Teaching of a specific subject Books
Neopoprealism Press How to Draw NeoPopRealism Color Abstract Images
Book Synopsis
£17.63
Neopoprealism Press How to Draw NeoPopRealism Advanced Abstract
Book Synopsis
£15.38
Taylor & Francis Complex Problem Solving Principles and Mechanisms
Book SynopsisAlthough complex problem solving has emerged as a field of psychology in its own right, the literature is, for the most part, widely scattered, and often so technical that it is inaccessible to non-experts. This unique book provides a comprehensive, in-depth, and accessible introduction to the field of complex problem solving. Chapter authors -- experts in their selected domains -- deliver systematic, thought-provoking analyses generally written from an information-processing point of view. Areas addressed include politics, electronics, and computers.Trade Review"...succeeds in providing readable introductions...a major accomplishment. It is very easy to overwhelm readers with the complexity of the tasks and the complexity of the models designed to describe performance on the tasks. Add to this the unfamiliarity of the tasks to many readers and the authors have a major challenge on their hands. They clearly meet the challenge....useful for researchers working within the domain of problem solving as well as for people seeking a basic understanding of this topic."—Contemporary Psychology"...strengthens psychology's claim to new domains and methods in the study of problem solving....if you have been wondering what has been happening recently in the higher end of cognitive psychology, then this book is well worth reading."—American Journal of Psychology"...contains chapters of uniformly high quality that illustrate how cognitive psychology is coming to understand complex problem solving in a wide range of human endeavors. There is a rich offering of methods, findings, and research problems in the areas of reading, writing, and calculation through to problem solving in electronics, legal reasoning, and international relations....Students of problem solving will appreciate the change that this book represents from the earlier experimental work on simple laboratory tasks."—Robert GlaserUniversity of PittsburghTable of ContentsContents: Part I:Reading, Writing, and Arithmetic.K.E. Stanovich, A.E. Cunningham, Reading as Constrained Reasoning. M. Bryson, C. Bereiter, M. Scardamalia, E. Joram, Going Beyond the Problem as Given: Problem Solving in Expert and Novice Writers. S.M. Sokol, M. McCloskey, Cognitive Mechanisms in Calculation. Part II:Social Sciences.J.F. Voss, C.R. Wolfe, J.A. Lawrence, R.A. Engle, From Representation to Decision: An Analysis of Problem Solving in International Relations. R.K. Wagner, Managerial Problem Solving. J. Funke, Solving Complex Problems: Exploration and Control of Complex Social Systems. E. Amsel, R. Langer, L. Loutzenhiser, Do Lawyers Reason Differently from Psychologists? A Comparative Design for Studying Expertise. Part III:Natural Sciences.M. Hegarty, Knowledge and Processes in Mechanical Problem Solving. A. Lesgold, S. Lajoie, Complex Problem Solving in Electronics. D.S. Kay, Computer Interaction: Debugging the Problems. Part IV:Games.P.A. Frensch, R.J. Sternberg, Skill-Related Differences in Game Playing. Part V:Conclusions.E. Hunt, Some Comments on the Study of Complexity.
£73.14
Taylor & Francis Ltd (Sales) Mathematics as a Constructive Activity
Book SynopsisThis book explains and demonstrates the teaching strategy of asking learners to construct their own examples of mathematical objects. The authors show that the creation of examples can involve transforming and reorganizing knowledge and that, although this is usually done by authors and teachers, if the responsibility for making examples is transferred to learners, their knowledge structures can be developed and extended. A multitude of examples to illustrate this is provided, spanning primary, secondary, and college levels. Readers are invited to learn from their own past experience augmented by tasks provided in the book, and are given direct experience of constructing examples through a collection of many tasks at many levels. Classroom stories show the practicalities of introducing such shifts in mathematics education. The authors examine how their approach relates to improving the learning of mathematics and raise future research questions.*Based on the authors'' and otherTrade Review"...found this book enlightening and delightful, useful for the teacher and thought provoking for the researcher....one of the most enjoyable and enlightening aspects of the book, namely, the more than sixty mathematical tasks sprinkled between it covers."—International Reviews on Mathematical Thinking"The authors...describe this text as being 'about the teaching strategy of asking learners to construct their own examples of mathematical objects.' They 'show not only can all learners construct mathematical objects, but the act of construction can engage learners who might otherwise be passive and uninterested.' Recommended."—CHOICE"The book is a worthy addition to any library. It will appeal to a diverse audience: Anyone who enjoys the thrill of communicating and sharing the satisfaction of unanticipated discoveries through the act of constructing examples will welcome the book."—Mathematical Thinking and Learning"I have read the book both as a mathematics educator, and, more recently, as a teacher educator. Both I and my students have been constantly surprised, as we read each chapter, at how applicable, fresh, and generative the idea of using learner-constructed examples in the classroom has been....Everyone, from the kindergarten to the high school teacher, and from the special education consultant to the doctoral student, has found ideas to work with, to try, and to challenge and improve their own practices."—Nathalie SinclairMichigan State University"....I found this book enlightening and delightful, useful for the teacher and thought-provoking for the researcher." --Michael N. Fried, ZDM 2006 Vol. 38"The book is a worthy addition to any library. It will appeal to a diverse audience: Anyone who enjoys the thrill of communicating and sharing the satisfaction of unanticipalted discoveries through the act of constructing examples will welcome the book."--Mathematical Thinking and Learning, Vol. 8, No. 4Table of ContentsContents: Preface. Introduction in Exemplification in Mathematics. Learner-Generated Examples in Classrooms. From Examples to Example Spaces. The Development of Learners' Example Spaces. Pedagogical Tools for Developing Example Spaces. Strategies for Prompting and Using Learner-Generated Examples. Mathematics as a Constructive Activity. Appendices.
£42.80
John Wiley & Sons Teaching the Tough Issues
a huge range and FREE tracked UK delivery on ALL orders.
£57.00
John Wiley & Sons Inclusive Literacy Teaching Differentiating Approaches in Multilingual Elementary Classrooms
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£33.26
National Council of Teachers of English Workshopping the Canon
Book Synopsis
£30.35
Taylor & Francis What English Language Teachers Need to Know
Book SynopsisDesigned for pre-service teachers and teachers new to the field of ELT, What English Teachers Need to Know Volumes I, II, and III are companion textbooks organized around the key question: What do teachers need to know and be able to do in order for their students to learn English? In the Second Edition of Volume I, Murray and Christison return to this essential question and call attention to emerging trends and challenges affecting the contemporary classroom. Addressing new skills and strategies that EFL teachers require to meet the needs of their shifting student populations who are impacted by changing demographics, digital environments, and globalization, this book, which is grounded in current research, offers a strong emphasis on practical applications for classroom teaching. This updated and expanded Second Edition features: a new chapter on technology in TESOL new and updated classroom examplesTrade Review"This text provides a remarkably broad overview of SLA theory, practice, and professionalism. It is an ideal text for preparing new TESOL professionals in intensive teacher development programs and is welcome as a resource in longer-term programs as well. The concepts are presented clearly, the language is accessible, and the tasks are particularly relevant." - Mary Benedetti, University of Cincinnati, USA "Murray and Christison are able to bring a variety of ESL contexts to pre-service teachers using vignettes, discussion, sample data, and description of diverse types of activities and tasks. It is an excellent primer for the uninitiated preservice ESL teacher!" - Stayc DuBravac, University of Kentucky, USA "Sure to be a ‘go to’ text, this volume is an updated and expanded version of the first edition.The book analyzes a number of important challenges based on clear presentation of often complex linguistic and pedagogical issues, and features research and practice updates on the (often misunderstood) use of technology by learners and teachers, a wider range of authentic classroom examples addressing real-world teaching challenges, and a more in-depth description of the particular issues facing teachers and teacher educators worldwide at a time when teachers must address both the potential for development and the grave complexities brought about by our connections, mobility and globalization – in English." - Liz England, Lord Fairfax Community College, USA Table of Contents Part I Identity and Context 1. Learner Identities 2. The World of English 3. English Learning Around the World 4. The Cultural Context 5. Learning About Identity and Setting Part II Language Awareness 6. The Sound System 7. The System of Words 8. The System for Creating Sentences 9. Beyond the Sentence: Spoken and Written Language Part III Learning 10. Theories of Learning 11. An Introduction to Second Language Acquisition 12. Second Language Acquisition and Language Pedagogy 13. Learning Theories in the Classroom Part IV Professionalism 14. Sustaining Professionalism 15. Teaching and Learning Language in a Digital World
£42.99
Taylor & Francis Inc Teaching Written English Routledge Library Editions Literacy
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£122.01
Taylor & Francis Inc Towards the Creative Teaching of English Routledge Library Editions Literacy
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£86.99
Taylor & Francis Literacy in Multimedia America
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£79.99
Taylor & Francis Reading Acquisition
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£156.66
Taylor & Francis Towards 2000 The Future of Childhood Literacy and Schooling Routledge Library Editions Literacy
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£60.62
Taylor & Francis Inc Learning to Read Literate Behaviour and Orthographic Knowledge Routledge Library Editions Literacy
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£122.01
Taylor & Francis Adolescent Literacy
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£141.81
Taylor & Francis Teaching Writing A Systematic Approach Routledge Library Editions Literacy
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£122.01
Taylor & Francis Parental Involvement in Childrens Reading
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£141.81
Taylor & Francis Inc The Second R Writing Development in the Junior School Routledge Library Editions Literacy
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£122.01
Taylor & Francis Learning to Read and Write
a huge range and FREE tracked UK delivery on ALL orders.
£122.01
Taylor & Francis Ltd (Sales) Teaching Physical Education to Children with
Book SynopsisTeaching Physical Education to Children with Special Educational Needs and Disabilities provides a thorough overview of the challenges and opportunities for inclusion in PE lessons. Combining a theoretical framework with practical strategies for teachers, the title covers a diverse range of issues which teachers need to address to provide high quality learning experiences for children with SEND. This second edition is grounded in up-to-date research on inclusion and has been fully updated in line with the SEND Code of Practice and Ofsted Inspection Framework. It seeks to demystify the statutory responsibilities placed upon teachers and schools to include children with SEND and offers practical examples of how PE teachers can make use of different strategies to differentiate through their planning and assessment. A new chapter explores the importance of consulting with and empowering children with SEND, and additional focus is given to how teachers can work together with SENCOs and LSAs to develop an inclusive culture in PE lessons.Written in an accessible style with reflective tasks in each chapter, this unique text clearly outlines relevant practice-based evidence to fully include children with SEND in PE lessons. This will be essential reading for teachers and school leaders and will enable PE teachers to plan and deliver inclusive lessons for all children. Table of Contents1. The context for inclusion 2. Children with special educational needs and disabilities 3. Movement, learning and ranges of special educational needs and disabilities 4. The physical education National Curriculum and inclusion 5. Planning for and assessing children with special educational needs and disabilities 6. Teaching and learning strategies 7. Multi-disciplinary approaches and working in partnership 8. Opportunities outside the curriculum 9. Hearing the voices of children with special educational needs and disabilities
£28.99
MP-AMM American Mathematical Basic Analysis
Book SynopsisIncludes a treatment of exponential, logarithmic, and trigonometric functions, progressions, and induction method, as well as an extensive introduction to differential and integral calculus.Table of ContentsExponential and logarithmic functions Trigonometric functions Progressions Differentiation and its applications Integration and its applications.
£41.75
MP-AMM American Mathematical Mathematics 2
Book SynopsisCovers basic notions of probability and statistics, vectors, exponential, logarithmic, and trigonometric functions, and an introduction to differentiation and integration.Table of ContentsVarious functions Vectors Progressions Differentiation and its applications Integration and its applications Probability Statistics Computers and flowcharts.
£51.30
Educational Solutions Inc. La science de leducation Chapitre 13
Book Synopsis
£24.00
Emergence Alliance Publishing The Science of Discovery Why do scientists so
Book Synopsis
£15.19
Cambridge University Press Clinical Topics in Teaching Psychiatry
Book SynopsisDrawing on papers previously published in BJPsych Advances, this book provides much-needed guidance for teaching in psychiatry. It covers topics such as remote training, simulation, supervision, coaching and mentoring. It is aimed at psychiatrists, both trainers and trainees, and other mental health professionals.Table of ContentsSection I. Teaching and Preparation: 1. Improving patient care through continuing professional development Guy Brookes; 2. MRCPsych: preparing trainees and improving courses Jayne Greening, Erin Turner, Gareth Rees, Caroline Winkle, Eleanor Dryhurst and Radhika Kanessan; 3. Going beyond 'good enough' teaching in psychiatric training Neil Sarkar and Victor Cohn; 4. A guide to conducting an online literature search for medical educators Riccardo De Giorgi and Patricia Casey; 5. Writing for learning and publication Peter Tyrer and Andrew Northern; Section II. Teaching Methods: 6. Small and large group teaching Anne Worrall-Davies; 7. Whys and hows of patient-based teaching Monica Doshi and Nick Brown; 8. Simulation based learning in psychiatric training Anna Ludvigsen,, Sridevi Sira Mahalingappa and Subodh Dave; 9. Running journal clubs in psychiatry Geraldine Swift and Joshua Bellevue de Sylva; 10. Workshops: an important element in medical education Allys Guérandel, Brían Ó Ruairc and Hiberet Tessema Belay; 11. Delivering a good lecture Brendan D. Kelly; Section III. Feedback, Assessment, Supervision and Reflection: 12. Giving effective feedback to psychiatric trainees Nick Brown; 13. The postgraduate curriculum and assessment programme in psychiatry: the underlying principles Gareth Holsgrove, Amit Malik and Dinesh Bhugra; 14. Supervision of psychiatric trainees David Cottrell; Section IV. Bridging the Gaps: Foundation Years and Interprofessional Education: 15. Psychiatry in the foundation programme: an overview for supervisors Holly Smith and Arthita Das; 16. Interprofessional education in mental health services Daniel Kinnair, Elizabeth Anderson, Henderikus van Diepen, Cath Poyser and Kris Roberts; Section V. Technologies Old and New: 17. Portfolio-based learning in medical education Antonina Ingrassia and Oliver Batham; 18. Bringing smartphone technology into undergraduate and postgraduate psychiatry Melvyn W. B. Zhang, Cyrus S. H. Ho, Christopher C. S. Cheok and Roger C. M. Ho; 19. Evidence-based mental health and e-learning Katharine A. Smith, Katherine E. Stevens, Andrea Cipriani and John R. Geddes; 20. Powerpoint: avoiding the slide to damnation Guy Undrill and Fiona McMaster; 21. Virtual teaching and learning in psychiatric medical education Thomas Hewson, Sridevi Sira Mahalingappa and Subodh Dave; Section VI. The Trainee in Difficulty, Professionalism, Appraisal: 22. The trainee in difficulty: where are we now? Sarah Huline-Dickens; 23. Coaching and mentoring: an overview for trainers in psychiatry Sarah Huline-Dicken.
£39.99
Legare Street Press Physical Drill With and Without Arms and the New
Book Synopsis
£11.35
Taylor & Francis Doing History
Book SynopsisNow in its sixth edition, Doing History offers a unique perspective on teaching and learning history in the elementary and middle grades. Through case studies of teachers and students in diverse classrooms and from diverse backgrounds, it shows children engaging in authentic historical investigations, often in the context of an integrated social studies curriculum. The book is grounded in the view that children can engage in valid forms of historical inquiryâasking questions, collecting and analyzing evidence, examining the varied perspectives and experiences of people in the past, and creating evidence-based historical accounts and interpretations. Grounded in contemporary sociocultural theory and research, the text features vignettes in each chapter showing communities of teachers and students doing history in environments rich in literature, art, writing, and discussion. The authors explain how these classrooms reflect contemporary principles of teaching and learninTrade ReviewAs a path-breaking, field-defining text, Doing History is a timeless, essential and mindful resource for social studies educators. In this revised edition, Levstik and Barton inspire teachers to confront the diverse realities of a complex and conflicted history by guiding students in the study of history as a multifarious array of choices complicated by social, political, and economic factors deeply rooted in cultural variation, controversy, perplexing dilemmas, and persistent historic issues. Grounded in authentic and research-informed classroom applications, each chapter presents tools to constructively empower students as transformative, agentic beings capable of engaging in historical inquiry which teaches them how to seek justice, learn from diverse people, exercise reasoned deliberation, intelligently participate in community-facing civil action, and live harmoniously in a complex, diverse world. Tina L. Heafner, Professor of Social Studies Education, University of North Carolina-Charlotte, USA, and former President, National Council for the Social StudiesA foundational text for teaching history to elementary and middle school students! Through vivid teaching examples, Levstik and Barton show how young students can grapple with the complexities of history. The authors present theory-informed pedagogical practices for inquiry-based instruction, historical research, deliberation, and arts integration while also providing varied ways to assess students’ historical thinking and disciplinary skills and methods to support English Language Learners. This new edition includes updated classroom examples and the latest scholarship to guide educators in teaching controversy and inclusive histories. All social studies educators need a copy in their professional library! Sara B. Demoiny, Assistant Professor of Elementary Education, Auburn University, USA.Table of Contents1 Past, Present, and Future: The Sociocultural Context for Studying History; 2 It’s Not Just a Mishap: The Theory Behind Historical Inquiry; 3 There Aren’t a lot of "For Sure" Facts: Building Communities of Historical Inquiry; 4 To Find out Things We Didn’t Know about Ourselves: Personal Histories; 5 Tell Me about Yourself: Linking Children to the Past through Family Histories; 6 "I Think Columbus Went to Hell!" Connections and Controversies in World History; 7 Camel Dies, Lose Three Turns: Scaffolding Inquiry into World History; 8 Rats in the Hospital: Creating a History Museum; 9 I have no Experience with This! Historical Inquiry in an Integrated Social Studies Setting; 10 Why Isn’t That in the Textbook? Fiction, Nonfiction, and Historical Thinking; 11 Oh, Good! We Get to Have…A Reasoned Discussion: Putting Conflict in Context; 12 In My Opinion, it Could Happen Again: How Attitudes and Beliefs have Changed over Time; 13 Nosotros La Gente: Honesty and Diversity in U.S. History; 14 The Arts Make Us All Part of Humankind: Cognitive Pluralism in History Teaching and Learning
£63.64
Taylor & Francis Ltd Artificial Intelligence in STEM Education
Book SynopsisArtificial intelligence (AI) opens new opportunities for STEM education in K-12, higher education, and professional education contexts. This book summarizes AI in education (AIED) with a particular focus on the research, practice, and technological paradigmatic shifts of AIED in recent years. The 23 chapters in this edited collection track the paradigmatic shifts of AIED in STEM education, discussing how and why the paradigms have shifted, explaining how and in what ways AI techniques have ensured the shifts, and envisioning what directions next-generation AIED is heading in the new era. As a whole, the book illuminates the main paradigms of AI in STEM education, summarizes the AI-enhanced techniques and applications used to enable the paradigms, and discusses AI-enhanced teaching, learning, and design in STEM education. It provides an adapted educational policy so that practitioners can better facilitate the application of AI in STEM educat
£43.69
Taylor & Francis Ltd Mentoring Religious Education Teachers in the
Book SynopsisThis book helps mentors working with beginning teachers of religious education to develop their own mentoring skills and provides the essential guidance their mentee needs as they navigate the roller coaster of their first years in the classroom. Offering tried-and-tested strategies, it covers the knowledge, skills and understanding every mentor needs. Practical tools offered include approaches for developing subject knowledge and lesson planning, as well as guidance for the effective use of pre- and post-lesson discussion, observations and target setting to support beginning religious education teachers. Together with analytical tools for self-evaluation, this book is a vital source of support and inspiration for all those involved in developing the next generation of outstanding religious education teachers. Key topics covered include the following: Models of mentoring Your knowledge, skills and understanding as a mentor Developing mentees'' religTable of ContentsSection 1: THE BIG PICTURE: MENTORING BEGINNING RELIGIOUS EDUCATION. 1. Models of Mentoring. 2. Subject-specific mentoring in religious education. 3. The changing nature of the mentor-beginning teacher relationship: from modelling to co-enquirers. 4. Understanding yourself: Positionality and mentoring. 5. A skills audit: your knowledge, skills and understanding as a mentor. SECTION 2: THE COMPLEX PICTURE: RELIGIOUS EDUCATION AND WORLDVIEWS. 6. What are we doing and how do we do it? A skills and knowledge audit for a multidisciplinary study. 7. Helping beginning teachers develop religious literacy through their classroom practice. 8. Mentoring beginning RE teachers in Faith Schools. 9. Developing beginning teachers’ understanding of knowledge and skills in the RE curriculum. 10. Supporting beginning teachers to audit and develop their knowledge, skills and understanding in religious education. SECTION 3: THE PRACTICAL PICTURE: MENTORING BEGINNING RELIGIOUS EDUCATION TEACHERS IN PRACTICE. 11. Helping beginning religious education teachers plan effective and creative lessons. 12. Supporting the delivery and evaluation of lessons. 13. Observing beginning religious education teachers’ lessons. 14. Post-observation discussions and target setting. 15. Supporting Beginning Teachers to teach GCSE and A level religious studies. 16. Supporting beginning religious education teachers in approaching controversial issues in the classroom. 17. Helping beginning religious education teachers develop their professional practice. Index.
£24.99
Taylor & Francis Assimilation v. Integration in Music Education
Book SynopsisAssimilation v. Integration in Music Education engages with an existential question for American conservatories and orchestras: What does it mean to diversify Western classical music? Many institutions have focused solely on diversifying the demography of their participants, but without a deeper conversation about structural oppression in classical music, this approach continues to isolate and exclude students of color. Rooted in the authorâs experience working with BIPOC (Black, Indigenous, and People of Color) students at a major American conservatory, this book articulates the issues facing minority students in conservatories and schools of music, going beyond recruitment to address the cultural issues that alienate students. The author argues that the issue of diversity should be approached through the lens of aesthetics, and that the performance and pedagogy of Western classical music must change if a more diverse membership is to thrive in this genre.Reflecting on the authorâs experience through the lens of recent critical theory in music education, this volume presents the viewpoints of Black and Latinx music students in their own words. Addressing the impact of racialized aesthetics on the well-being of BIPOC music students, the author shows how students are alienated when attempting to assimilate into conservatory environments and envisions an alternative, integrative approach to conservatory education. Offering a deep dive into the psychological and cultural reasons for the racialization of Western classical music, and potential institutional solutions, this concise book is relevant to performers, students, and institutional leaders.
£19.99
Taylor & Francis Ltd ArtCare Practices for Restoring the Communal
Book SynopsisThis book contributes to a larger global call to radically re-create ourselvesto transform our fear and alienation from art, Nature, and ourselves. With compassion and grace, the co-authors outline how everyone may access the gift of Spontaneous Creation-Making and change dominant narratives of individualism. Discovering interconnectivity through art-care we can dream courageously together into the unknown possibilities of a precarious future.Art-care, as coined by the co-authors, is a matrixial form of communicaring through art and reverence. This theoretically informed and practice-based book bridges the individual with the communal in Creation-centred ways that interweave the many parts with the whole. It provides examples of teachings, practices and spontaneous creations of makers that will benefit those who want to integrate art-care into individual practices or group facilitation. This book benefits socially engaged artists, arts-based reseTrade ReviewHow lovely and inspiring to read this remarkable work of art / artistry, creativity, community and consciousness of connecting and interconnectivity. This work offers an aesthetic / creative, emancipatory caring pathway for human healing during and after a pandemic crisis. This book invites and evokes fresh new insights, where wisdom is discovered and co-created from within and among circles of caring. Jean Watson, PhD, RN, AHN-BC, FAAN, LL (AAN)Founder Watson Caring Science InstituteDistinguished Prof/Dean Emerita University of Colorado Denver, College of NursingThis engaging book both describes and performs a group’s artistic journey during the challenging times of COVID. Experiential, communal, playful, and moving, the book points at possibilities and opportunities for aesthetic explorations and artistry within a special space. Co-inquiry through Spontaneous Creation-Making offers everyone a compelling journey of art-making, aesthetic explorations, along with ideas for facilitation and communal care serving the future.Liora Bresler, Ph.D. Professor Emerita, University of Illinois, College of Education & School of Art and Design, Urbana-ChampaignBickel and Fisher present us with a guidebook for connection and healing through the practice of spontaneous art-making, a practice they themselves have been involved with for many years. This is a hopeful book based on their experiences—art not as escape but as engagement both with ourselves and those around us. Caring, compassion, community: these are the roads the world always needs more of, and this book offers a unique way of starting the journey.Eva Tihanyi, author of The Largeness of Rescue, Flying Underwater: Poems New and Selected, and Truth and Other Fictions.I am very impressed by Barbara Bickel and Michael Fisher’s articulation of the art process, community, and especially their collaborative spirit! They are both so very inspiring! Their book feeds the soul with artistic methods and prompts that reawaken the senses through play and observation.Dr. Katrina Plato, registered art therapist and educatorThis book weaves together theories, practices, images, text-based forms, and 30 years of work to offer insights into creative communal practices that co-authors Bickel and Fisher call Spontaneous Creation-Making (SCM). Through this compelling and timely guidebook we are invited to enter sacred, mysterious and playful borderspaces that lead us to deeper understandings and more nuanced explorations of art-care methods but also, for example, of community, creativity, healing/wholism, (un)learning, and inquiry. This is an important resource for anyone who is interested in engaging with and/or facilitating spontaneous creation-making processes, even in virtual contexts. This book is a gift! Kathy Mantas, PhD. Professor, Schulich School of Education, Nipissing University, Ontario, CanadaTable of ContentsForeword: Bracha L. Ettinger; Preface; PART 1: Communidreaming on Theory; 1: Introduction: Art-as-Process; 2: Care-in-the-Making; 3: Creativity-in-Communion; 4: A Story of Collaboration: Spontaneous Creation-Making; 5: Art-Care and Spiritual Activism in a Time of Crisis; 6: Beyond Method: Matrixial Mediators; 7: Birthing a Matrixial Gift Economy; 8: Matrixial Time Freedom; PART 2: Spontaneous Creating on Practice; 9: Spontaneous Creation-Making: Communal Rituals and Expanding Imaginaries; 10: Spontaneous Creation-Making: Orienting Intentions and Body Grounding; 11: Spontaneous Creation-Making: Responding and Closing the Circle; PART 3: Gestating on Service; 12: Nurturing a Communal Art-Care Practice; 13: An Arts-Based Reenchantment: Following Nature; 14: Afterword: Forging New Intersections by Geraldine Burke; 15: A Turnabout Postscript; Appendix 1: Thirteen Matrixial Aesthetic Practices; Appendix 2: Facilitating Art-Care Online; Appendix 3: A-D-ness Model by R. Michael Fisher; Appendix 4: Excerpt from Opening Doors: A Guidebook to Spontaneous Creation-Making; Appendix 5: Participant-Informed Research Creation Consent Form
£35.14
Taylor & Francis Ltd TechnologyAssisted Language Assessment in Diverse
Book SynopsisThis timely collection explores the role of digital technology in language education and assessment during the COVID-19 pandemic. It recognises the unique pressures which the COVID-19 pandemic placed on assessment in language education, and examines the forced shift in assessment strategies to go online, the existing shortfalls, as well as unique affordances of technology-assisted L2 assessment. By showcasing international examples of successful digital and computer-assisted proficiency and skills testing, the volume addresses theoretical and practical concerns relating to test validity, reliability, ethics, and student experience in a range of testing contexts. Particular attention is given to identifying lessons and implications for future research and practice, and the challenges of implementing unplanned computer-assisted language assessment during a crisis.Insightfully unpacking the lessons learned' from COVID and its impact on the acceleration of the shift towardTrade Review“This is a timely and interesting volume that will appeal to those interested in using technology in their instructional and assessment practices. It is a much-welcomed addition to the literature on technology-mediated language assessment. It also offers important guidelines for navigating assessment in different instructional settings in times of crisis. I strongly recommend this book!” - Atta Gebril, The American University in Cairo, Egypt“This important book is both timely in its message and massively encouraging in the way in which the individual chapters reflect the creativity of language testers from across the world in dealing with the disruption caused by Covid. In challenging our perceptions of how to establish evidence of test quality in terms of development and delivery the authors call into question much current thinking on validation. Two strong messages ring out from these pages. The first relates to the need to broaden our validation evidence base to embrace qualitative as well as quantitative evidence. The second is the way in which context is rightfully recognised as a critical factor in any validation argument. This book should be seen as core reading for any language testing programme.” - Professor Barry O'Sullivan, British Council"Technology-assisted language assessment has been with us for something like 40 years. One would think we know everything there is to know about it, but this is far from the case. As the authors of the various chapters document, technology-assisted language assessment is a complex undertaking with issues of the security of the test content itself and of the test-takers’ environment, fairness in terms of access to computers and the internet, validation concerns when test-takers may be unfamiliar with certain aspects of technology-assisted tasks, and reliability may be a challenge owing to diversity of test-taking situations and interaction between human and computer-based scoring. The chapters in this book address these concerns in a scholarly but approachable manner and readers will find much of value as they develop their own technology-assisted language assessments for their own contexts." - Dan Douglas, Professor Emeritus, Iowa State University, USA"This timely edited collection of chapters addresses a critical matter of language assessment due to the COVID pandemic. It takes as its starting point the use of technology: online assessment, video technology, and remote learning. In addition, chapters provide overviews and opinions on validation and fairness during the pandemic. As editor, Sadeghi offers an overview as well as concluding thoughts of lessons learned and not learned. As repercussions of the COVID era are still unfolding, this collection will serve as a leading collection of ideas on technology and language assessment." - Professor Antony Kunnan, Nanyang Technological University, SingaporeTable of ContentsForeword by Paula WinkeSection I: Theoretical and Methodological Concerns in Online L2 Assessment Chapter 1: Technology in language assessment: An overview Karim SadeghiChapter 2: Seeking empirical evidence to support online test validation: Building on the IELTS Indicator assessment model Tony Clark, Martine Holland, and Richard SpibyChapter 3: Emergency remote assessment (ERA) narratives from the UK English for Academic Purposes (EAP) sector: Examining validity and longevity of technology-driven solutions Emma Bruce and Heléna StakounisChapter 4: Language testing and assessment in COVID-19 pandemic crisis Hossein Farhady Chapter 5: Argument-based validation in the time of the COVID-19 pandemic Erik VossChapter 6: Assessment without borders: Modernising placement tests for diverse contexts Mahmoud Amer and María J. Cabrera-PucheSection II: Reactions to L2 E-Assessment During the Covid-19 Pandemic Chapter 7: Responding to the pandemic in New Zealand: Opportunities and challenges for language assessment in one tertiary institution Martin East, Deborah Walker-Morrison, and Viviane Lelièvre-LopesChapter 8: Online remote (at-home) assessment of language modules during COVID-19: Changes, challenges, and students’ perceptions Isabel BalteiroChapter 9: Assessing university students’ writing development and performance during remote instruction Bahiyyih HardacreChapter 10: Fairness in remote English placement testing at Iowa State University during the COVID-19 pandemic Reza Neiriz, Shireen Baghestani, Ananda Astrini Muhammad, and Jim RanalliChapter 11: Integration of data-driven learning and assessment through a multimodal corpus of learning objects at the time of the COVID-19 pandemic María Luisa Carrió-PastorSection III: Managing L2 Assessment at the Time of the Crisis: The Way Forward Chapter 12: Test usefulness of E-Portfolios: An alternative approach during and beyond the pandemic Ricky LamChapter 13: Can interactions happen across the screens?: The use of videoconferencing technology in assessing second language pragmatic competence Shishi Zhang and Talia IsaacsChapter 14: The use of technology for redesigning L2 language assessments: Tasks, rubrics, and feedback in emergency remote teaching contexts Ana Maria DucasseChapter 15: Rethinking the online placement test for a college-level Japanese language program during the COVID-19 pandemic Akiko Imamura, Catherine Ryu, and Mariko KawaguchiChapter 16: Conclusion: Lesson learned and lessons not learned Karim Sadeghi
£34.99
Taylor & Francis Teaching Childrens Literature
Book SynopsisNow in its third edition, this indispensable text offers a critical perspective on how to integrate childrenâs literature into the curriculum in effective, purposeful ways. Structured around three mantras that build on each otherâEnjoy; Dig deeply; Take actionâthe book is rich with real examples of teachers implementing critical pedagogy and tools to support studentsâ development as enthusiastic readers and thinkers. The materials and practical strategies focus on issues that impact childrenâs lives, building from studentsâ personal experiences and cultural knowledge by using language to question the everyday world, analyze popular culture and media, understand how power relationships are socially constructed, and consider actions that can be taken to promote social justice. Each chapter features classroom vignettes showcasing the use of literature and inviting conversation; three key principles elaborating the main theme of the chapter and connecting theory witTrade Review"If you are searching for a children’s literature text that speaks to issues beyond what is effective literature, this is the text that you should include in your teaching. Leland, Lewison, and Harste have created a text that is practical and relies on sound research to provide a pathway to building connections with literature."--Kevin Cordi, Ohio Northern University, USA"This text celebrates the potential of children’s literature to encourage readers to engage in the reading process, to think critically, to sort through ideas, and to act on them. Theory and practice are grounded in pedagogy that puts the reader at the center of the process, enjoying the adventure with high-quality literature across the curriculum."--Denise H. Stuart, The University of Akron, USA"Teaching Children’s Literature: It’s Critical! is a must read. The authors cleverly combine research, theory, and strategies that support classrooms filled with students who love reading, read critically, and use knowledge to advocate for equity."--Lunetta Williams, University of North Florida, USATable of ContentsPreface Acknowledgements Chapter 1: Introduction: Our Mantra-- Enjoy! Dig Deeply! Take Action! Chapter 2: Why Reading Aloud Is CrucialChapter 3: Teaching Reading with LiteratureChapter 4: Choosing Books: Diversity CountsChapter 5: Language Study: Lingering in TextChapter 6: Supporting Literature Discussions Chapter 7: Books Across the Curriculum: Focused, Author, Illustrator, and Genre StudiesChapter 8: Responding to Literature through the ArtsChapter 9: Challenging the ChallengersChapter 10: Literature Response StrategiesAbout the Authors
£46.54
Taylor & Francis The Routledge Companion to Creativities in Music
Book SynopsisViewing the plurality of creativity in music as being of paramount importance to the field of music education, The Routledge Companion to Creativities in Music Education provides a wide-ranging survey of practice and research perspectives. Bringing together philosophical and applied foundations, this volume draws together an array of international contributors, including leading and emerging scholars, to illuminate the multiple forms creativity can take in the music classroom, and how new insights from research can inform pedagogical approaches.In over 50 chapters, it addresses theory, practice, research, change initiatives, community, and broadening perspectives. A vital resource for music education researchers, practitioners, and students, this volume helps advance the discourse on creativities in music education.
£41.79
Taylor & Francis Teaching English Grammar in Asian Contexts
Book SynopsisThis book guides teachers, teacher educators and pre-service student teachers on using grammar as a pedagogical tool for meaning making, linking grammar as a meaning-making resource to literacy development. When grammar is meaningfully linked to literacy skills such as reading and writing, there is contextualised teaching of grammar.The authors thoroughly explore key concepts in grammar, including grammar as structure and grammar as choice. They illuminate these concepts by analysing a range of authentic texts from Asian contexts, showing how specific grammar features are purposefully used to convey meaning. Examples and illustrations of teaching ideas and materials focusing on contextualised teaching of grammar, including lesson plans, activity outlines, worksheets and teaching strategies, are contributed by current teacher practitioners who have tried out these ideas in their language classes. These teacher practitioners also share their reflections on how these ideas have
£29.99
Taylor & Francis Ltd Foundations of Educational Technology
Book SynopsisFoundations of Educational Technology offers a fresh, interdisciplinary, problem-centered approach to educational technology, learning design, and instructional systems development. As the implementation of online, blended, hybrid, mobile, open, and adaptive learning systems rapidly expands, emerging tools such as learning analytics, artificial intelligence, mixed realities, serious games, and micro-credentialing are promising more complex and personalized learning experiences. This book provides faculty and graduate students with a conceptual, empirical, and practical basis for the effective use of these systems across contexts, integrating essential theories from the fields of human performance, learning and development, information and communications, and instructional design. Key additions to this revised and expanded third edition include coverage of the latest learning technologies, research from educational neuroscience, discussions about security and privacy, new atTrade ReviewJillian Powers, Assistant Professor of Instructional Technology at Florida Atlantic University, USA: Overall, I am pleased with this book and hope a third edition is published. We need a book that is a good overview of educational technology which this book is.Lauren Hays, Assistant Professor of Educational Technology at the University of Central Missouri, USA: I think the text is grounded in the current practices when it was written. Due to the recent changes to the use of ed tech for teaching and learning and beyond, an update to the text is well needed.Table of ContentsPart I: Introduction and Overview 1. Defining Educational Technology 2. Values, Foundations, and a Framework 3. Learning and Performing 4. Teaching and Training 5. Technology Support for Learning, Instruction and Performance 6. Integrative Approaches to Planning and Implementation Part II: Theoretical Perspectives with Example Applications 7. The Nature of Human Development 8. Theories of Learning and Performance 9. Theories of Information and Communications 10. Instructional Theories and Instructional Design Theories Part III: Practical Perspectives with Example Applications 11. Introducing Innovative Technology Use and Managing Change in the Digital Age 12. Teaching with Technology 13. Educational Technologies in the Workplace 14. Designing Technology-supported Learning Environments 15. Integrating Technologies into Activities and Tasks Part IV: Broadening the Context 16. Educational Technology Principles and Examples in a Variety of Contexts 17. Professional Preparation and Training 18. Scalability and Replication Studies 19. Emerging Technologies 20. Lessons Learned
£44.64
Taylor & Francis Ltd Analytical Thinking for Advanced Learners Grades
Book SynopsisAnalytical Thinking for Advanced Learners, Grades 35 will teach students to think scientifically, systematically, and logically about questions and problems. Thinking analytically is a skill which helps students break down complex ideas into smaller parts in order to develop hypotheses and eventually reach a solution. Working through the lessons and handouts in this book, students will learn strategies and specific academic vocabulary in the sub-skills of noticing details, asking questions, classifying and organizing information, making hypotheses, conducting experiments, interpreting data, and drawing conclusions. The curriculum provides cohesive, scaffolded lessons to teach each targeted area of competency, followed by authentic application activities for students to then apply their newly developed skill set. This book can be used as a stand-alone gifted curriculum or as part of an integrated curriculum. Each lesson ties in both reading and metacognitive skTable of ContentsIntroduction to Analytical Thinking, Sub-Skill 1: Noticing Details, Sub-Skill 2: Asking Questions, Sub-Skill 3: Classifying and Organizing, Sub-Skill 4: Making Hypotheses, Sub-Skill 5: Investigate and Reflect, Appendix A: Assessments, Appendix B: Extensions
£121.50
Taylor & Francis Ltd Epistemological Approaches to Digital Learning in
Book SynopsisEpistemological Approaches to Digital Learning in Educational Contexts is dedicated to topical issues in school education and pedagogical science related to the learning process in a technology and media enriched environment. It opens up discussions on the development of the educational science sector and strategies for smart pedagogy to promote synergy between technology and pedagogy to support students in the learning process.The book presents different perspectives on how to evaluate the enhancement of technology use, which can help improve Computational Thinking skills. It also helps in identifying the changes in pupils' algorithmic thinking through programming in Scratch 2.0. The book further explores the way digitally-mediated materiality may support teaching practice and proposes tools that are available for the educational curator in a digital learning environment.This book will be of great interest to academics, researchers, and post-graTable of Contents1. The Concept of Smart Pedagogy for Learning in the Digital World 2. Going Beyond Digital Literacy to Develop Computational Thinking in K12 Education. 3. The Role of Algorithmic Thinking Development in the Learning of Elementary School Pupils aged 10 – 13. 4. Digital Educational Games in Primary Education. Revisiting the Results of the Research Projects of the ETiE Initiative. 5. Digital Learning Materials: Does Content Make the Difference in a Digital World? 6. Unpacking Digital Play in Children’s Play. 7. Materialities in digital education. A Focus on Small Italian Schools. 8. A Proposal of Smart Pedagogy for the School: Educational Curation as an Active Methodology. 9. Future challenges for ensuring technology enhanced learning
£37.04
Taylor & Francis Bildung Knowledge and Global Challenges in
Book SynopsisThis book offers a critical and reflective discussion of contemporary challenges for education relating to sustainability and post-factual truths in light of the concepts of knowledge and Bildung.The book uses the concepts of knowledge and Bildung as keys to grasp what education is, and how the different educational traditions can complement a better understanding of challenges to education. Knowledge is taken as the core of the Anglo-American and French educational traditions, and Bildung is key for German and Nordic Didaktik traditions. The book presents comparative analytical work from international scholars who discuss Bildung aims in the light of sustainability, and knowledge in light of the âpost-factualâ era.Building on the 2021 book Didaktik and Curriculum in Ongoing Dialogue, the book will be highly relevant for researchers, scholars and postgraduate students in the fields of educational theory, pedagogy, curriculum studies and comparative education.<
£37.04
Taylor & Francis Collaborative Performance for Social Justice
Book SynopsisThis engaging book offers a broad spectrum of collaborative and accessible performance-based practices that promote social justice within college classrooms, rehearsal spaces, campus stages, and local communities.Performance is an inherently collective and embodied endeavor. As a form of communication activism, performance also serves as a powerful mode of teaching and learning that demands equitable relationships and mutually established group norms that offer all a seat at the table. Informed by intersectional feminist and antiracist theories, the authors present collaborative performance case studies ranging from interventions into local histories of oppression, to creative protests of campus and cultural practices, to staged interruptions of social discourses and representational systems that perpetuate structural inequities. Illustrating the multiple possibilities of performance, the book offers adaptable tools, evocative stories, and vivid examples from diverse bodies o
£36.99
Taylor & Francis Ltd Teaching Games and Sport for Understanding
Book SynopsisThis new book brings together leading and innovative thinkers in the field of teaching and sport coaching pedagogy to provide a range of perspectives on teaching games and sport for understanding. Teaching Games and Sport for Understanding engages undergraduate and postgraduate students in physical education and sport coaching, practicing teachers, practicing sport coaches, teacher educators and coach developers. The contributions, taken together or individually, provide insight, learning and opportunities to foster game-based teaching and coaching ideas, and provide conceptual and methodological clarity where a sense of pedagogical confusion may exist.Each chapter raises issues that can resonate with the teacher and sport practitioner and researcher. In this way, the chapters can assist one to make sense of their own teaching or sport coaching, provide deeper insight into personal conceptualisations of the concept of game-based teaching and sport coaching or stimulate reflecTrade Review"There is a need for a text which (a) brings together the diverse games-based approaches for pre-service physical education teachers, and (b) provides detailed guidance on the nuanced application of a games-based approach within physical education. This text does both."Dr Phil Kearney, Department of Physical Education & Sport Sciences, University of Limerick, Ireland"This book offers comprehensive and up-to-date information about Teaching Games for Understanding (TGfU) and other Game-Based Approaches (GBAs) around the world. BOTH physical education teachers and sport coaches can gain a lot of practical information to improve their teaching/coaching and maximize students/players potential in an inclusive and learner-centred environment." Dr. Kanae Haneishi, Valley City State University, USATable of ContentsIntroduction: A History of Teaching Games and Sport for Understanding from Mauldon and Redfern to Bunker and Thorpe, Until Now ELLEN-ALYSSA F. GAMBLES AND LINDA L. GRIFFIN1 TGfU: A Model for the Teaching of Games with a Changed Focus in Games Teaching – A Commentary SHANE PILL, SARAH DOOLITTLE, AND RICK BALDOCKSECTION IGlobal Developments Influenced by Teaching Games for Understanding 2 The Tactical Games Model and Game Performance Assessment LINDA GRIFFIN AND STEVE MITCHELL3 Learning to Teach Game Sense: A Bottom-Up Approach RICHARD L. LIGHT AND CHRISTINA CURRY4 Immersive Scenario-Based Coaching Narratives: A Philosophical Dialogue RUAN JONES AND DAVID PIGGOTT5 Game Insight: A Game-Based Approach with Emphasis on Acknowledging and Addressing Differences between Players’ Abilities GWEN WEELDENBURG, LARS BORGHOUTS, ENRICO ZONDAG, AND FRANK DE KOK6 Play with Purpose: Teaching Games and Sport for Understanding as Explicit Teaching SHANE PILL AND JOHN WILLIAMSSECTION IISection II Research Perspectives Game-Based Approach as a Constructivist Model of Games Teaching LINDA L. GRIFFIN AND JEAN-FRANCOIS RICHARD8 The Tactical versus Technical Paradigm: Scholarship on Teaching Games with a ‘Catch-22’ ADRIAN P. TURNER9 Teaching Games and Sport for Understanding as a Spectrum of Teaching Styles BRENDAN SUESEE AND SHANE PILL10 A Constraints-Led Approach as a Theoretical Model for TGfU JIA YI CHOW, IAN RENSHAW, AND BRENDAN MOY11 Positive Pedagogy for Sport Coaching: A Game Changer? RICHARD L. LIGHT AND STEPHEN HARVEY12 Teaching Games for Understanding and Athlete-Centred Coaching SHANE PILL AND ELLEN-ALYSSA F. GAMBLES13 Using Global Lesson Study to Promote Understanding of Game-Based Approaches NAOKI SUZUKI AND KAREN RICHARDSON14 Game-Based Approach and Teacher Reflective Practice ASPASIA DANIA15 Game Balance Analysis: A Pedagogical Approach for Designing Rich Learning Environments WYTSE WALINGA AND JEROEN KOEKOEKSECTION IIIFuture Directions 16 Promoting Justice, Equity, Diversity, and Inclusion (JEDI) through Game-Based Approach (GBA) in Physical Education KANAE HANEISHI , TENG TSE SHENG, BRUCE NKALA, AND KOREY BOYD17 Decolonialising PE Using a GBA MICHAEL J. DAVIES, SHANE PILL, AND JOHN R. EVANS18 Moving from TGfU to ‘Game-Based Approach’ as the Collective DAVID GUTIÉRREZ AND JEROEN KOEKOEK
£33.99
Taylor & Francis Ltd The World through the Lens of Mathematics
Book SynopsisHundreds of meticulously crafted mathematical problems and puzzles in this book are incorporated into fascinating stories about our world. These wor(l)d problems are grouped by their mathematical concepts such that the titles of sections and chapters combine both mathematical and applied terms, hinting at the topics covered. Detailed solutions conclude each section. Following in the success of the authors' previous book, USA Through the Lens of Mathematics, this text contributes to the novel pedagogical call for a more multidisciplinary approach in education. The various types of questions posed in The World through the Lens of Mathematics are stimulating, entertaining, and educational. Their main objective is to provide a thorough review of the fundamental concepts of algebra and geometry, reduce mathematical anxiety, and emphasize the applicability and versatility of mathematics. Working these problems shatters the barriers between the students and math
£56.04
Taylor & Francis Blended Learning Solutions in Higher Education
Book SynopsisBlended Learning Solutions in Higher Education explores the origins, empirical foundations, and implementation of blended learning in colleges and universities. Since emerging as a third-way solution to traditional and virtual higher education models, blended learning has become a predominant learning modality in an era of rapid technological proliferation. Offering an alternative to longstanding yet flawed methodologies and assumptions about its validity, this book conceptualizes blended learning as a complex social practice mediated by knowledge, institutional rules, policies, and norms as well as material factors such as technology and physical spaces. The bookâs original MIRACLE framework offers a research-grounded, highly practical guide to blended learning design, improvement, and long-term efficacy. From demystified history and heuristics to digitized platforms and course content to reimagined governance and regulations, these insights provide a thoughtful exemplar of
£31.99
Taylor & Francis Ltd Thinking Geographically
Book SynopsisThis book explains how the concepts of geography can teach young people to think geographically, deeply and ethically.Thinking Geographically demonstrates how the concepts of place, space, environment and interconnection teach students new ways of perceiving and understanding the world, the concepts of scale and time teach them ways of analysing the world, while the concepts of sustainability and wellbeing show them how to evaluate and reflect on what they observe, and all eight concepts develop their higher order and critical thinking. To further support teachers, this book includes a chapter on how to teach for conceptual understanding, as well as two chapters that illustrate the application of geographical thinking to an understanding of the effects of land cover change and the problem of regional inequality.Rich with practical examples, this book is an essential resource for geography teachers, whether already teaching or studying to become one, and for thosTable of ContentsIntroduction 1. What can we know and how can we know it? 2. Thinking geographically 3. Thinking geographically: Interconnection 4. Thinking geographically: Place 5. Thinking geographically: Space 6. Thinking geographically: Environment 7. The analytical concepts: Scale and time 8. The evaluative concepts: Sustainability and human wellbeing 9. Teaching for conceptual understanding 10. Land cover: have we cleared too much of the Earth’s vegetation? 11. Unequal places: should governments try to reduce regional inequalities? 12. Conclusion
£34.99
Taylor & Francis Ltd Authentic Secondary Art Assessment
Book SynopsisOffering a contemporary overview of how visual art teachers assess learning in their classrooms, this book provides an outline of the role of assessment in reporting not only student achievement but also how student assessment ties to the intrinsic and external assessments of teacher performance.Compiled using stories from the classrooms of 19 visual art high school teachers who share their approaches to benchmarking student success, the text encourages teachers to consider assessment both for guiding their students to achieve artistic goals and for re-envisioning their own curriculum and instruction. The featured assessment snapshots fall along four strands: Visual Narratives and Visual Literacy; Capturing Empathic Understandings and Social Engagement; Measuring Risk-taking and Ingenuity; and Assessing Collaborative and Integrated Learning Outcomes. Across these sections, teacher contributors offer different perspectives for student assessment, capturing a snapshot of the woTrade Review"The National Art Education Association is proud to support the integrity and diligent efforts of Cathy Smilan and Richard Siegesmund in bringing this book to light. We are also honored to serve and promote the industrious nature of the visual arts educators who shared their knowledge and experiences to make this work possible. The tireless commitment of these art educators not only shaped the context of this volume, but also the learning outcomes of countless students who received guidance—as well as creative and artistic success—under their instruction."-National Art Education Association (NAEA)Table of ContentsIntroduction: Authentic Secondary Arts Assessment: Snapshots from Art Teacher Practice SECTION I: Overview of Assessment 1. Art Education Assessment and the Industrial Educational Complex 2. Educational Aims, Goals and Objectives: Balancing Instructional Objectives and Expressive Outcomes 3. Contemporary Dilemmas in the Assessment of Art Learning: Promoting Creativity, Assessing Teachers, and “Doing” the Standards SECTION II: Models of Assessment 4. Commentary Section II—Standards and the Assessment of Competencies 5. Can’t You Just Give Them a Quiz? Resistance as a Means to Promote Authentic Assessment 6. The End Justifies the Means: Assessment and Backward Design 7. Advanced Placement in Studio Art: Assessment and Advocacy 8. International Baccalaureate: Art Educators as Leaders in Models of Student Thinking and Assessing What Matters 9. Studio Thinking and Assessment in High School Visual Art 10. Assessment Literacy and edTPA: Seeing the Bigger Picture 11. The Danielson Framework for Teacher Evaluation and Student Assessment 12. Section II Summary Section II Questions and Discussion Points SECTION III: Assessing Visual Narratives and Visual Literacy 13. Commentary Section III—Visual Narrative: Assessing How We Tell Our Stories 14. Beyond the Color Wheel: Assessing for Habits of Mind in the art classroom 15. Authentic Assessment Through a Summative Bookmaking Unit 16. Expressive Portraits: Visual Narratives of Affective and Technical Assessment 17. Drawn Personalities 18. Section III Summary—The Role of “Context” in Assessment Section III: Questions and Discussion Points SECTION IV: Measuring Risk-taking and Ingenuity 19. Commentary Section IV—Nurturing and Assessing Risk-Taking in the Art Room: A Framework for Teachers 20. Assessing the Student Over the Work: Grading with Studio Habits of Mind 21. Holistic Assessment through the Photographic Lens 22. Risk and Chance: Portrait Lessons for Advanced Students from Rural and Suburban Communities 23. Risk-Taking and Empowering Students with Interdependent Artmaking 24. Section IV Summary Section IV Questions and Discussion Points SECTION V: Capturing Empathic Understandings and Social Engagement 25. Commentary Section V—Empathy and Socially Engaged Art 26. Starting a Conversation: Student-Directed Projects Designed to Engage the Community 27. An Evolution of Assessment in the Wake of a Cultural Revolution 28. Building School Community with Artist Trading Cards 29. What Breaks Your Heart? Socially Engaged Artwork in the High School Art Classroom 30. Section V Summary— Assessing Socially Engaged Art Education Section V Questions and Discussion Points SECTION VI: Assessing Collaborative and Integrated Learning Outcomes 31. Commentary Section VI—Integrated and Collaborative Assessments 32. Sculptured Landscapes: Art Lesson and Assessments 33. Ceramic Whistle Sculpture 34. Critique as Assessment 35. The Art Throwdown: Process and Production in Interscholastic Competition 36. Summary Section V—An Assessment: Art Integrated Instruction and Collaborative Learning Section VI Questions and Discussion Points SECTION VII: Closing Thoughts 37. Conclusion 38. Afterword: Addressing Social Issues and Mental Health as Contemporary Culture 39. Afterward: Rethinking Assessment – Post-Pandemic
£38.99
Taylor & Francis Ltd Teaching the Decoding Triangle
a huge range and FREE tracked UK delivery on ALL orders.
£40.84
Taylor & Francis Real World Math
Book SynopsisMath in Action: Real People, Cool Jobs, Exciting Careers!Bring math to life with 200 real-world problems encountered in 20 fascinating careers. Just like a field trip, but a lot more practical, this book takes students out into the field where they execute a search-and-rescue mission, conduct a symphony orchestra, manage an artisanal bakery, plan a Native American powwow, run a horse therapy center, trek across the country, rescue abandoned animals, and a lot more! Linked to math standards and paired with step-by-step solutions, this book brings students up close and personal with math in the real world. Students will quickly discover that math is essential for them to follow their dreams.Math is everywhereâletâs explore it together!
£18.16
Routledge Museums and the History of Computing
a huge range and FREE tracked UK delivery on ALL orders.
£22.79
