eerie Haunted Houses
Book Synopsis
£7.08
Lerner Publishing Group Scary Vampires
Book Synopsis
£7.08
De Gruyter Doing Digital Film History
Book Synopsis
£999.99
Kohlhammer Einfach Lesen: Der Umgang Mit Texten Im Studium
Book Synopsis
£22.50
Kohlhammer Schuchterne Und Sozial Angstliche Kinder in Der
Book Synopsis
£30.60
Lit Verlag Teaching the Holocaust by Inquiry: Foreword by
Book Synopsis
£33.75
Books on Demand Von der Zahl bis zur Note Lehrheft
£19.60
V&r Academic Putting Knowledges Into Perspective
Book Synopsis
£999.99
Books on Demand Kant für Kinder: Dokumentation einer fünfjährigen
Book Synopsis
£15.50
John Wiley & Sons Democratic Habits in the Art Classroom
Book SynopsisExplores the ways in which practicing K-12 art educators can engage with students to develop democratic habits. Contributors present case studies based on action research conducted in their own classrooms as part of their master’s in arts education.Table of ContentsContents (Tentative)Introduction: Actualizing the Promise Elizabeth SuttonPart I. Choice-Based Classrooms Section Introduction Samantha Goss1. Including All Voices in Learning: Peer-to-Peer Verbal Conversations in the Elementary Art Room Elizabeth S. Bloomburg2. Using Meaningful Themes to Guide a Choice-Based Approach to Art Education Sandra C. Nyberg3. Learning Choices: Students in a Flipped Art Room Kathryn ChristensenPart II. Nurturing Self-Efficacy and Voice Section Introduction Samantha Goss4. How Art Journaling and Studio Habits of Mind Encourage Personal Connections in High School Art Making Heather Walker5. Enhancing Elementary Student Voice Through Art and Advocacy Maddison O. Maddock6. Self-Efficacy: Empowering Young Artists Jodi FentonPart III. Building Communities That Care Section Introduction Samantha Goss7. Art to the Rescue! Exploring Arts-Based Service Learning Ashley M. Cardamone8. Cultivating Connections Through Community Art Lauren Roush9. Collaborative Art Making Between 4th-Graders and Community Partners and its Impact on School Culture Michelle Cox10. Networks Supporting Art Education Wendy Miller11. Defending the Useless: A Neighborhood in Flux Jeff Rufus ByrdContributor BiographiesIndex
£29.45
John Wiley & Sons Democratic Habits in the Art Classroom
Book SynopsisExplores the ways in which practicing K-12 art educators can engage with students to develop democratic habits. Contributors present case studies based on action research conducted in their own classrooms as part of their master’s in arts education.Table of ContentsContents (Tentative)Introduction: Actualizing the Promise Elizabeth SuttonPart I. Choice-Based Classrooms Section Introduction Samantha Goss1. Including All Voices in Learning: Peer-to-Peer Verbal Conversations in the Elementary Art Room Elizabeth S. Bloomburg2. Using Meaningful Themes to Guide a Choice-Based Approach to Art Education Sandra C. Nyberg3. Learning Choices: Students in a Flipped Art Room Kathryn ChristensenPart II. Nurturing Self-Efficacy and Voice Section Introduction Samantha Goss4. How Art Journaling and Studio Habits of Mind Encourage Personal Connections in High School Art Making Heather Walker5. Enhancing Elementary Student Voice Through Art and Advocacy Maddison O. Maddock6. Self-Efficacy: Empowering Young Artists Jodi FentonPart III. Building Communities That Care Section Introduction Samantha Goss7. Art to the Rescue! Exploring Arts-Based Service Learning Ashley M. Cardamone8. Cultivating Connections Through Community Art Lauren Roush9. Collaborative Art Making Between 4th-Graders and Community Partners and its Impact on School Culture Michelle Cox10. Networks Supporting Art Education Wendy Miller11. Defending the Useless: A Neighborhood in Flux Jeff Rufus ByrdContributor BiographiesIndex
£95.20
John Wiley & Sons Teaching Villainification in Social Studies
Book SynopsisIn this collection, scholars from the United States, Canada and Australia examine the concepts of villainification and anti-villainification in social studies curriculum, popular culture, as well as within sociocultural contexts and their implications.Table of ContentsContentsForeword: The Problem of Villainification Michalinos Zembylas viiAcknowledgments xiIntroduction 1 Cathryn van Kessel and Kimberly EdmondsonPART I: VILLAINIFICATION AND SOCIAL STUDIES CURRICULUM1. Heroification, Villainification, and Political Polarization: Implications for Thinking Politically About U.S. Politics 13 WayneJournell2. "Incapable, Uninterested, and Ineffective"?: Locating Villainification Narratives in Financial Education 29 ErinC. Adams3. Will the Real Villain Please Stand Up?: Holocaust Education and Its Hidden Transgressors 45 RebeccaC. Christ, Brandon Haas, and Oren Baruch Stier4. Removing the Binaries in History Curricula and Teacher Education: Difficult-ishas an Antidote to Villainification and Its Partner, "Difficult Histories" 63 Brittany JonesPART II: VILLAINIFICATION LESSONS FROM POPULAR CULTURE5. Subverting the Villain Trope in Apocalyptic Fiction: Survivance in MoonoftheCrustedSnow 79 Kimberly Edmondson and Keri Helgren6. "Hang On, So That Thing's a Loki Too?": Mimetic Materialities, Variants, and Villainy 95 BrettonA. Varga and ErinC. Adams7. Wanda the Villain?: How WandaVisionCan Aid Discussions About Enslavement and Anti-Black Racism 111 Danelle Adeniji, Melissa McQueen, and Cathryn van KesselPART III: SOCIOCULTURAL IMPLICATIONS OF VILLAINIFICATION NARRATIVES8. Can Technology Be Evil?: Heroes, Villains, and the Banality of Technology 127 RyanM. Smits and DanielG. Krutka9. Identifying the Villain: Antivillainification, Social Studies, and LGBTQ Individuals 145 Heather P. Abrahamson10. Anti-Complicity Education: Combating Supervillains and Lesser Villains in Contemporary Rape Culture 161 AmandaM.E. Thomson11. Placial Villains: Naming, Memorial Geographies of Invasion, and the Work of Social Studies 181 Bryan Smith12. Horses, Heretics, and Madame Déficit: The Historical Villainification of the Female Body 197 Andrew ThomsonConcluding Thoughts 213 Cathryn van Kessel and Kimberly EdmondsonAbout the Editors and Contributors 215Index 219
£36.90
John Wiley & Sons Teaching Villainification in Social Studies
Book SynopsisIn this collection, scholars from the United States, Canada and Australia examine the concepts of villainification and anti-villainification in social studies curriculum, popular culture, as well as within sociocultural contexts and their implications.Table of ContentsContentsForeword: The Problem of Villainification Michalinos Zembylas viiAcknowledgments xiIntroduction 1 Cathryn van Kessel and Kimberly EdmondsonPART I: VILLAINIFICATION AND SOCIAL STUDIES CURRICULUM1. Heroification, Villainification, and Political Polarization: Implications for Thinking Politically About U.S. Politics 13 WayneJournell2. "Incapable, Uninterested, and Ineffective"?: Locating Villainification Narratives in Financial Education 29 ErinC. Adams3. Will the Real Villain Please Stand Up?: Holocaust Education and Its Hidden Transgressors 45 RebeccaC. Christ, Brandon Haas, and Oren Baruch Stier4. Removing the Binaries in History Curricula and Teacher Education: Difficult-ishas an Antidote to Villainification and Its Partner, "Difficult Histories" 63 Brittany JonesPART II: VILLAINIFICATION LESSONS FROM POPULAR CULTURE5. Subverting the Villain Trope in Apocalyptic Fiction: Survivance in MoonoftheCrustedSnow 79 Kimberly Edmondson and Keri Helgren6. "Hang On, So That Thing's a Loki Too?": Mimetic Materialities, Variants, and Villainy 95 BrettonA. Varga and ErinC. Adams7. Wanda the Villain?: How WandaVisionCan Aid Discussions About Enslavement and Anti-Black Racism 111 Danelle Adeniji, Melissa McQueen, and Cathryn van KesselPART III: SOCIOCULTURAL IMPLICATIONS OF VILLAINIFICATION NARRATIVES8. Can Technology Be Evil?: Heroes, Villains, and the Banality of Technology 127 RyanM. Smits and DanielG. Krutka9. Identifying the Villain: Antivillainification, Social Studies, and LGBTQ Individuals 145 Heather P. Abrahamson10. Anti-Complicity Education: Combating Supervillains and Lesser Villains in Contemporary Rape Culture 161 AmandaM.E. Thomson11. Placial Villains: Naming, Memorial Geographies of Invasion, and the Work of Social Studies 181 Bryan Smith12. Horses, Heretics, and Madame Déficit: The Historical Villainification of the Female Body 197 Andrew ThomsonConcluding Thoughts 213 Cathryn van Kessel and Kimberly EdmondsonAbout the Editors and Contributors 215Index 219
£119.20
Teachers' College Press PlaceBased Social Studies Education Learning
Book SynopsisUses the water crisis in Flint, Michigan, as a touchstone for the importance and value of including place-based education in the social studies curriculum. Whitlock scrutinizes this local environmental issue to not only drive critical inquiry in the classroom, but also to show how the curriculum can propel valuable social change in the community.Table of Contents Contents (Tentative)Foreword Preface Introduction: How Did We Get Here? When Did the Water Crisis Start? Piecing it Together When Everyone Learned About Flint Dealing With It Social Studies and Critical Place-Based Education Are We Finished Yet?Part I: How Can Schools Respond to a Community's Needs? 1. A History of Innovative Education in Flint Manley and Mott: The Brains and the Bank Flint as the Leader in Community Schools Schools and Society Looking Back to Look Ahead Learning from Flint: Critical Place Historical Inquiry in the Classroom2. Why Flint? Teaching Conditions Amidst the Water Crisis The "Preloaded Distributional Injustices" of Flint Built With the Community in Mind Beyond "Normal:" Teaching at Freeman Learning From Flint: Critical Place Inquiry in Geography3. An Uncertain Future for Education in Flint Community Schools Today Integrated Student Supports Extended Learning Time and Opportunities Family and Community Engagement Collaborative Leadership and Practices Learning From Flint: Place-Based School ImprovementPart II: How Can Schooling be Reimagined to Center "Place?" 4. Designing Early Childhood Education in Flint Early Childhood Education and Lead Poisoning Childcare in Formal Settings Using Human-Centered Design to Respond to Early Childhood Needs Learning From Flint: Designing Place-Based Education5. Reggio-Inspired Education in Flint Reggio Emilia as Place-Based Education Building Place-Consciousness in a Reggio Toddler Classroom Preschoolers' Narratives of Flint Understanding Reggio as Social Studies Inquiry Learning From Flint: A Call to Research and Practice6. Montessori for Flint Montessori's Connections to Place-Based Education The Benefits of a Public Montessori Education Challenges for Public Montessori Montessori for Flint Learning From Flint: Incorporating Montessori Elements7. Flint's Place-Based Charter School School of Choice in Flint Flint Cultural Center: A Longtime Gem in Flint Flint Cultural Center Academy A Day at the Flint Cultural Center Academy Learning From Flint: School-Wide Place-Based EducationPart III: How Can Teacher Preparation Be Place-Based? 8. Place-Based Teacher Education in Flint Place-Based Teacher Education Uniquely Flint Co-Teaching School Culture Shock Partnering With Beecher Community Schools PBTE and Water Crisis Connections Learning From Flint: Literally.9. Place-Based Social Studies Methods in Flint Place-Based Social Studies Methods Elementary Social Studies Methods in Flint Field Trips Right Under Our Noses Teaching Critical Geography Learning From Flint: Transforming into Place-Based TeachersPart IV: Where Do We Go From Here? 10. What I Learned From Flint What I Learned About Flint What I Learned From Flint About Place-Based Education in Social Studies What I Learned From Flint About Myself ConclusionReferences Index About the Author
£34.20
John Wiley & Sons PlaceBased Social Studies Education Learning
Book SynopsisUses the water crisis in Flint, Michigan, as a touchstone for the importance and value of including place-based education in the social studies curriculum. Whitlock scrutinizes this local environmental issue to not only drive critical inquiry in the classroom, but also to show how the curriculum can propel valuable social change in the community.Table of Contents Contents (Tentative)Foreword Preface Introduction: How Did We Get Here? When Did the Water Crisis Start? Piecing it Together When Everyone Learned About Flint Dealing With It Social Studies and Critical Place-Based Education Are We Finished Yet?Part I: How Can Schools Respond to a Community's Needs? 1. A History of Innovative Education in Flint Manley and Mott: The Brains and the Bank Flint as the Leader in Community Schools Schools and Society Looking Back to Look Ahead Learning from Flint: Critical Place Historical Inquiry in the Classroom2. Why Flint? Teaching Conditions Amidst the Water Crisis The "Preloaded Distributional Injustices" of Flint Built With the Community in Mind Beyond "Normal:" Teaching at Freeman Learning From Flint: Critical Place Inquiry in Geography3. An Uncertain Future for Education in Flint Community Schools Today Integrated Student Supports Extended Learning Time and Opportunities Family and Community Engagement Collaborative Leadership and Practices Learning From Flint: Place-Based School ImprovementPart II: How Can Schooling be Reimagined to Center "Place?" 4. Designing Early Childhood Education in Flint Early Childhood Education and Lead Poisoning Childcare in Formal Settings Using Human-Centered Design to Respond to Early Childhood Needs Learning From Flint: Designing Place-Based Education5. Reggio-Inspired Education in Flint Reggio Emilia as Place-Based Education Building Place-Consciousness in a Reggio Toddler Classroom Preschoolers' Narratives of Flint Understanding Reggio as Social Studies Inquiry Learning From Flint: A Call to Research and Practice6. Montessori for Flint Montessori's Connections to Place-Based Education The Benefits of a Public Montessori Education Challenges for Public Montessori Montessori for Flint Learning From Flint: Incorporating Montessori Elements7. Flint's Place-Based Charter School School of Choice in Flint Flint Cultural Center: A Longtime Gem in Flint Flint Cultural Center Academy A Day at the Flint Cultural Center Academy Learning From Flint: School-Wide Place-Based EducationPart III: How Can Teacher Preparation Be Place-Based? 8. Place-Based Teacher Education in Flint Place-Based Teacher Education Uniquely Flint Co-Teaching School Culture Shock Partnering With Beecher Community Schools PBTE and Water Crisis Connections Learning From Flint: Literally.9. Place-Based Social Studies Methods in Flint Place-Based Social Studies Methods Elementary Social Studies Methods in Flint Field Trips Right Under Our Noses Teaching Critical Geography Learning From Flint: Transforming into Place-Based TeachersPart IV: Where Do We Go From Here? 10. What I Learned From Flint What I Learned About Flint What I Learned From Flint About Place-Based Education in Social Studies What I Learned From Flint About Myself ConclusionReferences Index About the Author
£102.40
Tilbury House,U.S. Welcoming Babies
Book SynopsisTrade Review"A celebration." -- Bulletin of the Center for Children’s Books"The obvious value and beauty of each type of welcome should expand children’s appreciation for and understanding of peoples other than themselves and of the joy that new births bring." -- School Library Journal
£10.99
John Wiley and Sons Ltd Critical Reading Across the Curriculum Volume 1
Book SynopsisPowerful strategies, tools, and techniques for educators teaching students critical reading skills in the humanities. Every educator understands the importance of teaching students how to read critically. Even the best teachers, however, find it challenging to translate their own learned critical reading practices into explicit strategies for their students. Critical Reading Across the Curriculum: Humanities, Volume 1 presents exceptional insight into what educators require to facilitate critical and creative thinking skills. Written by scholar-educators from across the humanities, each of the thirteen essays in this volume describes strategies educators have successfully executed to develop critical reading skills in students studying the humanities. These include ways to help students: focus actively re-read and reflect, to re-think, and re-consider understand the close relationship between reading and writing becTable of ContentsNotes on Contributors ix Preface xiii Acknowledgments xvii Part I Frameworks and Approaches 1 1 Reading Responsively, Reading Responsibly: An Approach to Critical Reading 3Robert DiYanni Being Critical 4 Responsible Reading, Responsive Reading 6 A Framework for Critical Reading 7 Demonstration – E. B. White on the Moonwalk 12 Application – Lincoln’s Gettysburg Address 17 Reflective Reading – Reading and Living 21 References 23 2 Reciprocal Acts: Reading andWriting 24Pat C. Hoy II A Story ofNecessity 24 Acts of Conception 25 Working from Images 26 Remembering Spontaneity 31 Getting More Systematic 34 Merging What and How 41 Writing as Representation,Writing as Composition 47 References 48 3 A Shared Horizon: Critical Reading and Digital Natives 49Anton Borst Critically Reading the Digital Native 51 Responding to the Digital Native 53 A Shared Horizon 55 Devices, Screens, and Digital Native Reading Practices 56 Conclusion 59 References 60 Part II Critical Reading in the Disciplines 63 4 Critical Reading and Thinking: Rhetoric and Reality 65Lawrence Scanlon Rhetorical Challenges 67 Ways of Reading 70 Logos, Ethos, Pathos 70 Demonstration: Annotating a Speech 71 Everything’s an Argument: No It’s Not! Yes It Is! 74 A Suite of Exercises 77 Conclusion 81 Notes 82 References 82 5 The Community of Literature: Teaching Critical Reading and Creative Reflection 85Adrian Barlow Ways of Reading 85 Textual Conversations – Critical Dialogue 88 Re-reading and Creative Reflection 91 Demonstration – Hardy’s “In a Museum” 93 Broadening Context 95 Application – Middlemarch, Chapter XXIX 96 Contemporary Contexts 99 Notes 102 References 102 6 Approaching Intellectual Emancipation: Critical Reading in Art, Art History, and Wikipedia 104Amy K. Hamlin ReconsideringWikipedia 104 Reading Art:The Visual Analysis 109 Reading Art History: The Annotated Bibliography 113 ReadingWikipedia:The Comparative Analysis 119 Chain Reactions 121 Notes 121 References 122 7 Teaching Critical Reading of Historical Texts 123Michael Hogan BasicMatters 123 Challenges for Teachers 124 Three Kinds of Reading 125 Selecting Historical Documents for Analysis 126 Marking and Preparing Historical Documents 128 Reading Abraham Lincoln’s House Resolutions December 22, 1847 131 Reading Martin Luther King, Jr.’s Speech Opposing the VietnamWar 136 Conclusion 138 Some Useful Sources for Critical Reading in History 139 References 140 8 Philosophy and the Practice of Questioning 141Matt Statler Questioning Toward Truth 141 How DoWe Come to Know Anything at All? 142 Toward PracticalWisdom 149 So What?The Effects of Reading Philosophy Critically 155 Notes 156 References 157 9 Engaging Religious Texts 158Thomas Petriano “Pay Attention!” 158 Reading as an Embodied and Dialogic Act 159 Insights from the Religions 161 The ThreeWorlds of Religious Texts 166 Practices for Engaging Religious and Theological Texts 168 Conclusion 171 References 172 10 Gender Studies as a Model for Critical Reading 174Pamela Burger Gender Studies and Critical Reading 175 Deconstructing Gender 177 Documentary Project 178 Staging the Documentary Project 180 Aesthetic Distance and Ironic Images of Gender 183 Melanie Pullen’s High Fashion Crime Scenes and Cindy Sherman’s Centerfolds, 1981 185 References 189 11 Reading and Teaching Films 190William V. Costanzo Personal Response 191 Analyzing Story 192 Basic Film Terms 194 Formal Analysis 197 Genre Analysis 199 Cultural Analysis 201 Historical Analysis 203 Representation in Film 205 Film Theory 205 Exercises 206 References 209 12 Thinking Through Drama 210Louis Scheeder Drama and Argument 210 The Classical Studio 214 The Structure of Verse 215 Following the Verse 217 Exercises 220 Conclusion 221 References 222 13 Approaches to Reading and Teaching Pop Songs 223Thomas M. Kitts PopularMusic and Its Contexts 223 Reading a Pop Song 224 Writing about Music 228 Critical Reading: Theodor Adorno’s Criticism of Pop Music 231 Socially Conscious Music 232 Additional Writing Assignments 235 Conclusion 236 References 237 Index 239
£62.96
John Wiley and Sons Ltd Critical Reading Across the Curriculum Volume 1
Book SynopsisPowerful strategies, tools, and techniques for educators teaching students critical reading skills in the humanities. Every educator understands the importance of teaching students how to read critically. Even the best teachers, however, find it challenging to translate their own learned critical reading practices into explicit strategies for their students. Critical Reading Across the Curriculum: Humanities, Volume 1 presents exceptional insight into what educators require to facilitate critical and creative thinking skills. Written by scholar-educators from across the humanities, each of the thirteen essays in this volume describes strategies educators have successfully executed to develop critical reading skills in students studying the humanities. These include ways to help students: focus actively re-read and reflect, to re-think, and re-consider understand the close relationship between reading and writing becTable of ContentsNotes on Contributors ix Preface xiii Acknowledgments xvii Part I Frameworks and Approaches 1 1 Reading Responsively, Reading Responsibly: An Approach to Critical Reading 3Robert DiYanni Being Critical 4 Responsible Reading, Responsive Reading 6 A Framework for Critical Reading 7 Demonstration – E. B. White on the Moonwalk 12 Application – Lincoln’s Gettysburg Address 17 Reflective Reading – Reading and Living 21 References 23 2 Reciprocal Acts: Reading andWriting 24Pat C. Hoy II A Story ofNecessity 24 Acts of Conception 25 Working from Images 26 Remembering Spontaneity 31 Getting More Systematic 34 Merging What and How 41 Writing as Representation,Writing as Composition 47 References 48 3 A Shared Horizon: Critical Reading and Digital Natives 49Anton Borst Critically Reading the Digital Native 51 Responding to the Digital Native 53 A Shared Horizon 55 Devices, Screens, and Digital Native Reading Practices 56 Conclusion 59 References 60 Part II Critical Reading in the Disciplines 63 4 Critical Reading and Thinking: Rhetoric and Reality 65Lawrence Scanlon Rhetorical Challenges 67 Ways of Reading 70 Logos, Ethos, Pathos 70 Demonstration: Annotating a Speech 71 Everything’s an Argument: No It’s Not! Yes It Is! 74 A Suite of Exercises 77 Conclusion 81 Notes 82 References 82 5 The Community of Literature: Teaching Critical Reading and Creative Reflection 85Adrian Barlow Ways of Reading 85 Textual Conversations – Critical Dialogue 88 Re-reading and Creative Reflection 91 Demonstration – Hardy’s “In a Museum” 93 Broadening Context 95 Application – Middlemarch, Chapter XXIX 96 Contemporary Contexts 99 Notes 102 References 102 6 Approaching Intellectual Emancipation: Critical Reading in Art, Art History, and Wikipedia 104Amy K. Hamlin ReconsideringWikipedia 104 Reading Art:The Visual Analysis 109 Reading Art History: The Annotated Bibliography 113 ReadingWikipedia:The Comparative Analysis 119 Chain Reactions 121 Notes 121 References 122 7 Teaching Critical Reading of Historical Texts 123Michael Hogan BasicMatters 123 Challenges for Teachers 124 Three Kinds of Reading 125 Selecting Historical Documents for Analysis 126 Marking and Preparing Historical Documents 128 Reading Abraham Lincoln’s House Resolutions December 22, 1847 131 Reading Martin Luther King, Jr.’s Speech Opposing the VietnamWar 136 Conclusion 138 Some Useful Sources for Critical Reading in History 139 References 140 8 Philosophy and the Practice of Questioning 141Matt Statler Questioning Toward Truth 141 How DoWe Come to Know Anything at All? 142 Toward PracticalWisdom 149 So What?The Effects of Reading Philosophy Critically 155 Notes 156 References 157 9 Engaging Religious Texts 158Thomas Petriano “Pay Attention!” 158 Reading as an Embodied and Dialogic Act 159 Insights from the Religions 161 The ThreeWorlds of Religious Texts 166 Practices for Engaging Religious and Theological Texts 168 Conclusion 171 References 172 10 Gender Studies as a Model for Critical Reading 174Pamela Burger Gender Studies and Critical Reading 175 Deconstructing Gender 177 Documentary Project 178 Staging the Documentary Project 180 Aesthetic Distance and Ironic Images of Gender 183 Melanie Pullen’s High Fashion Crime Scenes and Cindy Sherman’s Centerfolds, 1981 185 References 189 11 Reading and Teaching Films 190William V. Costanzo Personal Response 191 Analyzing Story 192 Basic Film Terms 194 Formal Analysis 197 Genre Analysis 199 Cultural Analysis 201 Historical Analysis 203 Representation in Film 205 Film Theory 205 Exercises 206 References 209 12 Thinking Through Drama 210Louis Scheeder Drama and Argument 210 The Classical Studio 214 The Structure of Verse 215 Following the Verse 217 Exercises 220 Conclusion 221 References 222 13 Approaches to Reading and Teaching Pop Songs 223Thomas M. Kitts PopularMusic and Its Contexts 223 Reading a Pop Song 224 Writing about Music 228 Critical Reading: Theodor Adorno’s Criticism of Pop Music 231 Socially Conscious Music 232 Additional Writing Assignments 235 Conclusion 236 References 237 Index 239
£28.45
University of Toronto Press Moral Education
Book SynopsisThis volume, based on an interdisciplinary conference of psychologists, sociologists, philosophers, and social scientists, explores a topic of vital importance today—moral education. The book is organized around four questions: the nature and scope of moral education, the problem of ethical pluralism, psychological considerations in a program of moral education, and the social structure of the school as it relates to moral education. This volume will interest philosophers and social scientists concerned with human behaviour and values. It will be of special interest to those engaged in educational research, to curriculum planners, and teachers.
£31.50
Bristol University Press Being a Scholar in the Digital Era
Book SynopsisThis book offers both a road map and a vision of what being a scholar can be when reimagined in the digital era to enliven the public good. It discusses digital innovations in higher education as well as reflecting upon what these mean in an age of austerity.Trade Review"An incisive and engaging rallying cry for digital scholarship to be seen as our most powerful tool, as well as a practical handbook for aspiring activist scholars. I can't recommend it highly enough." Mark Carrigan, University of Warwick"This is an excellent book that offers a concise and well-written description of how digital technology has been used to produce robust and genuinely impactful research." LSE Review of Books"A fascinating insight into the relationships between academic publishers and universities, academics and grassroots communities, and academics and journalists. It highlights workable synergies for social justice activists in the academy, and will be of interest to people working with NGOs, academics and activists... For a glimpse at the future of scholarship, look no further." Research Matters (The Social Research Association magazine), March 2019Table of ContentsIntroduction: transformations; Being a scholar-activist then and now; Opening education and linking it to community; Acting up, opening up knowledge; Training scholars for the digital era; Measuring scholarly impact; The future of being a scholar.
£75.99
Bristol University Press Being a Scholar in the Digital Era
Book SynopsisThis book offers both a road map and a vision of what being a scholar can be when reimagined in the digital era to enliven the public good. It discusses digital innovations in higher education as well as reflecting upon what these mean in an age of austerity.Trade Review"An incisive and engaging rallying cry for digital scholarship to be seen as our most powerful tool, as well as a practical handbook for aspiring activist scholars. I can't recommend it highly enough." Mark Carrigan, University of Warwick"This is an excellent book that offers a concise and well-written description of how digital technology has been used to produce robust and genuinely impactful research." LSE Review of Books"A fascinating insight into the relationships between academic publishers and universities, academics and grassroots communities, and academics and journalists. It highlights workable synergies for social justice activists in the academy, and will be of interest to people working with NGOs, academics and activists... For a glimpse at the future of scholarship, look no further." Research Matters (The Social Research Association magazine), March 2019"A timely account of how scholarly practice is changing and make a compelling case for how scholars and librarians can use digital technologies to engage in issues of social justice, beginning with a more open and inclusive system of scholarly communication." Lisa Norberg, Co-founder of the Open Access Network"An important introduction to the possibilities offered by digital media for academic work and activism, both within and outside the halls of academia." Deborah Lupton, University of Canberra, Australia"A stunningly accessible and provocative volume that offers readers a delicious landscape for reimagining how, with whom and for whom we craft research in these 'revolting times.'" Michelle Fine, The Graduate Center, CUNY, USATable of ContentsIntroduction: transformations; Being a scholar-activist then and now; Opening education and linking it to community; Acting up, opening up knowledge; Training scholars for the digital era; Measuring scholarly impact; The future of being a scholar.
£21.84
Information Age Publishing The Field Trip Book: Study Travel Experiences in
Book Synopsis
£47.45
Information Age Publishing Making Sense of Infinite Uniqueness: The Emerging
Book Synopsis
£44.93
Information Age Publishing Controversial Issues in Social Studies Education
Book SynopsisControversial Issues in Social Studies Education in Turkey: The Contemporary Debates consists of different research each analyze a controversial topic that is significant to understand the social and political dynamics of Turkish society and culture.One of the purpose of this volume is to analyze and discuss how various controversial issues are perceived by Turkish educators. It also provides insight about how to think and re-organize education both in Turkey and in a global world by taking perceptions of in-service and pre-service social studies teachers on controversial issues and how to teach about them in the Turkish context into consideration. Lastly, it may provide educators and researchers who are interested in teaching and examining such issues with a holistic view.Table of Contents Introduction. Acknowledgments. Part I: Gender Issues. Intersections of Globalization, Gender, and Culture in Social Studies, Mustafa Sever, Ay?e Soylu, and Ahmet Kaysili. Examining Gender Issues: Social Studies Curricula, Teacher Education Programs, and Perceptions’ of Preservice Social Studies Teachers, Ay?egül Pehlivan Yilmaz, Önder Eryilmaz, and Elvan Günel. The Complexity of Teaching Values in Social Studies Teacher Education in Turkey: A Gender Perspective, Tuba Çengelci Köse. Part II: Cultural And Political Issues. Teaching Multicultural Perspectives in Social Studies: Dealing With Immigration and Migrants, Ayça Sesigur and Handan Deveci. Teaching About Being a Good Citizen, Government, and Human Rights in Social Studies, Mehmet Açikalin. An Examination of the Relationship Between the Ecological Values of Prospective Social Studies Teachers and Their Attitude Towards Turkey’s Nuclear Energy Policing, Nevin Özdemir and Alper Kesten. Digital Divide in Social Studies Education: Academician and Teacher Perspectives, Canan Çolak, H?d?r Karaduman, and I??l Kabakçi Yurdakul. About the Editor. About the Contributors.
£47.45
Information Age Publishing Controversial Issues in Social Studies Education
Book SynopsisControversial Issues in Social Studies Education in Turkey: The Contemporary Debates consists of different research each analyze a controversial topic that is significant to understand the social and political dynamics of Turkish society and culture.One of the purpose of this volume is to analyze and discuss how various controversial issues are perceived by Turkish educators. It also provides insight about how to think and re-organize education both in Turkey and in a global world by taking perceptions of in-service and pre-service social studies teachers on controversial issues and how to teach about them in the Turkish context into consideration. Lastly, it may provide educators and researchers who are interested in teaching and examining such issues with a holistic view.Table of Contents Introduction. Acknowledgments. Part I: Gender Issues. Intersections of Globalization, Gender, and Culture in Social Studies, Mustafa Sever, Ay?e Soylu, and Ahmet Kaysili. Examining Gender Issues: Social Studies Curricula, Teacher Education Programs, and Perceptions’ of Preservice Social Studies Teachers, Ay?egül Pehlivan Yilmaz, Önder Eryilmaz, and Elvan Günel. The Complexity of Teaching Values in Social Studies Teacher Education in Turkey: A Gender Perspective, Tuba Çengelci Köse. Part II: Cultural And Political Issues. Teaching Multicultural Perspectives in Social Studies: Dealing With Immigration and Migrants, Ayça Sesigur and Handan Deveci. Teaching About Being a Good Citizen, Government, and Human Rights in Social Studies, Mehmet Açikalin. An Examination of the Relationship Between the Ecological Values of Prospective Social Studies Teachers and Their Attitude Towards Turkey’s Nuclear Energy Policing, Nevin Özdemir and Alper Kesten. Digital Divide in Social Studies Education: Academician and Teacher Perspectives, Canan Çolak, H?d?r Karaduman, and I??l Kabakçi Yurdakul. About the Editor. About the Contributors.
£87.40
Information Age Publishing More Like Life Itself: Simulations as Powerful
Book SynopsisJohn Dewey wrote in multiple places that education should be an experience of the content and processes of life itself. Too often, social studies is taught in a way that tells students about real-life, but fails to engage them in the process of life for which Dewey advocated. The core purpose of simulations is to reflect the processes, events, and phenomena expressed in a variety of real-life domains. They engage students in these reflections of real life meaningfully, as active agents who have the power to make decisions that impact the direction of events and that lead to both intended and unintended consequences. Because of the nature of simulations, students who participate in them are able to build their capacities to think in complex and critical ways.Today, despite the growing evidence that simulations have an important role to play in the teaching of social studies, they remain an underutilized and undervalued approach to the discipline. One of the key obstacles to their widespread adoption is the limited availability of training resources available to social studies teachers. Teachers need support to develop a new vision of social studies teaching and learning coupled with practical guidance necessary to implement simulations effectively. This volume provides teachers with both. When teachers are able to weave simulations effectively into the fabric of social studies teaching and learning, they help to promote social studies experiences that are both powerful and purposeful. They offer students an experience of the discipline that is, indeed, More Like Life Itself.Table of Contents Foreword, Jack Zevin. Introduction, Cory Wright-Maley. Part I: Designing Simulations. Chapter 1. Thinking Through Simulation Design: Toward the Mediation of Choice Architectures, Cory Wright-Maley. Behind the Curtain: An Epistemic Design Process for Democratic Media Education Simulations, Jeremy Stoddard, Zachari Swiecki, and David Williamson Shaffer. Interpersonal and Curricular Dimensions of Simulations: Lessons from a Sophomore Civics Classroom, Brian Girard. Part II: Implementing Simulations. Beyond Facts and Fun: The Need for Purposeful Simulations, Hilary Dack, Stephanie van Hover, and David Hicks. Two Paths to Successful Implementation of Simulations in the Social Studies Classroom, Cory Wright-Maley. Fostering Simulation Teaching Cultures and Capacities through Professional Learning Communities, Daniel T. Bordwell and Robb Virgin. Part III: Leveraging Student Engagement. Making Players out of Haters: Learning to Love the Social Studies, Christopher D. Moore. Super-Seniors as Superpowers: Developing Understanding Through Immersion in Simulated Worlds, Esther Bizzarro and David Gerwin. Part IV: Teaching And Learning With Simulations. From Design to Deed: A Guide to Simulating Government and Politics on the AP Platform, Walter C. Parker and Jane C. Lo. Simulations as Tools for Teaching Historical Agency: A Case Study in Finland, Jukka Rantala. Harnessing the Monsoon Winds: Promoting and Constraining Imagination in Historical Simulations, Jeffery D. Nokes. Simulating Economic Activity in the Classroom, Cheryl A. Ayers. Exploring Cross-Cultural Responsiveness and Critical Consciousness in Social Studies Education with the Barnga Simulation, Nancy P. Gallavan and Angela Webster. Promoting Global Perspectives in Students: The GlobalEd Simulation, Kimberly A. Lawless and Scott W. Brown. Contributors.
£47.45
Information Age Publishing More Like Life Itself: Simulations as Powerful
Book SynopsisJohn Dewey wrote in multiple places that education should be an experience of the content and processes of life itself. Too often, social studies is taught in a way that tells students about real-life, but fails to engage them in the process of life for which Dewey advocated. The core purpose of simulations is to reflect the processes, events, and phenomena expressed in a variety of real-life domains. They engage students in these reflections of real life meaningfully, as active agents who have the power to make decisions that impact the direction of events and that lead to both intended and unintended consequences. Because of the nature of simulations, students who participate in them are able to build their capacities to think in complex and critical ways.Today, despite the growing evidence that simulations have an important role to play in the teaching of social studies, they remain an underutilized and undervalued approach to the discipline. One of the key obstacles to their widespread adoption is the limited availability of training resources available to social studies teachers. Teachers need support to develop a new vision of social studies teaching and learning coupled with practical guidance necessary to implement simulations effectively. This volume provides teachers with both. When teachers are able to weave simulations effectively into the fabric of social studies teaching and learning, they help to promote social studies experiences that are both powerful and purposeful. They offer students an experience of the discipline that is, indeed, More Like Life Itself.Table of Contents Foreword, Jack Zevin. Introduction, Cory Wright-Maley. Part I: Designing Simulations. Chapter 1. Thinking Through Simulation Design: Toward the Mediation of Choice Architectures, Cory Wright-Maley. Behind the Curtain: An Epistemic Design Process for Democratic Media Education Simulations, Jeremy Stoddard, Zachari Swiecki, and David Williamson Shaffer. Interpersonal and Curricular Dimensions of Simulations: Lessons from a Sophomore Civics Classroom, Brian Girard. Part II: Implementing Simulations. Beyond Facts and Fun: The Need for Purposeful Simulations, Hilary Dack, Stephanie van Hover, and David Hicks. Two Paths to Successful Implementation of Simulations in the Social Studies Classroom, Cory Wright-Maley. Fostering Simulation Teaching Cultures and Capacities through Professional Learning Communities, Daniel T. Bordwell and Robb Virgin. Part III: Leveraging Student Engagement. Making Players out of Haters: Learning to Love the Social Studies, Christopher D. Moore. Super-Seniors as Superpowers: Developing Understanding Through Immersion in Simulated Worlds, Esther Bizzarro and David Gerwin. Part IV: Teaching And Learning With Simulations. From Design to Deed: A Guide to Simulating Government and Politics on the AP Platform, Walter C. Parker and Jane C. Lo. Simulations as Tools for Teaching Historical Agency: A Case Study in Finland, Jukka Rantala. Harnessing the Monsoon Winds: Promoting and Constraining Imagination in Historical Simulations, Jeffery D. Nokes. Simulating Economic Activity in the Classroom, Cheryl A. Ayers. Exploring Cross-Cultural Responsiveness and Critical Consciousness in Social Studies Education with the Barnga Simulation, Nancy P. Gallavan and Angela Webster. Promoting Global Perspectives in Students: The GlobalEd Simulation, Kimberly A. Lawless and Scott W. Brown. Contributors.
£87.40
Information Age Publishing Promoting Motivation and Learning in Contexts:
Book SynopsisThe body of literature has pointed to the benefits of educational interventions in facilitating improvement in school motivation and, by implication, learning and achievement. However, it is now recognized that most extant motivation and learning enhancing intervention programs are grounded in Western motivational and learning perspectives, such as attribution, expectancy-value, implicit theories of intelligence, self-determination, and self-regulated learning theories. Further, empirical evidence for the positive impacts of these interventions seems to have primarily emerged from North American settings. The cross-cultural transferability and translatability of such educational interventions, however, are often assumed rather than critically assessed and adapted before their implementation in other cultures. In this volume, the editors invited scholars to reassess their intervention work from a sociocultural lens. Regardless of the different theoretical perspectives and strategies they adopt in their interventions, these scholars are in unison on the importance of taking into account sociodemographic backgrounds of the students and sociocultural contexts of the interventions to optimize the benefits of such interventions. Indeed, placing culture at the heart of designing, implementing, and evaluating educationalinterventions could be a key not only to strengthen the effectiveness and efficacy of educational interventions, but also to ensure that students of a wider and more diverse range of educational and cultural backgrounds reap the benefits from such interventions. This volume constitutes the foundation towards a deeper and more systematic understanding of culturally relevant and responsive educational interventions.Table of Contents Culturally Relevant and Responsive Educational Interventions: Placing Culture at the Heart of Designing, Implementing, and Evaluating Motivation and Learning Enhancement Programs, Gregory Arief D. Liem and Dennis M. McInerney. Sociocultural Influences on Teachers’ Reactions to an Intervention to Help Them Become More Autonomy Supportive, Johnmarshall Reeve and Sung Hyeon Cheon. Strengthening Adolescents’ Confidence to Learn: Considering Sociocultural Influences, Hyun Ji Lee, Dajung Diane Shin, and Mimi Bong. Promoting Learning for All in Motivationally Supportive,Culturally Responsive, Inclusive Environments, Akane Zusho and Denise Prieto. Sociocultural Processes in Identity-Based Motivational Interventions: A Dynamic Systems Perspective, Avi Kaplan, Ishwar Bridgelal, and Joanna K. Garner. Passion in Education: Theory, Research, and Applications, Robert J. Vallerand, Tanya Chichekian, and Virginie Paquette. Implementation of Self-Regulated Learning-Focused Interventions in Schools: The Intersection of Sociocultural Factors and Social Validity Principles,Timothy J. Cleary, Anne Gregory, Anastasia Kitsantas, Jacqueline Slemp, and Devora Panish. Transformative Learning Within Cultural Spaces: Transformative Experience Interventions Through the Lens of Culturally Relevant Pedagogy, Kevin J. Pugh, Christopher Newman, Simon Cropp, and Maaly Younis. Teaching Mental Contrasting to Facilitate Educational Attainment Across Sociocultural Contexts, A. Timur Sevincer and Gabriele Oettingen. Sociocultural Considerations in Understanding Test Anxiety, Its Implications on Achievement, and Contextually Appropriate Interventions, Lay See Yeo and Winston Wee Meng Ong. Sociocultural Considerations for Mindfulness-Based Interventions in Education, Stacy L. Bender, Jessica Janze, and Sadie Cathcart. Hope Interventions for Students: Integrating Cultural Perspectives, Allan B. I. Bernardo and Holly, H. Y. Sit. A Sociocultural Perspective on Youth Entrepreneurship Education: A Case Study From the Southern Highlands of Tanzania, Tamara Ginger Weiss Rhodes. No Soy de Aquí ni Soy de Allá: Using Multiple Methods to Share Stories That Address the Cultural Diaspora of American Individualism for Latino Students, Beatriz Pacheco and Thomas Malewitz. About the Editors. About the Contributors.
£49.95
Information Age Publishing Promoting Motivation and Learning in Contexts:
Book SynopsisThe body of literature has pointed to the benefits of educational interventions in facilitating improvement in school motivation and, by implication, learning and achievement. However, it is now recognized that most extant motivation and learning enhancing intervention programs are grounded in Western motivational and learning perspectives, such as attribution, expectancy-value, implicit theories of intelligence, self-determination, and self-regulated learning theories. Further, empirical evidence for the positive impacts of these interventions seems to have primarily emerged from North American settings. The cross-cultural transferability and translatability of such educational interventions, however, are often assumed rather than critically assessed and adapted before their implementation in other cultures. In this volume, the editors invited scholars to reassess their intervention work from a sociocultural lens. Regardless of the different theoretical perspectives and strategies they adopt in their interventions, these scholars are in unison on the importance of taking into account sociodemographic backgrounds of the students and sociocultural contexts of the interventions to optimize the benefits of such interventions. Indeed, placing culture at the heart of designing, implementing, and evaluating educationalinterventions could be a key not only to strengthen the effectiveness and efficacy of educational interventions, but also to ensure that students of a wider and more diverse range of educational and cultural backgrounds reap the benefits from such interventions. This volume constitutes the foundation towards a deeper and more systematic understanding of culturally relevant and responsive educational interventions.Table of Contents Culturally Relevant and Responsive Educational Interventions: Placing Culture at the Heart of Designing, Implementing, and Evaluating Motivation and Learning Enhancement Programs, Gregory Arief D. Liem and Dennis M. McInerney. Sociocultural Influences on Teachers’ Reactions to an Intervention to Help Them Become More Autonomy Supportive, Johnmarshall Reeve and Sung Hyeon Cheon. Strengthening Adolescents’ Confidence to Learn: Considering Sociocultural Influences, Hyun Ji Lee, Dajung Diane Shin, and Mimi Bong. Promoting Learning for All in Motivationally Supportive,Culturally Responsive, Inclusive Environments, Akane Zusho and Denise Prieto. Sociocultural Processes in Identity-Based Motivational Interventions: A Dynamic Systems Perspective, Avi Kaplan, Ishwar Bridgelal, and Joanna K. Garner. Passion in Education: Theory, Research, and Applications, Robert J. Vallerand, Tanya Chichekian, and Virginie Paquette. Implementation of Self-Regulated Learning-Focused Interventions in Schools: The Intersection of Sociocultural Factors and Social Validity Principles,Timothy J. Cleary, Anne Gregory, Anastasia Kitsantas, Jacqueline Slemp, and Devora Panish. Transformative Learning Within Cultural Spaces: Transformative Experience Interventions Through the Lens of Culturally Relevant Pedagogy, Kevin J. Pugh, Christopher Newman, Simon Cropp, and Maaly Younis. Teaching Mental Contrasting to Facilitate Educational Attainment Across Sociocultural Contexts, A. Timur Sevincer and Gabriele Oettingen. Sociocultural Considerations in Understanding Test Anxiety, Its Implications on Achievement, and Contextually Appropriate Interventions, Lay See Yeo and Winston Wee Meng Ong. Sociocultural Considerations for Mindfulness-Based Interventions in Education, Stacy L. Bender, Jessica Janze, and Sadie Cathcart. Hope Interventions for Students: Integrating Cultural Perspectives, Allan B. I. Bernardo and Holly, H. Y. Sit. A Sociocultural Perspective on Youth Entrepreneurship Education: A Case Study From the Southern Highlands of Tanzania, Tamara Ginger Weiss Rhodes. No Soy de Aquí ni Soy de Allá: Using Multiple Methods to Share Stories That Address the Cultural Diaspora of American Individualism for Latino Students, Beatriz Pacheco and Thomas Malewitz. About the Editors. About the Contributors.
£87.40
Information Age Publishing Education Around the Globe: Creating
Book SynopsisInternational Education Inquiries is a book series dedicated to realizing the global vision of The United Nations’ (2015) Transforming Our World: The 2030 Agenda for Sustainable Development. As resolved by the UN General Assembly (on 25 September 2015; see UN, 2015 October): The 17 Sustainable Development Goals and 169 targets which we are announcing today demonstrate the scale and ambition of this new universal Agenda. They seek to build on the Millennium Development Goals and complete what they did not achieve. They seek to realize the human rights of all and to achieve gender equality and the empowerment of all women and girls. They are integrated and indivisible and balance the three dimensions of sustainable development: the economic, social and environmental. The United Nations’ goals and targets will stimulate action over the next decade in areas of critical importance for humanity and the planet…. We are determined to end poverty and hunger, in all their forms and dimensions, and to ensure that all human beings can fulfil their potential in dignity and equality and in a healthy environment. This vision includes to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” (SDG4, UN, 2017). The founding co-editors seek to provide a forum for the diverse voices of scholars and practitioners from across the globe asking questions about transforming the vision of Education 2030 into a reality. Published chapters reflect a variety of formats, free of methodological restrictions, involving disciplinary as well as interdisciplinary inquiries. We expect the series will be a leading forum for pioneers redefining the international professional knowledge base about the people, places, and perspectives shaping Education 2030 outcomes and the meaning of global citizen education (UNESCO, 2015). Education 2030 topics of interest include, but are not limited to the following: Improving access to quality early childhood development, care, and pre-primary education. Ensuring equal access for all women and men to affordable and quality education. Increasing the number of youth and adults who have skills relevant for sustainable living and livelihoods. Ensuring equal access for the vulnerable, including persons with disabilities, indigenous peoples, and children in vulnerable situations. Achieving levels of literacy and numeracy required to engage in communities and employment. Acquiring the knowledge and skills needed to promote sustainable development, including: education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship education, and the appreciation of cultural diversity and of culture’s contributions to sustainable development. Providing safe, non-violent, inclusive and effective learning environments for all. Recruiting, preparing, supporting, and retaining quality teachers. Table of Contents Editor’s Introduction: Principles and Priorities for Progress in the Education 2030 Era PART I: PEACE, PEOPLE, PROSPERITY, AND UNIVERSALITY. Sustaining Education in the Palestinian Territories: Challenges and Opportunities Examining Inequities in Grading Practices to Empower the Disadvantaged Learner: A Global Perspective Assessing the Influence of Female-Led, Language-Acquisition Programs on Life Satisfaction and Gender Role Attitudes in Women and Children in the Dominican Republic Foundation Pierre Smith Mondelus, A Case Study: Decreasing Illiteracy in Northern Haiti PART II: PARTNERSHIPS, PLANET, INTERCONNECTEDNESS, AND INDIVISIBILITY. Creating a Doctoral Network for Teacher Education in Africa Learning to Act: Smithsonian Sciencefor Global Goals and Empowering Young People to Develop a Habit of Considered Action-Taking A New Generation of Global Leaders – Turning Global Citizens Into Global Stewards Promoting Sustainable Development in Study Abroad Programs: Focus on Social Justice in Honduras and Tanzania About the Editors and Editorial Advisory Board. About the Authors. Recognizing Reviewers’ Critical Feedback.
£47.45
