Teaching of a specific subject Books

Book SynopsisEngaging the Past: Action and Interaction in the History Classroom provides practical steps toward using engaging strategies in the classroom to teach students to think historically. These strategies include an approach developed by the author called The You Decide! Lecture, and innovative ways to use board games and role-playing games in the history classroom. The goal is not simply to add window dressing to fundamentally dull lessons, but rather to re-examine how teachers think about students as learners of history. This book follows the growing trend within historical pedagogy to care less about content coverage and more about deep engagement, student learning, and the importance of historical thinking. The students in our classrooms today are the history teachers of tomorrow and awakening them to the exciting complexities of the past is critical to keep the study of history thriving.

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Book SynopsisBig Cat Phonics for Little Wandle Letters and Sounds Revised has been developed in collaboration with Wandle Learning Trust and Little Sutton Primary School. It comprises classroom resources to support the SSP programme and a range of phonic readers that together provide a consistent and highly effective approach to teaching phonics.Find out all about sled dog races in this fast-paced non-fiction book.Pages 14 and 15 allow children to re-visit the content of the book, supporting comprehension skills, vocabulary development and recall.Reading notes within the book provide practical support for reading with children, including a list of all the sounds and words that the book will cover.

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Book SynopsisGet a thorough overview of sustainable methods for site, residential and commercial building construction with this comprehensive text, which covers both traditional and contemporary materials, current industry standards and new and emerging technologies. The only text organized according to the Construction Specifications Institute (CSI) MasterFormat standards, CONSTRUCTION MATERIALS, METHODS AND TECHNIQUES: BUILDING FOR A SUSTAINABLE FUTURE, Fifth Edition, features a reader-friendly style and logical structure, which follows the construction process step-by-step from project inception to completion.The new edition provides up-to-date coverage of dramatic changes underway in the construction industry, including advances in pre-fabricated construction; increased use of drones, robotics and artificial intelligence; net-zero buildings and lean construction. You'll learn about key current industry developments and standards, as well as latest relevant building codes, all presented within Table of ContentsPART I: INTRODUCTION 1. The Construction Industry: An Overview 2. Regulatory Constraints, Standards and Sustainability PART II: SITE CONSTRUCTION AND EARTHWORK 3. Properties of Materials 4. The Building Site 5. Soils 6. Foundations PART III: CONCRETE AND MASONRY 7. Concrete 8. Cast-In-Place Concrete 9. Precast Concrete 10. Mortars for Masonry Walls 11. Clay Masonry 12. Concrete Masonry 13. Stone 14. Masonry Construction PART IV: METALS, WOOD, AND PLASTICS 15. Ferrous Metals 16. Nonferrous Metals 17. Steel Frame Construction 18. Wood, Plastics, and Composites 19. Products Manufactured from Wood 20. Wood and Metal Light Frame Construction 21. Heavy Timber Construction 22. Finishing the Exterior and Interior of Light Wood Frame Buildings 23. Plastics PART V: THERMAL AND MOISTURE/OPENINGS/FINISHES 24. Thermal Insulation and Vapor Barriers. 25. Bonding Agents, Sealers, and Sealants 26. Bituminous Materials 27. Roofing Systems 28. Glass 29. Doors, Windows, Entrances, and Storefronts 30. Cladding Systems 31. Interior Finishes, Paints, and Coatings 32. Acoustical Materials 33. Interior Walls, Partitions, and Ceilings 34. Flooring PART VI: SPECIALTIES, EQUIPMENT, AND FURNISHINGS 35. Specialties, Equipment and Furnishings PART VII: SPECIAL CONSTRUCTION AND CONVEYING SYSTEMS 36. Special Construction 37. Conveying Systems 38. Fire-Suppression Systems 39. Plumbing Systems 40. Heating, Air-Conditioning, Ventilation, and Refrigeration 41. Electrical Equipment and Systems 42. Electronic Signal and Security Systems Appendices Construction Materials/Methods/Techniques Case Studies

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Book SynopsisKeep thinkingkeep learning in different settings In Peter Liljedahl's bestsellingBuilding Thinking Classrooms in Mathematics: 14 Teaching Practices for Enhancing Learning, readers discovered that thinking is a precursor to learning. Translating 15 years of research, the anchor book introduced 14 practices that have the most potential to increase student thinking in the classroom and can work for any teacher in any setting. But how do these practices work in a classroom with social distancing or in settings that are not always face-to-face? This follow-up supplement will answer those questions, and more. It walks teachers through how to adapt the 14 practices for 12 distinct settings, some of which came about as a result of the COVID-19 pandemic. This guide: Provides the what, why, and how to adapt each practice in face-to-face settings that require social distancing, fixed seating, or small class sizes; Table of ContentsAbout the Author Introduction Category 1: Face-to-face Chapter 1: Building a Thinking Classroom with Social Distancing Chapter 2: Building a Thinking Classroom with Fixed Seating Chapter 3: Building a Thinking Classroom with Small Class Sizes Category 3: Virtual Chapter 4: Building a Thinking Classroom for a Synchronous Virtual Setting Chapter 5: Building a Thinking Classroom in an Asynchronous Virtual Setting Category 2: Hybrid Chapter 6: Building a Thinking Classroom for an Asynchronous Hybrid Setting Chapter 7: Building a Thinking Classroom for a Synchronous Hybrid Setting Category 4: Other Learning Environments Chapter 8: Building a Thinking Classroom for Independent Learning Chapter 9: Building a Thinking Classroom for Homeschooling Category 5: Supporting Learners Chapter 10: Supporting Students with Unfinished Learning of Previous Concepts in a Thinking Classroom Chapter 11: Supporting Students with Unfinished Learning of the Current Concepts in a Thinking Classroom Chapter 12: Thinking Classroom Practices for One-on-One Teaching

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Book SynopsisHow can a potato be a battery?How quickly will a shark find you?What food should you take with you when climbing a mountain?The Really Useful Book of Secondary Science Experiments presents 101 exciting, real-world' science experiments that can be confidently carried out by any KS3 science teacher in a secondary school classroom. It offers a mix of classic experiments together with fresh ideas for investigations designed to engage students, help them see the relevance of science in their own lives and develop a passion for carrying out practical investigations.Covering biology, chemistry and physics topics, each investigation is structured as a problem-solving activity, asking engaging questions such as, How can fingerprints help solve a crime?', or Can we build our own volcano?' Background science knowledge is given for each experiment, together with learning objectives, a list of materials needed, safety and technical considerTrade Review"There is a perennial debate about how best to assess practical work in school science, with many repercussions for examinations and classroom practice... This book sets out to do just that for 101 experiments relating to ages 11–14 science."- Trevor Critchley, Education in ChemistryTable of ContentsExperiment 1: Observation: Are probiotic yogurts worth the extra money? Experiment 2: Observation: How similar are animal and plant DNA? Experiment 3: Observation: What do the inside of lungs look like? Experiment 4: Observation: Are all fats the same? Experiment 5: Observation: How do plants exchange gases? Experiment 6: Observation: How do apples decay? Experiment 7: Is salt a good preserver of food? Experiment 8: Fair testing: How can plants use wind to reproduce? Experiment 9: Fair testing: Are there enzymes in our liver? Experiment 10: Fair testing: What is the best food to take with you when climbing a mountain? Experiment 11: Fair testing: Which is the most dangerous see to swim in if you are bleeding? Experiment 12: Fair testing: How quickly will our muscles tire? Experiment 13: Fair testing: Can we speed up the rate of photosynthesis? Experiment 14: Pattern seeking: Where do daises grow? Experiment 15: Pattern seeking: Do taller people have larger hands? Experiment 16: Pattern seeking: Do insects prefer to live in the light or the dark? Experiment 17: Pattern seeking: Can long legs jump further? Experiment 18: Pattern seeking: Do our hearts beat faster when we work harder? Experiment 19: Pattern seeking: Are hand-dryers more hygienic than paper towels? Experiment 20: Classification and identification: Can you identify animal and plant cells just by looking at them? Experiment 21: Classification and identification: Can we classify leaves? Experiment 22: Classification and identification: What’s the best fruit and vegetable to eat when you have a cold? Experiment 23: Classification and identification: How can fingerprints solve a crime? Experiment 24: Classification and identification: Which plants are growing near our school? Experiment 25: Classification and identification: What’s in our food? Experiment 26: Modelling: Can we build a digestive system? Experiment 27: Modelling: Can we build a DNA separating chamber? Experiment 28: Modelling: Can we build a model of DNA? Experiment 29: Modelling: Can we ferment our own ginger beer? Experiment 29: Modelling: Can we build a bug hotel? Experiment 30: Modelling: Can we design and make a stethoscope? Experiment 31: Observation: Can a solid turn into a gas? Experiment 32: Observation: Where should we dig for oil?Experiment 33: Observation: What colour are M&Ms? Experiment 34: Observation: What is the best material for a campfire? Experiment 35: Observation: How can we make colourful flames? Experiment 36: Observation: What is special about the melting and freezing point of a substance? Experiment 37: Fair Testing: Which is the best washing powder? Experiment 38: Fair Testing: Can we prevent rusting? Experiment 39: Fair Testing: Which antacid is the most effective? Experiment 40: Fair Testing: Which is the best brand of disposable nappies? Experiment 41: Fair Testing: How does temperature affect the rate of a reaction? Experiment 42: Fair Testing: How quickly will a puddle evaporate on a hot day? Experiment 43: Pattern seeking: How quickly will a battery run down? Experiment 44: Pattern Seeking: What is the hardest liquid to swim through? Experiment 45: Pattern Seeking: Will aquatic plants grow in acidic water? Experiment 46: Pattern Seeking: Do all oxides have the same pH? Experiment 47: Pattern Seeking: Which element in group 2 of the periodic table is the most reactive? Experiment 48: Pattern Seeking: Which element in group 7 of the periodic table is the most reactive? Experiment 49: Classification and Identification: Are all changes reversible? Experiment 50: Classification and Identification: What is the best soil for growing plants? Experiment 51: Classification and Identification: How can we identify colourless gases? Experiment 52: Classification and Identification: How can polymers be identified? Experiment 53: Classification and Identification: Do chemical reactions always give off heat? Experiment 54: Classification and Identification: Does everything dissolve in water? Experiment 55: Modelling: Can we make our own fizzing bath bombs? Experiment 56: Modelling: Can we make popping fruit juice balls? Experiment 57: Modelling: Can we grow a crystal garden? Experiment 58: Modelling: Can we build our own volcano? Experiment 59: Modelling: How can cabbage be an indicator? Experiment 60: Modelling: Can we make a bouncing custard ball? Experiment 61: Observation: How many colours are there in light? Experiment 62: Observation: How does pressure vary in a water column? Experiment 63: Observation: What do waves look like? Experiment 64: Observation: Which objects will give you a static shock? Experiment 65: Observation: How do gases move? Experiment 66: Observation: How much ‘stuff’ do we make in a reaction? Experiment 67: Fair Testing: How can we change the brightness of a bulb? Experiment 68: Fair Testing: Why do moon craters vary in size? Experiment 69: Fair Testing: What are the most dangerous weather conditions to drive in? Experiment 70: Fair Testing: How can we increase the resistance in a circuit? Experiment 71: Fair Testing: How can blood spatter solve a crime? Experiment 72: Fair Testing: Can we stop radio waves? Experiment 73: Pattern seeking: How can you make a swing go faster? Experiment 74: Pattern Seeking: Can you break a spring? Experiment 75: Pattern Seeking: How can we make a magnet stronger? Experiment 76: Pattern Seeking: How does light enter and leave a mirror? Experiment 77: Pattern Seeking: How can we change the speed of light? Experiment 78: Pattern Seeking: What happens to waves in shallow water? Experiment 79: Classification and Identification: Which materials are best for keeping something warm? Experiment 80: Classification and Identification: Which materials are best for building an electric circuit? Experiment 81: Classification and Identification: Can we identity different types of radiation? Experiment 82: Classification and Identification: Can we classify all materials as solids, liquids or gases? Experiment 83: Classification and Identification: What is the densest liquid?Experiment 84: Classification and Identification: Where is the energy going? Experiment 85: Modelling: Can we cook food using the sun? Experiment 86: Modelling: Can we make our own camera? Experiment 87: Modelling: How can a potato be a battery? Experiment 88: Modelling: Can we build a catapult? Experiment 89: Modelling: Can we design and make a musical instrument? Experiment 90: Modelling: Can we make a crash helmet? Project 1: Healthy teeth Project 3: Environmental survey Project 4: Set Design Project 5: Olympic science Project 6: Chocolate lab Project 7: Scene of crime investigation Project 8: Fairground games Project 9: Aeroplane design Project 10: What’s the weather like?

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Book SynopsisWritten by well-respected authors, the Cambridge Checkpoint Mathematics suite provides a comprehensive structured resource which covers the full Cambridge Secondary 1 Mathematics framework in three stages. This Checkpoint Mathematics Challenge Workbook 8 provides further materials for students to develop deeper knowledge of mathematics. Designed to be used upon completion of the corresponding Cambridge Checkpoint Mathematics Coursebook 8 section, students can use this workbook to attempt interesting and challenging problems using their understanding of the concepts learnt.Table of Contents1. Integers, powers and roots; 2. Sequences, expressions and formulae; 3. Place value, ordering and rounding; 4. Length, mass and capacity; 5. Angles; 6. Planning and collecting data; 7. Fractions; 8. Shapes and geometric reasoning; 9. Simplifying expressions and solving equations; 10. Processing and presenting data; 11. Percentages; 12. Constructions; 13. Graphs; 14. Ratio and proportion; 15. Probability; 16. Position and movement; 17. Area, perimeter and volume; 18. Interpreting and discussing results

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Book SynopsisExam board: AQALevel: GCSESubject: HistoryFirst teaching: September 2016First exams: Summer 2018 Practise and perfect the knowledge and skills that students need to achieve their best grade in the AQA GCSE (9-1) History exams.Packed full of consolidation activities and exam-style questions, this time-saving Workbook makes it easier to reinforce understanding throughout the course and prepare for examination.- Apply, embed and recap knowledge using tried-and-tested consolidation activities that put the large amount of content into context- Develop the exam skills required for the 9-1 examinations with a bank of practice questions that covers every question type and includes mark allocations to indicate how much time students should spend on an answer- Tackle the challenges of visual and written sources as plenty of examples and questions are provided- Help students identify their revision needs and understand how to improve their responses by consulting the online answers/answer guidance for each activity and question- Use flexibly for homework or classwork, during the course or for revision and exam practice- Feel confident about exam preparation, knowing that the activities and questions have been carefully created by a team of experienced examiners and practising teachers

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Book SynopsisCore text for the internationally renowned Sherborne children's developmental movement programme. A new forward and new resources listed. In this practical and thought-provoking book, Veronica Sherborne shows how developmental movement has a crucial role to play in the lives of all children. Central to her theory is the belief that relating to oneself and relating to other people are essential for the satisfactory development of us all. Developmental movement can be particularly beneficial to children with learning disabilities, children with physical disabilities, and children who are emotionally and behaviourly disturbed. The book offers practical help in understanding and meeting children's needs. It covers what to teach and why, and shows in detail - with the aid of marvellously expressive photographs - how to set about carrying out a planned programme of activities that are geared to the needs of specific groups.Trade Review"This invaluable book describes how movement and body work can be used to build trust, form relationship and open up ways to work towards wholeness and healing. It is an important book for all working with moivement in a therapeutic context." Mary Smail, Co-Director, Sesame Institute UK. "The movement approach'works' and meets many fundamental needs. As a medium for non-verbal communication and developing relationships, it crosses the boundaries of our muti-ethnic society." Alleyne Gainham Dip. L.C.D.D.,F.I.S.T.D.,Adv.Dip.Sp.Ed,UKTable of Contents1. What to teach. 2. Why we teach it. 3. How we teach it. 4. Special challenges. 5. Summary. 6. Useful resources including videos.

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Book SynopsisCreativity is an exciting concept in learning and teaching today, not least in the field of ELT, with numerous books, publications, conferences and websites dedicated to exploring ideas around the theme. The Creative Teacher's Compendium offers teachers an extensive repertoire of creative ideas and techniques to work with in the classroom, each one clearly linked to a language point with easy-to-follow teaching notes, and also to a section which provides further reflection and teacher development. The A-Z format provides a memorable and easily-referenced manual for teachers, with a large variety of low-preparation, practical teaching ideas. Through its clear links to specific language points and also to teacher reflection, The Creative Teacher's Compendium is significantly different in both its approach and content from other resource books on creative language teaching. Antonia and Alan do a lot of teacher training in various countries around the world, and regularly speak at conferences. The teachers we meet are forever asking us where they can get hold of all these lovely ideas, so they decided to put them in a book. The book provides an alphabetical list of chapters with topics related to creative language teaching, covering themes such as Art, Beginnings, Conversations, Dictation, Emotions, Film etc. Each chapter begins with a relevant quote related to the topic, followed by a short discussion of why this area is important for creative language teaching. This introduction provides a clear rationale and directs teachers to relevant research in the area. Then follow a series of creative activities which can be used as they are or easily adapted to suit teachers' and learners' needs. The creative activities are always clearly linked to suggested language points, and sample materials show how these can be explicitly exploited. The chapters end with ideas for reflective teacher development and tasks which can be used for workshops.

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Book SynopsisThis book investigates how the performing arts in higher education nationally contribute to the “high impact practices,” as identified by the Association of American Colleges and Universities (AACU). Using the well-known map of the HIPs for illustrating the centrality of performing arts practices in higher education, the editors and authors of this volume call for increased participation by performing arts programs in general education and campus initiatives, with specific case studies as a guide. Performing arts contribute to the efforts of their institution in delivering a strong liberal arts education that uniquely serves students to meet the careers of the future. This is the first book to explicitly link the performing arts to the HIPs, and will result in the implementation of best practices to better meet the educational needs of students. At stake is the viability of performing arts programs to continue to serve students in their pursuit of a liberal arts education.Table of ContentsChapter 1. Why Frame the Performing Arts as High-Impact Practice?Chapter 2. First-Year Seminars and ExperiencesChapter 3. Common Intellectual Experiences Chapter 4. Learning CommunitiesChapter 5. Writing-Intensive Courses Chapter 6. Collaborative Chapter 7. Undergraduate Research Chapter 8. Diversity and Global Learning Chapter 9. Service Learning/Community-Based LearningChapter 10. InternshipsChapter 11. Capstones

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Book Synopsis* How do pupils make sense of the past?* What is the relationship between the way historians construct interpretations of the past and the way pupils learn history in schools?This book draws together developments in a wide range of fields: in academic history, in the study of language and in classroom research on pupil learning, as the basis for a distinctive approach to the teaching and learning of history in school. Chris Husbands analyses four approaches to learning about the past: through looking at evidence, through the language of the past, through story and through the imagination. He emphasises the ways in which pupils and historians structure their own interpretations of history and considers the implications for teachers by examining the ways in which classroom talk, writing and assessment can support the development of sophisticated understandings of the past.Trade Review"Any teacher of history, from primary school to university, can learn much from this articulate book." - Teaching HistoryTable of ContentsIntroductionlearning and the pastConstructing the pastevidence and questionsConstructing the pastlanguage and change Constructing the paststories and narrativesFacts, fictions and imaginationWords and the pastthe place of talkOrganizing ideasthe place of writingMaking judgmentsSo, what /f003is/f001 history?BibliographyIndex.

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Book SynopsisThis book provides the main ingredients for professional development in working with young children in a diverse society. It fills the gap that most early years training neglects, that is, how to work with children in developing a positive disposition towards themselves regardless of their differences. By helping children to develop a strong self-identity and good self-esteem we set the foundations for positive attitudes towards others and towards learning. Practical advice, real examples and staff activities bring the book to life. The book provides clear evidence and practical guidance on how to develop young children's emerging language, especially those children who have English as an additional language, and how to generate, activate and assess curriculum for diversity. The book focuses on all children's learning for cultural diversity. Culture is used as a broad term to include language, ethnicity, social class and gender. Each chapter offers a clear combination of theory and praTable of ContentsSeries editor's prefaceIdentity, self-esteem and learningLanguage acquisition and diversityLanguage development and bilingualismDiversity and the curriculumParents as partnersPlanning and evaluating for equity and diversityResourcesReferencesIndex.

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Book SynopsisScience in secondary schools has tended to be viewed mainly as a 'practical subject', and language and literacy in science education have been neglected. But learning the language of science is a major part of science education: every science lesson is a language lesson, and language is a major barrier to most school students in learning science. This accessible book explores the main difficulties in the language of science and examines practical ways to aid students in retaining, understanding, reading, speaking and writing scientific language.Jerry Wellington and Jonathan Osborne draw together and synthesize current good practice, thinking and research in this field. They use many practical examples, illustrations and tried-and-tested materials to exemplify principles and to provide guidelines in developing language and literacy in the learning of science. They also consider the impact that the growing use of information and communications technology has had, and will have, on wriTrade Review"This book is a must for teachers in training as well as those colleagues already practicing. The book is just as useful to primary teachers as it is to the targeted market of secondary science teachers." - Len NewtonTable of ContentsAcknowledgementsIntroductionthe importance of language in science educationLooking at the language of scienceTalk of the classroomlanguage interactions between teachers and pupilsLearning from readingWriting for learning in scienceDiscussion in school sciencelearning science through talkingWriting text for learning sciencePractical ploys for the classroomLast thoughts...ReferencesAppendixIndex.

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Book SynopsisâœIn this interesting, informative and accessible book Kathy Hall takes you on a journey of exploration and discovery and succeeds in challenging the readerâs own stance on the teaching, not only of reading, but also of literacy as a whole.â an excellent, thought-provoking book which empowers the reader to critically reassess their own practice and will have a positive effect in many classroomsâ British Journal of Educational Studies* How do different reading experts interpret evidence about one child as a reader?* What perspectives can be brought to bear on reading in the classroom?* How can a rich notion of literacy be promoted in the regular primary classroom?In this book Kathy Hall invites you to extend your perspective on reading by considering the responses of well known reading scholars (e.g. Barbara Comber, Henrietta Dombey, Laura Huxford and David Wray) to evidence of one child as a reader. Reading evidence from eight-year-old Stephen, Table of ContentsIntroductionPart one: A psycho-linguistic perspectiveAnn Browne's observations, suggestions and theoretical perspectivesTeresa Grainger's observations, suggestions and theoretical perspectivesReading as a problem-solving activityPart two: A cognitive-psychological perspectiveLaura Huxford's observations, suggestions and theoretical perspectivesDavid Wray's observations, suggestions and theoretical perspectivesWords matterPart three: A socio-cultural perspectiveHenrietta Dombey's observations, suggestions and theoretical perspectivesMary Hilton's observations, suggestions and theoretical perspectivesReading and communities of practicePart four: A socio-political perspectiveBarbara Comber's observations, suggestions and theoretical perspectivesJackie Marsh's observations, suggestions and theoretical perspectivesReading the word and the worldConclusionBibliographyIndex.

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Book Synopsis"This is a unique portrait of a group of working-class families whose 4 year old children start school on the cusp of the millenium in urban Britain. It is a brilliant analysis of ways in which parents, children and teachers strive to cross cultural and linguistic boundaries to come to a common understanding of 'school'. Beautifully written, it is essential reading for all involved in the education of young children." - Eve Gregory, Professor of Language and Culture in Education, Goldsmiths, University of London."This book will challenge and support practitioners in their quest to improve early childhood practice. The use of theory is 'friendly' and the real-life examples of the experiences of young children and their parents really bring home to the reader the experience of inequality. Readers will rarely find a book which expresses the complexity of educational experience in such an accessible form. This is a valuable book for every level of early years training." - Iram SiraTrade Review"...a balanced, finely observed and elegantly written book. Liz Broker challenges us to move towards a jointly owned culture in the classroom and school through working with families and communities and not only with the children." - Eve BearneTable of ContentsLearning cultures in All Saints' EndFamily values, and the value of familiesLearning how to learn at homeSchool culture at All Saints' PrimaryLearning to be a pupilLinking home and schoollearning to be a parentOutcomeschildren's progress and achievementsUnderstanding outcomes; changing practiceGlossaryReferencesIndex.

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Book SynopsisThis important book provides practical guidance for parents, teachers and other early years practitioners who are concerned with young children's musical development. The authors highlight the relationship between music and the development of communication, the expression of emotion and playfulness. They show how these three elements, in conjunction with musical activity and experience, underpin all future learning including the development of language. They go on to explore music as a subject in its own right and its role in supporting other areas of the curriculum.Insights from a wide range of research are presented in a way which makes them accessible to practitioners so that they can be used to inform and develop effective practice. Practitioners and parents are encouraged to have confidence in their own musical ability.The book provides a wide range of practical strategies and activities. It will show that everyone is capable of enjoying making music with young chiTrade Review"...another wonderfully supportive and thoughtful book in the 'Supporting Early Learning' series." - Chris HarrisonTable of ContentsIntroductionBorn musicalThe music curriculumMusic across the curriculumA music-rich environmentIntervention, observing, planning and evaluatingReferencesIndex.

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Book SynopsisReviewersâ comments on the first edition:âœJane Johnston communicates a sense of effervescent enthusiasm for teaching and science, and her treatment is comprehensive.âTESâœThe ideas and recommendations, based on considerable classroom experience, make this book a valuable aid to students and reflective early years practitioners.âPrimary Science ReviewâœAt last! A serious attempt to explore the scientific potential of infant and pre-school childrenâ The author explains how scientific skills can be developed at an early stage, stimulating the natural inquisitive streak in children. This bookâwill start you thinking about science in a much more positive light.âChild EducationThis accessible and practical book supports good scientific practice in the early years. It helps practitioners to be creative providers, and shows them how to develop awe and wonder of the world in the children they teach. The book highlights the importance of a motivating learnTable of Contents1 – Early-years science experiences 2 – The importance of exploration 3 – Knowledge and understanding of the world 4 – Developing positive attitudes in science5 - Creative early experiences 6 – Creative teaching and provision

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Book Synopsis"Bishop and Denley in Learning Science Teaching have focused as much on good pedagogy as on the peculiarities of science teaching. It is for this reason that their book will be of value not only to trainees in education, but also to a range of professionals working in schools, Higher Education and, in particular, to those responsible for planning and delivering CPD. It is far more than a test for trainee teachers."Science Teacher Education"Any science teacher looking for ways to improve their teaching will find this book helpful...there is perceptive discussion of almost everything that can happen in a science classroom, and related work outside it."Physics Education What do you need to know to be a successful science teacher? How do you develop or acquire that knowledge? If you are just embarking on your learning journey as a science teacher, or are involved in supporting beginning and early career teachers on their wayTable of ContentsPrefaceProfessional knowledge of the science teacherTransforming knowledgePhysicsBiologyChemistryNature of scienceThe student voiceProfessional learningProfessional knowledge in contextReferencesAppendicesAcknowledgements

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Book SynopsisBilingual literary scholar builds bridges spanning institutional silos to found an inclusive "literatures of Canada."Trade ReviewWhen it comes to the study of Canadian literature, scholars typically write about authors or texts, or sometimes the history of a particular period. But Paul Martin has taken the unconventional step of analyzing the discipline itself.. At times engaging and disconcerting, this book reveals what Martin believes is wrong with the current post-secondary approach to teaching our nation's English-language literature.. I found it insightful and disturbing, and it made me reflect on my own book choices for my Canadian literature classes. What's more, Martin doesn't simply indicate the problem; he offers readers possible ways out of the literary conundrum. For those in the discipline open to hearing Martin's frank observations, this book can be a rewarding experience. Thomas Hodd, Telegraph-Journal, February 1, 2014"Martin's book imagines a much more drastic shifting of the ground, a recognition of the actual cultural and linguistic diversity and quantity of the texts being created in Canada-not just an opening of the disciplinary field to more First Nations, black-Canadian or Asian-Canadian texts but a transforming of it to encompass all of the country's textual diversity. Not likely to happen. As Martin recognizes, too many people in the academy-students, teachers, researchers, editors and administrators-are now comfortable with the habitus of the Canadian Literature institution's 'sanctioned ignorance,' and have at least unconscious stakes in its continuance." Frank Davey Blog, January 12, 2014,http://bit.ly/1eNSD33"I have enjoyed reading the book... It is needed research!" Dr. Marie Vautier, University of Victoria"The jury members recognize Sanctioned Ignorance as a book that takes as its goal the troubling of our understandings of teaching Canadian literature in order to call for a greater complexity in canonical and divisional studies and challenge current systems of knowledge production in the study of Canadian literatures in post-secondary institutions. The task Martin undertakes, a reading of the literary landscape through the politics of context, pedagogy, and cultural dissemination, demands attention to the rich and too-often effaced legacies of diasporic, Francophone, and First Nations writers on the way to advocating a more expansive Canadian literary study that is no longer "a prisoner of its own amnesia." The committee was unanimous in their admiration for Martin's vital and far-reaching questions about the protocols and pitfalls of creating a Canadian national literature for the future. Jury comments, Gabrielle Roy Prize"[Paul Martin presents his results] with a keen awareness of how universities shape cultural consumers, as well as how the consecration and transmission of knowledge has a long echo effect. We need to analyze the nature of Canada's attitude toward its own culture, and Martin illuminates once again the degree of our cultural cringe, our colonial shyness about our own value..." Aritha van Herk, Alberta Views, June 2014"One of the best books on this subject is Paul Martin's Sanctioned Ignorance: The Politics of Knowledge Production and the Teaching of Literatures in Canada. It is so comprehensive and so subtle." John Lent, writer, editor, teacher"[Martin] suggests that, while Canadian literature in English has tended to be positioned in curricula as a minor subfield of the British tradition...Quebec universities have enjoyed greater scope to place littérature canadienne, especially québécois literature, at the centre of university programs since at least the 1960s... [Martin's] principal argument is that a survey of such data shows English Canadian universities constructing a kind of 'sanctioned ignorance' of Québécois literature..." -- Neta Gordon * Canadian Literature *

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Book SynopsisDecolonizing the History Curriculum in Malaysia and Singapore is a unique study in the history of education because it examines decolonization in terms of how it changed the subject of history in the school curriculum of two colonized countries Malaysia and Singapore. Blackburn and Wu's book analyzes the transition of the subject of history from colonial education to postcolonial education, from the history syllabus upholding the colonial order to the period after independence when the history syllabus became a tool for nation-building. Malaysia and Singapore are excellent case studies of this process because they once shared a common imperial curriculum in the English language schools that was gradually decolonized' to form the basis of the early history syllabuses of the new nation-states (they were briefly one nation-state in the early to mid-1960s). The colonial English language history syllabus was decolonized' into a national curriculum that was translated for the ChTable of ContentsIntroduction1. History in the Imperial Curriculum of Malaya and Singapore (1899-1930s)2. Teaching History and Imperial Citizenship in the 1930s3. The Beginnings of the ‘Decolonization’ of Colonial Education (1942-1952)4. Creating an ‘Asia-Centric’ History Syllabus for a Malayan Nation (1952-1959)5. Tensions over a Common National History in the Early Postcolonial State (1959-1965)6. The Formation of a ‘Malaysian-Centric’ History Syllabus7. Separation and a ‘Singapore-Centric’ History SyllabusConclusionAppendicesBibliographyIndex

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Book SynopsisThis singular new textbook is both an introduction to the major theories of second language acquisition and a practical proposal for their application to language learning courses. It explains and evaluates these theories, and focuses on recent research that has enriched thinking about the best ways to facilitate communicative effectiveness in an L2. It then suggests practical applications regarding language planning, curriculum development, pedagogy, materials development, teacher development, and assessment, establishing a tangible connection between theory and practice. Unlike many SLA books which are narrowly focused on the acquisition of language, it explores the roles of factors such as pragmatics, para-linguistic signals, gesture, semiotics, multi-modality, embodied language, and brain activity in L2 communication. SLA Applied connects research-based theories to the authors'' and students'' real-life experiences in the classroom, and stimulates reflection and creativity throughTrade Review'In a refreshingly innovative look at what actually leads to communicative effectiveness in L2, Tomlinson and Masuhara connect research with practical guidance for teachers and learners of language. This highly accessible textbook should be of keen interest both to researchers, teacher educators, teachers, and writers of curricular materials. The reader is challenged by thought-provoking questions and tasks throughout the book.' Andrew D. Cohen, University of Minnesota'Written in a comprehensive, inclusive and authoritative style, this book provides in-depth coverage of some of the major theories informing SLA research. However, it does so much more than simply cover the theoretical ground. It offers teaching practitioners an informed and insightful means to convert theory into practical application in their own context. It's a volume that every teacher who wishes to be professionally aware will want to have on his or her bookshelf.' Anne Burns, University of New South Wales'The sub-title of the latest book from Brian Tomlinson and Hitomi Masuhara, 'Connecting Theory and Practice' is entirely appropriate. Both authors have collaborated before on several publications aiming to show the mutual interplay of SLA theory and practice, and this volume is another very successful outcome. It presents a comprehensive but accessible overview of the latest SLA research together with a balanced set of relevant pedagogic applications, with many ideas drawn from the authors' own wide experience. It should be on the bookshelf of all second language teachers, trainers, and curriculum specialists as a valuable reference resource.' Chris Kennedy, University of Birmingham'The divide of decades that existed between SLA and the classroom has finally experienced effective bridging! A thought-provoking reference that will especially help undergraduates grasp early in their education, the connections between SLA theory and practice.' Jayakaran Mukundan, Universiti Putra Malaysia'Tomlinson and Masuhara masterfully present SLA theory and showcase its pedagogical applications in this new book. Written in an engaging and approachable style, with abundant real-world examples and up-to-date evidence on how second languages are processed and acquired, this book is sure to meet the needs of both researchers and teachers.' Stephen Fafulas, University of Mississippi'Establishing a lucid connection between theory and practical application is no small task. In this book, Tomlinson and Masuhara succeed in bridging this important gap, illustrating the relevance of SLA theory in the classroom setting. This book is an especially helpful guide to educators seeking to engage more with SLA theory. A valuable contribution to the field.' Michael T. PutnamTable of ContentsPreface; Introduction; 1. Input; 2. Intake Part One – Theory; 3. Intake Part Two – The Application of Theory to Learning; 4. Further Processing, Acquisition and Development; 5. Recognition, Recall, Rehearsal and Retrieval; 6. Comprehension of the L2; 7. Production and Monitoring of the L2; 8. Auto-Input; 9. Some Salient Issues in SLA Research; Summary; References; Index.

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Book SynopsisCorrective feedback is a vital pedagogical tool in language learning. This is the first volume to provide an in-depth analysis and discussion of the role of corrective feedback in second and foreign language learning and teaching. Written by leading scholars, it assembles cutting-edge research and state-of-the-art articles that address recent developments in core areas of corrective feedback including oral, written, computer-mediated, nonverbal, and peer feedback. The chapters are a combination of both theme-based and original empirical studies carried out in diverse second and foreign language contexts. Each chapter provides a concise review of its own topic, discusses theoretical and empirical issues not adequately addressed before, and identifies their implications for classroom instruction and future research. It will be an essential resource for all those interested in the role of corrective feedback in second and foreign language learning and how they can be used to enhance classTable of ContentsIntroduction. Corrective feedback in second language teaching and learning Hossein Nassaji and Eva Kartchava; Part I. Theoretical Perspectives on Corrective Feedback: 1. Corrective feedback from behaviorist and innatist perspectives ZhaoHong Han; 2. Interactionist approach to corrective feedback in second language acquisition Rebekha Abbuhl; 3. Cognitive theoretical perspectives of corrective feedback Ronald Leow and Meagan Driver; 4. Corrective feedback from a sociocultural perspective Hossein Nassaji; Part II. Methodological Approaches in the Study of Corrective Feedback: 5. Tools to measure the effectiveness of feedback Alison Mackey, Lara Bryfonski, Özgür Parlak, Ashleigh Pipes, Ayşenur Sağdıç and Bo-Ram Suh; 6. Laboratory-based oral corrective feedback Shawn Loewen and Susan M. Gass; 7. Classroom-based research in corrective feedback Antonella Valeo; 8. Meta-analysis and research synthesis Daniel Brown; Part III. Different Delivery Modes of Corrective Feedback: 9. Oral corrective feedback Rhonda Oliver and Rebecca Adams; 10. Written corrective feedback John Bitchener; 11. Technology-mediated corrective feedback Trude Heift, Phuong Nguyen and Volker Hegelheimer; 12. Gestures, corrective feedback, and second language development Kimi Nakatsukasa; Part IV. Feedback Provider, Feedback Focus, and Feedback Timing: 13. Peer feedback in second language oral interaction Noriko Iwashita and Phung Dao; 14. Focused versus unfocused corrective feedback Catherine van Beuningen; 15. Corrective feedback timing and second language grammatical development: research, theory, and practice Paul Gregory Quinn; 16. Explicit versus implicit oral corrective feedback Rod Ellis; Part V. Corrective Feedback and Language Skills: 17. Corrective feedback and the development of second language grammar Helen Basturkmen and Mengxia Fu; 18. Corrective feedback and the development of second language vocabulary Nobuhiro Kamiya and Tatsuya Nakata; 19. Effects of corrective feedback on second language pronunciation development Kazuya Saito; 20. Corrective feedback in instructional pragmatics Kathleen Bardovi-Harlig and Yucel Yilmaz; 21. Alphabetic print literacy level and the noticing of oral corrective feedback in SLA Elaine Tarone; Part VI. Contexts of Corrective Feedback and their Effects: 22. Corrective feedback in second versus foreign language contexts Maria de Pilar Garcia Mayo and Ruth Milla; 23. Corrective feedback in computer-mediated versus face-to-face environments Luis Cerezo; 24. Corrective feedback in mobile technology-mediated contexts Eva Kartchava and Hossein Nassaji; 25. Corrective feedback in content-based contexts Susan Ballinger; Part VII. Learners' and Teachers' Feedback Perspectives and Preferences: 26. Teacher and student beliefs and perspectives towards corrective feedback YouJin Kim and Tamanna Mostafa; 27. Written corrective feedback and learners' objects, beliefs and emotions Neomy Storch; 28. The role of training in feedback provision and effectiveness Eva Kartchava; 29. Perceptions and noticing of corrective feedback Reiko Yoshida; Part VIII. Individual Differences, Tasks, and Other Language and Learner-Related Factors: 30. Age and corrective feedback Alyssa Vuono and Shaofeng Li; 31. Gender effects Rebecca Adams and Lauren Ross-Feldman; 32. Feedback, aptitude, and multilingualism Beatriz Lado and Cristina Sanz; 33. Corrective feedback and affect Jaemyung Goo and Takaaki Takeuchi; 34. Corrective feedback, developmental readiness and language proficiency Miroslaw Pawlak; 35. Corrective feedback and grammatical complexity: a research synthesis Gisela Granena and Yucel Yilmaz; 36. The role of task in the efficacy of corrective feedback Pauline Foster and Martyn McGettigan.

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Book SynopsisCharlotte Huck's Children's Literature: A Brief Guide, provides essential information for designing pre-K to 8 literature programs to capture students'' attention and foster a lifelong love of reading. Expertly designed in a vibrant, full-color format, this streamlined text has a strong emphasis on researching, evaluating, and implementing quality books in the classroom, the critical skills needed to search for and select literature. The guide gives readers the tools they need to evaluate books, create curriculum, and share the love of literature. Table of ContentsPART ONE LEARNING ABOUT CHILDREN AND LITERATURECHAPTER 1 Knowing Children’s Literature CHAPTER 2 Reading Responses at Different Ages PART TWO EXPLORING GENRES AND FORMATS IN CHILDREN’S BOOKS CHAPTER 3 PicturebooksCHAPTER 4 Graphica CHAPTER 5 Traditional Literature CHAPTER 6 Speculative Fiction CHAPTER 7 Contemporary Realistic FictionCHAPTER 8 Historical FictionCHAPTER 9 NonfictionCHAPTER 10 Biography CHAPTER 11 PoetryPART THREE EXPERIENCING LITERATURE CHAPTER 12 Extending Experiences with Literature APPENDIXESAPPENDIX A Children’s Book AwardsAPPENDIX B Book ListsAPPENDIX C Recommended Read Alouds INDEXES

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Book SynopsisCompletely up to date with the 2014 edition of the National Electrical Code, RESIDENTIAL CONSTRUCTION ACADEMY: HOUSE WIRING, 4e delivers the latest and best practices in residential electrical wiring. This vividly illustrated, full-color text is based on the HBI National Skill Standards that cover the skill sets necessary to achieve a first job in construction or as an electrician. The text provides thorough coverage of "green" topics, sustainable building practices, alternative energy systems, and much more. "From Experience" sections address common residential wiring practices and scenarios, while "Caution" boxes emphasize the ongoing importance of safety. In addition to a hands-on student workbook/lab manual, the text also points the reader to an all-new 3D immersive simulation performance game' to help learners prepare for real-world practice.Table of Contents1. Residential Workplace Safety. 2. Hardware and Materials Used in Residential Wiring. 3. Tools Used in Residential Wiring. 4. Test and Measurement Instruments Used in Residential Wiring. 5. Understanding Residential Building Plans. 6. Determining Branch Circuit, Feeder Circuit, and Service Entrance Requirements. 7. Introduction to Residential Service Entrances. 8. Service Entrance Equipment and Installation. 9. General Requirements for Rough-In Wiring. 10. Electrical Box Installation 11. Cable Installation. 12. Raceway Installation. 13. Switching Circuit Installation. 14. Branch-Circuit Installation. 15. Special Residential Wiring Situations. 16. Video, Voice and Data Wiring Installation. 17. Lighting Fixture Installation. 18. Device Installation. 19. Service Panel Trim-Out. 20. Checking Out and Troubleshooting Electrical Wiring Systems. 21. Green Wiring Practices. 22. Alternative Energy System Installation.

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Book SynopsisSkills-focused resources to support the study of Cambridge International AS and A Level Psychology (9990) for first examination in 2018.Table of ContentsHow to use this book; Themes and issues in psychology; 1. Research methods; 2. Biological psychology; 3. Cognitive psychology; 4. Psychology and learning; 5. Social psychology; Themes and issues in psychology; 6. Psychology and abnormality; 7. Psychology of consumer behaviour; 8. Psychology and health; 9. Psychology and organisations; Answers to self-assessment questions; Glossary; Index

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Book Synopsis'Beautifully written, Hidden Lessons is both a heart-rending account of the challenges in our education system, and a heart-warming celebration of teachers and students who have triumphed through adversity. The pride Mehreen has for her community and the lives she has touched is palpable.' - DAVID LAMMY~~~~~~~~~~~~You're in at 7am, there until 7pm and marking into the late hours. You've got one student who's a full time carer, another who's pregnant, and a third who's just joined a gang. You haven't got enough textbooks to go around, and one of the parents just called you an 'extremist'. You've just gone through a devastating heartbreak and you have to teach Romeo and Juliet to 30 hormonal 14 year olds.Welcome to life as a teacher.This is a world that all of us know, but most of us have completely forgotten. It's a world where you're working 50 hour weeks, but you're still just a part-time teacher because the rest of the time you're a security guard, a nurse, a counsellor, or a friend. It's also a world where you spend all day with some of the most interesting people you know. And even when the lesson plan has been abandoned, you're still learning.Mehreen started teaching at 21, and by the time she left 10 years later she'd learnt a bit about teenagers and a lot about life. This is her story.Baig's book reminds us that teachers are not just at the frontline of education, but they are also at the frontline of social mobility and racial justice. In a narrative that has you in tears at times, and at other times has you punching the air in triumph, Baig reveals the disastrous consequences of this nation not valuing teachers enough. A wake-call. - Sathnam SangheraMehreen writes with energy and enthusiasm about the highs and lows she experienced in her five years of teaching in an inner London high school. In Hidden Lessons Mehreen's passion and dedication for teaching some of the most underprivileged youth of today is palpable. - Jeremy CorbynFull of insight, wit, wisdom and warmth. A fascinating guide to what teaching is really like. - Katy BrandThis book is hilarious, frank and so much fun. Makes me feel very guilty about all my teachers though... - Grace CampbellDeep, dark, hilarious and full of heart. - Greg RutherfordHilarious, heart-warming and utterly compelling, Hidden Lessons lets us in on the joy and heartache that all teachers know. - Carlisle LivingTrade ReviewA really lovely book -- Adam KayBeautifully written, Hidden Lessons is both a heart-rending account of the challenges in our education system, and a heart-warming celebration of teachers and students who have triumphed through adversity. The pride Mehreen has for her community and the lives she has touched is palpable. -- David Lammy

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Book SynopsisLiteracy is defined as the ability to read and write. One would expect that as the world enters the 21st century of the Third Millennium, we wouldn''t even need to discuss such a topic. But alas, that is not the case. Even in the United States, the only so-called superpower left standing at the moment, the rate of illiteracy is astonishing. Some cynics say that there is no cause for alarm since the rich elite class needs millions of workers for low-paid jobs and the less educated the better. Others say that the lack of literacy is the fault of the schools and that if we double the pay of the teachers, they will somehow suddenly be interested in teaching. Still others say that with television and VCRs everywhere, who needs to read and write anyway. In this book we have collected citations, sorted and indexed them in a way which we hope will be useful for those seeking further information on this topic. At the beginning, we offer excerpts from some of the fundamental reports summarising the dismal situation.

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Book SynopsisSuccess assured -- for every show YOLI direct or produce! Written from 37 years of drama teaching experience, this book provides detailed, step-by-step information, examples and suggestions about how to direct a school drama program without mistakes, trouble or delay. The nineteen chapters cover everything: play selection, tryouts, rehearsals, costuming, props, lighting, publicity and final performance. To further clarify each step, examples are provided with illustrations, photos and proven ideas. Reproducible handouts and forms are also included together with a list of many additional resources. Whether you are a seasoned drama director or a beginner, you will find this book to be an invaluable aid. It will banish your stress and guarantee your success!

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Book SynopsisA handbook of detailed step-by-step information, examples, and suggestions for directing a school theatre program.

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Book SynopsisFame. Why do authors seek it? How does one acquire it? What are the consequences of attaining it? Gabriel Zaid examines the methods and motivations, from ancient times to the present day. He shines a critical, yet humorous, light on today''s literary world, whose denizens find it "more interesting to talk about writers than to read them," and he takes a serious look at the desire for fame and the disillusionment and objectification that can accompany it. Along the way, Zaid pokes fun at literary and scholarly traditions, including the unwritten rules of quoting other authors, the ascendancy of the footnote, and the practice of publishing "foolishly complete works".

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Book SynopsisHelaine Smith engages her students, grammar school through twelfth grade -- and any avid reader -- in the questions that great literature evokes. Included are chapters on Homer and Genesis; plays by Sophocles, Shakespeare, and Beckett; poems by Jonson, Donne, Coleridge, Browning, Hopkins, Yeats, Bishop, Hecht, Dove, and Lowell; essays by Baldwin, Lamb, and White; and fiction by Flannery O''Connor, Dickens, Joyce, Poe, Tolstoy, Mann, and Kafka. Whether Helaine Smith is talking to young or older students, she shows how any devoted reader can uncover all sorts of subtle beauty and meaning by reading closely and by assuming that virtually every word and phrase of a great text is deliberate. The question-and-answer form of these jargon-free dialogues creates the feeling of a vibrant classroom where learning and delight are the watchwords.

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Book SynopsisThe field of health education is of prime importance in a rapidly changing world where computers and the internet make the possibilities almost limitless. The areas of dynamic impact include education and training of health professionals, patients, medical and other institutions of other higher learning, families of ill people, and the public at large. This book presents new and important issues in this field.

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Book SynopsisThis book has been designed to provide a conduit for the pre-service and beginning teacher of science to access contemporary educational research. The chapters offer researched forms of classroom practices that are also easy to transfer into classrooms. The teaching of chemistry, biology, astronomy and physics, and Primary Science teaching, are discussed with a focus on new technology tools, as well as important topics for the new teacher of science. This includes providing different types of feedback; the value of developing a supportive network of colleagues; planning for science teaching effectively; the types and contribution of models in science teaching and how they contribute to thinking, great ways to utilise demonstrations; and challenging the learners'' alternative conceptions. New technologies are pervasive in many chapters, and are used to enrich and deepen the learning experiences possible for learners.

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Book SynopsisMusic teachers know their students don’t just learn to play music; they are also exposed to universal life skills along the way. But that’s just part of the story. Currently, most students are largely left to learn these universal skills—like problem-solving, patience, focus, collaboration, critical thinking, creativity, and communication—on their own and often not very effectively. The Transposed Musician not only empowers students to better confront the challenges of the twenty-first century, they will also significantly improve musicianship—a double benefit. Author Dylan Savage spent two decades refining his approach to teaching universal skills through music, and he shares them in this book. Each of the eight chapters of The Transposed Musician focuses on a specific universal skill and shows how students can apply that skill to music. He then shows how teachers can guide those students to “transpose” that skill to life and back again to music with far deeper understanding and musicianship. With practical examples and clear writing, this book is for music educators wishing to help their students become both better musicians and also better-equipped citizens of the world. Students truly become “transposed musicians” for life and for music.

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Book SynopsisIn these essays, 24 of our most celebrated professors of philosophy address the problem of how to teach philosophy today: how to make philosophy interesting and relevant; how to bring classic texts to life; how to serve all students; and how to align philosophy with more "practical" pursuits. Selected and introduced by three leaders in the world of philosophical education, the insights contained in this inspiring collection illuminate the challenges and possibilities of teaching the academy’s oldest discipline.Trade Review"Every philosopher who is a teacher (and even those who are not) ought to own or at least read a copy of this book. The joys and sorrows, obstacles and over-comings, as expressed in the 24 stories are, I wager, experiences that all teachers have had and will continue to experience. To hear such stories expressed by others is a breath of fresh air." —Jason Costanzo, Missouri Western State University, in Philosophy in Review"This fabulous collection features two dozen thought-provoking, instructive, and inspiring essays about the vocation and aims of teaching philosophy, written by a diverse group of award-winning professors. Philosophy instructors do well to reflect often on their pedagogy; this volume provides access to the reflections of successful colleagues. Anyone who teaches philosophy will benefit from reading this marvelous book." —Robert B. Talisse, W. Alton Jones Professor of Philosophy, Vanderbilt University"These varied essays insightfully portray the struggles and occasional triumphs of teaching philosophy, from the large lecture hall to the seminar room, and offer a wealth of strategies, techniques, and practices that promise to enhance philosophy teaching at all levels. By turns inspiring, humbling, depressing, instructive, engaging, insightful, honest, deeply personal, and moving, every philosophy teacher will find something of value here." —Harvey Siegel, University of Miami"You will meet in these essays smart, experienced, reflective, and funny teachers. You will encounter a variety of creative perspectives on what people do in the classroom, covering everything from the 60,000 feet view about what the goals of a teacher are, to the micro quotidian ideas about assignments. There are accounts of great successes (and many an assignment you will want to try out for yourself), and a few rueful tales of (spectacular!) failures and how they shaped the next day, or week, or course. "One wonderful and distinctive thing about the volume is the deep mark of the personal on most of these pieces. These teachers struggle and stumble! They are sometimes filled with anxiety! But the love of what they do, and the constant careful attention to what works and what does not work propels them, and us, forward." —Katheryn Doran, Hamilton College"As a teacher for over two decades, I found Philosophers in the Classroom utterly absorbing, enlivening the teaching of philosophy by the insightful, inspiring, and entirely feasible practices employed by these master teachers." —Sally Scholz, Villanova UniversityTable of ContentsContents: Preface, by Steven M. Cahn Introduction, by Alexandra Bradner and Andrew Mills I. Teaching Philosophy: A Prologue 1. “What is Philosophy? What is Education?,” by Seung-Kee Lee 2. “Free to Think,” by Andrea Tschemplik II. Teaching the Students 3. “Competing Visions,” by Maureen Eckert 4. “Learning to Teach,” by David Concepción 5. “Meeting Students Where They Are,” Paul Hurley 6. “Introducing Philosophy in a Large Classroom,” by Marie-Eve Morin 7. “Teaching Value Theory to the Disenfranchised,” by James Rocha 8. “Imagine Yourself in the Bird: Teaching Philosophy at the United States Military Academy,” by Courtney Morris III. Teaching the Course 9. “Critical Thinking and Empowerment,” by Mark Piper 10. “Getting It Right: Forty Years of Intro to Philosophy,” by Stephen Daniel 11. “On Teaching ‘Happiness and the Meaning of Life,” by Christine Vitrano 12. “Learning not to Teach,” by Paul Woodruff 13. “Moments of Grace,” by Anthony Weston IV. Teaching Beyond the Course 14. “Of Games and Confrontations,” by David C.K. Curry 15. “Is the Unexamined Life Worth Living?,” by David Palmer 16. “Teaching for Our Good,” by Bob Fischer 17. “A Slow Apprenticeship with the Real,” by John Whitmire 18. “Teaching Ethics, Happiness, & The Good Life: An Upbuilding Discourse in the Spirits of Søren Kierkegaard and John Dewey,” by Alex Stehn V. Teaching the Teacher 19. “Teaching Philosophy to First Generation Students,” by Bertha Manninen 20. “Critical Thinking Can Save Your Life,” by Betsy Jelinek 21. “This is Teaching,” by Jane Drexler 22. “Teaching as a Humanism,” by Russell Marcus 23. “When Our Students Die,” by Nick Smith 24. “A Teaching Life,” by Martin Benjamin

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Book SynopsisIn these essays, 24 of our most celebrated professors of philosophy address the problem of how to teach philosophy today: how to make philosophy interesting and relevant; how to bring classic texts to life; how to serve all students; and how to align philosophy with more "practical" pursuits. Selected and introduced by three leaders in the world of philosophical education, the insights contained in this inspiring collection illuminate the challenges and possibilities of teaching the academy’s oldest discipline.Table of ContentsContents: Preface, by Steven M. Cahn Introduction, by Alexandra Bradner and Andrew Mills I. Teaching Philosophy: A Prologue 1. “What is Philosophy? What is Education?,” by Seung-Kee Lee 2. “Free to Think,” by Andrea Tschemplik II. Teaching the Students 3. “Competing Visions,” by Maureen Eckert 4. “Learning to Teach,” by David Concepción 5. “Meeting Students Where They Are,” Paul Hurley 6. “Introducing Philosophy in a Large Classroom,” by Marie-Eve Morin 7. “Teaching Value Theory to the Disenfranchised,” by James Rocha 8. “Imagine Yourself in the Bird: Teaching Philosophy at the United States Military Academy,” by Courtney Morris III. Teaching the Course 9. “Critical Thinking and Empowerment,” by Mark Piper 10. “Getting It Right: Forty Years of Intro to Philosophy,” by Stephen Daniel 11. “On Teaching ‘Happiness and the Meaning of Life,” by Christine Vitrano 12. “Learning not to Teach,” by Paul Woodruff 13. “Moments of Grace,” by Anthony Weston IV. Teaching Beyond the Course 14. “Of Games and Confrontations,” by David C.K. Curry 15. “Is the Unexamined Life Worth Living?,” by David Palmer 16. “Teaching for Our Good,” by Bob Fischer 17. “A Slow Apprenticeship with the Real,” by John Whitmire 18. “Teaching Ethics, Happiness, & The Good Life: An Upbuilding Discourse in the Spirits of Søren Kierkegaard and John Dewey,” by Alex Stehn V. Teaching the Teacher 19. “Teaching Philosophy to First Generation Students,” by Bertha Manninen 20. “Critical Thinking Can Save Your Life,” by Betsy Jelinek 21. “This is Teaching,” by Jane Drexler 22. “Teaching as a Humanism,” by Russell Marcus 23. “When Our Students Die,” by Nick Smith 24. “A Teaching Life,” by Martin Benjamin

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Book SynopsisMany scientific studies confirm the positive effects of music education in prenatal and earliest phases of life on childrens'' holistic development. In this book, the authors'' examine how musical development and learning are established in the family environment and the effects of music on children''s development. Other chapters examine musical and non-musical learning as a reflection of the internationalization of China''s sociopolitical ideologies and the relative nationalism of its education system; the planning of musical objectives in the psychomotor domain; and a multicultural perspective of the "Orff-Schulwerk" music-movement approach, using it primarily as a possible means of expressing one''s own sensations and recognizing the sensations of others.

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Book SynopsisEvery child is born with creative potential. It is our job in early learning programs -- and later school years-to nurture that creativity and support resourceful problem-solving, imaginative thinking, and transference of skills and knowledge to new experiences. This book adds to the growing evidence about how arts participation helps young children develop strong social and emotional skills. This book highlights that the arts are an important contribution to childrens social-emotional development.

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