Teaching of a specific subject Books
Duke University Press Vision and Textuality
Book SynopsisTrade Review“Melville and Readings have done a superb job, not only in their choice of essays, but in their elaborate and highly ambitious introduction. It is the best assessment that I know of the current state of contemporary art history and criticism, the most subtle analysis of the theoretical alternatives open to contemporary and future work in these disciplines.”—Keith Moxey, Barnard College and Columbia UniversityTable of ContentsList of Illustrations ix Acknowledgments xiii Notes on Contributors xvi Part I 1. General Introduction / Stephen Melville and Bill Readings 3 Part II 2. Basic Concepts Of Art History / Stephen Melville 31 3. Beholding Art History: Vision, Place and Power / Griselda Pollock 38 4. Past Looking / Michael Ann Holly 67 5. A Discourse (With Shape of Reason Missing) / John Tagg 90 6. The Aesthetics of Post-History: A German Perspective / Irit Rogoff 115 Part III 7. How Oblivious is Art? Kitsch and the Semiotician / Bill Readings 143 8. Reading the Gaze: The Construction of Gender in 'Rembrandt' / Mieke Bal 147 9. Philostratus and the Imaginary Museum / Norman Bryson 174 10. Topic and Figures of Enunciation: Is it Myself that I Paint / Louis Marlin 195 11. Armour Fou / Hal Foster 215 Part IV 12. The Pen and the Eye: The Politics of the Gazing Body / Francoise Lucbert 251 13. Impersonal Violence: The Penetrating Gaze and the Field of Narration in Caleb Williams / John Bender 256 14. The Visibility of Visuality: Vauxhall Gardens and the Sitting of the Viewer / Peter de Bolla 282 15. B/G / Thomas Crow 296 Part V 16. Vision Procured / Bennet Schaber 317 17. In the Master's Bedroom / Rosalind Krauss 326 18. Photo-unrealism: The Contribution of the Camera to the Crisis of Ocularcentrism / Martin Jay 344 19. Chance Encounters: Flaneur and Detraquee in Breton's Nadja / Victor Burgin 361 Index 373
£21.59
University of Pittsburgh Press Composition In The University
Book SynopsisComposition in the University examines the required introductory course in composition within American colleges and universities.
£42.63
University of Hawai'i Press Essential Hindi Grammar With Examples from Modern
Book SynopsisThis is a comprehensive grammar of Modern Standard Hindi, the primary language spoken by more than 420 million people in India. Because each grammatical topic is thoroughly illustrated with basic examples and more complex ones from modern Hindi short stories, it can be used as a reference and supplementary grammar to any textbook from beginning to advanced levels.
£56.25
Edward Elgar Publishing Ltd Teaching Innovations in Economics Strategies and
Book SynopsisTeaching Innovations in Economics presents findings from the Teaching Innovations Program (TIP) funded by the National Science Foundation.Table of ContentsContents: Foreword John J. Siegfried Preface 1. Developing Teacher Expertise for Economists through a Workshop Experience Michael K. Salemi 2. Online Faculty Instruction to Improve Interactive Teaching of Economics Mark Maier and Tisha L.N. Emerson 3. Advancing the Scholarship of Teaching and Learning in Economics KimMarie McGoldrick 4. Making Cooperative Learning Effective for Economics KimMarie McGoldrick, Robert Rebelein, Jennifer K. Rhoads and Sue Stockly 5. Conducting Experiments in the Economics Classroom Denise Hazlett, Kathy A. Paulson Gjerde, José J. Vazquez-Cognet and Judith A. Smrha 6. Classroom Discussion Michael K. Salemi, Kirsten Madden, Roisin O’Sullivan and Prathibha Joshi 7. Formative Assessment in Economics Courses William B. Walstad, Michael Curme, Katherine Silz Carson and Indradeep Ghosh 8. Context-rich Problems in Economics Mark Maier, Joann Bangs, Niels-Hugo Blunch and Brian Peterson 9. Case Use in Economics Instruction Patrick Conway, Derek Stimel, Ann E. Davis and Monica Hartmann 10. Interactive Large Enrollment Economics Courses Gail Hoyt, Mary Kassis, David Vera and Jennifer Imazeki 11. Findings from a Teaching Innovation Program for Economics Faculty William B. Walstad Index
£33.95
MP-MLA Modern Lanuage Assoc Teaching Oral Traditions
Book SynopsisResearch is beginning to unearth the astounding wealth of oral traditions that have served as a vital cultural activity and verbal art for peoples throughout the world, from antiquity to the present. In this thirteenth volume of the MLA series Options for Teaching, forty-two scholar-teachers bring these discoveries and rediscoveries from the scholarly forum to the classroom.
£31.30
MP-MLA Modern Lanuage Assoc Teaching North American Environmental Literature
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£31.30
MP-MLA Modern Lanuage Assoc Teaching Representations of the Spanish Civil War
Book Synopsis
£31.30
John Wiley & Sons Inc HandsOn Algebra
Book SynopsisLay a solid foundation of algebra proficiency with over 155 hands-on games and activities. To complement the natural process of learning, each activity builds on the previous one-- from concrete to pictorial to abstract. Dr. Thompson''s unique three-step approach encourages students to first recognize patterns; then use diagrams, tables, and graphs to illustrate algebraic concepts; and finally, apply what they''ve learned through cooperative games, puzzles, problems, and activities using a graphic calculator and computer. You''ll find each activity has complete teacher directions, lists of materials needed, and helpful examples for discussion, homework, and quizzes. Most activities include time-saving reproducible worksheets for use with individual students, small groups, or the entire class. This ready-to-use resource contains materials sufficient for a two-semester course in Algebra I and can be adapted for advanced students as well as students with dyslexia.Table of ContentsAbout This Book. Real Numbers, Their Operations, and Their Properties. Linear Forms. Linear Applications and Graphing. Quadratic Concepts. Special Applications. Appendix: Tile Patterns.
£22.49
MP-AMM American Mathematical Mathematics for Secondary School Teachers
Book SynopsisDiscusses topics of central importance in the secondary school mathematics curriculum, including functions, polynomials, trigonometry, exponential and logarithmic functions, number and operation, and measurement. This volume is primarily intended as the text for a bridge or capstone course for pre-service secondary school mathematics teachers.Trade ReviewAs the authors state early on, this book is intended in part as a response to the 2001 report from the Conference Board of the Mathematical Sciences on the mathematical education of future teachers. There is a very definite need for books like this one. While courses and textbooks on mathematics for elementary teachers are common across America, few schools offer a course for which this book would be a good fit, and that's probably regrettable. There is a good argument to be made for offering prospective secondary teachers the same kind of course—in which they consider the math they expect to teach from an advanced perspective and with some attention to how to teach it—that we routinely require of prospective elementary teachers. … the suggestion of the CBMS report that “Prospective mathematics teachers need mathematics courses that develop a deep understanding of the mathematics they will teach” will be well-realized by a course based on this textbook." - Mark Bollman, MAA ReviewsTable of Contents Preface To the Student To the Instructor 1. Functions 2. Lines in the Plane 3. Quadratic Polynomials 4. Trigonometry 5. Hyperbolic Trigonometry 6. Numbers 7. Operations in Number Systems 8. Topics in Number Systems 9. Exponentiation 10. Exponential and Logarithmic Functions: History, Computation, and Application 11. Transcendental Functions and Complex Numbers 12. Beyond Quadratics: Higher Degree Polynomials 13. Measurement Appendix A: Log Tables Index About the Authors
£58.50
MP-AMM American Mathematical Trigonometry A Clever Study Guide
Book SynopsisCovers the story of trigonometry. This is a swift overview, but it is complete in the context of the content discussed in beginning and advanced high-school courses. The purpose of these notes is to supplement and put into perspective the material of any course on the subject.Trade ReviewThe real unique feature of this book is the set of ten problem solving strategies that Tanton employs when he solved the featured problems. … Tanton references these strategies in his descriptions of solving the featured problems and manages to inject a bit of humor into the work. Trigonometry is a topic that is core to the understanding of basic mathematics and in this book Tanton emphasizes that even experienced mathematicians will look at problems and have an initial reaction of “What?” If you teach trig, there are many interesting and effective pedagogical techniques in this book as well as problems that you can use." - Charles Ashbacher"This clearly written, engaging book combines a summary of high school trigonometry and a guide to problem solving. The book offers teachers ideas about how to present some topics in an interesting way along with a collection of challenging problems involving trigonometry… If you are looking for an excellent collection of challenging problems that use trigonometry or for a well-written review of trigonometry, this book would be a good choice." - Mathematics Teacher"…This book collects the most meaningful results from trigonometry and, in addition to reviewing them for the reader, includes a robust collection of problems from previous contests, where their value to competitors can be easily demonstrated. While this is not a textbook, a nice added feature is the connections to Common Core state standards. It's good to see that contest mathematics need not be separate from day-to-day classroom mathematics, and that there's more to contest uses of trigonometry than just clever tricks…" - Mark Bollman, MAA ReviewsTable of Contents About these Study Guides This Guide and Mathematics Competitions On Competition Names On Competition Success This Guide and the Craft of Solving Problems This Guide and Mathematics Content: Trigonometry For Educators: This Guide and the Common Core State Standards Part I: Trigonometry 1. The Backbone Theorem: The Pythagorean Theorem 2. Some Surprisingly Helpful Background History 3. The Basics of "Circle-ometry" 4. Radian Measure 5. The Graphs of Sine and Cosine in Degrees 6. The Graphs of Sine and Cosine in Radians 7. Basic Trigonometric Identities 8. Sine and Cosine for Circles of Different Radii 9. A Paradigm Shift 10. The Basics of Trigonometry 11. The Tangent, Cotangent, Secant, and Cosecant Graphs 12. Inverse Trigonometric Functions 13. Addition and Subtraction Formulas; Double and Half Angle Formulas 14. The Law of Cosines 15. The Area of a Triangle 16. The Law of Sines 17. Heron's Formula for the Area of a Triangle 18. Fitting Trigonometric Functions to Periodic Data 19. (EXTRA) Polar Coordinates 20. (EXTRA) Polar Graphs Part II: Solutions Solutions Appendix: Ten Problem-Solving Strategies
£51.30
Getty Trust Publications Art Education and Human Development Occasional
Book Synopsis
£16.14
Getty Trust Publications Learning in and Through Art A Guide to
Book SynopsisA completely revised edition providing a practical, straightforward guide to the theory and practice of discipline-based art education, explaining how DBAE draws content from the disciplines of art-making, art criticism, art history and aesthetics.
£18.04
Dalhousie Architectural Press Free Lab DesignBuild Projects from the School of
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£25.19
New Village Press Arts for Change Teaching Outside the Frame
Book SynopsisTrade Review"Discussing art and its applications to countless issues, and how people have empowered themselves through it, Arts for Change is a look at arts, politics, and culture as a whole through modern America. Arts for Change is an intriguing read, especially recommended for those who transmit messages through their art." * Midwest Book Review *"This book offers an important glimpse into the personal development of one engaged artist/educator who seeks to keep growing through her dialogue with others, colleagues and students alike." -- Anusha Venkataraman * Community Arts Network *"Arts for Change is not just a book for teachers; it is a book that invites everyone to think about how the individual affects the collective." -- Andrea Avila * Canadian Art Teacher *"Naidus does an excellent job of drawing in all kinds of readers by weaving story and academic reflection together as opposing yet familiar textures. The overall effect is a powerful account in which theory develops through history, personal story, and the words of others, making Arts for Change an enlightening read." -- Kelly Campbell-Busby * Journal of Community Engagement and Scholarship *"Arts for Change is essential reading for artists, art teachers, educational administrators, and students of art. It brings to life a pedagogical practice, employed for years by a significant number of socially-engaged activist artists, known but to few outside this community." -- Nina Felshin, author * But Is It Art? The Spirit of Art as Activism *"Naidus argues passionately for a different kind of art, one that builds social muscle and can make a difference in the world. I predict this book will inspire exciting and innovative trends in both art and education and critical theory, tilting them more in the direction of interdisciplinary and socially engaged practices. And I agree with Naidus' core proposition that the times demand nothing less." -- Suzi Gablik, author, * The Re-Enchantment of Art and Conversations Before the End of Time *
£15.19
Edward Elgar Publishing Ltd Teaching Urban and Regional Planning
Book SynopsisTrade Review‘This is a well-written international engagement with pedagogical innovation and change in planning education. I agree with the authors that right now, spatial planning is crucial to planetary survival but that there are profound challenges to overcome. The book provides a range of case studies that will provide the planning educator, or any other reader, an opportunity to examine how context interfaces with pedagogical approaches, and ultimately to learn from them.’ -- -- Nancy Odendaal, University of Cape Town, South AfricaTable of ContentsContents: Foreword xv Daniel Galland 1 Introduction: transformational change in planning education pedagogy? 1 Andrea I. Frank and Artur da Rosa Pires PART I PEDAGOGICAL DEBATES 2 Education for 21st century urban and spatial planning: critical postmodern pedagogies 20 Terry Lamb and Goran Vodicka 3 Planning education and planning the university: a becoming-symbiosis 39 Ronald Barnett PART II TEACHING AND LEARNING IN, FOR AND WITH COMMUNITIES 4 Pedagogy built on working with communities: a first semester core course 57 Ayse Yonder, Mercedes Narciso and Juan Camilo Osorio 5 Planning with the community: engaged professional education in ethno-nationally contested city 74 Rachel Kallus 6 Challenges in education of participatory planning: collaborating with patients and physicians to plan mental health facilities 94 Elsa Vivant 7 Beyond the classroom: new skills through community– university outreach 108 Camila D’Ottaviano and João Farias Rovati 8 Collaborative and innovative participatory planning pedagogies: reflections from the Community Participation in Planning project 125 Gavan Rafferty, Grazia Concilio, José Carlos Mota, Fernando Nogueira, Emma Puerari and Louise O’Kane PART III DEVELOPING NEW CLASSROOM-BASED COMPETENCIES 9 Urban design studio as a critical learning space within the architecture curriculum: the evolving pedagogical approach to “PROJECTO 5” 142 Teresa Calix 10 Addressing the interplay of design-based disciplines and social sciences in urban development education 157 Lukas Gilliard, Nadia Alaily-Mattar and Alain Thierstein 11 Using theatre and performance for greater reflexivity in planning and design education 174 Marleen Buizer and Iulian Barba Lata 12 MIKROAKADEMIE: peer learning to enrich the curriculum and enhance participation and self-reflection 188 Andreas Brück and Angela Million PART IV FURTHER EDUCATION AND LIFE-LONG CAPACITY BUILDING 13 Online, but not isolated: addressing a key challenge of digital distance learning 204 Adam Sheppard 14 A problem-based and process-oriented curriculum in continuing education 221 Anita Grams 15 Professional training for social responsibility: fundamentals and practice of a residency programme in architecture and urbanism 236 Maria L. Refinetti Martins and Paula Custódio de Oliveira 16 A student workshop on tactical urbanism: one day to change the 100th year neighbourhood? 251 Duygu Cihanger Ribeiro 17 Conclusion: nurturing new learning landscapes and pedagogies 267 Artur da Rosa Pires and Andrea I. Frank Index 281
£30.35
Edward Elgar Publishing Ltd Games Simulations and Playful Learning in
Book SynopsisTrade Review‘This is a delightful book. Drawing on the contributors’ experiences and expertise, it addresses a wide range of topics relating to game-based learning in the modern business school. From the design and build of simulations through to the evaluation of experiential learning, every chapter offers real insight and a sense of what it is like for the educator to adopt these methods, warts and all! The practical advice and illustrations regarding the embedding of simulations and games in the curriculum is intensely valuable, not just to those experimenting with such techniques for the first time, but also for those who have been using such approaches for some time. The evaluations and reflections of the authors here provide a deep, personable and engaging insight into such techniques.’Table of ContentsContents: Preface by Caroline Elliott xi 1 Introduction on games, serious games, simulation and gamification 1 Panagiotis Petridis and Lauren Traczykowski 2 The use of games to teach corporate social responsibility and sustainability 14 Maria Kozlovskaya 3 Why so serious? The role of non-serious games in sparking educational curiosity: a reflection 23 David Yates 4 Creating a monster: developing a mobile digital game application for accounting courses 35 Matt Davies, David Yates, Martin Potts and Frances Rosairo 5 The use of in-class experiments to teach Behavioural Economics for Managers 57 Maria Kozlovskaya 6 A narrative-based game that can be used as an assessment tool in law teaching 67 Pieter Koornhof 7 Delivering games in a remote online teaching environment 78 Jon Guest and Matthew Olczak 8 How to develop assessments based around teaching simulations 88 Jason Evans and Clive Kerridge 9 Reflections on the value of simulations in developing employability skills in postgraduate business students 100 Jude Preston and Frances Rosairo 10 Business simulations to develop employability skills in Strategic Management students 113 Jason Evans and Clive Kerridge 11 Bringing accounting courses to life using simulation-based learning (SBL): the case of Accounting Bissim 126 Matt Davies, David Yates and Martin Potts 12 The value of simulations for mixed nationality/culture student cohorts 141 Clive Kerridge and Jason Evans 13 Ethical decision making in transnational business networks: making a case for the role-play teaching method 153 Bahar Ali Kazmi 14 The positive impact of simulations and games in the applied teaching and assessment on a Company Law module 163 Chris Umfreville 15 B(l)ending the truth: using fictional characters and worlds in law teaching 175 Kris Lines and Pieter Koornhof 16 Pursuing play in crisis management education 185 Lauren Traczykowski 17 Playful learning in accounting education 195 Ozlem Arikan 18 ‘Models’ of ethical behaviour 205 Lauren Traczykowski 19 ‘Quality lecturing is like a walk in the park’: making learning more tactile and fun through location-based strategies 216 Kris Lines 20 Jeux sans frontières? A critical angle on the use of games/ simulations and ‘play’ in higher education 226 David Yates and Ivo De Loo Index
£34.15
Edward Elgar Publishing Ltd Teaching Tourism
Book SynopsisTrade Review‘The crises threatening tourism’s future are causing reflective teachers to re-examine what they are teaching and why. This book synthesizes the knowledge and passion of 45 such educators from diverse origins and disciplines. It is truly a lighthouse in the storm. It sheds light by providing a strong philosophical framework for new approaches to developing tourism curricula focused on values and transformation. In addition to its strong axiological foundations, it contains a wealth of innovative activities and student engagement exercises to ensure its pedagogical relevance. Building on the work of Tourism Education Futures Initiative (TEFI), this book is an inspiration and a much-needed bridge to a new and transformed tourism world. I recommend it as required reading for all tourism educators!’ -- Pauline Sheldon, Professor Emerita, University of Hawaii, US‘Readers who regard education and learning as a transformative force will embrace this book. The editors and contributors are leading thinkers and educators, including early career and established academics. They have collaborated on chapters about a variety of topics, employing diverse pedagogical approaches to addressing the range of environmental, political and sociocultural issues that students will encounter as future leaders and members of society. Considering the need for inclusive, mindful approaches to reducing humanities’ environmental impacts, this collection is informed by principles that enable localised, values-based perspectives. Conversation starters and activities complement each chapter’s discussion and the end result provides thought-provoking inspiration for those who wish to refresh and revitalise their teaching of tourism studies.’ -- Anna Carr, University of Otago/ Te Whare Wananga o Otago, New Zealand‘This is a challenging book. It challenges us to think about what, why and how we teach. It does this by a deep inspection of axiology to understand the value(s) of tourism education. It challenges us to be creative in facilitating learning. It does this through its provocative questions and innovative student activities. And it challenges us to have a transformative effect on our students. It does this by engaging students with the pressing issues of tourism. The authors are to be commended for their practical scholarship, their collaborative approach to writing and for bringing clarity to complex issues. Highly recommended.’ -- John Tribe, York St. John University, UKTable of ContentsContents: Preface xxi Johan Edelheim, Marion Joppe and Joan Flaherty 1 Tourism didactics 1 Johan Edelheim; Marion Joppe; Joan Flaherty; Barkathunnisha Abu Bakar; Elin Bommenel; Richard Ek; Stuart Reid; Mette Simonsen Abildgaard; Karla A. Boluk; Joanne Paulette Gellatly; Jaume Guia; Emily Höckert; Tazim Jamal; Ece Kaya; Monika Lüthje; Miranda Peterson 2 Axiology, value and values 12 Johan Edelheim; Marion Joppe; Joan Flaherty; Emily Höckert; Karla A. Boluk; Jaume Guia; Miranda Peterson 3 Political values 21 Johan Edelheim; Marion Joppe; Joan Flaherty; Jaume Guia; Stefanie Benjamin; Maja Turnšek 4 Ecological values 31 Johan Edelheim; Marion Joppe; Joan Flaherty; Karla A. Boluk; Alexandra Coghlan; Tazim Jamal; Xavier Michel; Miranda Peterson; Bradley Rink; Sarah Ripper; Sudipta Kiran Sarkar; Chiaki Shimoyasuba; Maja Turnšek 5 Social values 40 Johan Edelheim; Marion Joppe; Joan Flaherty; Karla A. Boluk; Elin Bommenel; Helene Balslev Clausen; Richard Ek; Stephen Fairbrass; Maggie C. Miller; Nick Naumov, Brendan Paddison; Stuart Reid; Sudipta Kiran Sarkar; Chiaki Shimoyasuba 6 Cultural values 50 Johan Edelheim; Marion Joppe; Joan Flaherty; Emily Höckert; Monika Lüthje; Mette Simonsen Abildgaard; Linda Armano; Jonathon Day; Sisko Häikiö; Maria Huhmarniemi; Outi Kugapi; Nick Naumov; Carina Ren; Minna Väyrynen 7 Economic values 59 Johan Edelheim; Marion Joppe; Joan Flaherty; Deborah Edwards; Joanne Paulette Gellatly; Ece Kaya; Xavier Michel; Nick Naumov; Kathleen Rodenburg 8 Ethics 71 Marion Joppe; Johan Edelheim; Joan Flaherty; Xavier Michel; Kathleen Rodenburg 9 Stewardship 78 Marion Joppe; Johan Edelheim; Joan Flaherty; Karla A. Boluk; Alexandra Coghlan; Brynhild Granås; Tazim Jamal; Gunnar Thór Jóhannesson; Miranda Peterson; Outi Rantala; Bradley Rink; Sarah Ripper; Kaarina Tervo-Kankare 10 Mutuality 87 Marion Joppe; Johan Edelheim; Joan Flaherty; Mette Simonsen Abildgaard; Stefanie Benjamin; Blanca A. Camargo; Sisko Häikiö; Emily Höckert; Outi Kugapi; Tanja Lešnik Štuhec; Monika Lüthje; Carina Ren; Maja Turnšek; Minna Väyrynen 11 Knowledge 96 Marion Joppe; Johan Edelheim; Joan Flaherty; Barkathunnisha Abu Bakar; Karla A. Boluk; Elin Bommenel; Helene Balslev Clausen; Richard Ek; Brynhild Granås; Maria Huhmarniemi; Gunnar Thór Jóhannesson; Outi Kugapi; Maggie C. Miller; Giang Phi; Outi Rantala; Stuart Reid; Bradley Rink; Kaarina Tervo-Kankare 12 Professionalism 107 Marion Joppe; Johan Edelheim; Joan Flaherty; Elin Bommenel; Blanca A. Camargo; Helene Balslev Clausen; Émilie Crossley; Richard Ek; Outi Kugapi; Maggie C. Miller; Stuart Reid; Kathleen Rodenburg; Maja Turnšek 13 Activities 115 Activity 1: Meta-pedagogical meliorism 1 – didactics 115 Activity 2: Yes-and: how to create a brave space by incorporating improvisational theatre games 118 Activity 3: Tourism to promote political responsibility 122 Activity 4: Unintended consequences of policy implementation 124 Activity 5: Reflecting on sustainable behaviour 126 Activity 6: Climate action for a climate-friendly educational destination 129 Activity 7: Mobilising learners’ tourist memories towards a deeper, more authentic understanding and practice of tourism 133 Activity 8: Experiential learning in nature-based recreational settings 136 Activity 9: Iomante rituals – ecological and economic values meet cultural values 138 Activity 10: Meta-pedagogical meliorism 2 – social values 140 Activity 11: The value of the unintended in tourism education – Nepal 142 Activity 12: The Tourism Game 1 144 Activity 13: Film and tourism – constructing social realities 147 Activity 14: Values-based learning and storytelling 150 Activity 15: Experiential learning in gastronomy tourism 153 Activity 16: Access rights to the Commons 155 Activity 17: Enhancing culturally sensitive tourism in an online learning environment 157 Activity 18: Deep Cultural Interpretation Model – a tool to understand the tourists’ culture 159 Activity 19: Cultural awareness 163 Activity 20: Co-designing creative tourism activities for preserving and promoting local cultural traditions 165 Activity 21: Tourism and intangible heritage 167 Activity 22: The unfolding of SARS-CoV-2 169 Activity 23: Tourism resiliency post COVID-19 171 Activity 24: Authentic assessment – activating purposeful learning for a diverse student cohort 175 Activity 25: Tourism and World Heritage Sites 1 179 Activity 26: Tourism and World Heritage Sites 2 181 Activity 27: The dilemma of protecting workers in the face of entrepreneurship 182 Activity 28: The power of values to effect positive change 1 186 Activity 29: Industry ethics 187 Activity 30: Solving ethical dilemmas in the tourism industry 189 Activity 31: Introducing critical topics to transform our practice 192 Activity 32: Using systems thinking and the UN’s SDG framework as an opportunity for fostering critical dialogue 194 Activity 33: Calculating a carbon footprint 197 Activity 34: The limits to biocapacity 198 Activity 35: Stewardship – an in-field dialogue model 200 Activity 36: Promoting mutuality through service-learning – La Santa Catarina restaurant 202 Activity 37: Video project “Enjoy Lapland Safely” 206 Activity 38: Cooperation between students and the tourism industry to solve project challenges in sustainable rural destinations 209 Activity 39: Combating negative prejudice against young people 212 Activity 40: Tourism teaching and learning using spiritual pedagogy 216 Activity 41: Fostering critical thinking utilising Brookfield’s Critical Incident Questionnaire 218 Activity 42: Meta-pedagogical meliorism 3 – knowledge 220 Activity 43: Field trip findings presented through a photo essay 224 Activity 44: Design-based learning and design thinking for innovation education 226 Activity 45: Seeing tourism landscapes – teaching tourism at the confluence of theory and practice 228 Activity 46: The value of the unintended in tourism education – Mexican case 233 Activity 47: Professional practice review of learning 235 Activity 48: The power of values to effect positive change 2 238 Activity 49: Solving wicked world problems 240 Activity 50: Value-reflexive engagement and dialogue 241 Activity 51: Emotional labour and the future of automation 244 Activity 52: The TEFI Values Survey 247 Activity 53: The Tourism Game 2 253 References 268 index
£30.35
Edward Elgar Publishing Ltd Teaching Social Policy
Book SynopsisDrawing together international perspectives and disciplinary sub-fields of comparative and global social policy, this book provides an insightful guide for educators and academics embarking on or revisiting the design and teaching of classes, courses and programmes in and around social and public policy.Trade Review‘Boasting an excellent array of contributors, this refreshing and insightful guide supports instructors in reimagining and recontextualizing established debates, and asserting the racialised and patriarchal underpinnings of social policy. Whether you are thinking of developing a new course, unit or programme, or updating and revising established material, this text is a “must-read.” It is also relevant for all instructors seeking to move the empirical and analytical focus of their teaching beyond national boundaries, thereby increasing the relevance and appeal to a diverse student body.’ -- Patricia Kennett, School for Policy Studies, University of Bristol, UKTable of ContentsContents: Foreword xii Acknowledgements xiv 1 International, comparative and global perspectives in social policy teaching: introduction 1 Zoë Irving PART I EXPLORING THE SCOPE OF INTERNATIONAL, COMPARATIVE AND GLOBAL SOCIAL POLICY TEACHING 2 What counts as ‘social policy’ in comparative, international and global context? 13 Kevin Farnsworth 3 Teaching comparative and international social policy through the lenses of political economy 26 Niccolo Durazzi and Markus Ketola 4 Comparative theoretical and methodological approaches in social policy teaching 42 Ijin Hong 5 Bringing the world beyond welfare states back into social policy teaching 57 Ndangwa Noyoo 6 Teaching about global social policy 71 Noémi Lendvai-Bainton 7 Teaching about the role of ideas in social policy 85 Daniel Béland and Ronen Mandelkern 8 Race matters in teaching about international social policy and protection 98 Lata Narayanaswamy 9 Bringing gender into teaching social policy in international comparative and global context 115 Julia Lux PART II CONTEXT AND TOOLS IN TEACHING AND LEARNING INTERNATIONAL, COMPARATIVE AND GLOBAL SOCIAL POLICY 10 Adding the social to the public, and the international to the social: the study of social and public policy, old and new 130 Gaby Ramia 11 Teaching qualitative research in comparative social policy 145 Sirin Sung 12 Teaching international and comparative policy analysis 159 John Hudson 13 Asynchronous online learning and teaching: principles of programme design, teaching practice, and study support 172 Enrico Reuter 14 Designing a social policy curriculum for international, comparative and global learning 187 Zoë Irving 15 Useful sources in social and public policy teaching – an annotated collection of contributor choices 202 Edited by Zoë Irving Index
£100.00
Edward Elgar Publishing Ltd How To Master English as a Multilingual
Book SynopsisBased on years of experience teaching English to non-native speakers, this insightful How To guide describes not only the particular challenges that multilinguals face compared to native English speakers but also the unique benefits of working in multiple languages.Trade Review‘It's tough to imagine a person better suited to write this book than Shai Dothan. I'm really glad he has taken the time to share his impressively multilingual wisdom with the world.’ -- Patrick Barry, University of Michigan, USTable of ContentsContents: PART I AS YOU SOW … LAYING THE FOUNDATIONS FOR SUCCESS 1. Taming the tongue and producing bad poems 2. What to read before you begin 3. Learning habits for multilinguals 4. Work habits for writers 5. Tools to assist your writing 6. How to build your English vocabulary 7. Speaking, writing, and developing your inner ear 8. The conflation of spoken and written English 9. The music of English 10. Know thyself—how to correct repeating mistakes 11. Polyglot fatigue 12. How to deliver a lecture 13. How to prepare for a lecture in English 14. Grasp the soul of the English language 15. Why and how to read English poetry 16. Build your own literary canon 17. Study by heart 18. What to read to hone your skills 19. Focus 20. Start working. Now. PART II … SO SHALL YOU REAP: USING YOUR ADVANTAGES AS A MULTILINGUAL 21. Breaking the rules 22. Thinking in a non-English way 23. Why I like satellites 24. The switch 25. Think while you speak 26. Loan words and the perks of knowing etymologies 27. Publishing in multiple languages PART III USING YOUR ENGLISH LANGUAGE SKILLS: A GUIDE FOR STUDENTS AND SCHOLARS 28. How to excel in exams 29. If you cannot find a good idea, find ten bad ones 30. How to talk about your budding research 31. Do you have a hypothesis? 32. How to write an abstract 33. How to write a tentative table of contents 34. How to write an introduction 35. Descriptive sections and case studies 36. Theoretical sections 37. The conclusion 38. How to make a research time plan and stick to it 39. Write memos to yourself 40. How to divide your ideas in the thesis 41. How to edit your thesis 42. Your first interview in English Conclusion Index
£75.00
Edward Elgar Publishing Ltd How to Design and Develop a Business Research
Book SynopsisThrough a fascinating exploration of the advantages and pitfalls of business research methods, this essential book encourages the reader to make well-informed decisions in an often fast-paced environment. It sets out key rules and procedures to ultimately improve the accuracy and authenticity of research ventures.Trade Review‘In an era of rapid change and profound disruption, learning how to learn, learning how to ask the right questions, and then how to methodically answer them, is the single most valuable skill and one that has been overlooked for too long. This book is an invaluable manual for those wanting to stay with a complex question until it’s solved (rather than just living with it) and a great piece of advocacy for why remaining curious and teachable is good for business.’ -- Dr. Leda Glyptis, author of Bankers Like Us, 10x Banking, UKTable of ContentsContents: Preface 1. Introduction to How to Design and Develop a Business Research Project 2. Turtle template 3. The Head of the Turtle: research orientation and strategy 4. Body of knowledge 5. Leg 1: 5C framework 6. Leg 2: conceptual model 7. Leg 3: operationalization 8. Leg 4: research designs and methods 9. Tail: ethics and challenges 10. Data collection 11. Data analysis 12. Reporting and academic writing 13. Looking back to move forward Index
£95.00
Edward Elgar Publishing Ltd Teaching Marketing
Book SynopsisTrade Review‘Teaching Marketing is a valuable contribution to both curriculum development and the enhancement of teaching in marketing. The book is pertinent to the teaching of both advanced students and non-specialist groups. The chapters on the successful teaching of research methods and the use of simulations I find to be most insightful and helpful. Contributions from many highly respected and experienced marketing scholars make this something that all novice teachers of marketing should read, and which experienced teachers should review to refine their art. A valuable and timely contribution to marketing education.’ -- John Nicholson, University of Huddersfield, UK‘Whether you are new to teaching marketing or have more experience than you want to admit, Teaching Marketing has something for you. The authors bring you back to the historical development of some marketing sub-disciplines, including more recent developments such as social marketing and the triple bottom line, and ground marketing concepts in their academic context. New instructors can find inspiration and contemporary techniques that are more palatable to today’s students. A go-to reference manual to keep yourself motivated and your students engaged!’ -- Martine Spence, University of Ottawa, CanadaTable of ContentsContents: 1 Introduction to Teaching Marketing 1 Ross Brennan and Lynn Vos 2 Ethics and responsibility from the outset 21 Anita Peleg 3 Teaching marketing theory and critical thinking 55 Caroline Tynan and Teresa Heath 4 The marketing curriculum 75 Michael Harker and Andrew Paddison 5 Integrating learning with marketing simulations 102 Lynn Vos 6 Teaching consumer behaviour 131 Andrew Corcoran 7 Teaching marketing history 158 Ben Wooliscroft 8 Teaching business-to-business marketing 181 Ross Brennan 9 Why do students dislike research methods modules and what to do about it? 201 Barbara Czarnecka and Maria Rita Massaro 10 Teaching social marketing 223 Ariadne Beatrice Kapetanaki and Fiona Spotswood 11 Teaching international marketing 255 Jonathan Wilson 12 Teaching marketing science 285 Dag Bennett Index
£30.35
Edward Elgar Publishing Ltd Teaching Sports Economics and Using Sports to
Book SynopsisTable of ContentsContents: Introduction to Teaching Sports Economics and Using Sports to Teach Economics xi Victor A. Matheson and Aju J. Fenn PART I USING SPORTS TO TEACH ECONOMICS 1 Integrating sports into economics teaching 2 John J. Siegfried and Allen R. Sanderson 2 Using sports-related empirical research to teach critical reading skills in intermediate microeconomics 34 Peter von Allmen 3 Using ESPN 30 for 30 to teach economics – revisited 49 Abdullah Al-Bahrani and Darshak Patel 4 Uncovering bias: using sports to teach about the economics of discrimination 65 Jill S. Harris 5 Supervising sports economics research 79 Brad R. Humphreys and Jane E. Ruseski PART II TEACHING SPORTS ECONOMICS 6 Using guest speakers and day trips to teach sports economics 94 Aju J. Fenn 7 Sports and the law: using court cases to teach sports economics 103 Victor A. Matheson 8 Making sports economics inclusive: why you aren’t teaching sports economics well if women are not part of your story 128 David Berri 9 Incorporating media into the sports economics curriculum 165 Jadrian Wooten PART III CLASSROOM ACTIVITIES FOR SPORTS ECONOMICS – MOVING AWAY FROM CHALK AND TALK 10 The jigsaw reading 181 Victor A. Matheson 11 Starting point bias and final offer arbitration: a classroom experiment 188 Victor A. Matheson 12 Randomness and the hot hand fallacy 195 Joshua Congdon-Hohman and Victor A. Matheson 13 This class is a Kahoot! Using Kahoot! to test student knowledge in class 200 Jadrian Wooten 14 Arbitration in the classroom: a classroom experiment to model MLB’s salary arbitration 208 Amber Brown 15 Measuring productivity in Major League Baseball 226 Stacey Brook 16 Teaching marginal revenue product using Moneyball 235 Dustin White and Jadrian Wooten 17 Economical sports economics classroom activities 241 Rodney Fort Index
£34.15
Edward Elgar Publishing Ltd Handbook on Teaching and Learning for Sustainable
Book SynopsisTrade Review‘This is a Handbook that focuses on two key aspects of our daily lives: sustainability and education. They are presented in a way which develops a sense of internalisation and ownership as the ever-increasing links between the two aspects are fleshed out. The Handbook is well organised and utilises a diverse array of case studies from different regions and continents and a tapestry of different methodologies. This adds to the richness of the work, as it manages to engage the reader with a pragmatic approach to re-orient existing educational practices towards sustainability. The Handbook is a welcome addition to the growing literature on sustainability and education, and offers more than just a glimmer of hope that sustainability can be achieved through education - it offers an actual path.‘Table of ContentsContents: Preface xii Introduction to the Handbook on Teaching and Learning for Sustainable Development 1 Walter Leal Filho and Amanda Lange Salvia PART I TEACHING PRACTICES 1 International service-learning as a driver for sustainability competencies development 10 María Olga Bernaldo and Gonzalo Fernández-Sánchez 2 Information science and informational sustainability: a discipline in construction 29 Marli Dias de Souza Pinto and Genilson Geraldo 3 Insights into early childhood students’ interconnected learning in relation to education for sustainability through creative approaches and hermeneutics in higher education 41 Diane Boyd and Naomi McLeod 4 ‘Bad Plastics – Oceans Free of Plastic’: the role of education 62 Elisabete Linhares and Bento Cavadas 5 Sustainable higher education institutions: promoting a holistic approach 75 Usha Iyer-Raniga and Karishma Kashyap 6 Student-led sustainability actions at Latin American universities: a case study from Chile 93 Claudia Mac-lean, Isabella Villanueva and Jean Hug. 7 Understanding recycling behavior in the university: a case study from Southern Chile 109 Rodrigo Vargas-Gaete, Paula Guarda-Saavedra and Javiera Eskuche 8 Sustainability in Finnish craft education: United Nations Sustainable Development Goals of the 2030 Agenda as a frame for an overview 121 Niina Väänänen and Sinikka Pöllönen 9 Infusing education for sustainable development (ESD) into curricula: teacher educators’ experiences within the School of Education at The University of the West Indies, Jamaica 133 Carmel Roofe, Therese Ferguson, Carol Hordatt Gentles, Sharon Bramwell-Lalor, Loraine D. Cook, Aldrin E. Sweeney, Canute Thompson and Everton Cummings 10 Teaching leadership skills to sustainability professionals 152 R. Bruce Hull, David P. Robertson, and Michael Mortimer 11 Sustainability goals, mental health and violence: convergent dialogues in research and higher education 163 Sonia Regina da Cal Seixas and João Luiz de Moraes Hoeffel 12 The Sustainable Development Goals in the context of university extension projects: the Brazilian case of the Federal University of Rio de Janeiro (UFRJ) 179 Luan Santos, Victória Fernandes da Silva, Isabella Arlochi de Oliveira and Bruno Neves Amado 13 Teachers’ training as a way of increasing sustainable traditional livelihoods in the coastal region of Paraty, Brazil 196 Marina Alves Novaes e Cruz, Ana Claudia Campuzano Martinez, Cecilia Maria Marafelli, Katherine Cilae Benedict, Maria Inês Rocha de S., Leonardo Esteves de Freitas and Edmundo Gallo 14 Field notes: teaching sustainable business to environmental scientists 208 Diana Watts PART II INNOVATION AND NEW TECHNOLOGIES 15 Innovations in curriculum and pedagogy in education for sustainable development 219 Hock Lye Koh and Su Yean Teh 16 Digital storytelling as OER-enabled pedagogy: sustainable teaching in a digital world 238 Daniel Otto 17 Addressing the SDGs through an integrated model of collaborative education 252 Wendy Stubbs, Susie S.Y. Ho, Jessica K. Abbonizio, Stathi Paxinos and Joannette J. (Annette) Bos 18 Measuring transformative learning for sustainability in higher education: application of an augmented Learning Activities Survey 272 Elizabeth Sidiropoulos 19 The need to build the concept of environment within the framework of the Sustainable Development Goals 290 Rocío Jiménez-Fontana, Esther García-González and Antonio Navarrete 20 Interdisciplinary training for the transformation of teaching in the context of sustainability 306 Osvaldo Luiz Gonçalves Quelhas, Sergio Luiz Braga França, Marcelo Jasmim Meiriño, Gilson Brito Alves Lima, Luís Perez Zotes and Nicholas Van-Erven Ludolf 21 Extra-curricular activities as a way of teaching sustainability 323 Gert-Olof Boström, Katarina Winka and Katarzyna Wolanik Boström 22 Fostering empathy towards effective sustainability teaching: from the Food Sustainability Index educational toolkit to a new pedagogical model 335 Sonia Massari, Francesca Allievi and Francesca Recanati 23 Making economics relevant: incorporating sustainability 350 Madhavi Venkatesan 24 Towards sustainability as a frame of mind in higher education: thinking about sustainability rhizomatically 366 Dzintra Iliško 25 Implementing a green co-learning center to support sustainable campus development 376 Cahyono Agus, Nur Aini Iswati Hasanah, Aqmal Nur Jihad, Pita Asih Bekti Cahyanti, Muhammad Sulaiman, and Suratman 26 An exploration of interdisciplinary settings as intellectual spaces for sustainability in higher education 389 Rudi W. Pretorius 27 Stepping toward a sense of place: a choreography of natural and social science 406 Michael-Anne Noble, Hilary Leighton and Ann Dale 28 Preserving sustainability: activating the ecological university through collective food practice 418 Monica Dantas, Sherif Goubran and Nadra Wagdy 29 Taday’s agrofestive calendar – Ecuador: a methodology for creating a sustainability experience with a dialogue of knowledge approach 435 María Fernanda Acosta Altamirano, Verónica Gabriela Tacuri Albarracín and Erika Gabriela Araujo P.rez 30 Free online spaces for learning and awareness in the sustainability field: the Universidade da Coruña (Spain) project 445 María Alló, Carmen Gago-Cortés, Ángeles Longarela-Ares and Estefanía Mourelle 31 Sustainability in the workplace and the theory of planned behaviour: norms and identity predict environmentally friendly intentions 462 Dennis Nigbur, Ana Fernández, Sharon Coen, Anke Franz and Ian Hocking 32 Challenges in sustainability teaching 473 Walter Leal Filho Index
£46.50
Edward Elgar Publishing Ltd Teaching and Learning in Environmental Law
Book SynopsisTrade Review'Teaching and Learning in Environmental Law is a landmark contribution to environmental law scholarship as the first book to be devoted entirely to different teaching methodologies for environmental law. The editors and authors are leading names and recognized professors of environmental law. This book will quickly become an essential resource for environmental law scholars in all parts of the world and from all legal systems engaged in the teaching of environmental law.' -- Nilüfer Oral, Centre for International Law, National University of Singapore, Singapore and Member of the UN International Law Commission'This book represents a real breakthrough. It is the first to explore in depth how to overcome the daunting challenges of teaching environmental law. The field's rapid growth during the last half century has made it more important than ever, but also more difficult, to understand how law seeks to combat environmental problems. The book examines a rich variety of approaches to teaching environmental law through the experienced eyes of a multinational group of outstanding teachers and scholars. It offers fresh insights that will be of great value no matter how long one has been teaching in this field.' -- Robert Percival, University of Maryland Francis King Carey School of Law, US'Teaching and Learning in Environmental Law is a highly recommended book for all teachers of environmental law around the world. This edited collection contains carefully curated articles showing a wide range of teaching methodologies that could be applied in differing contexts. Considering the many challenges that frequently arise in teaching environmental law, this book reveals fresh perspectives and inspiring accounts which were gained from experience by the different contributors in the book. The book provides a compilation of narratives and lessons from tried-and-tested learning approaches that takes one inside and beyond the four walls of the classroom.For most teachers, competence in teaching is often honed by experience. This book, therefore, allows one to embark on a journey of self-reflection as one sifts through the information shared by each contributor. In the end, one emerges hopeful, inspired and ready to take on the challenges of teaching environmental law in a complex, fast-changing world. Indeed, many teachers of environmental law will greatly benefit from the treasure trove of teaching materials found in this book.Environmental law has become a widely recognized discipline in legal education today. It is, thus, vital for teachers of environmental law to teach and learn how to be effective teachers in environmental law. The Teaching and Learning in Environmental Law book can be an essential part of the teaching arsenal of every teacher of environmental law.' -- Rose-Liza Eisma-Osorio, University of Cebu School of Law, Philippines'In all modern societies, the protection of the environment lies mainly in the hands of public authorities, which grant permits, plan and realise infrastructure projects, fight - or do not fight - pollution, and deal with resource issues. This means that a great number of those who study environmental law will later occupy posts in transport, energy, local administrations or in economy. It is vital that they understand ecological concerns, environmental impairment and the need to integrate environmental issues into their day-to-day decisions.This book offers a wealth of new ideas for how to teach environmental law in a way that reaches the mind and at the same time the heart of students. The examples stem mainly from Anglo-Saxon countries, but offer enough flexible ways of teaching that they are of use to environmental teachers all over the world. And the examples are not limited to environmental law teaching and learning: indeed, as the protection of our planet is of general vital interest, any teacher may usefully adapt his teaching methods to examples that are given in the book, whether he teaches at a high school, a primary school, a university or in vocational courses. The whole book centers around the question of how to bring the message of the necessity to conserve this planet into the minds and hearts of the students.A very welcome and necessary book, which deserves - and needs! - many readers and is indispensable for any teacher of environmental policy, law, economy, or science.' -- Ludwig Krämer, Derecho y Medio Ambiente S.L., Spain
£36.05
Edward Elgar Publishing Ltd Teaching Undergraduate Political Methodology
Book SynopsisTrade Review‘These chapters on political science research methods are absolutely wonderful! They can help to develop a methods curriculum, a methods course syllabus, or a methods assignment. The book is filled with practical advice, examples, and helpful tools from seasoned faculty who cover a wide range of research related topics!’ -- Lonna Atkeson, Florida State University, USTable of ContentsContents: Introduction to Teaching Undergraduate Political Methodology 1 Mitchell Brown, Shane Nordyke, and Cameron Thies PART I APPROACHING RESEARCH METHODS IN THE POLITICAL SCIENCE CURRICULUM 1 What should be taught and when 8 Charles C. Turner 2 The case for an applied approach to teaching research methods 16 Laura C. Bucci 3 Students as consumers and producers: the research methods course and information literacy 22 B. Gregory Marfleet 4 Teaching political methodology to undergraduate students 35 John Ishiyama 5 Teaching political methodology 47 Mandie Weinandt 6 What do we teach with? An examination of texts 55 Christopher N. Lawrence 7 Teaching writing about political science research 63 Kaye Usry and Joel T. Shelton PART II FOUNDATIONS OF RESEARCH DESIGN 8 Questions, queries and problems 79 Joe Weinberg 9 Hypotheses and research expectations 87 H. Whitt Kilburn 10 Teaching experimental and quasi-experimental designs 96 Federico Vegetti 11 The history and art of sampling 104 Theodore Arapis 12 Causality reasoning: what it is and how to teach it 113 Tom Ellington 13 It’s actually not in the syllabus: incorporating ethics in research methods courses 119 Christi Siver PART III QUANTITATIVE ANALYSIS FOR UNDERGRADUATE RESEARCH METHODS EDUCATION 14 How to teach descriptive statistics 128 Joice Chang 15 Bivariate regression: a good beginning makes a good ending 137 Babak RezaeeDaryakenari 16 Basics of multivariate analysis 146 Emily Clough 17 Practical extensions of regression 153 Soren Jordan 18 Teaching big data 164 Jennifer Bachner 19 Student-led survey projects 174 Ian G. Anson 20 Data visualization 181 Alexis Henshaw PART IV QUALITATIVE DATA FOR UNDERGRADUATE RESEARCH METHODS EDUCATION 21 The case study approach 189 Weining Ai 22 Interviewing 197 Janet Elise Johnson, Candice D. Ortbals, and Lori Poloni-Staudinger 23 Content analysis as an effective teaching tool for critical thinking 205 Tijen Demirel-Pegg 24 Field and observational research 213 Stacey Leigh Hunt 25 Teaching qualitative-interpretive research methods 220 Daniel T. Kirsch Conclusion: taking the next steps 227 Mitchell Brown, Shane Nordyke and Cameron Thies Index
£31.95
Edward Elgar Publishing Ltd Handbook of Teaching and Learning at Business
Book SynopsisThis timely Handbook investigates the many perspectives from which to reconsider teaching and learning within business schools, during a time in which higher education is facing challenges to the way teaching might be delivered in the future.Trade Review'The modernization of student learning experiences has never been more pressing than post-COVID. This thought-provoking book provides a plethora of perspectives on how to achieve better and more modern learning, through teams, through technology, through cases and through the continuous professional development of educators. This volume is a useful handbook both for educational practitioners and for researchers in educational research and development. Highly recommended!' -- Peter Møllgaard, Maastricht University School of Business and Economics, the Netherlands'Business education has experienced significant transformation in the 21st century, and more recently through the pressures on business schools to adapt to blended learning practices during the COVID-19 pandemic. This compilation of papers provides an excellent resource to help navigate and understand the important dimensions of successful modern business education. It includes contributions from some leading scholars and across a range of important topics, including learning environments, technologies, CPD and research-led teaching.' -- Stuart J. Barnes, King's College London, UK'This book provides valuable direction to business schools during these transformational times. The chapters explore how business schools can improve the educational process, implement learning technologies, and effect pedagogical and social change.' -- C. Anthony Di Benedetto, Temple University, Philadelphia, US'As we grapple with intensifying calls for change, this indispensable compendium poses critical questions whilst simultaneously offering valuable insights into the transformation journey that lies ahead for business school leadership and faculty.' -- Nicola Kleyn, Erasmus University, the Netherlands'This is a much-needed compendium, bringing together contributions addressing a wide variety of aspects of business school teaching. It is a timely, original and interesting volume, written by educators and scholars based across the world. A must-read not only for those who are new to teaching but for everyone who wishes to keep abreast of pedagogic developments in business schools.' -- Martyna Sliwa, University of Essex, UK and Co-Editor of Management Learning'The book Handbook of Teaching and Learning at Business Schools: A Practice-Based Approach is a timeous and much needed book targeted at teaching faculty, administrators, and management of business schools across the globe. The book covers key issues business schools, irrespective of their geographic location, grapple with in ensuring an optimal learning experience for students. The book provides transformational perspectives of learning and gives insight into contemporary learning environments. The section on the use and value of learning technologies cannot come at a more opportune time. The book also deals with aspects related to the teaching and assessing in the business school classroom, leadership education and professional development of teaching faculty. It concludes with a section addressing the translation of research into teaching, work integrated teaching and how to harness the synergies between research, teaching, and engagement. This is a must read as it provides deep insight into so many of the pertinent issues relevant to business school teaching and learning.' -- – Daniel J. Petzer, Henley Business School Africa, South Africa'No other group of graduates has more access to resources than those with a business-oriented degree. How can Universities prepare them for both the opportunities as well as the duties connected with such access? The authors of Handbook of Teaching and Learning at Business Schools: A Practice-Based Approach have the pertinent answers for business educators of the current and next generation.' -- Gregor Halff, Copenhagen Business School, Denmark'Recent events have forced us to re-think how we undertake teaching and learning in business schools. This collection of essays on management education arrives at the perfect time to help us organize and enhance our thoughts about the changes underway, providing an overdue research perspective.' -- Robert D. Austin, Ivey Business School, London, Canada'A timely and refreshing text!! Targeted at those who are eagerly seeking new ways of teaching and engaging students in challenging contexts. This book emphasises co-production of education, the importance of involving key stakeholders in the learning experience while ensuring leadership and professionalism remain core. This is a “must-read” for Business School faculty.' -- Julian Gould-Williams, Cardiff University, UKTable of ContentsContents: Introduction to the Handbook of Teaching and Learning at Business Schools PART I TRANSFORMATION PERSPECTIVES 1 Community-engaged learning in business schools to effect social change: a capabilities perspective 2 Carolin Kreber, Leslie Wardley, Catherine Leviten-Reid and Stephanie MacPherson 2 Using co-design processes to support strategic pedagogical change in business education 20 Stephanie Wilson, Elaine Huber and Peter Bryant 3 Benefits and challenges of Assurance of Learning: making the intangible tangible 36 Lilia Mantai PART II LEARNING ENVIRONMENTS 4 The promise of the business studio: teaching for design and entrepreneurship at business schools 52 Kasper Merling Arendt and Bo T. Christensen 5 A framework for motivating business students through teaching, learning and curriculum design 68 David Kember 6 The challenge of reflexive pedagogy in executive education: a personal case study 82 Marian Iszatt-White 7 Team-based learning in the business school classroom: adaptation versus fidelity 95 Barbara Larson and Michael Sweet PART III THE USE AND VALUE OF LEARNING TECHNOLOGIES 8 Transformations towards blended learning: key issues to address 115 Annemette Kjærgaard, Thyra Uth Thomsen and Sylvia von Wallpach 9 The influence of technology on business schools’ curricula: a triple crown perspective 123 Loïc Plé and Bernadett Koles 10 Gamification in education: the case of gamified learning in teams 138 Rushana Khusainova, Yasin Sahhar and Ad de Jong PART IV IN THE BUSINESS SCHOOL CLASSROOM 11 Lecturing 160 Linda Greve 12 The case for cases: using historical and live cases to enhance student learning 178 René W.J. Moolenaar and Michael B. Beverland 13 Using live business projects to develop graduate employability skills 195 Eleri Rosier 14 Addressing the challenges of assessment and feedback in business schools: developing assessment practices which support learning 207 Nicola Reimann, Kay Sambell, Ian Sadler and Carolin Kreber 15 Business studios of practice 226 Stefan Meisiek PART V LEADERSHIP EDUCATION 16 Building a new identity for business schools: learning how to act with authenticity through the critical teaching of leadership 238 Alyson Nicholds 17 New avenues for leadership education and development: shaping leader identity through meaning-making from experiences 249 Sonja Zaar, Piet Van den Bossche and Wim Gijselaers 18 Equipping students with the attributes needed by business leaders in an era of social and technological change 264 David Kember PART VI CONTINUOUS PROFESSIONAL DEVELOPMENT OF RESEARCH-BASED TEACHERS 19 How to motivate professors to teach 277 Uwe Wilkesmann and Sabine Lauer 20 Teaching and learning with our colleagues: the Associate Professor Development Programme at Copenhagen Business School 291 Alan Irwin Index
£43.65
Edward Elgar Publishing Teaching Research Methods in Sociology
Book SynopsisProviding both theoretical and practical strategies for developing engaging and innovative approaches to teaching, expert instructors share their insights into teaching about important topics in the social research process, from developing research ideas to analysing data.
£118.75
Edward Elgar Publishing Ltd Teaching Political Theory
Book SynopsisPolitical theory deals with profound questions about human nature, political principles, and the limits of knowledge. In Teaching Political Theory, Nicholas Tampio shows how political theorists may take a pluralistic approach to help students investigate the deepest levels of political life.Trade Review‘This book is exceptionally impressive in its breadth - contemporary and historical, Western and non-Western, analytical and critical/continental. This is the future of political theory.’ -- Adrian Blau, King's College London, UK‘This book is an innovative call for political theorists to pluralize their teaching styles, offering practical tips to broaden our pedagogical horizons. Embracing an astonishingly wide range of texts and traditions with precision, energy, and ease, Nicholas Tampio not only practices the pluralism he preaches but he also shares a wealth of suggestions to keep pace with our changing times. With his finger on the pulse of the latest developments in political theory, this is also a spirited defense of political theory as a discipline with teaching needs all its own.’ -- Katherine Goktepe, Yasar University, Turkey‘In this book, Nicholas Tampio presents an innovative example of teaching Chinese political thought. By meticulously tracing the philosophical and political origins of the Chinese philosophers and creatively engaging them in conversation with their Western peers, Nicholas Tampio methodically demonstrates that a comparative approach in teaching classical Chinese philosophy can recast our view of how Chinese philosophy engages political issues across space and time. The book will be a welcome source for anyone interested in teaching Chinese and comparative political theory.’ -- Peng Yu, Earlham College, US‘It is rare to encounter a text that is both intellectually engaging and carefully and sensitively crafted around the challenges of teaching political theory. The book is exceptionally creative, the writing is excellent, and the approach is admirably broad and global. Nicholas Tampio, a current editor of the journal Comparative Political Theory, incorporates the best features of this broad approach into his teaching and his writing about teaching.’ -- Jeffrey C. Isaac, Indiana University, USTable of ContentsContents: Preface vii 1 Teaching political theory: a pluralistic approach 1 PART I DESIGNING A POLITICAL THEORY COURSE 2 Crafting a syllabus, with illustrations from American political thought 23 3 Writing lectures, with illustrations from Chinese and European political thought 43 4 Making assignments, with illustrations from Indian and African American political thought 76 PART II TEACHING POLITICAL THEORY TODAY 5 Teaching Greek political thought, with a focus on Sextus Empiricus 120 6 Teaching Chinese political thought, with a focus on Zhuangzi 141 7 Teaching neuroscience in a political theory course 168 8 Teaching the public, with examples from education policy 192
£25.95
Edward Elgar Publishing Ltd Teaching Graduate Political Methodology
Book SynopsisTrade Review‘Graduate political methodology teaching requires taking students from consumers to producers of knowledge and these chapters offer excellent, short, practical, and helpful advice to support this mission. Whether it is writing a syllabus, suggestions for course content, or larger department conversations around building a graduate curriculum this book covers it.’ -- Lonna Atkeson, Florida State University, US‘Brown, Nordyke, and Thies have assembled a truly superb collection of experts teaching their craft. The very broad array of topics covered and the quality of contributions makes this book a must-use in the classroom.’ -- Douglas Gibler, University of Alabama, USTable of ContentsContents: Introduction to Teaching Graduate Political Methodology 1 Mitchell Brown, Shane Nordyke, and Cameron G. Thies PART I APPROACHING RESEARCH METHODS IN THE GRADUATE POLITICAL SCIENCE CURRICULUM 1 Transitioning from consumers of knowledge to producers of knowledge: teaching scope and methods to doctoral students 8 James C. Garand 2 Teaching an introductory graduate methods course 17 John Ishiyama 3 Place-based versus online instruction 26 Daniel Hawes 4 Selecting texts 34 Jon Parker 5 Teaching introductory applied statistics with R 43 Timothy M. Peterson PART II FOUNDATIONS OF RESEARCH DESIGN 6 Do as I say, not as I do: the need to incorporate ethics in political science research methods curricula 52 Christi Siver and Colin Hannigan 7 Abstract Blitzing and beyond: teaching political methodology 62 Victor Asal 8 Research design and establishing causality 70 Stacey Pollard and Adrian Wolfberg 9 How to think conceptually without really trying: notes on the teaching of concept analysis 79 Zachary Elkins 10 Teaching field experiments 90 Christopher W. Larimer 11 Teaching graduate students about sampling 99 Theodore Arapis 12 Teaching bias and error in research designs 108 Andrew Niesiobedzki 13 Learning by doing: re-positioning surveys from an abstract to a practical tool 118 Adriano Udani and David C. Kimball PART III QUANTITATIVE METHODS INSTRUCTION 14 Data basics for graduate students 125 Soren Jordan 15 Teaching ordinary least squares regression 134 Michelle L. Dion 16 Extending regression to binary (and more!) outcomes 169 Soren Jordan 17 Teaching time series analysis 182 Clayton Webb 18 Nonparametric data 189 Carie Steele and Stephen Meserve 19 Replication 198 Cameron G. Thies 20 How to teach social network analysis to social science students 205 Olga Chyzh 21 Building a foundation for data science researchers in political science 212 Robert Bond 22 Data visualization 218 Alexis Henshaw and Kirssa Cline Ryckman PART IV QUALITATIVE DATA COLLECTION AND ANALYSIS 23 Helping graduate students understand case study methods: rigor, process tracing, and practice exercises 227 Andrew P. Cortell 24 Field and observational research 235 Stacey Leigh Hunt 25 Teaching content analysis to graduate students 242 Steven Lloyd Wilson and Yoshiko M. Herrera 26 Teaching students better interviewing skills 250 Mitchell Brown 27 Discourse analysis 257 Bryant Harden and Laura Sjoberg 28 Teaching ethnography 265 Laura Sjoberg and Lili Chen PART V SPECIALIZED INSTRUCTION 29 Teaching applied research 276 Kathleen Hale 30 Teaching program evaluation 288 Ed Gerrish 31 Teaching modern methodology for quantitative policy analysis 299 Alexander Alexeev 32 Intelligence studies 308 Adam Jungdahl 33 Teaching how to conduct an environmental behavioral study 318 Binita Mahato Conclusion to Teaching Graduate Political Methodology 330 Mitchell Brown, Shane Nordyke, and Cameron G. Thies Index
£30.35
Edward Elgar Publishing Ltd Teaching Environmental and Natural Resource
Book SynopsisTrade Review‘This book provides a treasure trove of different perspectives and tools that can enrich the teaching of an environmental and natural resource economics class. An especially valuable tool for those teaching this class for the first few times, and something I wish I had available when I was teaching the course.' -- John Loomis, Colorado State University, US‘This book is a must have for anyone teaching environmental and natural resource economics. In a dynamically evolving discipline, having a go-to source for teaching ideas and examples is invaluable. Packed with concrete examples and a variety of teaching methods (from classroom experiments to the use of policy briefs to computer modeling and more) there is something for everyone in this practical and constructive set of papers. Whether you are just starting out in the classroom or you are a seasoned professor, this volume offers a fresh set of experiences and wisdom from which we can draw.’ -- Lynne Lewis, Bates College, US‘In one jump the editors and authors have created an essential resource for those teaching environmental economics (and frankly one which teachers of general microeconomics could benefit from greatly). Replete with the sort of detail that never usually gets disseminated, this collection provides the nitty gritty of setting up an environmental economics course accompanied by a wealth of great suggestions for encouraging learning-by-doing, making this a volume which is exemplary in both its ambition and achievement.’ -- Ian J. Bateman, University of Exeter Business School, UKTable of ContentsContents: Preface John C. Bergstrom and John C. Whitehead 1 Reflections on the historical development of natural resource and environmental economics 1 John C. Bergstrom PART I PARADIGMS 2 Positive economics, economic efficiency, environmental economics and policy 22 Dave McEvoy 3 An applied welfare economics approach to teaching natural resource and environmental economics 44 John C. Bergstrom 4 An ecosystem services approach to natural resource and environmental economics 62 Robert J. Johnston 5 Incentives, institutions, and inequality: a pluralist approach to teaching environmental and natural resource economics 102 Kathleen Lawlor 6 Principles for teaching the principles of environmental and resource economics 130 Tim Haab PART II PEDAGOGY 7 Teaching environmental justice with data-driven projects 149 Amy Henderson 8 A small collection of pen-and-paper classroom experiments for teaching environmental economics classes 174 Stephan Kroll 9 Teaching environmental and natural resource economics with research projects 202 John C. Whitehead 10 Teaching natural resource economics using policy briefs: ethics in pedagogy and practice 228 Leah Mathews 11 Using technology to teach sustainability with applications to conservation biology and ecosystem service management 250 Shana M. McDermott 12 Teaching natural resource and environmental valuation techniques 268 Peter W. Schuhmann 13 Triangulated teaching: approaching environmental economics from multiple angles 284 David A. Anderson 14 Teaching the economics of environmental policy with applications to energy, air pollution and climate change 297 Jim Casey Index
£31.30
Edward Elgar Publishing Ltd How to Develop Entrepreneurial Graduates Ideas
Book SynopsisTrade Review‘Is the tide finally turning for entrepreneurship education? Toward embracing the best of what we know about human learning? If so, Kat, Col and Andy are our Archimedes lever! I, for one, am deeply grateful. Creativity and design should go hand in glove with entrepreneurship but the dots didn’t really get connected… until they showed up and showed out. I read anything they do... and can you tell just how envious I am of this volume?’ -- Norris Krueger, QREC, Kyushu University, Japan‘If you bring together some of the leading thinkers in entrepreneurship education this is the book you get. An outstanding set of chapters examining graduate entrepreneurs, underlying ideation processes, and the venturing journey. This is more than just a book; it is a statement about the future of entrepreneurship education.’ -- Luke Pittaway, Ohio University, USTable of ContentsContents: Preface ix PART I THE GRADUATES 1 Influential teaching philosophies 2 Colin Jones 2 Entrepreneurship education: the journey to a beginner’s mind 5 Rebecca White 3 Prudent “entrepreneurial” graduates that take intelligent action 15 Gustav Hägg 4 Developing slow graduates 25 Colin Jones 5 Enough is enough: put your students first 35 Doan Winkel PART II THE PRE IDEAS 6 Creativity at the heart 44 Andy Penaluna 7 Creativity on a skateboard 47 Alistair Fee 8 Creative fitness 57 Dave Jarman 9 Creativity as expansive learning 66 Daniele Morselli 10 Creating a climate for creativity in the entrepreneurial classroom 74 Stefania Romano and Charlotte Carey 11 Learning with a pencil, not a pen 83 Andy Penaluna 12 Entrepreneurial opportunities by design: unlocking creative potential 92 Margaret Tynan PART III THE VENTURES 13 Where the brave venture 102 Kath Penaluna 14 Guiding your entrepreneurial journey 107 Alex Maritz 15 Learning from learners and leading from the back 114 Kath Penaluna 16 Developing the harmonious venture 123 David Kirby 17 Defending open culture in facilitation, research and entrepreneurship 131 Fátima São Simão 18 What can we learn from the arts for creative entrepreneurship? 138 Silja Suntola References 147 Index 155
£23.95
Edward Elgar Publishing Ltd Teaching Principles of Microeconomics
Book SynopsisTrade Review‘Maier and Ruder compile a valuable collection that will have broad appeal to educators interested in rethinking their approach to the Principles of Microeconomics courses. It distinguishes itself from existing volumes in that it includes multiple paradigms, explores updating content, and brings issues of diversity and inclusion to the forefront. Chapters reviewing more traditional pedagogies (such as cooperative learning and experiments) are presented with a fresh perspective and complemented with chapters describing newer approaches (using social media).’ -- KimMarie McGoldrick, University of Richmond, US‘Maier and Ruder provide an essential guide to those who are interested in revising the syllabus for Introductory Microeconomics. It provides concrete suggestions for course focus, course content, and pedagogy. The component essays are well researched, well written, and challenge the reader to consider a variety of alternatives to “chalk and talk.”’ -- Michael K. Salemi, University of North Carolina at Chapel Hill, US‘Want to become a better teacher of economics? Mark Maier and Phil Ruder, along with an all-star set of contributors, reimagine introductory economics. Dive in, soak up all of the wisdom, and cleanse yourself from 20th century misconceptions of how and what to teach.’ -- Dirk Mateer, University of Texas at Austin, USTable of ContentsContents: 1 Improving the Principles of Microeconomics course 1 Phil Ruder and Mark Maier PART I TRADITIONAL AND ALTERNATIVE APPROACHES 2 The deep work of teaching essential Microeconomic Principles 8 Gail M. Hoyt 3 Considerations for the textbook selection process in Principles of Microeconomics 25 Erin A. Yetter 4 Asynchronicity, access, and content: teaching economics in a shifting landscape 44 Belinda Archibong, Olivia Bobrownicki, Rajiv Sethi, and Homa Zarghamee 5 The issues approach to teaching Principles of Microeconomics 59 Wendy A. Stock 6 Revising the traditional Microeconomics course: engaging students via problem-based, positive, paradigmatic pluralism 74 Geoffrey E. Schneider PART II UPDATING COURSE CONTENT 7 Where is the “behavioral” in Introductory Microeconomics? 88 Simon D. Halliday and Emily C. Marshall 8 Suggestions for incorporating sustainability into Principles of Microeconomics 108 Jack Reardon PART III INCLUSIVE TEACHING 9 Promoting inclusivity in Principles of Microeconomics 124 Jennifer Imazeki 10 Creating an anti-racist pedagogy in Principles of Microeconomics 136 Mary J. Lopez and Fernando Lozano 11 Feminist approaches in the Introductory Microeconomics course 152 Pratistha Joshi Rajkarnikar 12 Promoting gender diversity in Introductory Microeconomics 166 Martha Olney PART IV PEDAGOGY 13 Writing in the Introductory Microeconomics course 180 Nathan D. Grawe and George Cusack 14 Taking advantage of structured peer interaction: cooperative learning in the Principles of Microeconomics course 202 Scott P. Simkins, Mark Maier, and Phil Ruder 15 Teaching with experiments in the Introductory Microeconomics course 217 Tisha L.N. Emerson 16 Teaching the Introductory Microeconomics course with social media 230 Abdullah Al-Bahrani, Darshak Patel, and Brandon Sheridan 17 Teaching Introductory Microeconomics online 243 Steven Greenlaw 18 Using Excel to teach Principles of Microeconomics 257 Humberto Barreto Index
£30.35
Edward Elgar Publishing Ltd Teaching Federalism
Book SynopsisTrade Review‘Teaching Federalism: Multidimensional Approaches takes us past the comfort zone of traditional teaching on federalism in the West by laying out its analyses in a truly global and inclusive manner. The textbook contains twenty chapters covering almost every substantive facet of federalism, ranging from fiscal federalism to intergovernmental relations, from social policymaking to political culture. Most contributions are written by political scientists—some with a pronounced philosophical bent, but a few chapters are penned by law scholars, and one was written by an economist.’ -- Jan Erk, The Journal of Federalism'Recent events across the world have highlighted the importance of federalism. Yet too often, even political science students have only the most basic idea of what federalism is and why it is important. This book will help alleviate that ignorance with its systematic approach to teaching federalism, as it provides a treasure trove of information in an accessible format on comparative federalism that will help fill a gap in knowledge of this pivotal and timely area.' -- Carol S. Weissert, Florida State University, US‘A rare collection of concise essays on key federal topics and countries with great ideas on how to teach them. Implementing these ideas in class will be both intellectually inspiring and fun.’ -- Sean Mueller, University of Lausanne, SwitzerlandTable of ContentsContents: Foreword xvii Rupak Chattopadhyay Acknowledgments xxi Introduction to Teaching Federalism: Multidimensional Approaches 1 John Kincaid and J. Wesley Leckrone 1 Theories of covenant and federalism: deep roots with multiple shoots 4 Glenn Moots 2 The Federalist: the world’s seminal source on federalism 14 Troy E. Smith and Ryan D. Nelson 3 Comparative federalism: what is a federation and how do we study more than one? 25 Alan Fenna 4 Federalism and constitutionalism: a relation based on interdependency 33 Elisabeth Alber and Francesco Palermo 5 Distribution of powers in federal systems: federalism’s heart 45 John Kincaid 6 Second chambers in federal systems: shared-rule guarantors or party hacks? 57 Anna Gamper 7 High courts in federations: neutral referees or team players? 67 Nicholas Aroney 8 Intergovernmental relations: federalism’s lifeblood? 79 Johanne Poirier 9 Fiscal federalism: federalism’s nerve tissue? 91 Anwar Shah 10 Federal political culture: federalism’s glue? 104 David McGrane 11 Political parties in federal systems: key players in the federal game 113 Klaus Detterbeck 12 Local governments in federal systems: deepening federal democracy? 123 Nico Steytler 13 Federalism and democracy 133 Robert P. Inman 14 Multinational, multicultural, intercultural, and plurinational federalism 141 Arjun Tremblay and Alain-G. Gagnon 15 Federalism and conflict resolution: mixed success? 154 Soeren Keil 16 Asymmetric vs. symmetric federalism: equity vs. equality 165 Maja Sahadžić 17 Secession in federal systems: voice versus exit 176 Eva Maria Belser and Robin Beglinger 18 Social policymaking in federal systems: can equity and diversity coexist? 187 Andrew Karch 19 Applying a gender lens to federal systems 198 Jill Vickers 20 Indigenous peoples and federalism: in or out? 210 Martin Papillon 21 Germany: cooperation and executive dominance 221 Nathalie Behnke 22 Indian federalism: centralism amidst diversity 233 Louise Tillin 23 Nigeria: a model of federalist ethnic conflict management or federalist illusion? 242 Rotimi T. Suberu 24 Switzerland: real federalism at work 254 Rahel Freiburghaus and Adrian Vatter 25 Federalism in the United States: dualism with a splash of coercion 265 J. Wesley Leckrone Index
£30.35
Edward Elgar Publishing Ltd Teaching Intellectual Property Law
Book SynopsisTrade Review'This timely collection of stimulating essays does more than fill a gap in the literature; it fills an aching void in the imagination of far too many intellectual property teachers. Teaching Intellectual Property Law: Strategy and Management invites a challenge to traditional IP pedagogy that should be hard to resist.' -- Professor Jeremy Phillips, founder of #IPKat‘This is an excellent tome that is a delight to read and absorb. The work contains top-quality contributions from established scholars and research. The book invites us to consider how we can adopt a multidisciplinary approach when conveying Intellectual property law to a varied audience. The work offers excellent insights on the “modern student” who is used to having everything a click away. How do we intellectual property aficionados enthuse such listeners? Dip in this book to discover how to incorporate learning outcomes or combat modern technology-based challenges (such as Chat GPT ). The various chapters offer thoughtful and clear guidelines as to how we engage with students from diverse disciplinary backgrounds, using a plethora of approaches from drum kits to card games to empirical research. It is an essential reading for both experienced practitioners and scholars, but especially vital for early career researchers and teachers.’ -- Uma Suthersanen, Queen Mary University of London, UKTable of ContentsContents: PART I INTRODUCTION TO TEACHING INTELLECTUAL PROPERTY LAW, STRATEGY AND MANAGEMENT Introduction 2 Sabine Jacques and Ruth Soetendorp PART II STRENGTHENING STUDENT ENGAGEMENT 1 Overcoming resistance to law on non-law modules 29 Ruth Soetendorp 2 Developing twenty-first century skills for creativity and innovation: the case of the entrepreneurial educator in raising learner awareness of intellectual property 46 Kathryn Penaluna and Andrew Penaluna 3 Teaching IP to science students, especially in the degree of biotechnology 60 Mercedes Curto Polo 4 Teaching copyright with musical instruments: using the drum kit to deepen learning 70 Nick Scharf 5 Alternance in synchronous e-teaching with large groups 84 Laurent Manderieux and Gabriele Gagliani PART III DEVELOPING A MULTI-DISCIPLINARY APPROACH 6 To boldly go: empirical research in intellectual property rights teaching 98 Smita Kheria 7 Interdisciplinary teaching through a combination of methods: IP licensing for non-law students 117 Rumyana Brestnichka, Fanny Koleva and Miglena Molhova-Vladova 8 Arts in IP law programmes: employing arts study, practice and pedagogy in law programmes – when students become creators 128 Andrea Wallace 9 IP education: an ethics and sustainability perspective 146 Helen Gubby 10 Integrating sustainable development awareness in intellectual property law education 154 Janice Denoncourt PART IV ACCENT ON COLLABORATIVE ENVIRONMENTS 11 Peer-assisted learning in intellectual property law: a bridge to solidifying learning and enhancing student experience 177 William Page, Jocelyn Bosse and Adrian Aronsson-Storrier 12 Applying knowledge in practice with IP pro bono 193 Hayleigh Bosher 13 Collaborative intellectual property learning: law and design-engineering students bring IP law to life 206 Dinusha Mendis PART V INNOVATIVE TECHNOLOGICAL METHODS 14 Playing the IP game: IntangAbility 221 Sabine Jacques 15 Using social media in IP teaching: a review of the use of social media as a learning and teaching tool 235 Joe Sekhon 16 Teaching with artificial intelligence and virtual reality for experiential learning 254 Caroline Coles PART VI ADVANCING EMPLOYABILITY-RELATED SKILLS 17 The value of a good story: involving inventors and entrepreneurs in higher education as a tool to support teaching and learning 267 Mandy Haberman 18 IP outside the textbook: professional networking activities in the IP curriculum 275 Eleonora Rosati 19 Private practitioner’s pragmatic approach fits the business minded student’s requirements 284 Agathe Michel-de Cazotte 20 Teaching IP management to engineers, scientists, entrepreneurs and managers 290 Peter van Dongen PART VII FURTHER AVAILABLE RESOURCES 21 A moveable brownbag 298 Brian L. Frye 22 Making copyright law accessible to all creatives using CopyrightUser.org 309 Bartolomeo Meletti 23 UK IPO resources for IP education 323 Lisa Redman and Catherine Davies PART VIII REFLECTIONS AND CONCLUSIONS 24 Reflections and conclusions 335 Index
£37.05
Edward Elgar Publishing Ltd Teaching Human Geography Theories and Practice
Book SynopsisTrade Review‘This extremely readable book shows geography to be the world subject. More than this, it argues that “students who learn to think geographically … discover a new way of seeing the world”. In the context of Anthropocene, the educational potential of geography is therefore vast – but is not guaranteed. This book expertly melds theoretical perspectives about ‘learning’ with some brilliant examples of structured teaching and thus makes a fine contribution to the development of geography education in practice.’ -- David Lambert, UCL Institute of Education, UK‘There has arguably never been a more urgent need for young people to learn how to think geographically at a high level of proficiency. This book demonstrates the significance of geography’s powerful knowledge for understanding human systems with many practical applications to support high quality geography instruction.’ -- Michael Solem, Texas State University, USTable of ContentsContents: Foreword by Donald Zeigler xv PART I THEORIES AND PRACTICE IN THINKING GEOGRAPHICALLY 1 Introduction to theories and practice in thinking geographically 2 Erin Hogan Fouberg and Janet Stuhrenberg Smith 2 Thinking geographically 11 Janet Stuhrenberg Smith 3 Learning geographic concepts 39 Erin Hogan Fouberg 4 Learning, visualizing, and thinking through maps 58 Janet Stuhrenberg Smith 5 Personalizing geographic knowledge through fieldwork 86 Erin Hogan Fouberg 6 Plasticity and change: lifelong geographic learning 100 Erin Hogan Fouberg PART II EXERCISES IN GEOGRAPHIC THINKING 7 Introduction to exercises to promote geographic thinking and learning 112 Janet Stuhrenberg Smith and Erin Hogan Fouberg 8 Engaging group-based exercises 116 Larianne Collins, Erin Hogan Fouberg, Jody Smothers-Marcello, Jamie L. Strickland, Caitlin Finlayson, Sunita George, Amanda Rees, and Janet Stuhrenberg Smith 9 Powerful field-based and place-based exercises 178 Raymond Greene, Jacqueline L. Waite, William G. Moseley, Matthew R. Cook, and Alex Oberle 10 Integrative project-based exercises 209 Thomas R. Craig, Leslie McLees, and Ronald V. Kalafsky Index 229
£29.40
Edward Elgar Publishing Ltd How To Master English as a Multilingual
Book SynopsisBased on years of experience teaching English to non-native speakers, this insightful How To guide describes not only the particular challenges that multilinguals face compared to native English speakers but also the unique benefits of working in multiple languages.Trade Review‘It's tough to imagine a person better suited to write this book than Shai Dothan. I'm really glad he has taken the time to share his impressively multilingual wisdom with the world.’ -- Patrick Barry, University of Michigan, USTable of ContentsContents: PART I AS YOU SOW … LAYING THE FOUNDATIONS FOR SUCCESS 1. Taming the tongue and producing bad poems 2. What to read before you begin 3. Learning habits for multilinguals 4. Work habits for writers 5. Tools to assist your writing 6. How to build your English vocabulary 7. Speaking, writing, and developing your inner ear 8. The conflation of spoken and written English 9. The music of English 10. Know thyself—how to correct repeating mistakes 11. Polyglot fatigue 12. How to deliver a lecture 13. How to prepare for a lecture in English 14. Grasp the soul of the English language 15. Why and how to read English poetry 16. Build your own literary canon 17. Study by heart 18. What to read to hone your skills 19. Focus 20. Start working. Now. PART II … SO SHALL YOU REAP: USING YOUR ADVANTAGES AS A MULTILINGUAL 21. Breaking the rules 22. Thinking in a non-English way 23. Why I like satellites 24. The switch 25. Think while you speak 26. Loan words and the perks of knowing etymologies 27. Publishing in multiple languages PART III USING YOUR ENGLISH LANGUAGE SKILLS: A GUIDE FOR STUDENTS AND SCHOLARS 28. How to excel in exams 29. If you cannot find a good idea, find ten bad ones 30. How to talk about your budding research 31. Do you have a hypothesis? 32. How to write an abstract 33. How to write a tentative table of contents 34. How to write an introduction 35. Descriptive sections and case studies 36. Theoretical sections 37. The conclusion 38. How to make a research time plan and stick to it 39. Write memos to yourself 40. How to divide your ideas in the thesis 41. How to edit your thesis 42. Your first interview in English Conclusion Index
£25.00
Edward Elgar Teaching European Union Politics
Book Synopsis
£30.35
Edward Elgar Publishing How To Apply Game Based Learning in Legal Education
£87.79
Edward Elgar Publishing Teaching Introduction to Psychology
Book SynopsisThis in-depth book provides practical strategies and resources for teaching a foundational introduction to psychology course in line with the American Psychological Association Introductory Psychology Initiative. Expert instructors share their innovative pedagogical approaches to fostering a positive learning environment.
£99.75
John Wiley & Sons Inc Reading Without Limits
Book SynopsisImagine a classroom where all students are engaged in highly rigorous and fun learning every single day. That classroom can be yours starting tomorrow. You don't have to be a reading specialist to pick up this book. Anyone who wants to dramatically improve reading achievement will find helpful suggestions. You might be a third grade teacher whose students have mastered decoding, and you are ready to build their comprehension. Or you might be a high school science teacher whose students aren't yet reading on level with deep critical thinking. This book is for you. It doesn't matter whether you are a public, charter, private, or alternative education teacher: the Reading Without Limits program works in each one. Along with hundreds of ready-to-use teaching strategies, Reading Without Limits comes with a supplemental website where teachers can download even more resources for free! Reading Without Limits is the first book offered in the KIPP EduTable of ContentsForeword by Dave Levin ix Preface: Getting the Most out of This Book xiii Acknowledgments xxi About the Author xxiii Introduction: What Is Reading Without Limits? 1 PART 1 LAUNCHING LIFELONG READERS 1 Finding Students' Reading Levels 25 PART 2 STEPS TO CREATING LIFELONG READERS 2 Teaching Students to Understand What They Read 49 3 Choice Reading to Encourage a Ton of Reading 79 4 Shared Reading to Teach, Reinforce, and Challenge 116 5 Guided Reading to Move Students Along Their Continuum 145 PART 3 PUTTING THE POWER OF CHOICE, SHARED, AND GUIDED READING TO WORK IN YOUR CLASSROOM OR SCHOOL 6 Make It Visible 171 7 Muscle Memory Routines 185 8 What to Do When Choice, Shared, or Guided Reading Isn't Working 209 PART 4 STEPS TO ENHANCE LIFELONG READERS 9 Reading Conferences, Our Aha Moments 225 10 Teaching Vocabulary 248 11 Class Discussion 270 12 Standardized Tests 289 13 Testing 1, 2, 3 . . . Testing 306 PART 5 PUTTING IT ALL TOGETHER 14 Planning a Lesson 329 15 Building the Reading Without Limits Program 344 Appendix A List of Children's and Young Adult Texts Referenced and Recommended 357 References 362 Notes 370 Index 380
£18.69
John Wiley & Sons Inc Helping Children Learn Mathematics
Book SynopsisThe 11th Edition of Helping Children Learn Mathematics is designed to help those who are or will be teachers of mathematics in elementary schools help children develop understanding and proficiency with mathematics so they can solve problems. This text is built around three main themes: helping children make sense of mathematics, incorporating practical experiences, and using research to guide teaching. It also integrates connections and implications from the Common Core Standards: Mathematics (CCSS-M).Table of ContentsPreface iv Acknowledgments vi Chapter 1 school mathematics in a changing world 1 Snapshot of a Lesson 1 Chapter Learning Outcomes 1 Introduction 1 What is Mathematics? 2 What Determines the Mathematics Being Taught? 2 Where Can You Turn? 6 What is Your Role Now? 9 Things to Do: From What You’ve Read 9 Things to Do: Going Beyond This Book 9 Chapter 2 Helping All Children Learn Mathematics with Understanding 11 Snapshot of a Lesson 11 Chapter Learning Outcomes 11 Introduction 12 What do We Know About Learning Mathematics? 12 How Can We Support the Diverse Learners in Our Classroom? 12 Helping Children Acquire Both Procedural and Conceptual Knowledge 17 How do Children Learn Mathematics? 18 How Can We Help Children Make Sense of Mathematics? 22 Cultural Connections 28 A Glance at Where We’ve Been 28 Things to Do: From What You’ve Read 29 Things to Do: Going Beyond This Book 29 Book Nook for Children 30 Chapter 3 Planning and Teaching 31 Snapshot of a Lesson 31 Chapter Learning Outcomes 31 Introduction 31 Preparing to Teach: Questions to Ask 32 Planning for Effective Teaching 43 Meeting the Needs of all Students 52 Cultural Connections 55 A Glance at Where We’ve Been 56 Things to Do: From What You’ve Read 56 Things to Do: Going Beyond This Book 57 Book Nook for Children 57 Chapter 4 Using Assessment to Enhance Learning and Teaching 58 Snapshot of a Lesson 58 Chapter Learning Outcomes 58 Introduction 59 Summative and Formative Assessments 59 Four Phases of Formative Assessment 59 Purposes for Formative Assessment 61 Ways to Assess Students’ Abilities and Dispositions 62 Keeping Records and Communicating About Assessments 74 Cultural Connections 77 A Glance at Where We’ve Been 78 Things to Do: From What You’ve Read 79 Things to Do: Going Beyond This Book 79 Book Nook for Children 80 Chapter 5 Practices and Processes of Doing Mathematics 81 Snapshot of a Lesson 81 Chapter Learning Outcomes 81 Introduction 81 Mathematical Practices from the Common Core State Standards for Mathematics—CCSSM 83 Mathematical Processes from NCTM’s Principles and Standards for School Mathematics 87 Cultural Connections 96 A Glance at Where We’ve Been 97 Things to Do: From What You’ve Read 98 Things to Do: Going Beyond This Book 98 Book Nook for Children 99 Chapter 6 Helping Children with Problem Solving 100 Snapshot of a Lesson 100 Chapter Learning Outcomes 100 Introduction 101 What is a Problem and What is Problem Solving? 101 Teaching Mathematics Through Problem Solving 103 Strategies for Problem Solving 112 The Importance of Looking Back 119 Helping All Students with Problem Solving 120 Cultural Connections 121 A Glance at Where We’ve Been 123 Things to Do: From What You’ve Read 123 Things to Do: Going Beyond This Book 123 Book Nook for Children 124 Chapter 7 Developing Counting and Number Sense 125 Snapshot of a Lesson 125 Chapter Learning Outcomes 125 Introduction 125 Number Sense 125 Prenumber Concepts 127 Early Number Development 131 Counting Principles 134 Cardinal, Ordinal, and Nominal Numbers 141 Writing Numerals 141 Cultural Connections 143 A Glance at Where We’ve Been 144 Things to Do: From What You’ve Read 145 Things to Do: Going Beyond This Book 145 Book Nook for Children 146 Chapter 8 Place Value and Decimals 147 Snapshot of a Lesson 147 Chapter Learning Outcomes 147 Introduction 147 Our Numeration System 148 Nature of Place Value 149 Beginning Place Value 152 Extending Place Value 155 Decimals 162 Connecting Decimals to Place Value 163 Rounding 165 Cultural Connections 167 A Glance at Where We’ve Been 168 Things to Do: From What You’ve Read 168 Things to Do: Going Beyond This Book 168 Book Nook for Children 169 Chapter 9 Operations: Meanings and Basic Facts 170 Snapshot of a Lesson 170 Chapter Learning Outcomes 170 Introduction 171 Helping Children Develop Number Sense and Computational Fluency 172 Developing Meanings for the Operations 173 Mathematical Properties 177 Overview of Basic Fact Instruction 178 Thinking Strategies for Basic Facts 183 Cultural Connections 193 A Glance at Where We’ve Been 194 Things to Do: From What You’ve Read 195 Things to Do: Going Beyond This Book 195 Book Nook for Children 196 Chapter 10 Computation Methods: Calculators, Mental Computation, and Estimation 197 Snapshot of a Lesson 197 Chapter Learning Outcomes 197 Introduction 197 Balancing Your Instruction 198 Calculators 199 Mental Computation 202 Estimation 207 Cultural Connections 213 A Glance at Where We’ve Been 214 Things to Do: From What You’ve Read 215 Things to Do: Going Beyond This Book 215 Book Nook for Children 216 Chapter 11 Standard and Alternative Computational Algorithms 217 Snapshot of a Lesson 217 Chapter Learning Outcomes 217 Introduction 218 Teaching Algorithms with Understanding 220 Addition 221 Subtraction 225 Multiplication 228 Division 232 Beyond Learning Computational Algorithms 237 Cultural Connections 238 A Glance at Where We’ve Been 239 Things to Do: From What You’ve Read 240 Things to Do: Going Beyond This Book 240 Book Nook for Children 241 Chapter 12 Fractions 242 Snapshot of a Lesson 242 Chapter Learning Outcomes 242 Introduction 242 Background Knowledge 243 Making Sense of Fractions 245 Extending Understandings of Fractions 249 Comparing Fractions and Equivalent Fractions 252 Adding and Subtracting Fractions 256 Multiplying and Dividing Fractions 258 Cultural Connections 261 A Glance at Where We’ve Been 261 Things to Do: From What You’ve Read 262 Things to Do: Going Beyond This Book 262 Book Nook for Children 262 Chapter 13 Ratio, Proportion, and Percent: Meanings and Applications 263 Snapshot of a Lesson 263 Chapter Learning Outcomes 263 Introduction 263 Ratios 264 Proportions 267 Percents 271 Cultural Connections 277 A Glance at Where We’ve Been 277 Things to Do: From What You’ve Read 278 Things to Do: Going Beyond This Book 278 Book Nook for Children 279 Chapter 14 Algebraic Thinking 280 Snapshot of a Lesson 280 Chapter Learning Outcomes 280 Introduction 280 Problems, Patterns, and Relations 281 Language and Symbols of Algebra 287 Representing, Generalizing, and Justifying 289 Another Look at Representing, Generalizing, and Justifying 297 Cultural Connections 298 A Glance at Where We’ve Been 299 Things to Do: From What You’ve Read 299 Things to Do: Going Beyond This Book 299 Book Nook for Children 300 Chapter 15 Geometry 301 Snapshot of a Lesson 301 Chapter Learning Outcomes 301 Introduction 301 Three-Dimensional Shapes 303 Two-Dimensional Shapes 309 Space 317 Transformations 319 Visualization and Spatial Reasoning 320 Cultural Connections 323 A Glance at Where We’ve Been 323 Things to Do: From What You’ve Read 323 Things to Do: Going Beyond This Book 324 Book Nook for Children 324 Chapter 16 Measurement 325 Snapshot of a Lesson 325 Chapter Learning Outcomes 325 Introduction 325 The Measurement Process 326 Other Aspects of Measuring 340 Connecting Attributes 344 Cultural Connections 346 A Glance at Where We’ve Been 347 Things to Do: From What You’ve Read 347 Things to Do: Going Beyond This Book 347 Book Nook for Children 348 Chapter 17 Data Analysis, Statistics, and Probability 349 Snapshot of a Lesson 349 Chapter Learning Outcomes 349 Introduction 349 Formulating Questions 351 Collecting Data 353 Analyzing Data: Graphical Organization 354 Misleading Graphs 361 Analyzing Data: Descriptive Statistics 363 Interpreting Results 368 Probability 369 Probability of an Event 370 Randomness 373 Cultural Connections 374 A Glance at Where We’ve Been 375 Things to Do: From What You’ve Read 375 Things to Do: Going Beyond This Book 376 Book Nook for Children 377 Chapter 18 Number Theory 378 Snapshot of a Lesson 378 Chapter Learning Outcomes 378 Introduction 378 Number Theory in Elementary School Mathematics 381 Divisibility 387 Other Number Theory Topics 389 Cultural Connections 393 A Glance at Where We’ve Been 393 Things to Do: From What You’ve Read 394 Things to Do: Going Beyond This Book 394 Book Nook for Children 394 References 395 Appendix 407 Index 409
£159.26
John Wiley & Sons Inc OpenEnded Problems
Book SynopsisThis is a unique book with nearly 1000 problems and 50 case studies on open-ended problems in every key topic in chemical engineering that helps to better prepare chemical engineers for the future. The term open-ended problem basically describes an approach to the solution of a problem and/or situation for which there is not a unique solution. The Introduction to the general subject of open-ended problems is followed by 22 chapters, each of which addresses a traditional chemical engineering or chemical engineering-related topic. Each of these chapters contain a brief overview of the subject matter of concern, e.g., thermodynamics, which is followed by sample open-ended problems that have been solved (by the authors) employing one of the many possible approaches to the solutions. This is then followed by approximately 40-45 open-ended problems with no solutions (although many of the authors'' solutions are available for those who adopt the book for classroom or trainingTable of ContentsPreface xixAcknowledgements xxi Part I: Introduction to the Open-Ended Problem Approach 1Part II: Chemical Engineering Topics 131 Materials Science and Engineering 151.1 Overview 151.2 Crystallography of Perfect Crystals (CPC) 171.3 Crystallography of Real Crystals (CRC) 251.4 Materials of Construction 271.5 Resistivity 281.6 Semiconductors 291.7 Illustrative Open-Ended Problems 301.8 Open-Ended Problems 34References 372 Applied Mathematics 392.1 Overview 392.2 Differentiation and Integration 412.3 Simultaneous Linear Algebraic Equations 422.4 Nonlinear Algebraic Equations 432.5 Ordinary and Partial Differential Equation 442.6 Optimization 452.7 Illustrative Open-Ended Problems 482.8 Open-Ended Problems 51References 563 Stoichiometry 593.1 Overview 593.2 The Conservation Law 603.3 Conservation of Mass, Energy, and Momentum 623.4 Stoichiometry 643.5 Illustrative Open-Ended Problems 673.6 Open-Ended Problems 72References 774 Thermodynamics 794.1 Overview 794.2 Enthalpy Effects 814.3 Second Law Calculations 844.4 Phase Equilibrium 864.5 Chemical Reaction Equilibrium 884.6 Illustrative Open-Ended Problems 904.7 Open-Ended Problems 94References 975 Fluid Flow 995.1 Overview 995.2 Basic Laws 1015.3 Key Fluid Flow Equations 1025.4 Fluid-Particle Applications 1085.5 Illustrative Open-Ended Problems 1105.6 Open-Ended Problems 114References 1186 Heat Transfer 1196.1 Overview 1196.2 Conduction 1216.3 Convection 1226.4 Radiation 1256.5 Condensation, Boiling, Refrigeration, and Cryogenics 1266.6 Heat Exchangers 1276.7 Illustrative Open-Ended Problems 1296.8 Open-Ended Problems 134References 1397 Mass Transfer Operations 1417.1 Overview 1417.2 Absorption 1437.3 Adsorption 1487.4 Distillation 1527.5 Other Mass Transfer Processes 1587.6 Illustrative Open-Ended Problems 1607.7 Open-Ended Problems 163References 1668 Chemical Reactors 1698.1 Overview 1698.2 Chemical Kinetics 1718.3 Batch Reactors 1748.4 Continuous Stirred Tank Reactors (CSTRs) 1768.5 Tubular Flow Reactors 1788.6 Catalytic Reactors 1818.7 Thermal Effects 1848.8 Illustrative Open-Ended Problems 1878.9 Open-Ended Problems 192References 1969 Process Control and Instrumentation 1979.1 Overview 1979.2 Process Control Fundamentals 1999.3 Feedback Control 2039.4 Feedforward Control 2049.5 Cascade Control 2059.6 Alarms and Trips 2069.7 Illustrative Open-Ended Problems 2079.8 Open-Ended Problems 209References 21210 Economics and Finance10.1 Overview 21310.2 Capital Costs 21610.3 Operating Costs 21710.4 Project Evaluation 21810.5 Perturbation Studies in Optimization 21910.6 Principles of Accounting 22010.7 Illustrative Open-Ended Problems 22110.8 Open-Ended Problems 225References 23011 Plant Design 23311.1 Overview 23311.2 Preliminary Studies 23511.3 Process Schematics 23611.4 Material and Energy Balances 23711.5 Equipment Design 23811.6 Instrumentation and Controls 24011.7 Design Approach 24011.8 The Design Report 24211.9 Illustrative Open-Ended Problems 24311.10 Open-Ended Problems 246References 25012 Transport Phenomena 25312.1 Overview 25312.2 Development of Equations 25512.3 The Transport Equations 25612.4 Boundary and Initial Conditions 25712.5 Solution of Equations 25812.6 Analogies 25812.7 Illustrative Open-Ended Problems 26212.8 Open-Ended Problems 264References 26713 Project Management 26913.1 Overview 26913.2 Managing Project Activities 27113.3 Initiating 27213.4 Planning/Scheduling 27313.5 Gantt Charts 27513.6 Executing/Implementing 27613.7 Monitoring/Controlling 27713.8 Completion/Closing 27813.9 Reports 27913.10 Illustrative Open-Ended Problems 28013.11 Open-Ended Problems 284References 29114 Environmental Management 29314.1 Overview 29314.2 Environmental Regulations 29514.3 Classification, Sources, and Effects of Pollutants 29614.4 Multimedia Concerns 29714.5 ISO 14000 29814.6 The Pollution Prevention Concept 29914.7 Green Chemistry and Green Engineering 30014.8 Sustainability 30114.9 Illustrative Open-Ended Problems 30214.10 Open-Ended Problems 309References 31515 Environmental Health and Hazard Risk Assessment 31715.1 Overview 31715.2 Safety and Accidents 31915.3 Regulations 32015.4 Emergency Planning and Response 32115.5 Introduction to Environmental Risk Assessment 32215.6 Health Risk Assessment 32315.7 Hazard Risk Assessment 32615.8 Illustrative Open-Ended Problems 32915.9 Open-Ended Problems 333References 34116 Energy Management 34316.1 Overview 34316.2 Energy Resources 34516.3 Energy Quantity/Availability 34616.4 General Conservation Practices in Industry 34616.5 General Domestic Conservation Applications 34716.6 General Commercial Real Estate Conservation Applications 34816.7 Architecture and the Role of Urban Planning 34916.8 The U.S. Energy Policy/Independence 35016.9 Illustrative Open-Ended Problems 35216.10 Open-Ended Problems 355References 36117 Water Management 36317.1 Overview 36317.2 Water as a Commodity and as a Human Right 36517.3 The Hydrologic Cycle 36617.4 Water Usage 36717.5 Regulatory Status 36717.6 Acid Rain 37017.7 Treatment Processes 37117.8 Future Concerns 37217.9 Illustrative Open-Ended Problems 37317.10 Open-Ended Problems 376References 38118 Biochemical Engineering 8318.1 Overview 38318.2 Enzyme and Microbial Kinetics 38518.3 Enzyme Reaction Mechanisms 38618.4 Effectiveness Factor 38918.5 Design Procedures 39118.6 Illustrative Open-Ended Problems 39418.7 Open-Ended Problems 399References 40319 Probability and Statistics 40519.1 Overview 40519.2 Probability Definitions and Interpretations 40719.3 Introduction to Probability Distributions 40819.4 Discrete and Continuous Probability Distributions 41019.5 Contemporary Statistics 41019.6 Regression Analysis (3) 41119.7 Analysis of Variance 41219.8 Illustrative Open-Ended Problems 41319.9 Open-Ended Problems 418References 42520 Nanotechnology 42720.1 Overview 42720.2 Early History 42920.3 Fundamentals and Basic Principles 42920.4 Nanomaterials 43020.5 Production Methods 43120.6 Current Applications 43220.7 Environmental Concerns 43320.8 Future Prospects 43420.9 Illustrative Open-Ended Problems 43620.10 Open-Ended Problems 440References 44321 Legal Considerations 44521.1 Overview 44521.2 Intellectual Property Law 44721.3 Contract Law 44821.4 Tort Law 44821.5 Patents 44921.6 Infringement and Interferences 45121.7 Copyrights 45221.8 Trademarks 45321.9 The Engineering Professional Licensing Process 45421.10 Illustrative Open-Ended Problems 45421.11 Open-Ended Problems 45722 Ethics 46322.1 Overview 46322.2 The Present State 46422.3 Moral Issues 46622.4 Engineering Ethics 46722.5 Environmental Justice 46822.6 Illustrative Open-Ended Problems 47022.7 Open-Ended Problems 473References 480Part III: Term Projects 48323 Term Projects (2): Applied Mathematics 48523.1 Term Project 23.1 48623.2 Term Project 23.2 487References 48824 Term Projects (2): Stoichiometry 48924.1 Term Project 24.1 49024.2 Chemical Plant Solid Waste 493Reference 49325 Term Projects (2): Thermodynamics 49525.1 Estimating Combustion Temperatures 49625.2 Generating Entropy Data 496References 49726 Term Projects (6): Fluid Flow 49926.1 Pressure Drop - Velocity - Mesh Size Correlation 50026.2 Fanning?s Friction Factor: Equation Form 50026.3 An Improved Pressure Drop and Flooding Correlation 50326.4 Ventilation Model I 50526.5 Ventilation Model II 50626.6 Two ? Phase Flow 50627 Term Projects (4): Heat Transfer 50927.1 Wilson?s Method 51027.2 Heat Exchanger Network I 51127.3 Heat Exchanger Network II 51327.4 Heat Exchanger Network III 514References 51528 Term Projects (5): Mass Transfer Operations 51728.1 An Improved Absorber Design Procedure 51828.2 An Improved Adsorber Design Procedure 51928.3 Multicomponent Distillation Calculations 52028.4 A New Liquid-Liquid Extraction Process 52328.5 Designing and Predicting the Performance of Cooling Towers 525References 52629 Term Projects (2): Chemical Reactors 52929.1 Minimizing Volume Requirements for CSTRs in Series I 53029.2 Minimizing Volume Requirements for CSTRs in Series II 531References 53130 Term Projects (4): Plant Design 53330.1 Chemical Plant Shipping Facilities 53430.2 Plant Tank Farms 53530.3 Chemical Plant Storage Requirements 53630.4 Inside Battery Limits (ISBL) and Process Flow Approach 538References 54131 Term Projects (4): Environmental Management 54331.1 Dissolve The USEPA 54431.2 Solving Your Town's Sludge Problem 54731.3 Benzene Underground Storage Tank Leak 54931.4 An Improved MSDS Sheet 55132 Term Projects (4): Health and Hazard Risk Assessment 55332.1 Nuclear Waste Management 55432.2 An Improved Risk Management Program 55532.3 Bridge Rail Accident: Fault and Event Tree Analysis 55732.4 HAZOP: Tank Car Loading Facility 558References 56033 Term Projects (3): Unit Operations Laboratory Design Projects 56133.1 Hand Pump 56233.2 Rooftop Garden Bed 56333.3 Hydration Station Counter 564Reference 56634 Term Projects (4): Miscellaneous Topics 56734.1 Standardizing Project Management 56834.2 Monte Carlo Simulation: Bus Section Failures in Electrostatic Precipitators 56934.3 Hurricane and Flooding Concerns 57034.4 Meteorites 571References 573Index 575
£117.85
John Wiley & Sons Inc Teaching Psychology
Book SynopsisA guide to an evidence-based approach for teaching college-level psychology courses Teaching Psychology offers an evidence-based, student-centered approach that is filled with suggestions, ideas, and practices for teaching college-level courses in ways that contribute to student success. The authors draw on current scientific studies of learning, memory, and development, with specific emphasis on classroom studies. The authors offer practical advice for applying scholarly research to teaching in ways that maximize student learning and personal growth. The authors endorse the use of backward course design, emphasizing the importance of identifying learning goals (encompassing skills and knowledge) and how to assess them, before developing the appropriate curriculum for achieving these goals. Recognizing the diversity of today''s student population, this book offers guidance for culturally responsive, ethical teaching. The text explores techniques foTable of ContentsAbout the Authors xi Foreword xiii About the Companion Website xvii Introduction 1 1 Why a Student‐Centered Approach to Teaching? 5 1.1 A Paradigm Shift? 5 1.2 Setting the Stage for Transformative Learning 7 1.3 Knowing Your Students 7 1.3.1 Connecting Identity with Motivation for Learning 7 1.3.2 Teaching Digital Natives 8 1.3.3 Our Diverse Student Body 9 1.4 Supporting First‐Generation College Students 12 1.5 Culturally Responsive Instruction 13 1.5.1 Fostering an Environment of Inclusivity 14 1.5.2 Fostering Positive Attitudes toward Learning 18 1.5.3 Enhancing Meaning for Students through Active Learning 19 1.6 Starting Off with a Student‐Centered Philosophy 21 1.7 Summary 22 2 Designing a Course Based on Learning Objectives 23 2.1 Backward Course Design 23 2.2 Step 1: Developing Learning Goals and Objectives 24 2.3 Step 2: Developing Assessment Strategies 26 2.4 Step 3: Creating Meaningful Learning Experiences in the Classroom 31 2.4.1 Pre‐Class Preparation and Using Readings 31 2.4.2 Selecting a Textbook 33 2.5 Universal Design 35 2.5.1 Should Instruction Be Tailored to Students’ Preferred Learning Styles? 37 2.6 Creating a Syllabus 38 2.7 Interim and Post‐Course Reflection and Student Evaluation: How Is it Going? 42 2.8 Summary 44 2.A Syllabus Checklist 44 3 Effective Multimedia Instruction 45 3.1 Use (and Abuse) of PowerPoint (PPT) in Higher Education 45 3.1.1 Best Practices for Slideware and Other Multimedia Presentations in the Classroom 46 3.1.2 More Innovative Use of Slideware 48 3.2 Student Response Systems 49 3.2.1 Student Collaboration and SRSs 51 3.2.2 Scientific Literacy and SRSs 52 3.3 Use of Videos and Video Clips in Classes 52 3.3.1 Guidance on Using Potentially Distressing Video Materials 56 3.4 Information Literacy and the Effective Use of the Internet 57 3.4.1 Benefits of Wikipedia Editing Assignments 60 3.5 Other Multimedia Projects 62 3.5.1 Student‐Created Videos and Podcasts 63 3.5.2 Digital Stories 65 3.6 Summary 67 4 Advancing Critical Thinking through Active Learning 69 4.1 What is Critical Thinking? 69 4.2 Critical Thinking Instruction 71 4.2.1 Activity‐Based Instruction 72 4.3 Oral Communication: Talking to Learn (and Learning to Talk) 73 4.3.1 Fostering Inclusive Discussion 73 4.3.2 Debates 76 4.3.3 Role‐Playing 77 4.4 In‐Class Demonstrations and Simulations 80 4.5 Distinguishing Science from Pseudoscience in Psychology Classes 82 4.5.1 Developing Digital Literacy Skills 84 4.6 Developing Qualitative and Quantitative Reasoning Skills 85 4.6.1 Qualitative Reasoning 85 4.6.2 Quantitative Reasoning 87 4.6.3 Problem‐Based Learning 89 4.7 Service Learning and Community‐Based Research 89 4.8 Challenges of Assessing Improvements in Critical Thinking 92 4.9 Summary 93 5 Group Work 95 5.1 Benefits of Group Work 95 5.1.1 Theoretical Underpinnings of Why Small‐Group Work Works 97 5.2 Effective Strategies for Participation 98 5.2.1 Setting the Scene for Group Work 98 5.2.2 Gearing Up for Formal Group Work 100 5.2.3 Structuring a Cooperative Learning Task 101 5.2.4 Group Composition 102 5.2.5 Helping Students Develop Collaborative, Leadership, and Planning Skills 103 5.3 How to Minimize Undesirable Group Behaviors 105 5.3.1 Social Loafing and Free‐Riding 105 5.3.2 Supporting “Involuntary” Free‐Riders 106 5.3.3 Lone Wolves 107 5.4 Cooperative Learning Structures 107 5.4.1 Learning Together and Alone 107 5.4.2 Inter‐Teaching 107 5.4.3 Problem‐Based Learning 108 5.4.4 Team‐Based Learning 110 5.4.5 Jigsaw Classroom Design 112 5.5 Cooperative Learning Games 113 5.6 Summary 114 6 Learning to Write and Writing to Learn 115 6.1 The Value of Writing in Learning 115 6.2 Strategies for Teaching Reading and Writing 116 6.2.1 Strategies for Designing Introductory Psychology Writing Assignments 117 6.2.2 Next Steps in Designing Psychology Writing Assignments 118 6.3 Helping Students to Improve Writing Drafts 121 6.3.1 Encouraging Students to Think Metacognitively about Writing 121 6.3.2 Using Peer Review to Give Feedback 122 6.3.3 Giving Effective Feedback and Helping Students Respond to Feedback 123 6.3.4 Using Rubrics to Provide Feedback 126 6.4 Plagiarism 127 6.5 Lowering the Stakes in Writing Assignments 128 6.5.1 Small Paper Writing 129 6.5.2 Minute Papers 130 6.5.3 Microthemes 131 6.5.4 Reflection Papers 132 6.5.5 Creative Writing Assignments in Psychology 132 6.5.6 Journaling 132 6.6 Summary 134 7 Enhancing Learning through Testing, Metacognitive Development and Psychosocial Interventions 135 7.1 Why Use Tests in Student‐Centered Teaching? 135 7.1.1 Benefits of Retrieval Practice 136 7.1.2 Importance of Distributing and Interleaving Practice 137 7.2 Using Quizzes in Your Classes 138 7.2.1 Quiz and Test Design 139 7.2.2 Helping Students to Use Quiz and Test Feedback to Enhance Learning 142 7.2.3 Cumulative Tests 143 7.3 Students’ Metacognitive Biases 143 7.3.1 Instructors’ Metacognitive Biases 145 7.4 Building Study Habits 145 7.5 Mindsets around Testing and Learning 149 7.5.1 Overcoming Student Anxiety and Increasing Motivation for Learning 150 7.5.2 Dealing with Failure and Building Resilience 152 7.6 Summary 154 8 Gearing Up to Teach Online 155 8.1 The Continuum of Online Instruction 155 8.2 How Course Management Systems can Make Face‑to‑Face Classes More Student‐Centered 156 8.3 Using Online Tools to Facilitate Writing, Collaboration, and Critical Thinking 158 8.3.1 What Kinds of Blog Assignment Work? 161 8.3.2 How to Set Up a Successful Blog Assignment 163 8.3.3 Using Wikis to Improve Writing, Critical Thinking, and Information Literacy 164 8.4 Teaching in a Flipped Classroom 166 8.4.1 Activities for the Flipped Classroom 169 8.5 Transitioning to Teaching Fully Online 170 8.6 Summary 173 9 Becoming an Effective and Fulfilled Teacher 175 9.1 Ethical Teaching Using an Evidence‐Based Approach 175 9.2 Ethical Classroom Management 178 9.3 Closing the Loop: Evaluating the Effectiveness of Your Instruction 179 9.4 The Scholarship of Teaching and Learning 181 9.5 Mentoring Student Research 185 9.6 Self‐Assessment 186 9.7 Developing a Teaching Portfolio 187 9.8 Writing a Teaching Philosophy Statement 187 9.9 Summary 191 References 193 Index 259
£77.36
John Wiley & Sons Inc The Reading Teachers Book of Lists
Book SynopsisThe essential handbook for reading teachers, now aligned with the Common Core The Reading Teacher''s Book of Lists is the definitive instructional resource for anyone who teaches reading or works in a K-12 English language arts-related field. Newly revised and ready for instant application, this top seller provides up-to-date reading, writing, and language content in more than 240 lists for developing targeted instruction, plus section briefs linking content to research-based teaching practices. This new sixth edition includes a guide that maps the lists to specific Common Core standards for easy lesson planning, and features fifty brand-new lists on: academic and domain-specific vocabulary, foundation skills, rhyming words, second language development, context clues, and more. This edition also includes an expanded writing section that covers registers, signal and transition words, and writers'' craft. Brimming with practical examples, key words, teaching ideas, and aTable of ContentsCommon Core State Standards xi The Authors xv Preface to the Sixth Edition xvii Section 1: Foundations 1 List 1 Typical Literacy Development 4 List 2 Speech Sound Development 8 List 3 Sound-Awareness Books 9 List 4 Rhyming Books 11 List 5 Predictable Books 14 List 6 Books without Words 16 List 7 Print Concepts 19 List 8 Phonics Awareness 20 List 9 Rhyming Words 21 List 10 Minimal Pairs 23 List 11 Word Segmentation 30 List 12 Active Response Activities 33 List 13 Handwriting Charts 36 List 14 Reading and Language Tips for Parents of Young Children 38 List 15 Language Arts Glossary for Parents and Others 41 Section 2: Phonics 51 List 16 Suggested Phonics Teaching Order 53 List 17 Consonant Sounds and Spellings 55 List 18 Vowel Sounds and Spellings 57 List 19 Double Vowels 58 List 20 The Final E Rule 59 List 21 Sound Determined by Letter Position 60 List 22 Phonics Example Words 61 List 23 The Most Common Phonograms 78 List 24 Phonograms 79 List 25 Phonically Irregular Words 88 List 26 Standalones—Words without Rhymes 89 List 27 Syllabication Rules 90 Section 3: Useful Words 93 List 28 High-Frequency Instant Words 95 List 29 Homophones 102 List 30 Homographs and Heteronyms 110 List 31 Easily Confused Words 119 List 32 Collective Nouns 122 List 33 Mass or Uncountable Nouns 124 List 34 Compound Words 126 List 35 Nonreversible Word Pairs 129 List 36 Similes 130 List 37 Metaphors 131 List 38 Collocations 132 List 39 Common Word Idioms 133 List 40 Idiomatic Expressions 135 Section 4: Vocabulary Builders 139 List 41 The Twenty Most Common Prefixes 142 List 42 Prefixes of Number, Size, and Amount 143 List 43 More Prefixes 145 List 44 The Twenty Most Common Suffixes 149 List 45 Inflectional Suffixes 150 List 46 More Suffixes 151 List 47 Greek and Latin Roots 155 List 48 -Ology Word Family 160 List 49 -Phobia and -Philia Word Families 161 List 50 Synonyms 162 List 51 Antonyms 165 List 52 Words with Multiple Meanings 168 List 53 Onomatopoeia 171 List 54 Portmanteau or Blended Words 173 List 55 Clipped Words 175 List 56 Oxymorons 176 List 57 Sesquipedalian Superstars 177 List 58 Eponyms and Toponyms—Words Based on Names 181 List 59 Neologisms or New Words 186 List 60 Words Borrowed from Other Languages 191 List 61 French and Latin Phrases 194 List 62 American and British English Words 196 List 63 Words and Phrases from Mythology 198 List 64 Shakespeare in Words and Phrases 203 Section 5: Content Literacy 205 List 65 High-Utility Academic Words—Primary Grades 1 to 3 208 List 66 High-Utility Academic Words—Intermediate Grades 4 to 8 210 List 67 Math Vocabulary—Primary Grades 1 to 3 213 List 68 Math Vocabulary—Elementary Grades 4 to 5 217 List 69 Math Vocabulary—Intermediate Grades 6 to 8 220 List 70 US Customary Measurement System 224 List 71 Metric System of Measurement (SI) 226 List 72 Metric and Customary Equivalents and Conversion 228 List 73 Roman Numerals 230 List 74 Reading Math Symbols 231 List 75 Social Studies Vocabulary—Primary Grades 1 to 3 233 List 76 Social Studies Vocabulary—Intermediate Grades 4 to 8 234 List 77 Social Studies Vocabulary—Secondary Grades 9 to 12 238 List 78 Geography Vocabulary—Primary Grades 1 to 3 240 List 79 Geography Vocabulary—Intermediate Grades 4 to 8 241 List 80 Geography Fast Facts 243 List 81 US States and Their Capitals 245 List 82 States of Mexico and Their Capitals 247 List 83 Provinces of Canada and Their Capitals 248 List 84 Science Vocabulary—Primary Grades 1 to 3 249 List 85 Science Vocabulary—Elementary Grades 4 to 6 252 Section 6: Books 257 List 86 Book Words 260 List 87 Genres and Text Types 262 List 88 New and Old Favorite Books to Read Aloud 265 List 89 Award-Winning Children’s Books 270 List 90 Books for Word Play 274 List 91 Children’s All-Time Favorite Books 276 List 92 Books for Reluctant Readers 278 List 93 Kids’ Magazines for Readers and Writers 281 List 94 Booklist Collections 284 List 95 Book Interest Arousers 287 List 96 Fifty Postreading Response Ideas 288 List 97 The Fry Readability Graph 290 List 98 Readability Score Comparisons 292 List 99 Exemplar Texts for ELA and Subject Area Literacy 293 Section 7: Comprehension 299 List 100 BDA Comprehension Strategies 302 List 101 Context Clues and Word Meaning 304 List 102 Syntax and Comprehension 306 List 103 Comprehension Questions 307 List 104 Question Starters for Discussions 309 List 105 Proverbs 310 List 106 Graphic Organizers 316 List 107 Problem-Solving Guide 321 List 108 Paragraph and Text Organization 322 List 109 Character Traits 325 List 110 Tone and Mood Words 330 List 111 Point of View 333 List 112 Language Registers 335 List 113 Persuasive Techniques 338 List 114 Literary Terms 339 Section 8: Fluency 343 List 115 Fluency Elements 346 List 116 Sentence Tunes 348 List 117 Fluency and Punctuation 349 List 118 Fluency Teaching Methods 351 List 119 Oral Reading Activities 353 List 120 Optimal Oral Reading Rates 355 List 121 Oral Reading Fluency Rubric 356 Section 9: Language 357 List 122 Common Features of Language 359 List 123 Parts of Speech 361 List 124 Key Verb Concepts 362 List 125 Common Verb Tenses 364 List 126 Irregular Verb Patterns 367 List 127 Basic Sentence Patterns 370 List 128 Capitalization Guidelines 371 List 129 Contractions 372 List 130 Punctuation Guidelines 373 Section 10: Spelling 377 List 131 Spelling Demons—Elementary 380 List 132 Spelling Demons—Intermediate 381 List 133 Spelling Demons—National Spelling Bee 383 List 134 Spelling Rules for Adding Suffixes 384 List 135 Plurals 386 List 136 Spelling and Pronunciation 388 List 137 Common Abbreviations 389 Section 11: Writing 393 List 138 Narrative and Informational Text 396 List 139 Story Starters 397 List 140 Prompts for Expository Writing 399 List 141 Descriptive Words 402 List 142 Color Words 406 List 143 Sense Words for Descriptive Writing 407 List 144 Signal and Transition Words 410 List 145 He Said/She Said 415 List 146 Checklist for Narrative Writing—Primary 417 List 147 Checklist for Opinion Writing—Primary 418 List 148 Checklist for Informative or Explanatory Writing—Primary 419 List 149 Checklist for Narrative Writing—Elementary 420 List 150 Checklist for Opinion/Argument Writing—Elementary 421 List 151 Checklist for Informative or Explanatory Writing—Elementary 422 List 152 Teacher’s Corrective Feedback Code 423 List 153 Proofreading Marks 424 List 154 Hyphenation Rules for Writing 425 List 155 Nonbiased Language Guidelines 426 List 156 Acronyms and Initializations 429 Section 12: Teaching Ideas 431 List 157 Tips for Reading Teachers 433 List 158 Games and Teaching Activities 434 List 159 Language Development through Drama 438 List 160 Word Wall Lists 440 List 161 Student/Group Project Planner 446 List 162 Working in Teams 448 List 163 Teamwork Rules 450 List 164 Teaching with Magazines and Newspapers 451 List 165 Sample Reading Block Schedule 452 List 166 Activities for Tutors and Volunteers 453 List 167 One Hundred Ways to Praise 455 List 168 Activities for Multiple Intelligences 457 List 169 Multiple Intelligences Questionnaire—Elementary 459 List 170 Multiple Intelligences Questionnaire—Middle and High School 461 List 171 Report Card Helpers—Euphemisms 463 List 172 Reading Organizations and Journals 464 List 173 Publishers of Reading Materials and Tests 467 List 174 Education Abbreviations, Acronyms, and Initializations 468 Section 13: English Language Learners 471 List 175 Teaching Tips for ELLs’ Success 474 List 176 Realia and Manipulatives 476 List 177 Class and School Vocabulary for ELLs 477 List 178 Students’ Language Background 480 List 179 English Sounds Not Used in Other Languages 481 List 180 Problem English Sounds for ELLs 482 List 181 Spanish Alphabet and Phonics 483 List 182 Useful Spanish Words and Phrases for Teachers 486 List 183 Three Hundred Most Frequently Used Spanish Words 493 List 184 Dichos—Spanish Proverbs 497 Section 14: Assessment 499 List 185 Assessment Methods 502 List 186 Assessment Terms 504 List 187 Normal Distribution 507 List 188 Study Skills Checklist 508 List 189 Memory and Recall Techniques 510 List 190 Test-taking Strategies 512 List 191 Test Words 514 List 192 Interest Inventory—Primary 516 List 193 Interest Inventory—Elementary/Intermediate 517 List 194 Cloze Procedure Variations 518 List 195 Analogies 520 List 196 Rubrics for Narrative Writing—Primary 522 List 197 Rubrics for Opinion Writing—Primary 523 List 198 Rubrics for Informative or Explanatory Writing—Primary 524 List 199 Rubrics for Narrative Writing—Elementary 525 List 200 Rubrics for Opinion/Argument Writing—Elementary 527 List 201 Rubrics for Informative or Explanatory Writing—Elementary 529 Section 15: Word Play 531 List 202 Jump Rope Rhymes 534 List 203 Tongue Twisters 539 List 204 Children’s Humor: What Kids Say 542 List 205 Popular First Names 544 List 206 Fun Names 547 List 207 Curious Place Names 548 List 208 Anagrams 550 List 209 Palindromes 552 List 210 Proverbs in Disguise 554 List 211 Rools for Good Writing 555 List 212 Poetry for Language Laughs 557 List 213 Surprising Reading Research 559 List 214 Wacky Wordies—Visual Word Puzzles 560 Section 16: Alphabets and Symbols 567 List 215 Alphabet Letter Frequency 569 List 216 Alphabet Websites 570 List 217 Different Alphabets 571 List 218 Ancient Egyptian Alphabet—Hieroglyphs 572 List 219 Native American Symbols 573 List 220 American Manual Alphabet 574 List 221 American Sign Language 575 List 222 Braille Alphabet 576 List 223 Radio Voice Alphabet 577 List 224 Morse Code 577 List 225 Traffic Signs 578 Section 17: Information Literacy 583 List 226 Evaluating Online Resources 586 List 227 Developing Citation Skills 588 List 228 Making a Document Interactive 590 List 229 Fifty Uses for Graphic Organizers 592 List 230 Dictionary and Glossary Skills 594 List 231 Dictionary Pronunciation Symbols 596 List 232 Library Classification Systems 598 Section 18: Digital Resources 601 List 233 Search Tips and Strategies 603 List 234 Simple Search Strategies 605 List 235 Websites for Reading and Literacy 606 List 236 Websites for Children’s Literature 608 List 237 Websites for Word Lovers 610 List 238 Virtual Reference Library 611 Index 613
£24.65
John Wiley and Sons Ltd Applied English Phonology
Book SynopsisThe new edition of the leading textbook for English applied phonetics and phonology A leading textbook for English Phonetics and Phonology, the fourth edition of Applied English Phonology is an accessible, authoritative introduction to the English sound system. Providing clear explanations and numerous illustrative examples, this new edition has been fully updated with the latest research and references. Detailed discussions of fundamental concepts of applied English phonology cover phonetic elements, phonemics, English consonants and vowels, stress and intonation, structural factors in second language phonology, and much more. Designed for students and professionals in both theoretical and applied linguistics, education, and communication sciences and disorders, this textbook contains new material throughout, including a new chapter introducing typical phonological development, patterns of simplification, and disordered phonology. Expanded sections explore topics such as contracted foTable of ContentsPreface to Fourth Edition x Note to the Instructor xi About the Companion Website xii Abbreviations xiii Chapter 1 Phonetics 1 1.1 Introduction 1 1.2 Phonetic Transcription 1 1.3 Description and Articulation of Sounds of English 4 1.3.1 The vocal tract 4 1.3.2 Voicing 5 1.3.3 Places of articulation 6 1.3.4 Manners of articulation 7 1.3.5 Voice onset time 9 1.3.6 Vowels and diphthongs 12 1.4 Additional Sounds 13 1.4.1 States of the glottis 13 1.4.2 Places and manners of articulation 14 1.4.3 Secondary articulations 16 1.4.4 Consonants made with non‐pulmonic airstream mechanisms 18 1.4.5 Vowels 19 1.5 Cardinal Vowels 20 1.6 Syllables and Suprasegmentals 21 Summary 25 Exercises 25 Chapter 2 Phonology 31 2.1 Introduction 31 2.2 Complementary versus Overlapping Distribution 32 2.2.1 Overlapping distribution and contrast 32 2.2.2 Complementary distribution 34 2.3 Phonemic Analysis: A Mini‐Demo 37 2.4 Free Variation 46 2.5 Morphophonology 47 2.6 Practical Uses of Phonological Analysis 49 Summary 52 Exercises 52 Chapter 3 English Consonants 58 3.1 Stops 58 3.2 Fricatives 64 3.3 Affricates 67 3.4 Nasals 68 3.5 Approximants 70 3.6 Sociophonetic Variation 72 Summary 74 Exercises 74 Chapter 4 English Vowels 79 4.1 Introduction 79 4.2 Vowel Set of American English 79 4.2.1 Phonetic properties of vowels 80 4.2.2 Tense–lax 81 4.2.3 Nasalized vowels 82 4.2.4 Length 82 4.2.5 Vowels before /ɹ̣/ 83 4.2.6 Vowels before /l/ 84 4.3 Front Vowels 85 4.4 Central Vowels 86 4.5 Back Vowels 86 4.6 Diphthongs 87 4.7 Sociophonetic Variation 90 4.8 Non‐US Varieties 91 4.9 Full Vowels–Reduced Vowels 93 4.10 Full (Strong) Forms versus Reduced (Weak) Forms of Function Words 95 Summary 97 Exercises 98 Chapter 5 Acoustics of Vowels and Consonants 102 5.1 Introduction 102 5.2 Spectrographic Analysis 104 5.3 Vowels and Diphthongs 105 5.4 Consonants 110 5.4.1 Obstruents 110 5.4.2 Sonorant consonants 118 5.5 Putting it Together 121 5.6 Waveform Analysis 124 5.7 Context 139 5.8 Practical Applications: Some Examples 141 Summary 144 Exercises 147 Chapter 6 Syllables 153 6.1 Introduction 153 6.2 Number of Syllables 156 6.3 Sonority 157 6.4 Syllabification 159 6.5 English Syllable Phonotactics 161 6.5.1 Single onsets 162 6.5.2 Double onsets 162 6.5.3 Triple onsets 164 6.5.4 Codas 165 6.5.5 Double codas 165 6.5.6 Triple codas 165 6.6 Written Syllabification 169 6.7 Syllable Weight and Ambisyllabicity 171 6.8 Practical Applications 173 Summary 176 Exercises 176 Chapter 7 Stress and Intonation 179 7.1 Introduction 179 7.2 Noun and Adjective Stress 180 7.3 Verb Stress 183 7.4 Secondary Stress 185 7.5 Affixes 187 7.5.1 Stress‐bearing (attracting) suffixes 188 7.5.2 Stress‐neutral suffixes 188 7.5.3 Stress‐shifting (fixing) suffixes 189 7.6 Stress in Compounds 191 7.7 Differences between American and British English 192 7.8 Intonation 195 7.9 Variations among the Varieties 199 Summary 200 Exercises 201 Chapter 8 Phonology of L1 205 8.1 Introduction 205 8.2 Pre‐linguistic Stage 205 8.3 Babbling to the first words 206 8.4 First 50 words 207 8.5 Systematic Development and patterns of erroneous productions 207 8.5.1 Syllable Structure Processes 208 8.5.2 Substitution Processes 209 8.5.3 Assimilation Processes 210 8.5.4 Co‐occurrence of Processes 212 8.5.5 Chronology of processes 213 8.6 Optimality Theory 213 8.7 Implications for Clinical treatment 221 Summary 221 Exercises 222 Chapter 9 Structural Factors in Second Language Phonology 225 9.1 Introduction 225 9.2 Spanish–English Mini Contrastive Analysis 229 9.3 Differential Treatment of Mismatches 234 9.3.1 Basic vs. derived context 235 9.3.2 Deflected contrast 236 9.3.3 Hypercontrast 237 9.4 Markedness 237 9.5 Ontogeny Phylogeny Model (OPM) 244 9.6 Optimality Theory (OT) 246 9.7 Perception 249 9.8 Bilingual Phonology 254 9.9 Loan Phonology 258 Summary 260 Appendix A 261 Turkish–English 261 Greek–English 262 Arabic–English 264 Korean–English 266 Portuguese–English 267 Appendix B 269 Exercises 270 Chapter 10 Spelling and Pronunciation 273 10.1 Irregularity of English Spelling 273 10.2 Phoneme–Grapheme Correspondences in English 275 10.2.1 Consonants 275 10.2.2 Vowels 279 10.3 Morphological Basis of English Spelling 283 10.4 American English vs. British English 285 Summary 287 Exercises 288 Recommended Readings 291 Appendix: List of Sound Files 294 Glossary 299 References 307 Index 319
£37.95
John Wiley & Sons Inc The Hybrid Teacher
Book SynopsisTable of ContentsAbout the Author vii Acknowledgments ix Before We Begin xi Introduction xiii Chapter 1: Synchronous and Asynchronous Learning 1 Chapter 2: Synchronous Learning 5 Chapter 3: Asynchronous Learning 47 Chapter 4: Apply, Create, Explore 79 Chapter 5: Keep Design in Mind 93 Chapter 6: Project-Based Learning 107 Chapter 7: Executive Functioning Skills 113 Chapter 8: Social and Emotional Learning 121 Chapter 9: Building Culture and Community 125 Chapter 10: Attendance and Assessment 157 Chapter 11: Little Learners 179 Chapter 12: Subject- Specific Strategies 187 Chapter 13: Nonteaching Staff 205 Chapter 14: Adapting 209 Chapter 15: Parent/ Guardian Communication 223 Chapter 16: Technology Bootcamp 229 Chapter 17: Teacher Time Savers 237 Chapter 18: Going Further… 245 Chapter 19: The Future of Education Is Hybrid 257 Chapter 20: The Administrators’ Appendix 261 Appendix: Additional References 279 Index 281
£17.85
John Wiley & Sons Inc Make History
Book SynopsisMake History with Your Students From bestselling author Paul Bambrick-Santoyo and Art Worrell, Uncommon Schools' Director of History Instruction, comes Make History, an inspiring book on how educators can take history instruction to the next level. History teachers face unique challenges in introducing history lessons to students, and they are under increasing pressure to get it right in an age of social progress and social divisiveness. This book is a guide to bring the past to life while teaching students how to make sense of history. Use the ideas and techniques to turn your history students into writers, readers, and thinkers who are ready not only to succeed in college, but also to become leaders and change agents. By showing how to teach rigorous, engaging lessons that center student thinking and voice, Make History turns history class into the most exciting part of a student's day. Reimagine history education to help students build their owTable of ContentsOnline Content xiii Print- Ready Materials xiii Videos xiv Acknowledgments xix About the Authors xxiii Introduction: Make History 1 Art’s Story 5 Paul’s Story 6 Our Story 7 A “Practical Guide”: What You’ll Find in This Book 8 Turning on the Light: Making Good Teaching Visible 8 See It: Videos and Work Samples 9 Name It: Core Ideas and One- Pagers 10 Do It: Materials to Make It Happen 11 Who Should Use This Book and How? 13 Making History— Starting the Journey 15 1 Define the Destination 17 Learn More— Enrich Your History Map 21 Craft Initial Questions 21 Seek Sources with Multiple Perspectives 23 Finalize the Destination 28 Craft a Class Prompt 28 Create Exemplar Responses 32 Chart the Path 33 Choose Your Sources 33 Identify the Historical Thinking Skills 38 “Source” Your Sources 39 Put It All Together—Know-Show 47 Conclusion 51 Key Takeaways 51 Planning Template— Intellectual Preparation for Instruction 52 Self- Assessment 53 Planning for Action 53 2 Build Knowledge 55 Activate Knowledge 58 Do Nows 60 Class Oral Review 65 Supply (or Create) a Resource 68 Frontload Knowledge— Tell a Story 72 Hook Them 75 Tell the Story— Make It Memorable 82 Hold onto the Story— Solidify the Understanding 84 Conclusion 88 Key Takeaways 89 Build Knowledge Lesson— One- Pager 90 Self- Assessment 92 Planning for Action 92 3 Grapple with Evidence 93 Plan for Productive Struggle 96 Set the Stage— Activate What They Need 100 Build Skill with Guided Practice 100 Activate Skill— Break Down the Prompt 102 Activate Knowledge 104 Let Them Grapple— Guide Sensemaking 106 Monitor Reading and Address the Trend 106 Conclusion 114 Key Takeaways 115 Grapple with Evidence— One- Pager 115 Self- Assessment 118 Planning for Action 119 4 Make Sense of It Through Discourse 121 Give Students Habits 124 Name the Desired Habits 124 Build and Maintain Habits 128 Set the Stage for Discourse 132 Launch the Discourse Cycle 135 Facilitate Large- Group Discourse 137 Deepen Discourse 143 Conclusion 149 Key Takeaways 149 Inquiry Lesson One- Pager 150 Self- Assessment 151 Planning for Action 152 5 Stamp and Measure the Learning 153 Stamp in Student Voice 155 Stamp in Writing 157 Stamp the Thinking (Go Meta) 159 Apply It— Assess 160 Conclusion 162 Key Takeaways 163 Self- Assessment 163 Planning for Action 163 6 Put It All Together 165 Implementation Rubric— Make History 166 Sample Lesson Plans— Reconstruction (AP US History) 168 Build Knowledge Lesson Plan 170 Grapple with Evidence and Inquiry Lesson Plans 176 Sample Lesson Plans— Westernization or Southernization? (AP World History) 187 Build Knowledge Lesson 188 Grapple with Evidence and Inquiry Lessons 196 Conclusion 205 Notes 209 Index 215
£21.24
WW Norton & Co Coming of Age in 2020
Book SynopsisA time capsule of art and artifacts, created by Gen Z.
£19.99
