Teaching of a specific subject Books

Book SynopsisWriting fiction shifts notions about who is smart

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Book SynopsisJohn Miller has been involved in the driver training industry for over 35 years, based in Chichester, UK. He is a qualified and experienced instructor trainer and LGV instructor. For many years he ran his own driving school for car and lorry drivers in Chichester, together with an instructor training facility. He is now a consultant to the driver training industry. Susan McCormack is Managing Director of Tri-Coaching Partnership, which focuses on training and developing Approved Driving Instructors (ADIs), based in East Anglia, UK. A regular contributor to industry media, she has created several training courses, including the Pearson-accredited BTEC Level 4 in Coaching for Driver Development.Trade Review"Contains all the information you need on how to improve your teaching skills in line with current practices and established criteria" * The Approved Driving Instructor Register *"Ideal support material to the driving instructor's handbook and gives helpful advice to trainee or new instructors." * DRIVING Magazine *"Not just useful for new entrants to driver training, but a source of knowledge of modern, up-to-date skills that could be usefully absorbed by those who have been around for a while but need some updating." -- John Lepine, MBE, General Manager * The Motor Schools Association *Table of Contents Chapter - 00: Introduction; Chapter - 01: Learning to drive; Chapter - 02: Communication skills; Chapter - 03: Client-centred learning and coaching; Chapter - 04: Lesson structure and content; Chapter - 05: Structured driver training; Chapter - 06: National driving training standards explaining; Chapter - 07: The ADI standards check

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Book Synopsis1 The Experimental Tradition.- 2 Qualitative Methods.- 3 Psychometric Methods.- 4 Program Evaluation.- 5 The Psychology of Learning.- 6 Clinical Reasoning.- 7 Medical Decision Making.- 8 Individual Differences in Cognitive Style, Learning Style and Instructional Preference in Medical Education.- 9 Critical Thinking and Critical Appraisal.- 10 Student Selection.- 11 Transitions in Basic Medical Science Teaching.- 12 Medical Student Clinical Education.- 13 Postgraduate Education.- 14 Continuing Medical Education.- 15 The Role of the Teacher-Learner Relationship in Medical Education.- 16 Simulations Used to Teach Clinical Skills.- 17 Computers in Medical Education.- 18 Distance Education and the Health Professions.- 19 Problem-Based Learning.- 20 Assessment of Knowledge with Written Test Forms.- 21 Clinical Performance Assessments.- 22 Assessment of Non-Cognitive Factors.- 23 The Use of Computers in Assessment.- 24 Assessment of Clinical Performance: In-Training Evaluation.- 25 Combining Trade ReviewFrom the reviews:"[...] the text is well written, clear and concise throughout. It is likely that this will remain one of the most important reference texts for many years to come and will find a comfortable place on the bookshelf of any medical educator."(Dr J.L. Burton in ACP News, Autumn 2003) "This book is an excellent resource, lacking in no respect. Curriculum reform, management, and implementation, topics most medical teachers are involved in, covered in Section six, comes as the icing on the cake. In order for every medical teacher/educator to be able to see the "big picture", this final section is a must read." (Croatian Medical Journal, 45:2, 2004)Table of ContentsPart One. Introduction and Foreword; G. Norman, et al. Section 1: Research Traditions; G. Norman. 1. The Experimental Tradition; G. Regehr. 2. Qualitative Methods; I.B. Harris. 3. Psychometric Methods; J.A. Shea, G.S. Fortna. 4. Program Evaluation; C.A. Woodward. Section 2 : Learning; D. Dolmans. 5. The Psychology of Learning; E.J.F.M. Custers, H.P.A. Boshuizen. 6. Clinical Reasoning; L.D. Gruppen, A.Z. Frohna. 7. Medical Decision Making; A.S. Elstein, et al. 8. Individual Differences in Cognitive Style, Learning Style and Instructional Preference in Medical Education; L. Curry. 9. Critical Thinking and Critical Appraisal; G. Norman. S ection 3: The Educational Continuum; K. Mann. 10. Student Selection; W.C. McGaghie. 11. Transitions in Basic Medical Science Teaching; P.A. Small, Jr., E. Suter. 12. Medical Student Clinical Education; J.O. Woolliscroft. 13. Postgraduate Education; H.A. Holm. 14. Continuing Medical Education; K.V. Mann. Section 4: Instructional Strategies; A. Rothman. 15. The Role of the Teacher-Learner Relationships in Medical Education; R.G. Tiberius, et al. 16. Simulations Used to Teach Clinical Skills; R.-M.E. Fincher, L.A. Lewis. 17. Computers in Medical Education; J.J. McGowan, E.S. Berner. 18. Distance Education and the Health Professions; B. Hodges. 19. Problem Based Learning; A. Rothman, G. Page. Part Two. Section 5: Assessment; D. Newble. 20. Assessment of Knowledge with Written Test Forms; S.M. Downing. 21. Clinical Performance Assessments; E.R. Petrusa. 22. Assessment of Non-Cognitive Factors; A. Cushing. 23. The Use of Computers in Assessment; B.E. Clauser, L.W.T. Schuwirth. 24. Assessment of Clinical Performance: In-Training Evaluation; J. Turnbull, C. van Barneveld. 25. Combining Tests and Setting Standards; J. Norcini, R. Guille. 26. Licensure and Certification; W. Dale Dauphinee. 27. Relicensure, Recertification and Practice Based Assessment; J. Cunnington, L. Southgate. Section 6: Implementing the Curriculum; L. Curry.28. Managing the Curriculum and Managing Change; W.K. Davis, C.B. White. 29. Faculty Development for Curricular Implementation; B.C. Jolly. 30. Effective Leadership for Curricular Change; C.J. Bland, L. Wersal. 31. Professional Caring in the Curriculum; S.H. Cavanaugh. 32. Disseminating Educational Research and Implementing Change in Medical Educational Environments; S.W. Chauvin. 33. Achieving Large-Scale Change in Medical Education; L. Curry. List of Authors. Subject Index.

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Book SynopsisThis volume challenges readers to think about what music means in contemporary society, and how music education can remain culturally relevant in the new millennium. * A collection of thought-provoking philosophical perspectives on music education.Table of ContentsNotes on Contributos. 1. Introduction: Music Education in Contemporary Culture. (David K. Lines). 2. Music and Music Education: Theory and praxis for 'making a difference'. (Thomas A. Regelski). 3. Music Education in Nihilistic Times. (Wayne Bowman). 4. Music Education and Cultural Identity. (Robert A. Davis). 5. Improvisation and Cultural Work in Music and Music Education. (David K. Lines). 6. Musical Meaning and Social Reproduction: A case for retrieving autonomy. (Lucy Green). 7. Musical Understanding, Musical Works, and Emotional Expression: Implications for education. (David J. Elliott). 8. The Wow Factor? A Comparative Study of the Development of Student Music Teachers' Talents in Scotland and Australia. (Alastair Mcphee, Peter Stollery, Ros Mcmillan). 9. Music Education, Performativity and Aestheticization. (Constantijn Koopman). 10. The Global Musical Subject, Curriculum and Heidegger's Questioning Concerning Technology. (Janet Mansfield). Index.

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Book SynopsisThis contemplative anthology offers personal essays by noted scholars on a range of topics related to the teaching of Shakespeare. Ideal for the graduate student, it addresses many of the primary concerns and rewards of the discipline, drawing on the variety of special skills, interests, and experiences brought to the classroom by the volume''s distinguished contributors. Offers insight into the classroom practices, special skills, interests, and experiences of some of the most distinguished Shakespearean scholars in the field Features essayists who reflect on the experience of teaching Shakespeare at university level; how they approach the subject and why they think it is important to teach Provides anecdotal and practical advice for any reader interested in teaching the works of Shakespeare Engagingly candid Trade Review"The focus of this often inspiring book is the teaching of Shakespeare at uni­versity level. It had never occurred to me that anything as sophisticated as a pedagogy might actually underpin university teaching." (Early Theatre, 2010) Table of ContentsNotes on Contributors. Acknowledgments. Introduction: Passing it On (Skip Shand, Glendon College, York University). Part I: Mentoring. 1 Teaching Shakespeare, Mentoring Shakespeareans (Jean E. Howard, Columbia University). Part II: Text. 2 Planned Obsolescence or Working at the Words (Russ McDonald, Goldsmiths College, University of London). 3 The Words: Teacher as Editor, Editor as Teacher (David Bevington, University of Chicago). 4 Questions That Have No Answers (Alexander Leggatt, University of Toronto). Part III: Text and Performance. 5 Teaching the Script (Anthony B. Dawson, University of British Columbia). 6 A Test of Character (Miriam Gilbert, University of Iowa). 7 The Last Shakespeare Picture Show or Going to the Barricades (Barbara Hodgdon, University of Michigan). Part IV: Contexts (Institutional, Cultural, Historical). 8 Dancing and Thinking: Teaching “Shakespeare” in the Twenty-First Century (Kate McLuskie, Director, Shakespeare Institute). 9 Communicating Differences: Gender, Feminism, and Queer Studies in the Changing Shakespeare Curriculum (Ramona Wray, Queen’s University, Belfast). 10 Teaching Shakespeare and Race in the New Empire (Ania Loomba, University of Pennsylvania). 11 Learning to Listen: Shakespeare and Contexts (Frances E. Dolan, University of California, Davis). 12 Divided by a Common Bard? Learning and Teaching Shakespeare in the UK and USA (Richard Dutton, Ohio State University). Part V: And in Conclusion.... 13 Playing Hercules or Laboring in My Vocation (Carol Chillington Rutter, University of Warwick). Index.

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Book SynopsisA Guide to Teaching Introductory Psychology focuses on the critical aspects of teaching introductory psychology to undergraduate students. It includes ideas, tips, and strategies for effectively teaching this course and provides useful answers to commonly asked questions. A concise and accessible guide to teaching introductory courses in Psychology Begins with an orienting history of the course Evaluates current trends in teaching and offers suggestions for developing personal techniques Addresses a number of relevant issues, including how to teach difficult topics; linking course content to everyday experience; developing and using class presentations, lectures, and active learning ideas; and increasing interest in course topics Supported by a website that provides links to useful websites and handouts that instructors can use in their classes (http://www.blackwellpublishing.com/teachpsychscience/lucas/) Trade Review“We are pleased to recommend this book as a meaningful addition to instructors' resource libraries. The activities presented are clearly suitable for introductory and advanced courses. Moreover, the suggested readings and an appendix that delineates teaching organizations and related conferences provide numerous opportunities for professional development.” (PsycCRITIQUES, March 2009)Table of ContentsSeries Editors’ Preface viii Acknowledgments xi 1. An Introduction to Introductory Psychology 1 What is Introductory Psychology? 2 What Do I Teach? 3 How Do I Teach? 11 Who Are Your Introductory Psychology Students? 15 Using This Book 17 In Summary 21 References and Further Reading 21 2. Getting Ready to Teach 24 Beginning to Plan 24 The Course Syllabus 26 Evaluating Student Learning 28 Managing Your Classroom 35 The First Days of Class 40 Summary 44 References and Further Reading 44 3. Introduction, Research Methods, Culture 48 Getting Started 48 Teaching the Content 52 Classroom Tips 55 References 61 Additional Suggested Readings for Instructors 61 4. Human Development 62 Getting Started 62 Teaching the Content 65 Classroom Tips 70 References 74 Additional Suggested Readings for Instructors 75 5. Biological Psychology 76 Getting Started 76 Teaching the Content 79 Classroom Tips 81 References 91 Additional Suggested Readings for Instructors 91 6. Sensation and Perception 92 Getting Started 92 Teaching the Content 96 Classroom Tips 103 References 115 Additional Suggested Readings for Instructors 116 7. Consciousness, Motivation, and Emotion 117 Getting Started 117 Teaching the Content 122 Classroom Tips 132 References 140 Additional Suggested Readings for Instructors 143 8. Learning and Memory 144 Getting Started 144 Teaching the Content 147 Classroom Tips 155 References 166 Additional Suggested Readings for Instructors 167 9. Cognition, Language, and Cognitive Abilities 168 Getting Started 168 Teaching the Content 172 Classroom Tips 183 References 192 Additional Suggested Readings for Instructors 195 10. Health, Stress, Coping, and Personality 196 Getting Started 196 Teaching the Content 201 Classroom Tips 209 References 220 Additional Suggested Readings for Instructors 221 11. Mental Disorders and Therapies 222 Getting Started 222 Teaching the Content 227 Classroom Tips 235 References 242 Additional Suggested Readings for Instructors 243 12. Social Psychology 244 Getting Started 244 Teaching the Content 248 Classroom Tips 256 References 267 Additional Suggested Readings for Instructors 270 13. Ending Your Course, Reflecting on it, and Getting Ready for the Next Time 271 Reflections During the Semester 271 The Last Class Session 274 End-of-Term Reflections 276 Self-Evaluation 278 Tips From Experienced Teachers 279 Some Final Thoughts 282 References 283 Appendix: Professional Development Resources in the Teaching of Psychology 285 Index 292

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Book SynopsisA Guide to Teaching Introductory Psychology focuses on the critical aspects of teaching introductory psychology to undergraduate students. It includes ideas, tips, and strategies for effectively teaching this course and provides useful answers to commonly asked questions. A concise and accessible guide to teaching introductory courses in Psychology Begins with an orienting history of the course Evaluates current trends in teaching and offers suggestions for developing personal techniques Addresses a number of relevant issues, including how to teach difficult topics; linking course content to everyday experience; developing and using class presentations, lectures, and active learning ideas; and increasing interest in course topics Supported by a website that provides links to useful websites and handouts that instructors can use in their classes (http://www.blackwellpublishing.com/teachpsychscience/lucas/) Trade Review“We are pleased to recommend this book as a meaningful addition to instructors' resource libraries. The activities presented are clearly suitable for introductory and advanced courses. Moreover, the suggested readings and an appendix that delineates teaching organizations and related conferences provide numerous opportunities for professional development.” (PsycCRITIQUES, March 2009)Table of ContentsSeries Editors’ Preface viii Acknowledgments xi 1. An Introduction to Introductory Psychology 1 What is Introductory Psychology? 2 What Do I Teach? 3 How Do I Teach? 11 Who Are Your Introductory Psychology Students? 15 Using This Book 17 In Summary 21 References and Further Reading 21 2. Getting Ready to Teach 24 Beginning to Plan 24 The Course Syllabus 26 Evaluating Student Learning 28 Managing Your Classroom 35 The First Days of Class 40 Summary 44 References and Further Reading 44 3. Introduction, Research Methods, Culture 48 Getting Started 48 Teaching the Content 52 Classroom Tips 55 References 61 Additional Suggested Readings for Instructors 61 4. Human Development 62 Getting Started 62 Teaching the Content 65 Classroom Tips 70 References 74 Additional Suggested Readings for Instructors 75 5. Biological Psychology 76 Getting Started 76 Teaching the Content 79 Classroom Tips 81 References 91 Additional Suggested Readings for Instructors 91 6. Sensation and Perception 92 Getting Started 92 Teaching the Content 96 Classroom Tips 103 References 115 Additional Suggested Readings for Instructors 116 7. Consciousness, Motivation, and Emotion 117 Getting Started 117 Teaching the Content 122 Classroom Tips 132 References 140 Additional Suggested Readings for Instructors 143 8. Learning and Memory 144 Getting Started 144 Teaching the Content 147 Classroom Tips 155 References 166 Additional Suggested Readings for Instructors 167 9. Cognition, Language, and Cognitive Abilities 168 Getting Started 168 Teaching the Content 172 Classroom Tips 183 References 192 Additional Suggested Readings for Instructors 195 10. Health, Stress, Coping, and Personality 196 Getting Started 196 Teaching the Content 201 Classroom Tips 209 References 220 Additional Suggested Readings for Instructors 221 11. Mental Disorders and Therapies 222 Getting Started 222 Teaching the Content 227 Classroom Tips 235 References 242 Additional Suggested Readings for Instructors 243 12. Social Psychology 244 Getting Started 244 Teaching the Content 248 Classroom Tips 256 References 267 Additional Suggested Readings for Instructors 270 13. Ending Your Course, Reflecting on it, and Getting Ready for the Next Time 271 Reflections During the Semester 271 The Last Class Session 274 End-of-Term Reflections 276 Self-Evaluation 278 Tips From Experienced Teachers 279 Some Final Thoughts 282 References 283 Appendix: Professional Development Resources in the Teaching of Psychology 285 Index 292

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Book SynopsisMaking emotionally and physically safe decisions about sex is easier when you know how STIs are spread, how to avoid getting one, what their symptoms are, and how they are diagnosed and treated.Trade ReviewEminently readable – applicable to and appropriate for all ages - this text anticipates and answers questions regarding the length and breadth of our current contemporary Sexually Transmitted Infections. When initially published in 2008 this outstanding text was vital, valuable and much needed; then, when published as a Second Edition in 2016 this text is even more vital, valuable and even more needed.—Sexually Transmitted DiseaseTable of ContentsPrefaceHerpes Simplex Virus1. Grace2. JustinHerpes Simplex Virus (HSV) FactsHuman Papilloma Virus3. Chase4. ChloeHuman Papilloma Virus (HPV) FactsCervical Cancer5. RachelCervical Cancer FactsChlamydia6. Tyler7. SofiaChlamydia FactsGonorrhea8. Kiara9. LoganGonorrhea FactsDate Rape10. AshleyDate Rape FactsTrichomoniasis11. Alyssa12. SeanTrichomoniasis FactsPubic Lice13. Zoe14. RyanPubic Lice FactsHIV15. Evan16. TanyaHIV FactsHepatitis C17. Shannon18. LukeHepatitis C (HCV) FactsSyphilis19. Gavin20. LizSyphilis Facts21. Grace's EpilogueBibliographySymptoms Index

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Book SynopsisTable of ContentsAcknowledgmentsAbout the AuthorsPart I. The Past and the PresentChapter 1. The Evolution of Public Health Teaching Lisa M. Sullivan and Sandro GaleaChapter 2. The Current State of Public Health Education Donna PetersenChapter 3. A Conceptual Orientation to Public Health Teaching Robert Pack and Randy WykoffPart II. The Public Health Teaching ContinuumChapter 4. Activating Public Health Learning for Adolescents and Young Adults Perry N. HalkitisChapter 5. Undergraduate Education in Public Health Lauren D. ArnoldChapter 6. Community Colleges and Public Health: Building the Continuum of Public Health Education Katherine Johnson and Richard RiegelmanChapter 7. Master of Public Health Education Marie Diener-WestChapter 8. The DrPH Degree in Contemporary Public Health Education Eugene DeclercqChapter 9. Lifelong Learning Joel LeeChapter 10. Interprofessional Education Tanya Uden-HolmanPart III. Innovation in Public Health TeachingChapter 11. Public Health Course Design Melissa D. Begg and Jessica S. AnckerChapter 12. Engaging the Public Health Student through Active and Collaborative Learning Kathryn M. Cardarelli, Angela Carman, and Trey ConatserChapter 13. Teaching Cultural Competency for Twenty-First-Century Public Health Practice Linda AlexanderChapter 14. Teaching in a Diverse Classroom: A Student-Centered ApproachLorraine M. Conroy, Susan Altfeld, Jennifer Hebert-Beirne, Jyotsna Jagai, and Uchechi MitchellChapter 15. Innovative Active Learning in Public Health David G. KleinbaumChapter 16. Practice-Based Teaching in Public Health Jacey A. Greece and James WolffChapter 17. Teaching Public Health by the Case Method Nancy KaneChapter 18. Group-Based Service Learning Teaching Approaches Laura Linnan, Meg Landfried, Elizabeth French, and Beth MoraccoChapter 19. Effective Collaborative Learning Experiences: It Is All in the Design Luann White and Angela BreckenridgeChapter 20. Navigating Difficult Conversations in Public Health Classrooms Yvette C. Cozier and Sophie GodleyChapter 21. Public Health Education and Service Learning Daniel Gerber and Jen DolanChapter 22. Technology in Teaching Wayne LaMorte and Kathleen RyanChapter 23. Teaching Support, Training, and Supporting Teaching Assistants Greg Evans and Rachel SchwartzChapter 24. Innovations in Evaluating and Valuing Public Health Teaching: The Challenges of Course Evaluations Delia L. Lang and Elizabeth Reisinger WalkerPart IV. The Present and the FutureChapter 25. Responding Interprofessionally to a Complex World: The Impact on Public Health Education and Workforce Laura Magaña Valladares, Julian Fisher, Nelly Salgado de Snyder, and Silvia E. RabionetChapter 26. Envisioning a Future for Public Health Education across the Life Course Sandro Galea and Lisa M. SullivanIndex

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Book SynopsisThis volume, based on an interdisciplinary conference of psychologists, sociologists, philosophers, and social scientists, explores a topic of vital importance today—moral education. The book is organized around four questions: the nature and scope of moral education, the problem of ethical pluralism, psychological considerations in a program of moral education, and the social structure of the school as it relates to moral education. This volume will interest philosophers and social scientists concerned with human behaviour and values. It will be of special interest to those engaged in educational research, to curriculum planners, and teachers.

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Book SynopsisThis book offers both a road map and a vision of what being a scholar can be when reimagined in the digital era to enliven the public good. It discusses digital innovations in higher education as well as reflecting upon what these mean in an age of austerity.Trade Review"An incisive and engaging rallying cry for digital scholarship to be seen as our most powerful tool, as well as a practical handbook for aspiring activist scholars. I can't recommend it highly enough." Mark Carrigan, University of Warwick"This is an excellent book that offers a concise and well-written description of how digital technology has been used to produce robust and genuinely impactful research." LSE Review of Books"A fascinating insight into the relationships between academic publishers and universities, academics and grassroots communities, and academics and journalists. It highlights workable synergies for social justice activists in the academy, and will be of interest to people working with NGOs, academics and activists... For a glimpse at the future of scholarship, look no further." Research Matters (The Social Research Association magazine), March 2019Table of ContentsIntroduction: transformations; Being a scholar-activist then and now; Opening education and linking it to community; Acting up, opening up knowledge; Training scholars for the digital era; Measuring scholarly impact; The future of being a scholar.

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Book SynopsisThis book offers both a road map and a vision of what being a scholar can be when reimagined in the digital era to enliven the public good. It discusses digital innovations in higher education as well as reflecting upon what these mean in an age of austerity.Trade Review"An incisive and engaging rallying cry for digital scholarship to be seen as our most powerful tool, as well as a practical handbook for aspiring activist scholars. I can't recommend it highly enough." Mark Carrigan, University of Warwick"This is an excellent book that offers a concise and well-written description of how digital technology has been used to produce robust and genuinely impactful research." LSE Review of Books"A fascinating insight into the relationships between academic publishers and universities, academics and grassroots communities, and academics and journalists. It highlights workable synergies for social justice activists in the academy, and will be of interest to people working with NGOs, academics and activists... For a glimpse at the future of scholarship, look no further." Research Matters (The Social Research Association magazine), March 2019"A timely account of how scholarly practice is changing and make a compelling case for how scholars and librarians can use digital technologies to engage in issues of social justice, beginning with a more open and inclusive system of scholarly communication." Lisa Norberg, Co-founder of the Open Access Network"An important introduction to the possibilities offered by digital media for academic work and activism, both within and outside the halls of academia." Deborah Lupton, University of Canberra, Australia"A stunningly accessible and provocative volume that offers readers a delicious landscape for reimagining how, with whom and for whom we craft research in these 'revolting times.'" Michelle Fine, The Graduate Center, CUNY, USATable of ContentsIntroduction: transformations; Being a scholar-activist then and now; Opening education and linking it to community; Acting up, opening up knowledge; Training scholars for the digital era; Measuring scholarly impact; The future of being a scholar.

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Book SynopsisTrade Review“...[T]here is a serious dimension to these books that is often not present in standard 'mathematics for teachers' textbooks...This series doesn't bother with the typical chapters on problem solving and elementary set theory that are very much the norm in books for this course, but strikes a blow for serious work by diving right into fractions...We need books for future teachers that take this approach to our subject.” - Mark Bollman, MAA ReviewsTable of Contents Symbolic expressions Translation of verbal information into symbols Linear equations in one variable Linear equations in two variables and their graphs Simultaneous linear equations Functions and their graphs Linear functions and proportional reasoning Linear inequalities and their graphs Exponents Quadratic functions and their graphs Appendix: Facts from [Wu-PreAlg] Bibliography

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Book SynopsisEngages students in mathematical discovery through fun and approachable problems that reveal deeper mathematical ideas. Each chapter starts with a gentle on-ramp, such as a game or puzzle. Follow-up problems and activities require intuitive logic and reveal more sophisticated notions of strategy and algorithms.Table of Contents Activity guides: Color triangle challenge Magic squares and algebras Nim Palindrom grab! To tows, too! Two twos? More? Prisoner puzzle Broken calculators Dominoes and checkerboards Fair division Jumping Julia Activity handouts: Color triangle challence Magic squares and algebra Nim Palindrome grab! To twos, too! Two tos? More? Prisoner puzzle Broken calculators Dominoes and checkerboards Fair division Jumping Julia

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Book SynopsisThe second of three volumes that, together, give an exposition of the mathematics of grades 9-12 that is simultaneously mathematically correct and grade-level appropriate. The volumes are consistent with CCSSM (Common Core State Standards for Mathematics) and aim at presenting the mathematics of K-12 as a totally transparent subject.Table of Contents Linear functions. Quadratic functions and equations. Polynomial and rational functions. Exponential and logarithmic functions. Polynomial forms and complex numbers. Basic theorems of plane geometry. Ruler and compass constructions. Axiomatic systems. Facts from [Wu2020a]. Glossary of symbols. Bibliography. Index.

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Book SynopsisThe eighth book in the Teacher Program Series. Each book includes a full course in a mathematical focus topic. The topic is the study of continued fractions, including important results involving the Euclidean algorithm, the golden ratio, and approximations to rational and irrational numbers.

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Book SynopsisExplores the powerful role of communities in mathematics. The book introduces readers to twenty-six different mathematical communities and addresses important questions about how they form, how they thrive, and how they advance individuals and the group as a whole.Table of Contents Communities for undergraduate and secondary-school mathematics students: E. Winterer, Building community in the classroom D. Haunsperger, S. F. Kennedy, and T. Vessey, St. Olaf's big tent-From teaching mathematics to teaching students F. Ardila-Mantilla and C. BenedettiVelasquez, Todxs Cuentan en ECCO-Building a mathematical community D. Haunsperger and S. Kennedy, The Carleton SMP-Planning the unplanned C. Kelley and G. Ledder, The Nebraska conference for undergraduate women in mathematics A. Oden and A. Radunskaya, The EDGE community E. A. Contreras Gullickson and L. M. Covington Clarkson, Prepare2Nspire-Effects of a near-peer tutoring program M. Polhill, Bryn Mawr College, 1885-1940-""mathematics on its mind"" P. Cahn and S. Wang, The Smith College center for women in mathematics A. J. Barrios, R. A. C. Edmonds, and R. Soto, Math alliance-Investing in tomorrow today M. Busser, A. Chew, J. Ehko, and A. Orr, Youngstown State AWM mentorship and fellowship B. Tsinnajinnie and S. Kennedy, Honoring culture in indigenous and Latinx communities J. Gallian, The Duluth undergraduate research program-A community of peers Communitites for graduate students and professional mathematicians: M. Manes, Women in numbers-A research community M. Huguenin, D. McDuff, M. Readdy, and K. Uhlenbeck, The women and mathematics program at the IAS L. Khadjavi, T. Moore, and K. Weems, The infinite possibilities conference-Creating moments of belonging K.-T. Howell and N. A. Neudauer, On building a research community of women mathematicians in Africa J. Barnes, A. S. Crans, M. DeLong, D. Kung, and T. C. Stevens, MAA project NExT-Community during a critial transition E. D. Lawrence, Math mamas-Navigating mathematics and motherhood E. H. Goins and A. Oden, From the diary of a black mathematician C. Goff, G. Bradley, A. Hoover, and A. Kemp, Fostering a community of LGBTQ+ mathematicians E. Basor, The community of AIM SQuaREs X. Catepillan and L. McGuire, The EPaDel community M. Young, The mathematicians of color alliance S. Brown and A. Selden, The story of RUME-Forging a community of practice H. Barcelo and M. F. Singer, MSRI addresses the challenge D. Dumbaugh and D. Haunsperger, Afterword

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Book SynopsisA two-volume set offers a collection of resources for mathematics faculty interested in incorporating questions of social justice into their classrooms. The primary focus is on classroom activities where students can ask their own questions, find and analyse real data, apply mathematical ideas themselves, and draw their own conclusions.Trade ReviewFor mathematics faculty who are interested in incorporating questions regarding social justice into their classrooms, Mathematics for Social Justice offers a variety of resources that can kick start the process. This book is a collection of essays and modules that gives the reader a plethora of ideas for integrating questions of social justice into the mathematics classroom."" —Paula R. Stickles, Millikin UniversityTable of Contents Part : Getting started: G. Karaali and L. S. Khadjavi, An invitation to mathematics for social justice Essays: K. Hamman, Mathematics in service to democracy L. Marano, Preparing for student resistance: Rules of engagement for sensitive topics J. Hamilton and T. J. Pfaff, Social justice and sustainability: Two perspectives on the same system V. Piercey, Quantitative ethics D. Kung, Math for social justice: A last math class for responsible citizens Modules: D. Archey, Sea level change and function composition J. Beier, Exploring the problem of human trafficking G. Buhl and S. Q Kelly, Evaluating fairness in electoral districting S. Cohen and M. Pivarski, Modeling the 2010 Gulf of Mexico oil spill J. Cullinan and S. Hsiao, Voting with partially-ordered preferences J. Curran and A. Ross, Implementing Social Security: A historical role-playing game J. Glass and G. Karaali, Matching kids to schools: The school choice problem B. Gonzalez-Arevalo and W. Huang, Modeling the 2008 subprime mortgage crisis in the United States B. Gonzalez-Arevalo and W. Urbina-Romero, Using calculus to model income inequality K. Hamman, What does ""fair"" mean? A. Henderson and E. Kose, Social and environmental justice impacts of industrial agriculture R. Jaafar, Student loans: Fulfilling the American dream or surviving a financial nightmare? A. Vierling-Claassen, Modeling social change: The rise in acceptance of same-sex relationships J. Zobitz, T. Bibelnieks, and M. Lester, Sustainability analysis of a rural Nicaraguan coffee cooperative G. Karaali and L. S. Khadjavi, Postscript Part : G. Karaali and L. S. Khadjavi, Introduction J. Belock, Understanding over- and underrepresentation via conditional probability A. Brisbin, ""I need a job!"": Analyzing unemployment rates in college algebra and introductory statistics T. M. Brown, A three-part module on poverty F. Fisher and J. Warner, A gentrification module for quantitative reasoning M. M. Franco, Examining human rights issues through the lens of statistics T. Galanthay and T. J. Pfaff, Normal isn't ``normal'' when it comes to income T. Galanthay and T. J. Pfaff, Get the lead out: The connection between lead and crime D. Greenberg, D. Hughes Hallett, and L. S. Khadjavi, Policing and the issue of racial profiling A. J. Miller, Measures of income inequality K. Piatek-Jimenez, Super Size Me: Exploring the nutrition of fast food K. Piatek-Jimenez, Exploring the benefits of recycling V. Piercey, The new Jim Crow: A racial checkup for the United States K. Simic-Muller, Who makes the minimum wage? J. Suzuki, Mandatory drug tests for recipients of public assistance: Mathematical interpretations and implications J. Suzuki, The limits of partisan gerrymandering Z. Teymuroglu and J. C. Chambliss, Forecasting the past: Teaching regressions U. Williams, Partisan politics and central tendencies G. Karaali and L. S. Khadjavi, Mathematics for social justice: Closing thoughts and next steps

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Book SynopsisAllan deSouza examines the popular terminology through which art is discussed, valued, and taught, showing how pedagogical language and practices within art schools can adapt to a politicized and rapidly changing world, as well as to the demands of contemporary art within a global industry.Trade Review"Allan deSouza has done the art world an extraordinary service. . . . As a handbook, How Art Can Be Thought is stunning and successful—deeply informed by critical theory, yet in all aspects oriented toward practical use in the field, so to speak." -- Taylor Eggan * Discursive Impulse *"This book is a detailed, thorough, and comprehensive discussion concerning all aspects of contemporary art. de Souza opens a 'can of worms' on almost every page, exposing long-held myths about art practice, what art is, and if in fact we can really say anything meaningful about the whole 'art world' at all. . . . Very well written and highly readable. It is a must read for all art educators, art students, curators, art critics and faculty at academic institutions where art is still included in the curriculum." -- Rob Harle * Leonardo Reviews *"Juggling . . . the conceptual and practical . . . is no easy task and deSouza does a good job. . . . One of the strengths of the book is deSouza’s reflection on language — its importance to the project of decolonization and to artistic meaning/expression. -- Alpesh Kantilal Patel * Hyperallergic *"DeSouza shatters the trope of the handbook as static, watered-down theory. Instead, we enter an electric dialogue steeped in the vein of Paulo Freire and bell hooks. . . . With its accessible writing and contemporary perspective, How Art Can Be Thought should be required reading for art educators, administrators, art historians, critics and those interested in critical pedagogy." -- Ashley Hosbach * ARLIS/NA Reviews *"How Art Can Be Thought is indeed a practical handbook and offers a comprehensive account of current art debates in the art world. To decolonize those debates, deSouza provides a rich and detailed pedagogical framework that can be adapted to shape new debates." -- Uschi Klein * Visual Studies *Table of ContentsImage Notes vii Acknowledgments ix Introduction. A Foot in the Door 1 1. How Art Can Be Thought 21 2. Entry Points 35 3. How Art Can Be Taught 57 4. Critique as Radical Prototype 67 5. How Art Can Be Spoken: A Glossary of Contested Terms 85 Afterwords. How, Now, Rothko? 365 Notes 283 Bibliography 303 Index 309

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Book SynopsisWhat terms do we use to describe and evaluate art, and how do we judge if art is good, and if it is for the social good? In How Art Can Be Thought Allan deSouza investigates such questions and the popular terminology through which art is discussed, valued, and taught. Adapting art viewing to contemporary demands within a rapidly changing world, deSouza outlines how art functions as politicized culture within a global industry. In addition to offering new pedagogical strategies for MFA programs and the training of artists, he provides an extensive analytical glossary of some of the most common terms used to discuss art while focusing on their current and changing usage. He also shows how these terms may be crafted to new artistic and social practices, particularly in what it means to decolonize the places of display and learning. DeSouza''s work will be invaluable to the casual gallery visitor and the arts professional alike, to all those who regularly look at, think about, Trade Review"Allan deSouza has done the art world an extraordinary service. . . . As a handbook, How Art Can Be Thought is stunning and successful—deeply informed by critical theory, yet in all aspects oriented toward practical use in the field, so to speak." -- Taylor Eggan * Discursive Impulse *"This book is a detailed, thorough, and comprehensive discussion concerning all aspects of contemporary art. de Souza opens a 'can of worms' on almost every page, exposing long-held myths about art practice, what art is, and if in fact we can really say anything meaningful about the whole 'art world' at all. . . . Very well written and highly readable. It is a must read for all art educators, art students, curators, art critics and faculty at academic institutions where art is still included in the curriculum." -- Rob Harle * Leonardo Reviews *"Juggling . . . the conceptual and practical . . . is no easy task and deSouza does a good job. . . . One of the strengths of the book is deSouza’s reflection on language — its importance to the project of decolonization and to artistic meaning/expression. -- Alpesh Kantilal Patel * Hyperallergic *"DeSouza shatters the trope of the handbook as static, watered-down theory. Instead, we enter an electric dialogue steeped in the vein of Paulo Freire and bell hooks. . . . With its accessible writing and contemporary perspective, How Art Can Be Thought should be required reading for art educators, administrators, art historians, critics and those interested in critical pedagogy." -- Ashley Hosbach * ARLIS/NA Reviews *"How Art Can Be Thought is indeed a practical handbook and offers a comprehensive account of current art debates in the art world. To decolonize those debates, deSouza provides a rich and detailed pedagogical framework that can be adapted to shape new debates." -- Uschi Klein * Visual Studies *Table of ContentsImage Notes vii Acknowledgments ix Introduction. A Foot in the Door 1 1. How Art Can Be Thought 21 2. Entry Points 35 3. How Art Can Be Taught 57 4. Critique as Radical Prototype 67 5. How Art Can Be Spoken: A Glossary of Contested Terms 85 Afterwords. How, Now, Rothko? 365 Notes 283 Bibliography 303 Index 309

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Book SynopsisStephanie Springgay considers socially engaged art as a practice of research-creation that germinates a radical pedagogy she calls feltnessa set of intimate practices of creating art based on touch, affect, relationality, love, and responsibility.Table of ContentsAcknowledgments ix Introduction. Feltness: On How to Practice Intimacy 1 1. Bitter Chocolate Is for Adults! Matters of Taste in Elementary Students’ Socially Engaged Art 31 2. Imponderable Curricula: Living in the Future Now 55 3. Fluxus and the Event Score: The Ordinary Potential of Radical Pedagogy as Art 81 4. Anarchiving as Research-Creation: Instant Class Kit 111 5. Conditions of Feltness 135 6. Making a Public 153 7. Pedagogical Impulses 171 Notes 179 References 183 Index 195

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Book SynopsisTrade ReviewKeywords for the Health Humanities transcends its title. This rich volume contains essays that not only map the essential concepts in the health humanities, but also expand the possibilities of the field going forward. With an impressive roster of contributors whose essays address such wide-ranging topics as disability, disaster, human rights and indigeneity, as well as neurodiversity, stress, and trauma, this is a Health Humanities reader for our current era. Highly recommended not only for courses but also for any reader hoping to broaden their vision of what constitutes health. -- Susan Squier, The Pennsylvania State UniversityMany, many aperçus here that diverge, converge, challenge, illumine, and occasionally surprise yet almost always take the reader in the plural directions that make up this exciting field. An excellent place to start to figure out what the humanities bring and do to health and medicine. Entertaining but, better still, serious and useful! * Arthur Kleinman, author of The Soul of Care *

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Book SynopsisA timely and kaleidoscopic reflection on the importance of the arts in our societyIn the midst of a devastating pandemic, as theaters, art galleries and museums, dance stages and concert halls shuttered their doors indefinitely and institutional funding for entertainment and culture evaporated almost overnight, a cohort of highly acclaimed scholars, artists, cultural critics, and a journalist sat down to ponder an urgent question: Are the arts essential? Across twenty-five highly engaging essays, these luminaries join together to address this question and to share their own ideas, experiences, and ambitions for the arts. Darren Walker discusses the ideals of justice and fairness advanced through the arts; Mary Schmidt Campbell shows us how artists and cultural institutions helped New York overcome the economic crisis of the 1970s, bringing new investment and creativity to the city; Deborah Willis traces histories of oppression and disenfranchisement documented by photographers; and Oskar Eustis offers a brief history lesson on how theaters have built communities since the Golden Age of Athens. Other topics include the vibrancy and diversity of Muslim culture in America during a time of rising Islamophobia; the strengthening of the common good through the art and cultural heritages of indigenous communities; digital data aggregation informing and influencing new art forms; and the jazz lyricisms of a theater piece inspired by a composer's two-month coma. Drawing on their experiences across the spectrum of the arts, from the performing and visual arts to poetry and literature, the contributors remind readers that the arts are everywhere and, in one important way after another, they question, charge and change us. These impassioned essays remind us of the human connections the arts can forgehow we find each other through the arts, across the most difficult divides, and how the arts can offer hope in the most challenging times. What answer does this convocation offer to Are the Arts Essential? A resounding Yes.Trade ReviewIn this important collection, the editors gather a racially, ethnically, and culturally diverse group of more than two dozen eminent scholars, artists, professionals working in the field of arts and culture, and funders who support the arts. ... They argue forcefully for the importance of the arts in strengthening social ties, benefiting individuals, fostering community, engaging with the sciences, and recording and sharing human experiences .... A vigorous, timely, necessary defense of creativity. * Kirkus, STARRED Review *Here is the book arts lovers and advocates have been waiting for—and just in the nick of time! This collection of inspiring, practical, and visionary essays shows how the arts can lead our nation’s spiritual and economic revival and point the way towards a more just future. * David Henry Hwang, Tony Award–winning playwright *It is no spoiler to reveal that the answer to the book’s title is a resounding ‘yes.’ However, the reasons the arts are essential are detailed in often unexpected and astonishing ways. The many essays by artists, advocates, philosophers, and professors are a welcome addition to the discussion and an artistic achievement in their own right. * Jane Alexander, Emmy Award–winning actress *In this seminal collection, Arthurs and DiNiscia have gathered a remarkable group of artists and thinkers to reconsider the time-honored question of why the arts matter. While each essay is individually significant and could stand on its own, taken together, they are a treasure, amounting to a major statement of enormous import to our cultural moment today. Must reading for those of us who love the arts, and want to help them thrive in all of their multiplicity. * Henry Louis Gates, Jr., Harvard University *This important collection of essays addresses the fundamental importance of the arts to the lives of everyone on the planet. Artists never cease to offer hope, identity, aspiration and inspiration, and they constantly challenge us all. * Clive Gillinson, Executive and Artistic Director, Carnegie Hall *A profoundly important and timely compilation. This book illustrates the ways in which the arts are urgent—from meeting societal needs, strengthening our communities, and benefiting individual lives, to engaging the sciences and relaying our histories to each other—while reinforcing the value of all of the arts. I loved reading this book and cannot recommend it more highly! * Agnes Gund, President Emerita, Museum of Modern Art *That the answer to this book’s title question is a resounding affirmative is no surprise…This is a valuable, often-compelling defense of the arts. * Choice *

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Book SynopsisDrawing from theory and case studies, Pop Culture and Power takes apart popular culture and reassembles it in ways that empower students to develop analytical sensibilities and design the socially just world they want to live in.Table of ContentsIllustrations Tables 1. Teaching for Social Justice: Pop Culture in the Classroom 2. Agency and Power as Media Engagement 3. Pop Culture and Power: Teaching as Research 4. The Monopoly Project: Meaning Making through Board Game Production 5. The Hunger Games: Using Popular Film to Learn about Power 6. Celebrity Marketing: Gender Performances in Popular Music 7. Are You Being Hailed? Advertising as a Venue for Critical Media Literacy 8. Agency Revisited: Pop Culture in a Participatory Classroom 9. Power Revisited: Harnessing Media Engagement to Social Change Appendices Appendix A: Course Syllabus for CSL Seminar Appendix B: Writing and Other Homework Activities – CSL Seminar 2012 Appendix C: Ethics and Example of Parent/ Guardian Informed Consent Letter Appendix D: Details from the Hunger Games Project Lesson Plan References Notes

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Book SynopsisUniversities across North America and beyond are experiencing growing demand for off-campus, experiential learning. Exploring the foundations of what it means to learn out there, Out There Learning is an informed, critical investigation of the pedagogical philosophies and practices involved in short-term, off-campus programs or field courses. Bringing together contributors’ individual research and experience teaching or administering off-campus study programs, Out There Learning examines and challenges common assumptions about pedagogy, place, and personal transformation, while also providing experience-based insights and advice for getting the most out of faculty-led field courses. Divided into three sections that investigate aspects of pedagogy, ethics of place, and course and program assessment, this collection offers voices from the field highlighting the experiences of faculty members, students, teaching assistants, and community members engaTrade Review"Out There Learning poses fundamental questions about the nature of education in the twenty-first century, especially at a time in which the virtual has brought new challenges and possibilities to the fore. The editors and authors invite us to ponder on the rationale and consequences of field schools on peoples and places and to be aware of the potential for perpetuating neoliberal arrangements that have permeated higher education, bringing a slew of ethical questions about motivations, methods, and implications." -- Hélène B. Ducros * Europe Now Journal, April 2020 *Table of ContentsSECTION 1: THE PROCESSES OF LEARNING OUT THERE Section Overview Where the past and present intersect … Sam Kerr CHAPTER ONE "You cannot avoid all of this past, present, and future when it’s everywhere around you": Reflecting Relational Thinking in Field Study Experiences Kacy McKinney Living in the moment ... Emily Halvorsen CHAPTER TWO An Integrative, Thematic Approach to International Field Study Programs Aaron Williams Being part of something bigger … Kathleen O’Reilly CHAPTER THREE The Enlivened Classroom: Bringing the Field Back to Campus Nakanyike B. Musisi There is no front of the classroom here … Rob Cook CHAPTER FOUR Settlers Unsettled: Using Field Schools and Digital Stories to Transform Geographies of Ignorance About Indigenous Peoples in Canada Heather Castleden, Kiley Daley, Vanessa Sloan Morgan, and Paul Sylvestre Discovering traces of the past … Sara Lax SECTION 2: IMPLICATIONS OF PLACE Section Overview Connecting with the community … Aisling Kennedy CHAPTER FIVE Outsider Education: Indigenous Law and Land-Based Learning John Borrows Live life with significance … Freya Selander CHAPTER SIX Putting Law in its Place: Field School Explorations of Indigenous and Colonial Legal Geographies Deborah Curran Mysteries remain … Laura Buchan CHAPTER SEVEN Power in Place: Dilemmas in Leading Field Schools to the Global South Elizabeth Vibert and Kirsten Sadeghi-Yekta What you can’t get from a textbook … Sarah Elwood SECTION 3: ASSESSING THE VALUE OF THE JOURNEY Section Overview Kuala Lumpur & Singapore Comparison I and II Bonny Fu CHAPTER EIGHT Getting beyond "It changed my life": Assessment of Out-There Transformation Janelle S. Peifer and Elaine Meyer-Lee 9:14 AM: Saturday, May 14, 2016 "The world moves through us" … Jake Noah Sherman CHAPTER NINE Assessing Learning "Out There": Four Key Challenges and Opportunities Cameron Owens and Maral Sotoudehnia Embracing complexities … Liah Formby CHAPTER TEN Transformation in the Field: Short-Term Study Abroad and the Pursuit of Changes Michael R. Glass Education can be empowering … Emily Tennent

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Book SynopsisAttractive and easy to navigate, New Generation Korean 3 is a full-colour and engaging textbook designed for Korean language learners at the secondary and post-secondary education levels, as well as for independent self-study learners. Building on the content in the intermediate textbook, the advanced volume presents learning goals and best practice lessons developed by professors with extensive Korean language teaching experience. The textbook is appended with lists of vocabulary, answer keys, Korean scripts, and English translations.With classroom-tested lessons, New Generation Korean 3 will guide students to effective and efficient learning of the Korean language and an appreciation of Korean culture. The heavily illustrated textbook is accompanied by a workbook, audio files, and PowerPoint slides. Table of ContentsPreface Components Characters Lesson Table Lesson 17 Lesson 18 Lesson 19 Lesson 20 Lesson 21 Lesson 22 Lesson 23 Lesson 24 Appendices Vocabulary List 1: By Lesson Vocabulary List 2: In Alphabetical Order Answer Key Listening Script English Translation

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Book SynopsisDesigned by instructors with long-standing experience in teaching Korean, this workbook helps advanced-level students practice their Korean language skills.

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Book SynopsisIn June 1967, the Earth Science Division of the Royal Society of Canada held a symposium to assess the country’s activities and accomplishments in the earth sciences and to provide some guidelines and predictions for the future. The papers given at the symposium and collected in this volume are devoted chiefly to the topics of university teaching, basic research, and applied science. The authors, all eminent figures in the field of Canadian earth sciences and mineral industry, trace the trends of the past few years, indicate how and why they developed, and analyse the problems encountered.An introductory paper by three senior scientific policy makers describes the organization of the earth sciences in Canada today. Included here are the recommendations for an amalgamation of all the sciences dealing with the solid earth and a freer interchange of scientists between government, industrial, and university laboratories. This essay also points out that universities have a

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Book SynopsisThrough Live Well: Middle School Health, students will discover fundamentals of health and wellness and learn how to apply these throughout their life span. The text will help students understand how to do the following: Develop skills for healthy livingPrioritize healthy nutrition, physical activity, and stress managementAvoid destructive habitsBuild healthy relationshipsContribute to community and environmental healthSkills Developed The content in Live Well: Middle School Health is aligned with the National Health Education Standards (NHES), state standards, and the CDC's Health Education Curriculum Analysis Tool. The text will help students build an array of skills: Analyze the effect that family, peers, media, and technology have on their health and wellnessIdentify reliable sources of health information and become savvy consumersSharpen interpersonal communication skills as they share health knowledge, debate controversial topics, manage interpersonal conflicts, and moreStrengthen decision-making skills as they identify healthy solutions to problems posed In addition, students will learn to create behavior change goals, establish healthy living plans, advocate for healthy living at home and in their communities, and discern how health and technology intersect on various topics. Features and BenefitsLive Well: Middle School Health offers students many features and benefits. The text provides skill-based learning applications to reinforce the health concepts and help students develop health literacy. Skill-building challenges, healthy living tips, career connections, and other recurring special elements supply opportunities to analyze, evaluate, and apply the health concepts and skills being taught. Case studies and other features allow students to engage with issues of diversity and inclusion across content areas. And vocabulary terms-available in English and Spanish to meet the needs of ELL and ESL students-help students test their understanding of the material. To assist students using the print book or ebook, the Live Well: Middle School Health Web Resource features easy access to material referenced in the text, including note-taking guides, vocabulary terms with English and Spanish definitions and audio pronunciations, Skill-Building Challenge worksheets, and chapter reviews. Live Well: Middle School Health is also available as an interactive web text, which students can access from a computer, tablet, or mobile device. The student interactive web textbook contains the same content as the print book but uses interactive audio, video, worksheets, and other great activities to help students engage with the material and enhance learning. The interactive web textbook offers audio vocabulary and definitions in English and Spanish. Introductory videos at the beginning of each lesson help students assess their knowledge going in, while videos at the end of each lesson help students put what they've learned into context. (The interactive web text is available separately to schools that adopt the student textbook. Please contact the Human Kinetics K-12 sales department for details.) Note: A code for accessing the web resource is included with all new print books.

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Book SynopsisCore practices—content-specific practices that offer strategies to support student learning—are common in many subject areas but have been curiously missing for health educators... until now.Core Teaching Practices for Health Education is a compact and precise book that serves up effective core teaching practices for preservice and practicing health educators as well as for health teacher educators. Teachers can apply the evidence-based practical tips and strategies the minute they step into their classrooms; even veteran instructors will discover new teaching tactics that will be useful.Core Teaching Practices for Health Education offers the following: Twenty-first-century teaching skills that are specific to health education Practices that are highly transferable across the spectrum of health education and applicable across grade levels Fifteen concise and practical chapters, each of which details a core practice in action, explains the practice, gives additional examples of the practice, and provides clear guidance on how to use the practice in health classrooms Great Prep for Teaching Assessments Such as the edTPA The text is a great resource for aspiring teachers as they embark on their student teaching semester and as they prepare for teaching assessments such as the edTPA, increasingly required in many states. They will learn how to design lesson plans, unit plans, and complete health education curricula to effectively teach health concepts and skills; this directly relates to the video portion of the edTPA. In addition, the book’s final two chapters directly relate to the Analyzing Teaching portion of the edTPAIdeal for Preparing Curriculum In addition, Core Teaching Practices for Health Education is ideal for teachers who are charged with creating health curricula for middle and high school programs—and for other teachers who are thrust into the role of health educators with little or no health education background.Book OrganizationCore Teaching Practices for Health Education is organized into three parts. Part I introduces the idea of core practices and focuses on planning to teach health education (e.g., big ideas, enduring understandings, essential questions, sequencing health content, assessment). Part II explores the pedagogy of health education, including organizational routines and procedures, building a safe and caring environment that is focused on learning, and adapting instruction to meet the needs of students. Part III guides readers through reflective practices on teaching and lesson improvement. Each core practice has its own chapter.Perfect Companion to Two Other Guides This affordable guide is a perfect companion to Essentials of Teaching Health Education, Second Edition, by Sarah Benes and Holly Alperin (Human Kinetics, 2022) and Health Education edTPA Online Preparation Guide by Stacy Furness (Human Kinetics, 2022). For future teachers in states that require the edTPA, these three resources supply everything they need to become successful health educators. Preservice teachers, current teachers, and health teacher educators will find Core Teaching Practices for Health Education to be of lasting value as they use the book’s health-education-specific teaching practices to improve teaching and learning.Table of ContentsPart I. Planning for TeachingChapter 1. Improving Your Effectiveness Using Core Practices of Teaching Health EducationChapter 2. Big IdeasChapter 3. Using Enduring Understandings to Focus Student LearningChapter 4. Using Essential Questions to Promote Enduring UnderstandingsChapter 5. Sequencing Health ContentChapter 6. Teaching Health ContentChapter 7. Assessing LearningPart II. Pedagogical ConsiderationsChapter 8. Creating Expectations Using Rules and Managerial RoutinesChapter 9. Building a Classroom Community That Is Positive, Safe, Caring, Inclusive, and Focused on LearningChapter 10. Facilitating Classroom DiscussionChapter 11. Providing Feedback to StudentsChapter 12. Adapting Teaching to Meet the Needs of StudentsChapter 13. Developing Students’ Decision-Making SkillsPart III. Reflective PracticesChapter 14. Reflecting on TeachingChapter 15. Being a Professional

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Book SynopsisUrban Environmental Education Review explores how environmental education can contribute to urban sustainability. Urban environmental education includes any practices that create learning opportunities to foster individual and community well-being and environmental quality in cities. It fosters novel educational approaches and helps debunk common assumptions that cities are ecologically barren and that city people don''t care for, or need, urban nature or a healthy environment.Topics in Urban Environmental Education Review range from the urban context to theoretical underpinnings, educational settings, participants, and educational approaches in urban environmental education. Chapters integrate research and practice to help aspiring and practicing environmental educators, urban planners, and other environmental leaders achieve their goals in terms of education, youth and community development, and environmental quality in cities.The ten-essay series UrbanTrade Review"Urban Environmental Education Review is a fantastic and unprecedented addition to the literature on environmental education. I appreciate the thoughtfulness of the editors in including authors with many different disciplinary lenses on the field, from a wide geographic range (including within, not just between chapters), and who represent a mix of august, experienced, mid-career, and some new-to-the-field researchers. The chapter topics are logical and provide a nice flow to the book, and the prose is accessible and easy to read." -- Charlotte Clark, Nicholas School of the Environment, Duke UniversityTable of ContentsForeword, Justin Dillon, Judy Braus, Kartikeya Sarabhai, and Luiz Marcelo de CarvalhoIntroduction, Alex Russ and Marianne E. KrasnyPart I. Urban Context1. Advancing Urbanization, David Maddox, Harini Nagendra, Thomas Elmqvist, and Alex Russ2. Sustainable Cities, Martha C. Monroe, Arjen E. J. Wals, Hiromi Kobori, and Johanna Ekne3. Four Asian Tigers, Geok Chin Ivy Tan, John Chi-Kin Lee, Tzuchau Chang, and Chankook Kim4. Cities as Opportunities, Daniel Fonseca de Andrade, Soul Shava, and Sanskriti MenonPart II. Theoretical Underpinnings5. Critical Environmental Education,Robert B. Stevenson, Arjen E. J. Wals, Joe E. Heimlich, and Ellen Field6. Environmental Justice, Marcia McKenzie, Jada Renee Koushik, Randolph Haluza-DeLay, Belinda Chin, and Jason Corwin7. Sense of Place, Jennifer D. Adams, David A. Greenwood, Mitchell Thomashow, and Alex Russ8. Climate Change Education, Marianne E. Krasny, Chew-Hung Chang, Marna Hauk, and Bryce B. DuBois9. Community Assets, Marianne E. Krasny, Simon Beames, and Shorna B. Allred10. Trust and Collaborative Governance, Marc J. Stern and Alexander Hellquist11. Environmental Governance,Marianne E. Krasny, Erika S. Svendsen, Cecil Konijnendijk van den Bosch, Johan Enqvist, and Alex RussPart III. Educational Settings12. Nonformal Educational Settings, Joe E. Heimlich, Jennifer D. Adams, and Marc J. Stern13. Community Environmental Education, Marianne E. Krasny, Mutizwa Mukute, Olivia M. Aguilar, Mapula Priscilla Masilela, and Lausanne Olvitt14. School Partnerships, Polly L. Knowlton Cockett, Janet E. Dyment, Mariona Espinet, and Yu Huang15. Sustainable Campuses, Scott Ashmann, Felix Pohl, and Dave BarbierPart IV. Participants16. Early Childhood, Victoria Derr, Louise Chawla, and Illène Pevec17. Positive Youth Development, Tania M. Schusler, Jacqueline Davis-Manigaulte, and Amy Cutter-Mackenzie18. Adult Education, Philip Silva and Shelby Gull Laird19. Intergenerational Education, Shih-Tsen Nike Liu and Matthew S. Kaplan20. Inclusive Education, Olivia M. Aguilar, Elizabeth P. McCann, and Kendra Liddicoat21. Educator Professional Development, Rebecca L. Franzen, Cynthia Thomashow, Mary Leou, and Nonyameko Zintle SongqwaruPart V. Educational Approaches22. Cities as Classrooms, Mary Leou, Marianna Kalaitsidaki23. Environmental Arts, Hilary Inwood, Joe E. Heimlich, Kumara S. Ward, and Jennifer D. Adams24. Adventure Education, Denise Mitten, Lewis Ting On Cheung, Wanglin Yan, and Robert Withrow-Clark25. Urban Agriculture, Illène Pevec, Soul Shava, John Nzira, and Michael Barnett26. Ecological Restoration, Elizabeth P. McCann and Tania M. Schusler27. Green Infrastructure, Laura B. Cole, Timon McPhearson, Cecilia P. Herzog, and Alex Russ28. Urban Digital Storytelling, Maria Daskolia, Giuliana Dettori, and Raul P. Lejano29. Participatory Urban Planning, Andrew Rudd, Karen Malone, and M'Lis Bartlett30. Educational Trends, Alex Russ and Marianne E. KrasnyAfterword, Nicole M. Ardoin, Alan Reid, Heila Lotz-Sisitka, and Édgar J. González Gaudiano

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Book SynopsisEnvironmental educators face a formidable challenge when they approach climate change due to the complexity of the science and of the political and cultural contexts in which people live. There is a clear consensus among climate scientists that climate change is already occurring as a result of human activities, but high levels of climate change awareness and growing levels of concern have not translated into meaningful action. Communicating Climate Change provides environmental educators with an understanding of how their audiences engage with climate change information as well as with concrete, empirically tested communication tools they can use to enhance their climate change program.Starting with the basics of climate science and climate change public opinion, Armstrong, Krasny, and Schuldt synthesize research from environmental psychology and climate change communication, weaving in examples of environmental education applications throughout this practical book. ETrade ReviewThe intertwined fields of climate change and education are both expertly addressed in this timely, well-organized book. Not shying away from the inherent complexity of teaching to promote meaningful action in response to global climate challenges, this resource offers practical examples supported by conceptually rich perspectives.... This resource offers rich insights to both formal and informal environmental educators and to students studying climate change in the advanced secondary and higher education contexts. * Choice *Table of ContentsAcknowledgements Introduction Part 1: Background 1. Climate Change Science: The Facts 2. Climate Change Attitudes and Knowledge 3. Climate Change Education Outcomes 4. Climate Change Education Vignettes Part 1 Recap Part 2: The Psychology of Climate Change 5. Identity 6. Psychological Distance 7. Other Psychological Theories Part 2 Recap Part 3: Communication 8. Framing Climate Change 9. Using Metaphor and Analogy in Climate ChangeCommunication 10. Climate Change Messengers: Establishing Trust Part 3 Recap Part 4: Stories from the Field 11. Climate Change Education at the Marine Mammal Center, Sausalito, California 12. Climate Change Literacy, Action, and Positive Youth Development in Kentucky 13. Building Soil to Capture Carbon in a School Garden in New Mexico 14. Psychological Resilience in Denver, Colorado Part 4 Recap Closing Thoughts Notes Bibliography Index

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Book SynopsisNature Guiding is the science of inculcating nature enthusiasm, nature principles, and nature facts into the spirit of individuals. Doing nature-study means observing, wondering, and solving problems. It could include collecting, building, measuring, painting, planning, writing, touching, experimenting or any of a wide range of other activities. Most importantly, it allows children to be original investigators.This book is intended as a resource for teachers and students engaged in nature study at summer camps and in schools. William Gould Vinal believed that the teacher of nature study should be in sympathy with the simple life and the country way, that the nature study should emphasize observation of the interactions of plants and animals in their environment, and not be reduced to matters of taxonomy and anatomy. In Nature Guiding, he offers advice to camp counselors and school teachers on incorporating nature study into everyday activities, as well as suggestions for pare

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Book SynopsisWe constantly disagree with each other on issues of fundamental importance. Does God exist? Should the latest scientific findings be trusted? Are there innate psychological differences between men and women? In four lively chapters, Beebee and Rush explain philosophy’s role in addressing such questions. They consider what it means to be human, how we should engage in public debate, philosophy’s relationship with science and religion, and the nature of our moral choices. Far from being only an abstract endeavour, philosophy engages with issues on a practical level, and philosophers draw inspiration from real-life situations. At its core, philosophy is about how to live and how to make sense of the world we inhabit. It is a set of tools and techniques for clearly and systematically considering our arguments and uncovering our hidden assumptions, which helps us to make more informed choices about what to believe and how to act. Philosophy is everywhere, and open to everyone.Trade Review�Philosophy professors and students will find this wonderful little book to be a perfect gift for those who ask them what philosophy is or why philosophy matters.�Alfred Mele, Florida State University �Excellent, easy to follow, and informative. Beebee and Rush make a good case for the importance of philosophy in part by demonstrating the joys of engaging in philosophy.�Derek Matravers, The Open University �A great recommendation for students who think they may be interested in philosophy but aren�t quite sure what it is... the work is a delightful and welcoming invitation to a field that is too often perceived as dense and pretentious.�Rebecca G. Scott, Teaching PhilosophyTable of ContentsAcknowledgements Introduction 1 Understanding Ourselves 2 Understanding Public Debate 3 Understanding the World 4 Understanding How to Behave Conclusion Further Reading

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Book SynopsisThis is the first effort to provide a broad assessment of how well the Brown v. Board of Education decision that declared an end to segregated schools in the United States was implemented. Written by a distinguished group of historians, the twelve essays in this collection examine how African Americans and their supporters in twelve states - Arkansas, North Carolina, Virginia, South Carolina, Georgia, Mississippi, Florida, Delaware, Missouri, Indiana, Nevada, and Wisconsin - dealt with the Court's mandate to desegregate "with all deliberate speed". The process followed many diverse paths.Some of the common themes in these efforts were the importance of black activism, especially the crucial role played by the NAACP; entrenched white opposition to school integration, which wasn't just a southern state issue, as is shown in Delaware, Wisconsin, and Indiana; and the role of the federal government, a sometimes inconstant and sometimes reluctant source of support for implementing Brown.Trade Review"An important and ambitious volume. . . . It contributes to a fuller understanding of the history and legacy of Brown and raises important questions about the broader thrust of the Civil Rights Movement and the nature of its achievements." —Patricia Sullivan, University of South Carolina, author of Days of Hope: Race and Democracy in the New Deal Era"This book addresses a crucial question about twentieth century race relations and law. . . . An interesting collection of essays from an unexpected variety of places." —Robert J. Norrell, University of Tennessee, author of The House I Live In: Race in the American Century

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Book SynopsisWritten expressly for teachers, the new edition of this accessible, highly readable resource moves beyond the basics of child development to describe the natural progression of second-language acquisition in young children. Teachers will learn how to create a supportive classroom environment for second-language learners with effective ways to measure progress, address individual differences, and work with parents while acknowledging the importance of children's home languages and cultures. This idea-packed handbook combines research findings with firsthand observations of linguistically and culturally diverse children. All chapters have been updated and a few have been expanded. The largest area of supplementation is in the chapter on assessment, an area of great interest among early childhood educators. The book also includes information on cultural diversity and international adoption. A new tool helps educators monitor children's progress as they learn English as a second language.On the DVD, Patton Tabors shares information on teaching young children who are learning English as a second language. She presents a slide show to a live audience outlining key features discussed in her book, ""One Child, Two Languages"", discusses her research, and also provides practical strategies for working with this growing population, along with a question and answer period with the audience. This DVD will support use of the book in training but can also be used independently by anyone who works with bilingual children.

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Book SynopsisThis is an illustrated activities manual featuring more than 300 line drawings of both adults and children signing familiar words, phrases and sentences using American Sign Language (ASL) signs in English word order. This revised edition offers more follow-up activities, including many in context, to teach children sign language. The 20 lessons each introduce ten selected "targe vocabulary" words in a format familiar to children, including holidays, pets, cars and trucks. All signs have equivalent words listed in both English and Spanish. The book shows how to form each sign exactly, and also presents the origins of ASL, facts about deafness and how peopile live in the deaf community. Used with reading and grammar studies, the sign language learned from the book can help children improve their vocabulary, retention and reading comprehension.

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Book SynopsisThis practical manual systematically presents the steps necessary to design a curriculum for teaching training interpreters. It is updated and revised to reflect the significant gains in recognition that deaf people and their native language - American Sign Language - have achieved in recent years.

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Book SynopsisTo ensure they're meeting state early learning guidelines for science, preschool educators need fun, age-appropriate, and research-based ways to teach young children about scientific concepts. That's just what they'll get with this hands-on guidebook! The basis for the PBS kids show ""Sid the Science Kid"", this innovative teaching resource helps children ages 3-5 investigate their everyday world and develop the basics of scientific thinking - skills they'll apply across subject areas when they enter school. A fun and engaging way to introduce science to young children, PrePS[trademark] is a must-have because it is based on the domain-specific approach to cognitive development. The collaborative work of cognitive researchers and preschool educators, this approach incorporates lessons learned from developmental research and classroom experience. It provides age-appropriate introduction to key science practices (see sidebar). It supports a range of cognitive and social skills. PrePS[trademark] uses science to help children develop math skills, early literacy and language skills, and social and emotional sensitivity. It taps teachers' creativity. Because PrePS[trademark] is designed to energize teachers and tap in to their personal creativity, teachers who already use the PrePS[trademark] approach have reported an increase in professional satisfaction. This reader-friendly guide gives educators the guidance they need to work PrePS[trademark] into their existing program; sample schedules designed for the preschool classroom; and, detailed sample activities they can do right away or use as templates for their own creative lessons. And with the book's assessment guidelines, teachers will know PrePS[trademark] is having a measurable effect on the classroom environment and student learning.

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Book SynopsisWhat are today’s best practices in early literacy instruction—and what should schools and programs focus on in the near future? More than 20 of the biggest names in early literacy research explore the answers in this essential volume for program directors, administrators, and curriculum developers. Using the landmark National Early Literacy Panel (NELP) Report as a starting point, this accessible book breaks the report down into key takeaways, recommends future directions in policy and practice, and tackles emerging issues and new research not addressed in the NELP report. Readers will get balanced, insightful analyses of the latest research on: Identification of early literacy learning needs Phonological awareness and print knowledge Comprehension development Effective book sharing with young children Curriculum-based language interventions The effect of socio-emotional development on academic outcomes Pre-K curricula (including which ones show clear evidence of positive effects) The role of home and parent programs in children’s literacy development Early literacy intervention for young children with special needs A critical volume that sets the stage for positive change, this important book is a must for every leader in early education. Readers will come away with a nuanced understanding of key issues and recommended practices—knowledge they’ll use to drive their decision-making and strengthen early literacy outcomes for young children.

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Book SynopsisBecause dual language learners are the fastest-growing segment of the U.S. student population—and the majority speak Spanish as a first language—the new generation of SLPs must have comprehensive knowledge of how to work effectively with bilingual speakers. That's what they'll get in the second edition of this book, an ideal graduate-level text and an essential resource for every practicing SLP.Fully updated with five new chapters on hot topics (see below), an expanded age range that includes infants and toddlers, and cutting-edge research findings, this book arms SLPs with the most current information on language development and disorders of Spanish-English bilingual children. More than 25 leading researchers give SLPs in-depth, high-level coverage of a broad range of critical topics, including-social-cultural factors affecting language acquisition-diagnosis of language disorders-effective professional development-infant/toddler language development-first language loss-bilingual lexical development-semantic development-verbal morphology and vocabulary-morphosyntactic development-code-switching-grammatical impairments-narrative development and disorders-phonological development and disorders-fluency-SLPs will have the sophisticated knowledge they need to accurately distinguish language disorders from typical bilingual development, and they'll get a complete language intervention framework they can use as a guide for their own practice.Whether used as a graduate text or a trusted reference, this book will help SLPs fully understand the complexity of language development in bilingual children, diagnose disorders accurately, and conduct effective assessment and intervention for the growing number of Spanish–English bilingual speakers.

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Book SynopsisMake all your middle schoolers confident and competent mathematicians with this book, your accessible guide to teaching math to every learner in Grades 6-8. Focused on knocking down roadblocks to learning, this reader-friendly resource shows you how to use multi-tiered systems of support (MTSS)—a powerful, widely adopted framework for meeting each student's individual needs. You'll learn how to deliver high-quality, evidence-based math instruction; combine your instruction with meaningful assessment; and provide just-right supports that help students conquer their specific math struggles.An essential guide for in-service educators—and an important resource for teachers in training—this book gives you the in-depth knowledge and practical tools you need to support every student's success in middle school math.DISCOVER HOW TO: Implement MTSS to benefit all students: Develop and use tiered supports across your whole school, promote collaboration between general and special educators, and troubleshoot your MTSS. Build foundational numeracy skills: Help your students strengthen the three pillars of numeracy that build algebraic proficiency. Design and deliver effective math instruction: Use today's recommended practices to teach all students, and develop Tier 2 and Tier 3 interventions that really help struggling learners. Choose and use effective supports: Distinguish between differentiation, accommodation, and modification, and learn when and how to use them. Use data to make decisions: Learn how to select and use screeners, diagnostic assessments, progress monitoring tools, and summative assessments—and use results to shape instruction. PRACTICAL MATERIALS: More than a dozen downloadable forms help you plan for MTSS and implement what you learned from the book, vignettes and sample problems model best practices, and interviews with real-life educators brim with valuable advice on implementing MTSS in math education.

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Book SynopsisHow can today’s educators teach academic content to students with moderate and severe developmental disabilities - while helping all students meet Common Core State Standards? This text has answers for K-12 teachers, straight from 37 experts in special and general education. A followup to the landmark bestseller Teaching Language Arts, Math, and Science to Students with Significant Cognitive Disabilities, this important text prepares teachers to ensure more inclusion, more advanced academic content, and more meaningful learning for their students. Teachers will have the cutting-edge research and recommended practices they need to identify and deliver grade-aligned instructional content - leading to more opportunities and better quality of life for students with severe disabilities.Prepare Teachers To: skillfully adapt lessons in language arts, math, and science for students with disabilities align instruction with Common Core State Standards select target skills and goals differentiate instruction using appropriate supports and assistive technologies balance academic goals and functional skills make the most of effective instructional procedures such as peer tutoring, cooperative learning, and co-teaching maintain high expectations for student achievement promote generalisation by embedding instruction into ongoing classroom activities assess students’ progress and make adjustments to instruction Practical Materials: Detailed vignettes based on the authors’ real-life experiences, teaching examples and guidelines that illustrate recommended practices, helpful figures and tables, resource lists, and suggestions for incorporating technology into teaching and learning.Trade Review“A wonderful roadmap for getting from where we are now to where we want to be: full curriculum access for students with significant cognitive disabilities.” - Martha Thurlow, Director of the National Center on Educational OutcomesTable of Contents About the Reproducible Materials About the Editors About the Contributors Foreword Martin Agran Preface Acknowledgments I Greater Access to General Curriculum 1. More Content, More Learning, More Inclusion, Diane M. Browder and Fred Spooner 2. Embedded Instruction in Inclusive Settings, John McDonnell, J. Mathew Jameson, Timothy Riesen, and Shamby Polychronis 3. Common Core State Standards Primer for Special Educators, Shawnee Y. Wakeman and Angel Lee II Teaching Common Core Language Arts 4. Passage Comprehension and Read-Alouds, Leah Wood, Diane M. Browder, and Maryann Mraz 5. Reading for Students Who Are Nonverbal, Lynn Ahlgrim-Delzell, Pamela J. Mims, and Jean Vintinner 6. Comprehensive Beginning Reading, Jill Allor, Stephanie Al Otaiba, Miriam Ortiz, and Jessica Folsom 7. Teaching Written Expression to Students with Moderate to Severe Disabilities, Robert Pennington and Monica Delano III Teaching Common Core Mathematics and Teaching Science 8. Beginning Numeracy Skills, Alicia F. Saunders, Ya-yu Lo, and Drew Polly 9. Teaching Grade-Aligned Math Skills, Julie L. Thompson, Keri S. Bethune, Charles L. Wood, and David K. Pugalee 10. Science as Inquiry, Bree A. Jimenez and Heidi B. Carlone 11.11 Teaching Science Concepts, Fred Spooner, Bethany R. McKissick, Victoria Knight, and Ryan Walker IV Alignment of Curriculum, Instruction, and Assessment 12.The Curriculum, Instruction, and Assessment Pieces of the Student Achievement Puzzle, Rachel Quenemoen, Claudia Flowers, and Ellen Forte 13. Promoting Learning in General Education for All Students, Cheryl M. Jorgensen, Jennifer Fischer-Mueller, and Holly Prud'homme 14. What We Know and Need to Know About Teaching Academic Skills, Fred Spooner and Diane M. Browder Index

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Book SynopsisMaking mathematics concepts understandable is a challenge for any teacher—a challenge that's more complex when a classroom includes students with learning difficulties. With the new edition of this highly practical resource, educators will have just what they need to teach mathematics with confidence: research-based strategies that really work with students who have learning disabilities, ADHD (Attention Deficit Hyperactivity Disorder), or mild cognitive disabilities. With this timely book—updated throughout and filled with invaluable ideas and strategies adaptable for grades K–12—educators will know just what to teach and how to teach it to students with learning difficulties.

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Book SynopsisMath can’t wait. Children who can count with ease before kindergarten have a better shot at future mathematics success—and with this book, it’s simple and fun to weave counting and other math concepts into everyday activities. Drawn from the authors’ playful and popular LittleCounters® workshops, this guidebook shows early educators, caregivers, and parents how to use purposeful play with children from birth to 5 to promote mathematical thinking and get them ready for formal math instruction. Packed with easy, no-fear strategies any adult can use—even if you’re math-phobic!—this book will help all the teachers in a child’s life foster critical early math knowledge and school readiness. READ THIS BOOK TO Discover amazing facts about the mathematical minds of babies and young children Transform ordinary toys into learning tools that help teach mathematical concepts Organize play environments and activities to encourage math learning Spot teachable moments and add purposeful math talk to daily tasks Teach “meaningful counting”—the skill that underpins children’s potential for future math success Infuse math learning into specific daily routines, such as meals, chores, and bedtime Support children’s readiness for formal math instruction Get started with your own LittleCounters® workshop—or use the principles right away in your program or home PRACTICAL MATERIALS: Examples and vignettes; sample activities and scripts of adult-child dialogue; recommended counting books and songs; and a detailed introduction to interactive LittleCounters® workshops, where parents and kids learn and have fun together.

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