Teaching of a specific subject Books
Edward Elgar Publishing Ltd Teaching Experimental Political Science
Book SynopsisThis insightful book delivers a wealth of innovative ideas, models, examples, and advice for teaching experimental political science in the classroom and beyond, emphasising that teaching experimental research is necessary to prepare students to succeed as researchers, practitioners, active citizens and civic leaders. It illustrates how teaching experimental methods sparks students curiosity by allowing them to ask and answer questions about the world they live in.With a core focus on successfully engaging a diverse range of students at all levels, this book includes a variety of approaches from contributing authors who are leading scholars in their field. Chapters provide both new and experienced teachers with concrete guidance on how to: facilitate student-designed survey experiments, use workbooks and templates to overcome mathematical and writing anxiety; use mock Institutional Review Board (IRB) reviews to teach students about the ethics of experimental research; follow an apprenticeship model to teach students to carry out their own lab experiments; and train students to go out into the field. Proposed models of teaching are supported throughout by the latest empirical research on the science of learning.Teaching Experimental Political Science will be a key resource for faculty and staff working across a variety of educational contexts including political science, international relations, international politics, domestic politics, public administration and public policy.Trade Review‘The infectious enthusiasm with which the authors convey their teaching techniques and experiences draws the reader in, much as the hands-on pedagogy of experimental political science draws in students who might otherwise be reluctant to learn about research methods. Readers will find a wealth of innovative teaching ideas, but mainly they will be struck by the authors’ deep commitment to making political science research relevant and meaningful to students from all walks of life.’ -- Donald P. Green, Columbia University, US‘This essential volume demonstrates how to bring one of the most important developments in social science—the experimental revolution—to the classroom. While teaching and research are often thought to be at odds, this book demonstrates that they can—and should—go together. Instructors will benefit from the concrete examples and advice; their students will benefit from being taught state of the art research methods. We all will benefit from a more informed citizenry.’ -- David E. Campbell, University of Notre Dame, USTable of ContentsContents: Introduction: innovative approaches to teaching experimental methods in the political science classroom 1 Elizabeth A. Bennion 1 Experiments for all! Introducing freshmen to social science research using innovative experiments 16 Debra Leiter and Beth Miller Vonnahme 2 Included and set up to succeed: an evidence-based approach to teaching experiments in the diverse classroom 33 Elaine K. Denny and Reagan Bijou 3 Engaging students as researchers: the value of an inquiry-based one-semester survey experiment 52 Jeffrey L. Bernstein 4 Using class-designed survey experiments to teach data collection, analysis, and reporting protocols 66 Jennifer Bachner 5 Using templates to make survey experiments accessible to math-anxious students 85 Eric Loepp 6 Nurturing problem-solvers: using workbooks to teach experiments in international development 105 Lindsay R. Dolan 7 Incorporating experimental methods training into your political science courses: a practical, topic-informed approach 124 Angie Bos and Bas van Doorn 8 From concept to implementation: engaging student researchers in get-out-the-vote field experiments 137 Melissa R. Michelson and Mara Ostfeld 9 Train the trainer: a field experiment workshop for graduate students and faculty 155 Elizabeth I. Dorssom 10 Teaching lab experiments using an apprenticeship model 177 Rose McDermott 11 Using mock institutional review boards to teach the ethics of experimental research 194 Christopher B. Mann 12 When things go wrong in the lab: teaching new experimenters to anticipate and adapt to the unexpected 212 Jonathan Rogers 13 Creating an experimental lab on your campus 226 Kim Fridkin, Manuel Gutierrez, Trudy Horsting, and Alexandra M. Williams Index
£105.00
Edward Elgar Publishing Ltd Business Teaching Beyond Silos: Interdisciplinary
Book SynopsisBusiness Teaching Beyond Silos focuses on the application of business education to the teaching of other subject areas and how other subject areas inform business teaching. It outlines the benefits of using inter- and multi-disciplinarity to enhance business education and to influence and inform business practice within other disciplines. Drawing on case studies and the contributors’ own experiences, the book showcases what cross-, inter- and multi-disciplinary learning and teaching means, and how it impacts academia and the real world. Chapters explore interdisciplinarity in STEM, as well as the humanities and social science areas, examining key topics including business teaching philosophies, cultivating business skills and team coaching. Presenting examples of where interdisciplinary teaching has been both successful and challenging, the book will enable practitioners to understand and utilise the worked examples to adapt their own practice. This practical book will be a useful resource for higher education teachers and academics who are interested in the teaching benefits of educating students with interdisciplinary knowledge and skills.Trade Review‘Traditional academic silos have developed refined pedagogies to enable knowledge transfer from the classroom to the workplace. Yet, in these silos, we’ve lost connections that facilitate greater learning opportunities for our students. Traczykowski, Goddard, Knight, and Vettraino bridge STEM, business, and the arts and humanities pedagogies and remind us to put the learner at the heart of what we do.’ -- Anthony R. Wheeler, Widener University, USTable of ContentsContents: Foreword: reflecting a diverse community in the curriculum xxiii Helen E. Higson and Hannah Bartlett Introduction to Business Teaching Beyond Silos 1 Lauren Traczykowski, Alan D. Goddard, Gillian Knight and Elinor Vettraino PART I INTERDISCIPLINARITY IN STEM 1 People management for techies: the challenges of teaching leadership and people management to technically-focused apprentices 13 Jude Preston 2 Effectively leveraging business teaching philosophies across engineering 24 Iftakar Hassan Abdulla Haji and Uche Ogwude 3 Embedding business skills through the Bioscience placement year 37 Alan D. Goddard, Stuart D. Greenhill, Alice J. Rothnie, James Heritage, Lucy Holder and Joanne R. Gough 4 Shaping design entrepreneurs in higher education: the development of a UK integrated master’s degree programme – MSci Design, Enterprise and Innovation 49 Wei Liu, Simon Finley and Lyndon Buck 5 Exclusive online delivery to work-based learners: the good, the bad, and the promising 61 Alina Patelli PART I CASE STUDIES 6 Embedding sustainable development (SD) and interdisciplinary project based learning (PBL) in the EPS: an opportunity to break down silos in engineering 75 Goudarz Poursharif, Tamer Panagiotis Doss, Rebecca Broadbent and Gillian Knight 7 A case study: post-graduation, post-formation support through facilitated peer group learning 79 Rosy A. Jones and Greg J. Sandford PART II BRINGING BUSINESS TO INTERDISCIPLINARITY 8 Moving from the why to the what: the role of the arts in executive and consulting education 84 Elinor Vettraino, Warren Linds and Leah Vineberg 9 Making the case for theory in the accounting classroom: invoking the self when teaching accounting and accountability 99 David Yates 10 Teaching accounting with inspiration from moral philosophy (ethics) 109 Richard Kenyon 11 Cultivating business skill development in healthcare courses 121 Saira Hussain 12 Teaching the business of sport (beyond the disciplinary boundary) 132 Daniel Fitzpatrick and Johan Rewilak 13 Engagement and empathy in teaching economics to non-specialists 144 Dean Garratt, Matthew Olczak and Robert Riegler PART II CASE STUDIES 14 International business in a foreign language: developing linguistic and intercultural competencies 156 Céline Benoit and Aurélia Robert 15 Team coaching as an interdisciplinary learning medium 160 Aimee Postle and Jordan Shaw PART III BEYOND BUSINESS: INTERDISCIPLINARITY FROM THE HUMANITIES AND SOCIAL SCIENCES 16 Multidisciplinary foundation years as an entry to higher education 166 Darren Campbell 17 Multidisciplinary teaching of business and law: getting the focus right 176 Daniel Cash and Adam Shaw-Mellors 18 Islands in the (learning) stream: why multidisciplinary teams are more than just the sum of their parts 186 Paul Dale, Elizabeth Dolan, Basma Ikram, Wendy Leadbeater, Kris Lines and Claire Stocker PART III CASE STUDIES 19 Using interdisciplinary teaching within a Living Lab to embed the UN Sustainable Development Goals into higher education 199 Caroline Coles 20 Clinical legal education: utilising a law clinic in an interdisciplinary setting 204 Laura Hyde Afterword 208 Ruth Ayres Index
£95.00
Emerald Publishing Limited The Academic Language of Climate Change: An
Book SynopsisClimate change is one of the greatest challenges of our time. For the sake of human civilization and life on earth we must do all we can to keep global warming at the lowest possible level. Addressing climate change is everyone’s duty and that includes teachers of English. In order to support students and non-native English speakers, this important work provides an introduction to climate change via simple chapters addressing different and important dimensions of climate change and helps students acquire basic language skills which will allow them to study similar or more difficult texts. Each chapter offers an introduction on the topic discussed and its relation to climate change, outlines climate change or other related environmental science terms and 6-8 exercises on grammar, syntax and consolidation of terminology. Topics covered include climate change and tourism, gender, worker safety, mental and physical health, food production, deforestation, art, and much more. Offering an interdisciplinary introduction to climate change and its intersection with numerous industries and facets of life, The Academic Language of Climate Change, provides a necessary and welcome introduction for undergraduate and graduate students, and any non-native English speakers seeking to engage with climate change research.Table of ContentsChapter 1. Climate Change: Causes and Impacts; Walter Leal Filho and Evangelos Manolas Chapter 2. Climate Change and Agriculture; Chrysovalantou Antonopoulou Chapter 3. Climate Change and Tourism: Challenges and Prospects; Fotini Bantoudi and Maria Pentaftiki Chapter 4. Climate Change: Health and Safety of Workers; Panagiota Barbouti-Baloti, Angeliki Kouna, and Constantina Skanavis Chapter 5. Gender and Climate Change; Efthalia Gerou and Dimitrios Geros Chapter 6. Adapting to Climate Change: Adaptation Options and Forms; Hacer Gören Chapter 7. Climate Change and Human Mobility; Hacer Gören Chapter 8. Climate Education Experience at University of Latvia; Indra Karapetjana and Maris Klavins Chapter 9. Climate Change and Energy; Evangelia Karasmanaki Chapter 10. Solastalgia: Looking into the Implicit Impacts of Climate Change on Mental Health; Eirene Katsarou Chapter 11. Health and Climate Change; Margarita-Eleni Manola and George Tribonias Chapter 12. Climate Change and Food Production; Ioanna Mantzourani Chapter 13. Climate Change and Deforestation; Diamantis Myrtsidis Chapter 14. Climate Change and Art; Dimitra Pantiora, Ioannis Theodoulou, and Constantina Skanavis Chapter 15. Utilizing the Systems Thinking Approach to Assess the Impact of Climate Change on Organizations; Christian Virgil and Kit Fai Pun Chapter 16. Climate Change and the Agro-food system; Elena Raptou Chapter 17. Droughts and Climate Change; Manuel Salvador da Conceição Rebelo Chapter 18. Climate change and Employment; Paschalina Siskou Chapter 19. Climate Change and Tourism: Towards a Sustainable Future; Ioanna Vasileiadou Chapter 20. Climate Change, Land Use and Land Management in Africa: The case of The Gambia; Franziska Wolf Chapter 21. The impacts of climate change on the forest ecosystems of the Mediterranean; Aikaterini Zerva Chapter 22. Climate change and health: The case of infectious diseases; Evangelia Tsagaki-Rekleitou, Vasiliki Oikonomou, Archonto-Dimitra Boukouvala, Maria Tsatsou, Theodora Skreka, and Constantina Skanavis Chapter 23. Climate Change: Five Scenarios for the Future; Evangelos Manolas and Walter Leal Filho Key to Chapter Exercises
£65.54
Edward Elgar Publishing Ltd How to Write Great Business Cases
Book SynopsisOffering a step-by-step guide on how to write an impactful decision-based teaching case for business education, this book aids in the creation of resources that will be essential for an academic curriculum. It demonstrates how the case and teaching note can be prepared and presented for a successful submission to publishers. How to Write Great Business Cases provides concise case writing guidance applicable to case writers from any business discipline. It covers the core elements of writing a decision-based case such as interviews and case testing. Ultimately, readers of this essential book will be taught how to write an engaging business case that will pique students’ interests. This accessible book will be perfect for novice case writers endeavouring to succeed in the case writing process, with particular focus applied to North American case writing opportunities. It will additionally be beneficial for experienced case researchers as well as academics of business and management wishing to enrich their practice and author further publications.How to Write Great Business Cases delivers just what its title promises—a practical guide to crafting cases that engage students and instructors’ manuals that show how to meet learning objectives in the classroom. Useful for both new and experienced writers, this book covers it all, from selecting a topic to getting your case published."-Anne T. Lawrence, PhD Chair, Case Research Foundation, US‘How to Write Great Business Cases is a comprehensive, yet easy to read guide that can be used as a quick reference, as well as an introduction to case writing. It will prove useful to those authors new to the scholarship of business cases, as well as previously published case authors.’– John D. Varlaro, Johnson & Wales University and Past President, the North American Case Research Association (NACRA), US‘Teaching cases are a frequently underappreciated, and often misunderstood, genre of academic literature. It is hard for newcomers to apprehend what goes into writing an effective case and Instructor Manual. This book provides a straight-to-the-point practical introduction to case writing that is priceless for new case writers. Well-published case writers will also find this work a useful resource for honing their craft. The authors have distilled decades of case writing learning and wisdom into a book worth owning, that includes a case writing step-by-step process from beginning to end, with many actionable ideas. Easy to read and digest, this book is a must-read for all those interested in a rigorous approach to the case method. It also provides valuable leads and pointers to connect with the buoyant growing global case writing community.’– Maria A. Ballesteros-Sola, California State University Channel Islands, US‘How to Write Great Business Cases is a fantastic resource for any case researcher, regardless of experience. This extremely thorough and comprehensive book provides readers everything they need to get their case writing projects off the ground and to improve their existing skills. I am especially impressed with the value provided through practical, usable tips for case writers. High level and big picture is prevalent throughout the book, but it is the details that really set it apart. I have, in the past, considered the idea of writing a book on how to write a case, and now, because this one exists, I don’t see the need.’– Eric Dolansky, Editor Case Research Journal, Brock University, Canada‘Through accessible writing, illustrative examples, and in-depth research, Schnarr and Woodwark offer case writers of all levels a timely, substantial, and up-to-date guide to making an even greater scholarly and practical impact through business cases. I applaud their work and encourage its widespread usage.’– Michael M. Goldman, University of San Francisco, USTrade Review‘How to Write Great Business Cases delivers just what its title promises—a practical guide to crafting cases that engage students and instructors’ manuals that show how to meet learning objectives in the classroom. Useful for both new and experienced writers, this book covers it all, from selecting a topic to getting your case published.’ -- Anne T. Lawrence, Case Research Foundation, US‘How to Write Great Business Cases is a comprehensive, yet easy to read guide that can be used as a quick reference, as well as an introduction to case writing. It will prove useful to those authors new to the scholarship of business cases, as well as previously published case authors.’ -- John D. Varlaro, Johnson & Wales University and Past President, the North American Case Research Association (NACRA), US‘Teaching cases are a frequently underappreciated, and often misunderstood, genre of academic literature. It is hard for newcomers to apprehend what goes into writing an effective case and Instructor Manual. This book provides a straight-to-the-point practical introduction to case writing that is priceless for new case writers. Well-published case writers will also find this work a useful resource for honing their craft. The authors have distilled decades of case writing learning and wisdom into a book worth owning, that includes a case writing step-by-step process from beginning to end, with many actionable ideas. Easy to read and digest, this book is a must-read for all those interested in a rigorous approach to the case method. It also provides valuable leads and pointers to connect with the buoyant growing global case writing community.’ -- Maria A. Ballesteros-Sola, California State University Channel Islands, US‘How to Write Great Business Cases is a fantastic resource for any case researcher, regardless of experience. This extremely thorough and comprehensive book provides readers everything they need to get their case writing projects off the ground and to improve their existing skills. I am especially impressed with the value provided through practical, usable tips for case writers. High level and big picture is prevalent throughout the book, but it is the details that really set it apart. I have, in the past, considered the idea of writing a book on how to write a case, and now, because this one exists, I don’t see the need.’ -- Eric Dolansky, Editor Case Research Journal, Brock University, Canada‘Through accessible writing, illustrative examples, and in-depth research, Schnarr and Woodwark offer case writers of all levels a timely, substantial, and up-to-date guide to making an even greater scholarly and practical impact through business cases. I applaud their work an -- d encourage its widespread usage.’– Michael M. Goldman, University of San Francisco, USTable of ContentsContents: Foreword 1. Why write a business case? 2. What makes a case interesting? 3. Determining the type of case to write 4. How to get started writing your case 5. How to research your primary data case 6. How to research your secondary data case 7. The case writing process 8. Writing the accompanying instructor’s manual or teaching note to your case 9. Testing your case 10. Special types of cases 11. How to get your case published 12. Last words on writing cases Appendix: Case resources References Index
£80.00
Edward Elgar Publishing Ltd How to Set up and Run a Law Clinic: Principles
Book SynopsisThis accessible How To Guide provides practical, expert guidance on how to successfully set up and run a law clinic. Donald Nicolson, JoNel Newman and Richard Grimes explore the process of designing a clinic to address unmet legal needs, enhance student learning, and maximise the additional benefits of a clinic. How to Set up and Run a Law Clinic is a comprehensive guide to the theory and practice of running a clinic. Based on the authors’ first-hand experience, the book analyses a variety of day-to-day issues that can arise when setting up a law clinic and provides invaluable solutions to these commonly occurring challenges. In investigating how clinics may be run, and what services they can provide, the book investigates possible tensions between educational and social justice objectives, and how they may be resolved to meet these dual aims. The book examines how the expectations of all stakeholders, including those with regulatory oversight of clinical activities, can be managed and met.Those working within law schools who are wishing to set up or expand law clinics will find this book to be highly useful. It will be a valuable resource for those aiming to enhance employability and experiential learning offerings. Students, and legal practitioners, wishing to gain insight into the value of clinical work will also find this to be a helpful guide.Trade Review‘This book is very comprehensive and well-researched. It will be particularly helpful to academics wanting or needing to start a clinic. It shows them the choices they need to make on key issues and the options they have. It will also be a useful resource for those who take clinic design seriously.’ -- Jeff Giddings, Monash University, Australia‘How I wish this book had been available when I set up my first clinic! A comprehensive and detailed resource, full of wisdom, experience and practical know-how that will prove a go-to text for clinicians new and experienced alike. I am delighted that I will have it to hand hereafter.’ -- Linden Thomas, University of Birmingham, UK‘This book is a tremendous resource for legal educators around the world. It includes a comprehensive examination of the challenges of setting up an effective and sustainable legal clinic, with insightful analysis of often competing academic and public service goals as well as practical approaches to meeting those challenges.’ -- Frank S. Bloch, Vanderbilt University Law School, US‘The book is a comprehensive smorgasbord of options for establishing, managing and developing CLE programmes with a social justice service element, based on the extensive international and national experience of the three authors and other clinical law teachers. It provides a valuable addition to the global publications in the field.’ -- David McQuoid-Mason, University of KwaZulu-Natal, South AfricaTable of ContentsContents: Preface 1 Introducing law clinics 2 Clinic goals and benefits 3 Clinic design: organisational variables 4 Clinic services: what services can clinics provide? 5 Service delivery models: who, how, where, and when? 6 Delivering quality clinical education and services 7 Setting up an effective and sustainable clinic 8 Future perfect: planning your successful clinic Index
£95.00
Edward Elgar Publishing Ltd How to Get Published in the Best Political
Book SynopsisProviding an insightful and comprehensive introduction to the world of journal publishing within the fields of political science and international relations, this book offers in-depth guidance to maximize the likelihood of publishing success. Using their extensive experience as journal editors, Marijke Breuning and John Ishiyama also include crucial advice on how to select an appropriate journal, revise manuscripts, and how to increase the impact of published work. Common questions are answered, such as: when is the right time to submit your manuscript; how to select a co-author; and when to contact an editor, as well as the challenging aspect of how to deal with rejections. Other key topics are thoroughly reviewed and explored, including guidance on ethics and integrity in publishing journal articles, emerging practices regarding research transparency, and new frontiers in academic journal publishing such as Open Access. This engaging book will be an invaluable resource for graduate students and scholars looking to improve their understanding of the journal publishing process, as well as providing an essential guide for those undertaking this journey for the first time.Trade Review‘A must read for all graduate students, and yet everyone will learn something. It democratizes the publication process by making critical information available to everyone. Importantly, the authors include reflective commentary on current issues as well: replication, open access, and promoting your own published work. Breuning and Ishiyama are ideal authors on the topic of “how to publish” as they are outstanding scholars with sustained publication records, have top-level editing experience, and reputations as strong mentors to many throughout the discipline.’ -- Janet Box-Steffensmeier, Ohio State University, US‘Breuning and Ishiyama bring a wealth of experience to bear in this excellent “how-to” book. How to Get Published in the Best Political Science and International Relations Journals is a welcome resource for graduate students and early career scholars as they learn about, and navigate, the journal publishing process. In addition to opening the black box of the publishing process itself, the book also provides informative advice on several important issues in publishing, including ethics, data transparency and citations, as well as newer developments, such as open access publishing. It is a resource that I will enthusiastically recommend to colleagues.’ -- Jae-Jae Spoon, University of Pittsburgh, US‘This comprehensive and highly readable volume contains a host of insights about how to publish in Political Science and International Relations. Subject matter includes how to select a journal based on a balance of prestige versus fit, when to send a manuscript out for review, tactics for revising in response to instructions from editors, and ways in which to maximize the impact of one’s publications. The book is essential reading for both those new to the profession and their mentors.’ -- Patrick James, Dornsife Dean’s Professor of International Relations, University of Southern California, Los Angeles, US‘Breuning and Ishiyama distill a vast amount of experience as authors and editors into this engaging book. Their advice is practical and methodical as they walk a new scholar through the steps of publishing in academic journals. Even established scholars will appreciate the discussions of newer trends, such as research transparency, open access, and strategies to maximizing the impact of published work. This is a must read for anyone looking for advice on journal publishing!’ -- Cameron G. Thies, Arizona State University, USTable of ContentsContents: Introduction: how to use this book 1. The publishing process 2. The review process 3. Ethics and integrity in publishing 4. Research transparency across different types of scholarship 5. New frontiers in publishing: understanding open access journals 6. Maximizing the impact of your scholarship References Index
£20.95
Edward Elgar Publishing Ltd Teaching International Relations
Book SynopsisThis comprehensive guide captures important trends in international relations (IR) pedagogy, paying particular attention to innovations in active learning and student engagement for the contemporary International Relations (IR) classroom.This book is organized into three parts: IR course structures and goals; techniques and approaches to the classroom; and assessment and effectiveness. It is up-to-date with teaching practices highlighted by leading journals and conferences sponsored by the International Studies Association (ISA) and the American Political Science Association (APSA). Collectively, the chapters contribute to continuing dialogues on pedagogy in the field and serve as a critical resource for faculty in IR, political science, and social science.Trade Review‘In an increasingly complex world that calls for innovation and critical thinking, Teaching International Relations provides a valuable collection of chapters to guide thoughtful instructors who want to create engaging and meaningful learning experiences for their students. This new volume is broad in scope, with a diverse and accomplished set of contributors. IR instructors will find an excellent resource for actively engaging students, structuring courses, and assessing outcomes.’Table of ContentsContents: 1 Introduction to Teaching International Relations 1 James M. Scott, Ralph G. Carter, Brandy Jolliff Scott and Jeffrey S. Lantis PART I CONTEMPORARY TRENDS IN COURSE STRUCTURES AND GOALS 2 Essentials for Introduction to International Relations 11 Paul F. Diehl and Mark A. Boyer 3 Teaching with purpose: commitment and innovation in IR pedagogy 27 Jeffrey S. Lantis 4 Teaching IR in the Global South: views from Brazil and South Africa 38 Jacqui de Matos Ala, Cristina Yumie Aoki Inoue and Marcelo Valença 5 Toward an intersectional pedagogy in IR: how to take feminist interventions seriously 52 Dovilė Budrytė PART II INNOVATIONS IN THE CLASSROOM: TECHNIQUES AND APPROACHES 6 Teaching with case studies 66 Ralph G. Carter 7 Experiential learning through faculty-led study abroad programs 77 Amy Below, Amanda Nydegger and Mary Jane Parmentier 8 Using Statecraft in the classroom 90 Eric Cox 9 Teaching political violence with games and simulations 105 Amanda Rosen and Victor Asal 10 Teaching with the IR theory toolkit 117 Eric K. Leonard 11 Teaching IR with literature and film 129 Gigi Gokcek and Patrick James 12 Engaging in inquiry: problem-based and research-focused teaching and learning 145 James M. Scott 13 Engaging with diversity through technology 160 Yasemin Akbaba and Filiz Başkan 14 Becoming an effective online teacher: five considerations for better teaching and learning in IR courses 176 Brandy Jolliff Scott 15 Collaborative learning in the IR classroom 189 Heather A. Smith PART III ASSESSMENT AND EFFECTIVENESS 16 Assessment and effectiveness of active teaching and learning in IR 201 Matthew Krain and Kent J. Kille 17 The vital role of assessment in active teaching and learning 214 Kerstin Hamann References 224 Index
£30.35
Edward Elgar Publishing Ltd Teaching Social Inequality
Book SynopsisThe growing chasm between rich and poor, within societies and between nations, has enormous implications not only for people’s well-being and life chances but for the prospects for democracy throughout the world. From the interpersonal to the societal level, social inequality is the central feature of social life. Helping students appreciate and understand this is the most important task of social science instruction.Garth Massey provides a down-to-earth guide to teaching and learning that emphasizes historically and comparatively the social construction and institutional maintenance of social inequality. It explores approaches to teaching big ideas and theories, along with the challenges raised by the notions and assumptions students bring to class. The author emphasizes how to unpack and make comprehensible the complexity of social inequality in society today and also how to explore the often quantitative understandings provided by contemporary research.Highly attractive is the accessible style of this book, encouraging open classroom discussion and examination of sometimes contentious topics such as class and racial privilege, homelessness, gender preference and sexual identity, shrinking opportunities for social mobility, and global human migration. Its scope makes it a useful tool for instructors of social movements, globalization, race and ethnicity, gender studies, border studies and all courses that impart an understanding of social life.Trade Review‘Practical and comprehensive, this guide is a wonderful resource for instructors seeking to engage students in an essential and timely area of sociology. Chapters step the instructor through the complexities of teaching a broad and changing field, offering approaches to engage students’ sociological imagination and critical thinking skills.’ -- Scott Sernau, Indiana University South Bend, USTable of Contents1 Introduction to Teaching Social Inequality 2 From inequality to stratification 3 Typical challenges in teaching social inequality 4 Getting started with big questions 5 Ideas about inequality 6 Theories of inequality: functionalism to power-conflict 7 Inequality as power 8 Stratification and mobility 9 Wealth and poverty 10 Global inequality 11 Consequences of inequality: spillover or by design? 12 Current trends in inequality: forces at play 13 Learning with quantitative material 14 Responding to inequality: social movements 15 Student research on inequality References Appendix: a sample syllabus Index
£95.00
Edward Elgar Publishing Ltd Teaching Research Methods in Political Science
Book SynopsisTeaching Research Methods in Political Science brings together experienced instructors to offer a range of perspectives on how to teach courses in political science. It focuses on numerous topics, including identifying good research questions, measuring key concepts, writing literature reviews and developing information literacy skills. Illustrating the ways in which research methods courses connect with wider topics in political science, contributors discuss how methodological considerations can result in recognition of previously silenced voices, and consider the civic education mission of research methods in political science. Chapters outline quantitative and qualitative methods, feminist methodologies and techniques for studying African-American politics, to review and demonstrate the many avenues that instructors of research methods courses might take.This crucial guide to teaching will benefit instructors of courses in research methods in political science, as well as faculty leaders instituting new courses in political science. Its theoretical insights into civic education will also be useful to scholars of education more broadly.Trade Review‘This book provides thoughtful and practical explorations of accessible pedagogical tools and approaches which can vastly improve any political science program. Bernstein and his contributors effectively make an argument for how the methods course is fundamental to achieving our discipline’s goals of developing active citizens who can evaluate information and evidence regarding problems which our democracies face in the 21st century. It should be required reading for every PhD candidate, methods course instructor, and department chair.‘Table of ContentsContents: Introduction: the citizenship imperative and the Political Science Research Methods course 1 Jeffrey L. Bernstein PART I GUIDANCE FOR TEACHING THE RESEARCH METHODS COURSE 1 Getting the basics right: finding the right research question 13 Zsolt Nyiri 2 Incorporating information literacy in political science research design 28 Amanda Shannon and Vaughn Shannon 3 Beyond the annotated bibliography: improving student literature reviews through structured heuristics 43 Shane Nordyke and Peter Yacobucci 4 Promoting course coherence by teaching with an invisible pet and other case studies 58 Kristin Makszin 5 Effectively teaching research methods as a series of simulation exercises 69 Jason Enia 6 Political methodology without the politics: reshaping the methods course to focus on real-world content and skill building 82 Amanda M. Rosen 7 Engaged statistics: building statistical skills by focusing on answering interesting and important questions 96 Michael A. Bailey 8 Teaching transparency: principles and practical considerations with illustrations in Stata and R 114 Matthew C. Ingram 9 Effectively teaching research methods in an online course 131 Robert Postic PART II FITTING RESEARCH METHODS WITHIN THE BROADER CURRICULUM AND DISCIPLINE 10 Designing and implementing methods curricula 146 Johan Adriaensen, Patrick Bijsmans and Afke Groen 11 Scaffolding research methods across the curriculum: an exploration of embedded curricular design 161 Kelly A. Clancy and Kelly Bauer 12 Incorporating and assessing methods across the political science curriculum 177 Christi Siver and Claire Haeg 13 Are students failing research methods or are research methods failing students? 194 William D. Blake and Carolyn Forestiere 14 What the traditional critiques from marginalized groups bring to comprehending political science research today 208 Harwood K. McClerking 15 Mainstreaming gender in research methods 222 Alexis Leanna Henshaw 16 A Deweyan pragmatist view on political science methods 238 Jonathan B. Isacoff Index
£30.35
Edward Elgar Publishing Ltd Teaching Research Methods in Political Science
Book SynopsisTeaching Research Methods in Political Science brings together experienced instructors to offer a range of perspectives on how to teach courses in political science. It focuses on numerous topics, including identifying good research questions, measuring key concepts, writing literature reviews and developing information literacy skills. Illustrating the ways in which research methods courses connect with wider topics in political science, contributors discuss how methodological considerations can result in recognition of previously silenced voices, and consider the civic education mission of research methods in political science. Chapters outline quantitative and qualitative methods, feminist methodologies and techniques for studying African-American politics, to review and demonstrate the many avenues that instructors of research methods courses might take.This crucial guide to teaching will benefit instructors of courses in research methods in political science, as well as faculty leaders instituting new courses in political science. Its theoretical insights into civic education will also be useful to scholars of education more broadly.Trade Review‘This book provides thoughtful and practical explorations of accessible pedagogical tools and approaches which can vastly improve any political science program. Bernstein and his contributors effectively make an argument for how the methods course is fundamental to achieving our discipline’s goals of developing active citizens who can evaluate information and evidence regarding problems which our democracies face in the 21st century. It should be required reading for every PhD candidate, methods course instructor, and department chair.‘Table of ContentsContents: Introduction: the citizenship imperative and the Political Science Research Methods course 1 Jeffrey L. Bernstein PART I GUIDANCE FOR TEACHING THE RESEARCH METHODS COURSE 1 Getting the basics right: finding the right research question 13 Zsolt Nyiri 2 Incorporating information literacy in political science research design 28 Amanda Shannon and Vaughn Shannon 3 Beyond the annotated bibliography: improving student literature reviews through structured heuristics 43 Shane Nordyke and Peter Yacobucci 4 Promoting course coherence by teaching with an invisible pet and other case studies 58 Kristin Makszin 5 Effectively teaching research methods as a series of simulation exercises 69 Jason Enia 6 Political methodology without the politics: reshaping the methods course to focus on real-world content and skill building 82 Amanda M. Rosen 7 Engaged statistics: building statistical skills by focusing on answering interesting and important questions 96 Michael A. Bailey 8 Teaching transparency: principles and practical considerations with illustrations in Stata and R 114 Matthew C. Ingram 9 Effectively teaching research methods in an online course 131 Robert Postic PART II FITTING RESEARCH METHODS WITHIN THE BROADER CURRICULUM AND DISCIPLINE 10 Designing and implementing methods curricula 146 Johan Adriaensen, Patrick Bijsmans and Afke Groen 11 Scaffolding research methods across the curriculum: an exploration of embedded curricular design 161 Kelly A. Clancy and Kelly Bauer 12 Incorporating and assessing methods across the political science curriculum 177 Christi Siver and Claire Haeg 13 Are students failing research methods or are research methods failing students? 194 William D. Blake and Carolyn Forestiere 14 What the traditional critiques from marginalized groups bring to comprehending political science research today 208 Harwood K. McClerking 15 Mainstreaming gender in research methods 222 Alexis Leanna Henshaw 16 A Deweyan pragmatist view on political science methods 238 Jonathan B. Isacoff Index
£104.00
Edward Elgar Publishing Ltd Teaching European Union Politics
Book SynopsisWhy do we teach EU politics? What should EU politics students learn? What are the practical approaches and techniques to teaching EU politics? In response to these questions, Teaching European Union Politics analyses the interdisciplinary nature of teaching this broad subject and reflects on a wide range of educational approaches. It both advances the pedagogy and practice of teaching EU politics, and provides practical support for those looking to adopt innovative and learner-oriented techniques.Bringing together contributions from a number of leading experts from across Europe, this book’s comprehensive chapters focus on topics including comparative politics, international relations, history, law, policy and economics. In assessing diverse teaching techniques, such as problem-based learning, games, simulations, and study visits, it invites teachers to rise to the challenge of bringing critical perspectives into the classroom. The book asks teachers to consider how they should (re)shape their teaching practice to better equip students with a range of skills and knowledge for today's turbulent world.Providing detailed support for course development, this progressive book will prove essential for teachers and academics in European politics and policy, European studies, public policy, and international relations.Trade Review‘This essential book brings together everything I appreciate in a volume on teaching politics: diverse, interdisciplinary voices; an emphasis on active learning in all its forms; and an approach that considers not only changes in the subject itself, but how that subject—in this case, the EU’s pathway in integration and policy—itself affects both teachers and students.’ -- Amanda Rosen, Co-founder, Active Learning in Political Science Blog‘The ambition of this collection is more than matched by its achievement. Bringing together leading scholars in European Studies both to reflect on this dynamic field and to guide the way in engaging learning for students, it highlights the rich community of practice from which we can all learn.’ -- Simon Usherwood, Open University, UKTable of ContentsContents: PART I SETTING THE SCENE 1 Introduction: teaching and learning European politics in a time of crisis 2 Christopher Huggins and Viviane Gravey 2 A field in crisis? 14 Viviane Gravey PART II DISCIPLINARY PERSPECTIVES 3 Mapping a discipline: interdisciplinarity and the core of European Studies 35 Patrick Bijsmans and Johan Adriaensen 4 Teaching the European Union from a comparative politics perspective 51 Mads Dagnis Jensen 5 Teaching international relations 63 Hanna L. Mühlenhoff 6 Teaching European Union public policy 76 Nicholas Wright 7 Teaching European Union law 93 Claudina Richards 8 Teaching European Union politics: the perspective of history 106 Carine Sophie Germond and Lise Rye 9 Integrating economics into the teaching of European Union politics 123 Robert Ackrill 10 Towards a ‘critical-pluralist’ approach to teaching the European Union 139 Owen Parker PART III ACTIVE LEARNING APPROACHES IN TEACHING EUROPEAN UNION POLITICS 11 Teaching European Union politics with technology 154 Alexandra Mihai 12 Active learning in European studies: the benefits and challenges of problem-based learning 168 Patrick Bijsmans 13 Simulations: the affordances and challenges of an immersive teaching tool 182 Karen Heard-Lauréote and Mark Field 14 Field trips and experiential learning in European Union politics 197 Christopher Huggins 15 University law clinics in practice: aims and implementation 212 Eleanor Scarlett 16 Analysing public policy in the classroom 228 Viviane Gravey 17 Teaching European Union politics beyond higher education: the case of primary school education through My Big Friendly Guide to the European Union 242 Emmanuelle Schön-Quinlivan PART IV CONCLUSIONS 18 Conclusions on teaching European Union politics 255 Viviane Gravey and Christopher Huggins Index
£110.00
Edward Elgar Publishing Ltd Handbook on Teaching and Learning for Sustainable
Book SynopsisExploring the important role of education in both pursuing and implementing sustainable development, this timely Handbook highlights how teaching methods at schools and universities can impact the future. It looks at ways not only to inform students about matters related to sustainable development, but also to empower them to adopt behaviours and actions that lead to more sustainable lifestyles.Chapters from an international team of contributors present and analyse experiences of different learning processes and methods, showcasing the impact of curriculum-related issues and teacher training. Using different pedagogical approaches, case studies and interdisciplinary initiatives, the Handbook explores a broad range of technological approaches and tools to foster better teaching and learning for sustainable development. It provides key insights into the implementation of teaching initiatives in helping to promote sustainable development and the UN Sustainable Development Goals.This Handbook will be crucial reading for those investigating curriculum policies and issues, and looking to enhance students’ understanding of sustainability in schools and universities.Trade 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
£225.00
Edward Elgar Publishing Ltd Teaching Entrepreneurship, Volume Two: A
Book SynopsisBuilding on the success of the first volume of Teaching Entrepreneurship, this second volume features new teaching exercises that are adaptable and can be used to teach online, face to face or in a hybrid environment. In addition, it expands on the five practices of entrepreneurship education: the practice of play, the practice of empathy, the practice of creation, the practice of experimentation, and the practice of reflection.This portfolio of practices leads to a holistic teaching approach designed to help students think and act more entrepreneurially under various degrees of uncertainty and across contexts. Here in Volume Two the editors and contributors demonstrate how the five practices are a framework for course development to help students make progress toward a more entrepreneurial way of thinking and develop the ability to find and create new opportunities with the courage to act on them.Educators trying to build entrepreneurship into their curriculum, from within and outside the business school, will find Teaching Entrepreneurship, Volume Two invaluable in developing experiential learning experiences.Table of ContentsContents: 1 Introduction to Teaching Entrepreneurship, Volume Two 1 Heidi M. Neck, Candida G. Brush and Patricia G. Greene 2 Are you teaching entrepreneurially? A self-assessment 17 Heidi M. Neck, Candida G. Brush and Patricia G. Greene 3 Exercises to practice play 21 Collaborative art 22 The Babson Airplane Company 28 Puzzles and stories 35 Seated bucket ball 47 Words with frenemies 53 The bake-off playwriting activity 73 Overcoming your fears through art 79 The geometric challenge 85 4 Exercises to practice empathy 91 A day in the life 92 Idea generation – a family affair 98 Successful pitching styles 108 Customer journey mapping 114 AEIOU observation 123 What if I were my own customer? 128 Fumbling in the dark 134 Sylvia Waterston interactive case 141 Investor negotiation 155 Target market buyer personas 170 5 Exercises to practice creation 176 Exploring growth options 177 Creating the future through the UN Sustainable Development Goals 184 Give–get for resource acquisition 189 Pitching with the 4H Framework 196 Idea board 204 Tell me about . . . an interview role-play for need identification 210 What should public policy be for entrepreneurs? 218 Hot seat 223 6 Exercises to practice experimentation 231 Building gender acumen as an inclusive entrepreneurial leadership competence 232 Idea testing using the business model canvas 245 Mindshifts 253 Supply chain innovation to reduce ecological impact 257 The relevance and value of pivoting – which company would you invest in? 266 Testing small in order to grow big 271 Opportunity evaluation checklist 280 Sweating the small stuff 288 Ideas in motion 300 7 Exercises to practice reflection 306 Envisioning the future 307 Why should I invest in you? 316 Uncertainty and corporate entrepreneurship – the TMRO (Tomorrow) Framework 321 Looking in – founder identity in new venture creation 332 Babson activity analysis 338 Designing the authentic brand called you 348 The organizational culture design game 359 Five strangers 366 Appendix: exercises categorized by topic 373 Index 377
£126.00
Edward Elgar Publishing Ltd How to Get Published in the Best Political
Book SynopsisProviding an insightful and comprehensive introduction to the world of journal publishing within the fields of political science and international relations, this book offers in-depth guidance to maximize the likelihood of publishing success. Using their extensive experience as journal editors, Marijke Breuning and John Ishiyama also include crucial advice on how to select an appropriate journal, revise manuscripts, and how to increase the impact of published work. Common questions are answered, such as: when is the right time to submit your manuscript; how to select a co-author; and when to contact an editor, as well as the challenging aspect of how to deal with rejections. Other key topics are thoroughly reviewed and explored, including guidance on ethics and integrity in publishing journal articles, emerging practices regarding research transparency, and new frontiers in academic journal publishing such as Open Access. This engaging book will be an invaluable resource for graduate students and scholars looking to improve their understanding of the journal publishing process, as well as providing an essential guide for those undertaking this journey for the first time.Trade Review‘A must read for all graduate students, and yet everyone will learn something. It democratizes the publication process by making critical information available to everyone. Importantly, the authors include reflective commentary on current issues as well: replication, open access, and promoting your own published work. Breuning and Ishiyama are ideal authors on the topic of “how to publish” as they are outstanding scholars with sustained publication records, have top-level editing experience, and reputations as strong mentors to many throughout the discipline.’ -- Janet Box-Steffensmeier, Ohio State University, US‘Breuning and Ishiyama bring a wealth of experience to bear in this excellent “how-to” book. How to Get Published in the Best Political Science and International Relations Journals is a welcome resource for graduate students and early career scholars as they learn about, and navigate, the journal publishing process. In addition to opening the black box of the publishing process itself, the book also provides informative advice on several important issues in publishing, including ethics, data transparency and citations, as well as newer developments, such as open access publishing. It is a resource that I will enthusiastically recommend to colleagues.’ -- Jae-Jae Spoon, University of Pittsburgh, US‘This comprehensive and highly readable volume contains a host of insights about how to publish in Political Science and International Relations. Subject matter includes how to select a journal based on a balance of prestige versus fit, when to send a manuscript out for review, tactics for revising in response to instructions from editors, and ways in which to maximize the impact of one’s publications. The book is essential reading for both those new to the profession and their mentors.’ -- Patrick James, Dornsife Dean’s Professor of International Relations, University of Southern California, Los Angeles, US‘Breuning and Ishiyama distill a vast amount of experience as authors and editors into this engaging book. Their advice is practical and methodical as they walk a new scholar through the steps of publishing in academic journals. Even established scholars will appreciate the discussions of newer trends, such as research transparency, open access, and strategies to maximizing the impact of published work. This is a must read for anyone looking for advice on journal publishing!’ -- Cameron G. Thies, Arizona State University, USTable of ContentsContents: Introduction: how to use this book 1. The publishing process 2. The review process 3. Ethics and integrity in publishing 4. Research transparency across different types of scholarship 5. New frontiers in publishing: understanding open access journals 6. Maximizing the impact of your scholarship References Index
£78.00
Edward Elgar Publishing Ltd How to Teach Entrepreneurship
Book SynopsisJust how should we teach entrepreneurship? This important book provides many of the answers to this challenging question. In developing the first signature pedagogy for entrepreneurship education, Colin Jones unites the contexts of enterprise and education at the intersection of scholarship, transformational learning and student engagement. Good teaching for entrepreneurship is shown to emerge both from the educator and the students' interest. For the educator, a process of scholarly leading is required to support student interest - from the alternate perspective, students require a willingness to welcome uncertainty and challenge the existing boundaries to effectively develop a capacity for self-negotiated action. A key guide for all entrepreneurship lecturers and tutors, written for all teaching contexts, this book will challenge you to teach 'who you are', as well as what you know.Trade Review'Colin challenges the reader to critically reflect on their role as an entrepreneurship and enterprise educator which even the most experienced practitioner will find both provocative and inspiring. Through his meticulous dissection of what it means to operate as an enterprise educator, a new educational philosophy emerges with clearly defined roles for all involved and tools presented to equip the reader in their ongoing development. Colin makes an exciting contribution to this space and does so with great humility and unintimidating prose.' --Tom Williamson, Coventry University, UK'How to Teach Entrepreneurship is an outstanding book for entrepreneurship educators and a must read for new colleagues trying to get to grips with their first entrepreneurship classes. The book provides deep insights that help you know yourself as an educator and it enables you to design educational practice that is mindful of the different ways students learn.' --Luke Pittaway, Ohio University, US'In Colin's true to form pedagogy and heutagogy style, he introduces a novel approach to contemporary frameworks and practices in transformational enterprise and entrepreneurship education. I just love the ''sports'' associations, from players to scoring the game. This book provides significant self-reflection towards enhancing our teaching philosophies, from nascent to experienced educators. A must read, not only for us entrepreneurship educators, but all educators in the transformational, innovative and digital space.' --Alex Maritz, La Trobe Business School, AustraliaTable of ContentsContents: Foreword by Andy Penaluna Introduction PART I THE PLAYERS 1. Know yourself 2. Know your activity environment 3. Know your students PART II RULES OF THE GAME 4. Scholarship of teaching and learning 5. Contemporary frameworks 6. Seeing the rules PART III PLAYING THE GAME 7. Determine your purpose 8. Strategic choice 9. Effective practices PART IV SCORING THE GAME 10. Qualitative standards 11. Improving your game 12. Teach who you are Appendices References Index
£27.95
Edward Elgar Publishing Ltd Teaching International Relations
Book SynopsisThis comprehensive guide captures important trends in international relations (IR) pedagogy, paying particular attention to innovations in active learning and student engagement for the contemporary International Relations (IR) classroom.This book is organized into three parts: IR course structures and goals; techniques and approaches to the classroom; and assessment and effectiveness. It is up-to-date with teaching practices highlighted by leading journals and conferences sponsored by the International Studies Association (ISA) and the American Political Science Association (APSA). Collectively, the chapters contribute to continuing dialogues on pedagogy in the field and serve as a critical resource for faculty in IR, political science, and social science.Trade Review‘In an increasingly complex world that calls for innovation and critical thinking, Teaching International Relations provides a valuable collection of chapters to guide thoughtful instructors who want to create engaging and meaningful learning experiences for their students. This new volume is broad in scope, with a diverse and accomplished set of contributors. IR instructors will find an excellent resource for actively engaging students, structuring courses, and assessing outcomes.’Table of ContentsContents: 1 Introduction to Teaching International Relations 1 James M. Scott, Ralph G. Carter, Brandy Jolliff Scott and Jeffrey S. Lantis PART I CONTEMPORARY TRENDS IN COURSE STRUCTURES AND GOALS 2 Essentials for Introduction to International Relations 11 Paul F. Diehl and Mark A. Boyer 3 Teaching with purpose: commitment and innovation in IR pedagogy 27 Jeffrey S. Lantis 4 Teaching IR in the Global South: views from Brazil and South Africa 38 Jacqui de Matos Ala, Cristina Yumie Aoki Inoue and Marcelo Valença 5 Toward an intersectional pedagogy in IR: how to take feminist interventions seriously 52 Dovilė Budrytė PART II INNOVATIONS IN THE CLASSROOM: TECHNIQUES AND APPROACHES 6 Teaching with case studies 66 Ralph G. Carter 7 Experiential learning through faculty-led study abroad programs 77 Amy Below, Amanda Nydegger and Mary Jane Parmentier 8 Using Statecraft in the classroom 90 Eric Cox 9 Teaching political violence with games and simulations 105 Amanda Rosen and Victor Asal 10 Teaching with the IR theory toolkit 117 Eric K. Leonard 11 Teaching IR with literature and film 129 Gigi Gokcek and Patrick James 12 Engaging in inquiry: problem-based and research-focused teaching and learning 145 James M. Scott 13 Engaging with diversity through technology 160 Yasemin Akbaba and Filiz Başkan 14 Becoming an effective online teacher: five considerations for better teaching and learning in IR courses 176 Brandy Jolliff Scott 15 Collaborative learning in the IR classroom 189 Heather A. Smith PART III ASSESSMENT AND EFFECTIVENESS 16 Assessment and effectiveness of active teaching and learning in IR 201 Matthew Krain and Kent J. Kille 17 The vital role of assessment in active teaching and learning 214 Kerstin Hamann References 224 Index
£100.00
Edward Elgar Publishing Ltd Learning and Teaching in Higher Education:
Book SynopsisThere is often little guidance available on how to teach in universities, despite there being increasing pressure to raise teaching standards, as well as no official requirement for academics to have any specific teaching qualification in many countries. This invaluable book comprehensively addresses this issue, providing an overview of teaching in a business school that covers all stages of student learning. This book demonstrates various ways to engage students and offers techniques to enhance teaching practice, focusing on particular challenges such as large group teaching, increasing attendance and engagement, and successful professional development. All the contributors have current experience of teaching in a business school, allowing them to offer honest, personal assessments of what is effective in practice. Chapters address specific topics such as technology enhanced learning, while useful 'thoughts' provide creative and innovative suggestions on improving participation and outcomes. Learning and Teaching in Higher Education will be an important resource for those teaching in a business school setting, as well as having significant value to anyone teaching in higher education more generally.Trade Review'This is an intensely practical and practice-inspired book aimed at the new, and not so new, HE instructor. Illustrations, thoughts, reflections and tips for the practitioner are generously provided throughout. Old and new tools and techniques, from storytelling to the virtual classroom, are brought to life; challenging and encouraging the reader to broaden their practice.' --Ann Davis, University of Sydney, Australia'This conversational collection offers an array of practical tips, personal anecdotes and examples for teaching in business and management contexts. Lecturers who are new to teaching will no doubt find it very useful to get started, while more experienced colleagues may want to dip into it for fresh ideas.' --Alison James, University of Winchester, UK'This is an essential resource for anyone teaching and supporting learning in a business school. The variety and richness of practical approaches, pedagogic reflections and initiatives presented in the context of business and management education is simply outstanding. Well done for this must-read collection of inspirational ideas and tried and tested approaches that will inspire us all to get more creative in the business classroom.' --Sally Everett, King's College London, UKTable of ContentsContents: Preface Foreword Introduction 1. Theorising about learning and knowing Keith Schofield Engaging Students 2. How to engage students Alison Lindon and Michael Butler 3. Icebreakers for business school students Ilias Basioudis Thought 1 Alison Lindon and Michael Butler 4. Trumping Truancy: Maintaining student attendance and engagement Gayatri Patel Thought 2 Kathy Daniels 5. Helping our students to think critically Elaine Clarke Thought 3 Daniel Cash 6. How to introduce and integrate creativity Bimal Arora 7. How to invigorate group presentations Matthew Olczak Thought 4 Gayatri Patel 8. Bridging the Gap: Writing in Higher Education Daniel Cash Enhancing Teaching Practice 9. Getting the most out of large group teaching Caroline Elliott and Jon Guest 10. Storytelling as a technique for teaching Sudeshna Bhattacharya Thought 5 Geetha Ravishankar 11. Experiential learning: Use of business simulations Clive Kerridge Thought 6 Kris Lines 12. How to do a confident presentation Chris Jones Thought 7 Caroline Elliott and Jon Guest 13. Making teaching relevant for the business student Kathy Daniels 14. Problem based learning Chris Owen Thought 8 Alison McPherson 15. Teaching students struggling because English is not their first language Pieter Koornhof 16. How to teach students from a range of different countries Uche Ogwude Thought 9 Matthew Olczak 17. Teaching small groups Alison McPherson Technology Enhanced Learning 18. Technology enhanced learning activities and student participation Bahar Kazmi and Umair Riaz Thought 10 Elaine Clarke 19. Cultivating students’ digital literacy Soumyadeb Chowdhury, Oscar Rodríguez-Espindola, Ahmad Beltagui and Pavel Albores-Barajas Thought 11 Uche Ogwude 20. Designing and teaching an online module Jon Taylor, Richard Terry and Matt Davies Thought 12 Soumyadeb Chowdhury, Oscar Rodríguez-Espindola, Ahmad Beltagui and Pavel Albores-Barajas 21. Successful teaching in virtual classrooms Richard Terry, Jon Taylor and Matt Davies Thought 13 Soumyadeb Chowdhury, Oscar Rodríguez-Espindola, Ahmad Beltagui and Pavel Albores-Barajas 22. Managing online learning Nicholas Theodorakopoulos, Teaching Content 23. The use of short in-class games Jon Guest, Maria Kozlovskaya and Matthew Olczak 24. Teaching maths to non-mathematical standards Geetha Ravishankar Thought 14 Pieter Koornhof 25. How to embed CSR in teaching Muhammed Al Mahameed and Umair Riaz 26. Teaching Law to business students Adam Shaw-Mellors and Pieter Koornhof Thought 15 Adam Shaw-Mellors 27. Practitioner module partnership and sponsorship Keith Glanfield Assessment 28. Demystifying the assessment criteria Gayatri Patel Thought 16 Bimal Arora 29. Using posters in academic assessments Kris Lines 30. Writing effective multiple choice questions Simon Finley Thought 17 Kathy Daniels 31. Peer assessment Elaine Clarke 32. Providing effective feedback Jon Guest Index
£32.25
Edward Elgar Publishing Ltd Teaching Economics to Undergraduates:
Book SynopsisThis book demonstrates alternatives to the lecture and chalkboard approach that dominates the teaching of economics, providing a range of innovative teaching techniques and examples aimed at engaging undergraduates in the learning of economics.The editors provide a brief history of the teaching of economics in higher education, as well as a review of current undergraduate teaching practices. Some of the field's leading educators then demonstrate alternative practices in three main sections: 'Active and Cooperative Learning', 'Writing, the Internet, and Discovery Through Sampling', and 'Examples from the World Around Us'. The topics in the twelve chapters of the book have been carefully selected based on their high potential for adoption by other instructors. Detailed, 'hands-on' examples are included within each chapter, illustrating how suggested approaches can be used in different courses and classroom situations at the undergraduate level. Also included are lists of 'Dos' and 'Dont's' to guide instructors through the successful implementation of activities.This book will be of great practical value to teachers of economics as well as administrators responsible for undergraduate instruction.Trade Review'Teaching Economics to Undergraduates deserves a prominent spot on the bookshelves of all economists who are interested in improving the effectiveness of their teaching, especially those with important undergraduate teaching responsibilities. Following an introductory essay, 11 chapters provide very specific ideas of new ways to structure one's teaching. Each chapter also contains a useful list of 'dos and don'ts' that add to their effectiveness.' -- Craig Swan, Journal of Economic Education'It should prove most helpful and beneficial to anyone who has a desire to be more innovative in the way he or she teaches economics to undergraduates, for this reason I give this book an enthusiastic thumbs up! . . . I wholeheartedly recommend this book to anyone contemplating changing his or her style of teaching undergraduate economics.' -- Richard J. Torz, Eastern Economic Journal'Almost every instructor reading this book will gain some valuable, low-cost, new ideas to supplement their courses.' -- R.M. Whaples, Choice'The editors and authors are outstanding teachers who have thought a great deal about how to make economics accessible to students with a wide range of learning styles. This systematic treatment of the subject will be extremely valuable for those who want to make their classrooms creative learning laboratories and for those who are trying to develop effective teaching and learning tools. I heartily recommend this work to all serious teachers of economics.' -- Michael Parkin, University of Western Ontario, Canada'The volume will provide two types of assistance to the teachers of economics to undergraduates. First, it will offer novel approaches that can enliven the process and increase the effectiveness with which knowledge and analytic skills can be imparted to the student. Second, it can stimulate the thought of the instructors themselves about the logic that should guide their teaching process. . . . It is a substantial contribution to the teaching of economics as well as to the pertinent research.' -- From the foreword by William J. Baumol'Recent years have witnessed a decline in the numbers of students studying economics in colleges and universities, not just in the USA but all over Europe. Some say that this is the result of the kind of subject economics has become: excessively technical, ever more mathematical. Perhaps so but in that case, it is even more important than ever to teach economics better, more effectively, more interestingly. Here is a book that looks critically at different ways of achieving that. It represents a substantial contribution to economics education.' -- The late Mark Blaug, formerly of the University of London and University of Buckingham, UKTable of ContentsContents: Foreword by William J. Baumol 1. Teaching Economics: What Was, Is, and Could Be Part I: Active and Cooperative Learning 2. Making Cooperative Learning Work in Economics Classes 3. Gender and Active Learning 4. Student Decision Making as Active Learning Part II: Writing, the Internet, and Discovery Through Sampling 5. Integrating the Practice of Writing Into Economics Instruction 6. Using the Internet and Computer Technology to Teach Economics 7. Using Monte Carlo Studies for Teaching Econometrics Part III: Examples from the World Around Us 8. Using Sports to Teach Economics 9. Using Literature and Drama in Undergraduate Economics Courses 10. Acceptance Speeches by the Nobel Laureates in Economics 11. Using Cases as an Effective Active Learning Technique 12. Engaging Students in Quantitative Analysis with the Academic and Popular Press
£33.95
Edward Elgar Publishing Ltd The Complexity Vision and the Teaching of
Book SynopsisThis ground-breaking book focuses on the implications of the complexity vision, such as that held by economists at the Santa Fe Institute, for the teaching of economics. This complexity vision suggests that answers to questions such as how do markets develop and how do they evolve need to be approached head on. Complexity economics is beginning to do just that. Most of the work in complexity is highly formal and technical; it seems far away from issues such as the teaching of economics. This book is different. The focus of this book is not on the grand theories, or technical aspects, of complexity. Instead it is on the teaching of economics. It asks the question: how would the teaching of economics change if complexity is taken seriously? An outstanding group of contributors, including Brian Arthur, Buz Brock, and Duncan Foley, provide interesting and provocative answers to that question in a non-technical and highly accessible style. It is a book that should be read by all those teaching economics, as well as those who are interested in where the complexity revolution in science might be leading.Trade Review'This book is an impressive collection of essays. . . this is an interesting and challenging book, of interest both to those who want an introduction to the ideas from complexity theory and those who reflect generally on the teaching and future development of economics as a subject.' -- Geoffrey M. Hodgson, Review of Social Economy'It is in the real world where the action is; and if we want to interest students in economics, and make economics more relevant, the teaching of economics must reflect the real world, not abstract deductive models that lead nowhere fast, and may lead nowhere slowly.' -- From the introduction by David ColanderTable of ContentsContents: Introduction Part I: The Complexity Vision and Economics Part II: The Complexity Vision and Economic Policy Part III: Teaching the Complexity Vision in Economics: General Part IV: Teaching the Complexity Vision in Economics: Specifics Part V: Bioeconomics, Complexity and the Teaching of Economics
£39.85
Edward Elgar Publishing Ltd Teaching Economics: More Alternatives to Chalk
Book SynopsisThis fascinating sequel to the 1998 Teaching Economics to Undergraduates provides more alternatives to the lecture and chalkboard approach that dominates university economics teaching. Distinguished contributing authors provide a wide range of innovative teaching techniques and examples aimed at more effectively engaging undergraduates in the learning of economics.New topics covered in this volume include game theory, using active learning techniques in large classes, a streamlined content agenda for macroeconomic principles, distance learning, and assessment of student learning. Other chapters revisit topics from the first volume, though often from different perspectives or with new approaches provided by different authors. Topics covered in these chapters include cooperative learning techniques, using technology in the classroom (including dozens of websites), bringing the work of the Nobel Laureates into undergraduate classes, and teaching with experimental economics, case studies, or team writing assignments and presentations. Teaching Economics is an invaluable and practical tool for teachers of economics, administrators responsible for undergraduate instruction and graduate students who are just beginning to teach. Each chapter includes specific teaching tips for classroom implementation and summary lists of dos and don'ts for instructors who are thinking of moving beyond the lecture method of traditional chalk and talk.Trade Review'This book is crammed with useful ideas which can be implemented in a variety of courses. . . This reviewer recommends the addition of TE to the bookshelf of anyone interested in incorporating active learning methods in the economics classroom, as well as those who have taken the plunge without the benefit of a similar volume.' -- Robert S. Gazzale, Journal of Economic Literature'This must sit alongside the previous volume as an essential source of teaching strategies for the thoughtful economist. Becker and Watts have succeeded again in providing a book which should push the profession forward in its thinking as well as its practice in teaching a new generation of economists.' -- Peter Davies, University of Staffordshire, UK and Co-Editor, International Review of Economics EducationAcclaim for Teaching Economics to Undergraduates:'Teaching Economics to Undergraduates deserves a prominent spot on the bookshelves of all economists who are interested in improving the effectiveness of their teaching, especially those with important undergraduate teaching responsibilities. Following an introductory essay, 11 chapters provide very specific ideas of new ways to structure one's teaching. Each chapter also contains a useful list of 'dos and don'ts' that adds to their effectiveness.' -- Craig Swan, Journal of Economic Education'It should prove most helpful and beneficial to anyone who has a desire to be more innovative in the way he or she teaches economics to undergraduates, for this reason I give this book an enthusiastic thumbs up! . . . I wholeheartedly recommend this book to anyone contemplating changing his or her style of teaching undergraduate economics.' -- Richard J. Torz, Eastern Economic JournalTable of ContentsContents: Preface 1. Restoring Fun to Game Theory 2. Using Classroom Experiments to Teach Economics 3. The Evolution of Cooperative Learning and Economics Instruction 4. Using the Case Method in the Economics Classroom 5. Using Active Learning Techniques in Large Lecture Classes 6. The Macroeconomics Principles Course: What Should Be Done? 7. Using the Internet and Computer Technology to Teach Economics 8. Teaching and Learning Economics at a Distance 9. Team Term Papers and Presentations 10. Using the Nobel Laureates in Economics to Teach Quantitative Methods 11. Assessment of Student Learning in Economics Index
£99.00
Liverpool University Press English Question: Or Academic Freedoms
Book SynopsisTo be or not to be free, that is the question, the English question, the question of what is academic English at the beginning of the 21st century. So argues Thomas Docherty in this new and important new study, a study that begins with the claim that the fundamental idea governing the institution of the University is a will to freedom. Tracing a history of the modern European University from Vico onwards and including Hume, Rousseau, Schiller, Hegel, Schopenhauer, Newman, Alain, Benda and Jaspers, the author argues the academy's will to freedom is grounded in study of the 'eloquence' that has shaped literate and humane values. He goes on to explore the current condition of English as a literary discipline, arguing that literary studies is (or should be) a search for the unknown; and that in only that search can the academy establish the real meaning -- or meanings -- of social, political and ethical freedom.Table of ContentsThe English Question; The Fate of Culture: Die Welt ist Alles; On Reading; The Question Concerning Literature; For a Literature that is Without and Beyond Compare; Newman: The University and Universalism; The Existence of' Scotland; On Critical Humility; Clandestine English; Index.
£100.00
Liverpool University Press English Question: Or Academic Freedoms
Book SynopsisTo be or not to be free, that is the question, the English question, the question of what is academic English at the beginning of the 21st century. So argues Thomas Docherty in this new and important new study, a study that begins with the claim that the fundamental idea governing the institution of the University is a will to freedom. Tracing a history of the modern European University from Vico onwards and including Hume, Rousseau, Schiller, Hegel, Schopenhauer, Newman, Alain, Benda and Jaspers, the author argues the academy's will to freedom is grounded in study of the 'eloquence' that has shaped literate and humane values. He goes on to explore the current condition of English as a literary discipline, arguing that literary studies is (or should be) a search for the unknown; and that in only that search can the academy establish the real meaning -- or meanings -- of social, political and ethical freedom.Table of ContentsThe English Question; The Fate of Culture: Die Welt ist Alles; On Reading; The Question Concerning Literature; For a Literature that is Without and Beyond Compare; Newman: The University and Universalism; The Existence of' Scotland; On Critical Humility; Clandestine English; Index.
£26.19
Equinox Publishing Ltd The College Writing Toolkit: Tried and Tested Ideas for Teaching College Writing
Book SynopsisEvery writing teacher needs a toolkit of good lesson plans and inspiring assignments. "The College Writing Toolkit: Tried and Tested Ideas for Teaching College Writing" is just such a practical resource, offering practical tools for both new and experienced teachers seeking to expand their professional repertoire. The Toolkit provides a collection of tried and tested methods and techniques for eliciting and working on students' writing in a college or university environment. Contributors from all over the world reflect on best practices for teaching writing and for generating writing assignments that help college or university students to learn and to express themselves with confidence, clarity, and originality and in a range of genres. Each contribution is written in a format specifying the theoretical and conceptual framework of the pedagogical activity, its purpose, audience, and intended outcomes. Contributors also describe the situations in which the activity has been tried, what the results have been, and how the activity has been modified accordingly. An important aspect of the descriptions is the contributors' reflections on the value of the activity and their recommendations for applying it for best results in the same and different types of contexts, such as for different types of institutions and audiences of students. Those who incorporate the practices of the Toolkit in their own teaching can therefore benefit from another practitioner's understanding and experience gained from refining an activity over time to enhance its effectiveness. College and university writing teachers can use and creatively adapt these activities to help their students improve their writing process, use writing as a mode of thought and reflection, master writing genres, and write effectively in their course assignments. The Toolkit is a resource for both novice and experienced writing teachers looking to try something different or new in their classes with a knowledge of a previous context in which it has been successful. By using the practical tools in "The College Writing Toolkit", college/university writing teachers can expand their repertoire while gaining experience that connects them to the practices of others in the field in the ongoing expansion and refinement of the tools of the writing trade.Table of ContentsIntroduction 1. Tools of the Trade: The College Writing Teacher in a New Age Pauline Burton and Martha C. Pennington Part 1. Writing from Personal Experience 2. The Personal Essay as a Tool to Teach Academic Writing Olivia Archibald, St. Martin's University (USA) 3. Snapshots of Our Literacies Michelle Cox, Bridgewater State College (USA) Katherine E. Tirabassi, Keene State College (USA) 4. Empowering Basic Writers Through This I BelieveA" Essays Molly Hurley Moran, University of Georgia (USA) 5. Local Heroes, Local Voices Pauline Burton 6. A Funny Thing Happened To Me: Introducing Oneself Through Humor Martha C. Pennington Part 2. Argumentation and Writing from Sources 7. The Delayed ThesisA" Essay: Enhancing Rhetorical Sensitivity by Exploring Doubts and Refutations Sara Pace, Lamar University (USA) 8. Literature-with-Exposition: A Critical Thinking and Writing Assignment Gita DasBender, Seton Hall University (USA) 9. Paraphrase Integration Task: Increasing Authenticity of Practice in Using Academic Sources Zuzana TomaA', University of Utah (USA) 10. Teaching Critique Writing: A Scaffolded Approach Nahla Nola Bacha, Lebanese American University (Lebanon) Part 3. Writing for Specific Contexts 11. Academic Discourse Community Mini-Ethnography Dan Melzer (California State University, Sacramento (USA) 12. Using Writing Across the Curriculum Exercises to Teach Critical Thinking and Writing Robert Smart, Quinnipiac University (USA) Suzanne Hudd, Quinnipiac University (USA) Andrew Delohery, Quinnipiac University (USA) 13. Writing the ProfessionalA": A Model for Teaching Project Management in a Writing Course Sky Marsen (Victoria University of Wellington (NZ) 14. Writing for an Authentic Audience Kate Kessler, James Madison University (USA) Part 4. Interactive and Self Assessment of Writing 15. The Write Path: Guiding Writers to Self-Reliance Lisa Nazarenko, University of Vienna (Austria) Gillian Schwarz, University of Vienna (Austria) 16. Conference-based Writing Assessment and Grading Robert T. Koch, Jr., University of North Alabama (USA) Part 5. Working With Technology in the Writing Class 17. Scavenger Hunt: A Model for Digital Composing Processes Sally Chandler, Kean University (USA) Mark Sutton, Kean University (USA) 18. Virtual Mediation: Audio-Enhanced Feedback for Student Writing Carter Winkle, Barry University (USA) 19. Academic Writing in the Foreign Language Class: Wikis and Chats at Work Ana Oskoz, University of Maryland, Baltimore County (USA) Idoia Elola, Texas Tech University (USA)
£63.00
James Currey ALT 29 Teaching African Literature Today
Book SynopsisBrings together experiences of teachers of African literature from around the world in the context of technological change. Focuses on theoretical and pedagogical approaches to the teaching of African Literature on both sides of the Atlantic and beyond. The publication of Chinua Achebe's Things Fall Apart in 1958 drew universal attention not only to contemporary African creative imagination, but also established the art of the modern African novel. In 1986, Wole Soyinka became the first African to win the Nobel Prize for Literature, and opened the 'gate' for other African writers. By the close of the 20th century, African Literature had gained world-wide acceptance and legitimacy in the academy and featured on the literature curriculum of schools and colleges across the globe. This specialissue of African Literature Today, examines the diverse experiences of teachers of African Literature across regional, racial, cultural and national boundaries. It explores such issues as student responses, productive pedagogical innovations, the impact of modern technology, case studies of online teaching, teaching Criticism of African Literature, and teaching African Literature in an age of multiculturalism. It is intended as an invaluable teacher's handbook and essential student companion for the effective study of African Literature. Ernest Emenyonu is Professor of Africana Studies at the University of Michigan-Flint, USA; the editorial board is composed of scholars from US, UK and African universities Nigeria: HEBNTrade ReviewNot only does it continue to honor its pledge to be a forum for discovering new talents, but, with this latest issue, African Literature Today expands the territory of African literature by covering the subject of current instructional strategies. * RESEARCH IN AFRICAN LITERATURES *Table of ContentsEditorial Article: Half a Century of Teaching African Literature in the Academy - Ernest N. Emenyonu Teaching Ben Okri's The Famished Road & Syl Cheney-Coker's The Last Harmattan of Alusine Dunbar - Eustace Palmer What has Criticism Got to do with it?: Teaching Theory & Criticism in African Literary Studies - Charles Nnolim Teaching African Literature in an Era of Technology: A Case Study of Coppin State University - Blessing Diala-Ogamba Teaching African Literature Online in America: A University of Michigan-Flint Initiative - Patricia Emenyonu Teaching African Literature in an Age of Multiculturalism - Helen Chukwuma Challenges & Prospects of Teaching Oral Literature in Africa: A Teacher's Perspective - Mark Ighile Teaching & Reading Doris Lessing's The Antheap - Anne Serafin The Francophone Novel of Africa & the Caribbean: A Teacher's Perspective - Peter Wuteh Vakunta Teaching about Africa through Literature, Film & Music - Isaac V. Joslin Teaching African Oral Literature: A Nigerian Perspective - Godini G. Darah Teaching African Literature without Redaction & Hypostasis - Chimalum Nwankwo Reviews - James Gibbs
£23.82
Edward Elgar Publishing Ltd Teaching Economics: More Alternatives to Chalk
Book SynopsisThis fascinating sequel to the 1998 Teaching Economics to Undergraduates provides more alternatives to the lecture and chalkboard approach that dominates university economics teaching. Distinguished contributing authors provide a wide range of innovative teaching techniques and examples aimed at more effectively engaging undergraduates in the learning of economics.New topics covered in this volume include game theory, using active learning techniques in large classes, a streamlined content agenda for macroeconomic principles, distance learning, and assessment of student learning. Other chapters revisit topics from the first volume, though often from different perspectives or with new approaches provided by different authors. Topics covered in these chapters include cooperative learning techniques, using technology in the classroom (including dozens of websites), bringing the work of the Nobel Laureates into undergraduate classes, and teaching with experimental economics, case studies, or team writing assignments and presentations. Teaching Economics is an invaluable and practical tool for teachers of economics, administrators responsible for undergraduate instruction and graduate students who are just beginning to teach. Each chapter includes specific teaching tips for classroom implementation and summary lists of dos and don'ts for instructors who are thinking of moving beyond the lecture method of traditional chalk and talk.Trade Review'This book is crammed with useful ideas which can be implemented in a variety of courses. . . This reviewer recommends the addition of TE to the bookshelf of anyone interested in incorporating active learning methods in the economics classroom, as well as those who have taken the plunge without the benefit of a similar volume.' -- Robert S. Gazzale, Journal of Economic Literature'This must sit alongside the previous volume as an essential source of teaching strategies for the thoughtful economist. Becker and Watts have succeeded again in providing a book which should push the profession forward in its thinking as well as its practice in teaching a new generation of economists.' -- Peter Davies, University of Staffordshire, UK and Co-Editor, International Review of Economics EducationAcclaim for Teaching Economics to Undergraduates:'Teaching Economics to Undergraduates deserves a prominent spot on the bookshelves of all economists who are interested in improving the effectiveness of their teaching, especially those with important undergraduate teaching responsibilities. Following an introductory essay, 11 chapters provide very specific ideas of new ways to structure one's teaching. Each chapter also contains a useful list of 'dos and don'ts' that adds to their effectiveness.' -- Craig Swan, Journal of Economic Education'It should prove most helpful and beneficial to anyone who has a desire to be more innovative in the way he or she teaches economics to undergraduates, for this reason I give this book an enthusiastic thumbs up! . . . I wholeheartedly recommend this book to anyone contemplating changing his or her style of teaching undergraduate economics.' -- Richard J. Torz, Eastern Economic JournalTable of ContentsContents: Preface 1. Restoring Fun to Game Theory 2. Using Classroom Experiments to Teach Economics 3. The Evolution of Cooperative Learning and Economics Instruction 4. Using the Case Method in the Economics Classroom 5. Using Active Learning Techniques in Large Lecture Classes 6. The Macroeconomics Principles Course: What Should Be Done? 7. Using the Internet and Computer Technology to Teach Economics 8. Teaching and Learning Economics at a Distance 9. Team Term Papers and Presentations 10. Using the Nobel Laureates in Economics to Teach Quantitative Methods 11. Assessment of Student Learning in Economics Index
£33.95
Edward Elgar Publishing Ltd The Heart of Teaching Economics: Lessons from
Book SynopsisThis unique monograph comprises a collection of interviews conducted face-to-face with leading economists at universities throughout the United States. Presented with the singular opportunity to reflect on and share their wisdom and experience, the 21 interviewees discuss how they interpret, understand and practice their role as teachers. In addition to providing lessons that will inform the way others teach, the interviews shatter the illusion that teaching and research are strictly independent and competing activities.The Heart of Teaching Economics serves not only as a welcome resource for scholars and students of economics, but as a guidebook - and inspiration - for those who will help to shape the minds of future economists.With Contributions from: Simon W. Bowmaker, Luis Cabral, David Cutler, William Easterly, Barry Eichengreen, Nancy Folbre, Robert Frank, David Friedman, Edward Glaeser, Robert J. Gordon, William Greene, Shoshana Grossbard, Gene Grossman, Daniel Hamermesh, Caroline Hoxby, David Laibson, Steven Landsburg, John List, Steven Medema, Frederic Mishkin, Benjamin Polak, John B. TaylorTrade Review‘The Heart of Teaching Economics is a marvellously entertaining and lively book. All who read it cannot help but come away from the experience with a richly enhanced understanding of the power, virtue and importance of teaching.’ -- Wayne Geerling, The Business Economist‘These interviews will prove illuminating for anybody who teaches economics, novice or old hand alike. They show that it takes deep knowledge of the subject, empathy and hard work to be a good teacher - and also that the greatest teachers bring tremendous energy and creativity to the task of inspiring students with that passion to understand and improve the world that defines economics at its best. An inspiring book for those of us who care about the next generation of economists.’ -- Diane Coyle, author of The Soulful Science: What Economists Really Do and Why It Matters‘Everyone remembers their favourite teacher. The testimonies recorded here provide a great insight into the minds of some of the most popular and successful to have graced a lecture hall. The range of styles is wide, but the theme of inspiration is common to all. This book will be of tremendous interest to any aspiring teacher. It will also appeal to anyone who wonders why their inspiration to understand economics still burns brightly so many years after their last lecture.’ -- Mervyn King, Governor of the Bank of England‘Are you a freshly minted economics PhD, dumped clueless in front of your first class? Or are you an experienced and good teacher, trying to raise your game to the next level? In either case, this book offers you a whole course of master classes. Simon Bowmaker deserves the economics profession’s thanks for bringing together these gems of ideas and suggestions from our best practitioners of the art of teaching.’ -- Avinash Dixit, Princeton University, USTable of ContentsContents: Foreword Robert M. Solow Introduction Simon W. Bowmaker PART I: FUNDAMENTALS 1. Principles of Microeconomics Robert Frank 2. Principles of Macroeconomics John B. Taylor 3. Intermediate Microeconomics Steven Landsburg 4. Intermediate Macroeconomics Robert J. Gordon PART II: TOOLS 5. Game Theory Benjamin Polak, 6. Econometrics William Greene 7. Behavioral Economics David Laibson PART III: APPLICATIONS History 8. History of Economic Thought Steven Medema 9. Economic History Barry Eichengreen Microeconomics 10. Public Economics Caroline Hoxby 11. Labor Economics Daniel Hamermesh 12. Urban Economics Edward Glaeser 13. Industrial Organization Luís Cabral 14. Family Economics Shoshana Grossbard 15. Health Economics David Cutler 16. Race and Gender Nancy Folbre 17. Environmental Economics John List 18. Law and Economics David Friedman International Economics and Macroeconomics 19. International Trade Gene Grossman 20. Development Economics William Easterly 21. Money and Banking Frederic Mishkin Bibliography Index
£136.00
John Wiley and Sons Ltd BPS Manual of Psychology Practicals: Experiment,
Book SynopsisThis manual contains 15 carefully tested practical exercises designed to encourage students to explore the different methods of psychological investigation. All exercises can be carried out with minimum equipment and students are also able to replicate and modify exercises for themselves.Table of ContentsIntroduction and Acknowledgements. The Experimental Method. Preface to the Experimental Method. Experimenter Bias Effects: unintentional versus intentional factors. Data Gathering for Parapsychological Research. Hand preference and Hand Skill. Estimating I.Q. Evaluating a Technique to Aid the Learning of People's Names. The Observational Method. Preface to the Observational Method. Sex Role Stereotyping in British Television. An Investigation of Attributional Bias in a Real World Setting. An Investigation of Attributional Bias in a Real World Setting. Observational Studies of Pedestrian Behaviour. A Survey of Conservatism. Gender Differences in the Aggressive Behaviour of Schoolchildren. The Correlational Method. Preface to the Correlational Method. The Basis of People's Fear of Animals. Assessing the Relationship between Adults' Attitudes towards Mental Health. Liking for, and Familiarity with, Male Forenames: A Partial Replication of Colman, Hargreaves and Sluckin. Locus of Control and Stress: An Investigation into the Relationship between Perceptions of Controllability of Events and Levels of Reported Stress. Approaches to Study and Academic Performance. Appendix 1: Ethical Considerations in Carrying Out Psychological Research. Appendix 2: Writing up Reports in Psychology.
£41.75
Edward Elgar Publishing Ltd The History and Practice of Economics: Essays in
Book SynopsisThis second volume of essays in honour of Bernard Corry and Maurice Peston focuses on labour economics, the history of economic thought and the development of the economics profession, specifically addressing teaching and policy advice issues. The authors discuss areas Bernard Corry and Maurice Peston have been particularly influential in. They address issues including labour markets, Malthus's methodology, the relationship between Alfred Marshall and Adam Smith, the eighteenth century origins of modern economics, monetary policy and education.Table of ContentsContents: Introduction Part I: Contemporary Labour Markets 1. Changes Over Time in Union Relative Wage Effects in Great Britain and the United States 2. Unemployment and Wages in Europe and North America Part II: Contributions to the History of Economic Thought 3. Malthus and Method 4. Adam Smith and Alfred Marshall 5. On the Open Economy Quantity Theory 6. Monetary Unions in Nineteenth-Century Europe 7. The Invisible Hand of God Part III: Explorations of the Economics Profession 8. QMC’s Terrible Two 9. CNAA Economics 10. Educational Reform, Reaction and Resources Twenty-Five Years On 11. The Renaissance of LSE Economics 12. ‘Cambridge Didactic Style?’ 13. When is a Test a Good Test?
£110.00
Edward Elgar Publishing Ltd Teaching Economics to Undergraduates:
Book SynopsisThis book demonstrates alternatives to the lecture and chalkboard approach that dominates the teaching of economics, providing a range of innovative teaching techniques and examples aimed at engaging undergraduates in the learning of economics.The editors provide a brief history of the teaching of economics in higher education, as well as a review of current undergraduate teaching practices. Some of the field's leading educators then demonstrate alternative practices in three main sections: 'Active and Cooperative Learning', 'Writing, the Internet, and Discovery Through Sampling', and 'Examples from the World Around Us'. The topics in the twelve chapters of the book have been carefully selected based on their high potential for adoption by other instructors. Detailed, 'hands-on' examples are included within each chapter, illustrating how suggested approaches can be used in different courses and classroom situations at the undergraduate level. Also included are lists of 'Dos' and 'Dont's' to guide instructors through the successful implementation of activities.This book will be of great practical value to teachers of economics as well as administrators responsible for undergraduate instruction.Trade Review'Teaching Economics to Undergraduates deserves a prominent spot on the bookshelves of all economists who are interested in improving the effectiveness of their teaching, especially those with important undergraduate teaching responsibilities. Following an introductory essay, 11 chapters provide very specific ideas of new ways to structure one's teaching. Each chapter also contains a useful list of 'dos and don'ts' that add to their effectiveness.' -- Craig Swan, Journal of Economic Education'It should prove most helpful and beneficial to anyone who has a desire to be more innovative in the way he or she teaches economics to undergraduates, for this reason I give this book an enthusiastic thumbs up! . . . I wholeheartedly recommend this book to anyone contemplating changing his or her style of teaching undergraduate economics.' -- Richard J. Torz, Eastern Economic Journal'Almost every instructor reading this book will gain some valuable, low-cost, new ideas to supplement their courses.' -- R.M. Whaples, Choice'The editors and authors are outstanding teachers who have thought a great deal about how to make economics accessible to students with a wide range of learning styles. This systematic treatment of the subject will be extremely valuable for those who want to make their classrooms creative learning laboratories and for those who are trying to develop effective teaching and learning tools. I heartily recommend this work to all serious teachers of economics.' -- Michael Parkin, University of Western Ontario, Canada'The volume will provide two types of assistance to the teachers of economics to undergraduates. First, it will offer novel approaches that can enliven the process and increase the effectiveness with which knowledge and analytic skills can be imparted to the student. Second, it can stimulate the thought of the instructors themselves about the logic that should guide their teaching process. . . . It is a substantial contribution to the teaching of economics as well as to the pertinent research.' -- From the foreword by William J. Baumol'Recent years have witnessed a decline in the numbers of students studying economics in colleges and universities, not just in the USA but all over Europe. Some say that this is the result of the kind of subject economics has become: excessively technical, ever more mathematical. Perhaps so but in that case, it is even more important than ever to teach economics better, more effectively, more interestingly. Here is a book that looks critically at different ways of achieving that. It represents a substantial contribution to economics education.' -- The late Mark Blaug, formerly of the University of London and University of Buckingham, UKTable of ContentsContents: Foreword by William J. Baumol 1. Teaching Economics: What Was, Is, and Could Be Part I: Active and Cooperative Learning 2. Making Cooperative Learning Work in Economics Classes 3. Gender and Active Learning 4. Student Decision Making as Active Learning Part II: Writing, the Internet, and Discovery Through Sampling 5. Integrating the Practice of Writing Into Economics Instruction 6. Using the Internet and Computer Technology to Teach Economics 7. Using Monte Carlo Studies for Teaching Econometrics Part III: Examples from the World Around Us 8. Using Sports to Teach Economics 9. Using Literature and Drama in Undergraduate Economics Courses 10. Acceptance Speeches by the Nobel Laureates in Economics 11. Using Cases as an Effective Active Learning Technique 12. Engaging Students in Quantitative Analysis with the Academic and Popular Press
£111.00
John Wiley & Sons Inc Elementary Mathematics and Language Difficulties
Book SynopsisThree questions provide the structure of the book: What are the specific learning characteristics of children with language difficulties? What are the critical points where such characteristics lead to difficulties in the mathematical syllabus? What can be done about them?The book is in two parts. Part One raises the problems, looks at research and suggests methods. Part Two picks up some of the methods and describes them in detail for the practitioner wanting to try them.Table of ContentsPart One: Features of Children with Language Difficulties: Consequences for Learning and Teaching Elementrary Mathematics. Chapter 1 Weakness in Symbolic Understanding. Introducing the feature. Critical points in the elementary mathematical syllabus. Summary Chapter 2 Weakness in Organizational Skills. Introducing the feature. Critical points in the elemtary mathematical syllabus. Summary. Chapter 3 Memory Weakness. Introducing the feature. Critical points in the elemtary mathematical syllabus. Summary. Chapter 4 Additional Weaknesses. Summary Chapter 5 A Social Dimension. Part Two: Practical Work: Additional Suggestions. Unit 1 Non-Count Work. Unit 2 Early Number Work. Unit 3 Understanding Sums and Symbols. Unit 4 Understanding the Decimal System. Unit 5 Money and Time. Unit 6 Improving Spatial Ability. Unit 7 Miscellaneous Exercises. References. Appendix (materials).
£47.45
John Wiley & Sons Inc Keyboarding Skills for Children with Disabilities
Book SynopsisChildren who have difficulty with handling a pen or pencil or who have problems with organising movements at a cerebral level are at a great disadvantage in school no matter what their intellectual and academic levels may be. Personal computers and electronic keyboards can revolutionise the lives of children with these types of difficulties enabling them to perform in the classroom with their peers. However, since such equipment is costly, it is essential that an accurate assessment is made of the child's needs and abilities to ensure that appropriate equipment is chosen. It is equally important when teaching keyboarding skills to select methods and techniques which are appropriate to each child's strengths and weaknesses.Table of ContentsIntroduction. Children who will benefit from learning keyboarding skills. Assessing the need for learning keyboarding skills. Choosing the most suitable equipment. Methods of teaching keyboarding skills.
£43.65
John Wiley & Sons Inc Basic Topics in Mathematics for Dyslexia
Book SynopsisThe aim of this book is to offer some help to teachers who are not very confident of their own understanding of mathematics, but want to give some basic help to dyslexics and others in the particular areas needed by them. To that end the chapters give separate topics with clear explanations for the teacher of the content to be taught, suggestions about how to teach it, exercises with answers, and in the Appendix a list of helpful materials and software. Teachers can pick out a topic without necessarily following the order in the book.Table of Contents1 - General Advice on Teaching. 2 - Estimation. 3 - Understanding number. 4 - The Four Operational Rules. 5 - Addition, Magic Squares. 6 - subtraction. 7 - Multiplication, Multiplication Tables. 8 - Division. 9 - The 'equals' Concept and Sign. 10 - Summary of Four Operational Rules. 11 - Calculators. 12 - Money. 13 - Time. 14 - Fractions. 15 - Decimals. 16 - Correction to Significant Figures and Changing Fractions to Decimals and Vice Versa. 17 - Percentages. 18 - Probability. 19 - Ratio and Proportion. 20 - A Useful Procedure for Tackling Maths Problems. Appendix. The National Numeracy Strategy. 100 number Square and Number Grids. Tables Practice Sheets-find The Right Answer. East Court Table Sums-graded Card Lists for Pupils' Individual Learning. Coinage. Clock Faces. Fraction Diagrams. Answers to Practice Sheets at Ends of Sections. More General Practice Sums Together With Answers. List of materials. Books and Computer Software, Together With Addresses.
£37.00
John Wiley & Sons Inc Teaching Mathematics to Deaf Children
Book SynopsisFrom an early age, deaf children excel in thinking about and remembering what they learn through visual spatial instruction. This strength in information processing can be used in the mathematics classroom to achieve better learning outcomes. This book discusses ways to teach deaf children about the four arithmetic operations through spatial representation in problem solving. Examples for the teaching of fractions and graphs are also included. These visual representations are useful to support the children's understanding of mathematical concepts and to promote peer collaboration. The teaching programme was tested with deaf children in six schools with excellent results: the children in the project made significantly more progress in one school year than expected for either deaf and hearing children over the same time. This work was made possible through the generous support of The Nuffield Foundation.Trade Review"...this book gives a comprehensive account of the mathematical tests and assessments used with both deaf and hearing children..." (British Association of Community Doctors in Audiology Newsletter, April 2005)Table of ContentsPreface. Acknowledgements. Conventions used for descriptions of interviews. Chapter 1 Introduction. Chapter 2 Counting and its creative uses. Chapter 3 Additive reasoning: connecting addition and subtraction. Chapter 4 Reading and writing numbers. Chapter 5 Multiplicative reasoning: connecting multiplication, division and many other mathematical ideas. Chapter 6 Teaching mathematics to deaf children: how the story began and the happy ending. References. Index.
£35.10
John Wiley & Sons Inc Manual for Testing and Teaching English Spelling
Book SynopsisEnglish has one of the most complex orthographic systems of all the alphabetic languages. This text is a comprehensive resource for teachers of spelling across the age range, for general use in the teaching of spelling, for teachers of learners with dyslexia and for teachers of English as a foreign or additional language. It enables teachers to plan intervention to meet the individual needs of learners through structured testing and provides them with groups of related words for use in teaching. The manual, which is introduced by a chapter on the teaching of spelling, is divided into five sections: "Testing" - graded lists of words for testing spelling knowledge, with parallel lists for monitoring consolidation of learning; "Vowels" - word lists for use in teaching, covering all the vowel sounds of English and their related spelling patterns; "Consonants" - a similiar section covering all the consonant sounds and their related spelling patterns; "Homophones and Silent Letters"; and "Word Structure" - a section covering the more complex orthographic rules with lists of words for use in teaching. There are page references throughout the manual and a complete word index at the end of the book, so teachers should have no difficulty in finding individual words.Trade Review"...provides a detailed framework...I would strongly recommend that this book is included in the resource library of both primary and secondary schools." (Child Language Teaching and Therapy Journal, August 2005; Issue 21)Table of ContentsIntroduction. Assessment Lists. Word Lists Section. Vowels. Vowel reference List. Spelling Alternatives. Consonants. Consonant Reference List. Spelling Alternatives. Consonants Clusters. Morphology. Spelling rules/guidelines. Common Letter Sequences. Index.
£52.20
Peace Hill Press First Language Lessons Level 3: Student Workbook
Book SynopsisThe Level 3 Student Workbook (Grades 2-4) for First Language Lessons, used alongside the teacher's Level 3 Instructor Guide, gives teachers everything they need to spend more time teaching their students—and less time preparing lessons, making copies, or gathering supplies. It's all right here: inside this book, you'll find poems for memorization, empty sentence diagram frames, and blank lines perfectly sized for young students' copywork, dictation, and narration. First Language Lessons, Level 3 is a complete grammar and writing text that covers a wide range of topics—including parts of speech, sentence diagrams, and skills in beginning writing, storytelling, and narration. This Level 3 Student Workbook is the perfect complement to the lessons. Grade Recommendation: Grades 2-4.
£19.84
Caslon, Inc. Teaching for Biliteracy: Strengthening Bridges
Book Synopsis
£35.66
Caslon, Inc. Teaching Cognates/Cognados Through Picture Books:
Book Synopsis
£35.96
Brookes Publishing Co Biliterate Writing from the Start: The Literacy
Book SynopsisDeveloped by highly respected experts through nearly two decades of research, this book shows bilingual educators how to use the Literacy Squared model to design effective writing instruction that places Spanish and English side by side. Focusing on emerging bilinguals in Grades K–5, this research-based guide supports educators through every step of planning and implementing biliterate writing instruction and monitoring student progress. Educators will learn proven strategies for teaching writing in tandem with other language arts skills, and they’ll get an invaluable Literacy Squared Writing Rubric to help them assess children’s developing writing in both Spanish and English.A must for teachers, administrators, and leadership teams, this book prepares readers to deliver high-quality bilingual writing instruction—starting from the earliest years of school.BILINGUAL EDUCATORS WILL: Discover how an asset-based approach to biliterate writing helps students’ skills flourish in both languages Make cross-language connections to help students connect what they know in one language with what they’re learning in another Learn how and why explicit teaching of oracy enhances writing development in both Spanish and English Learn about a highly effective strategy for helping students develop cross-language metalinguistic awareness Get practical, grade-specific guidance for nurturing biliterate writing in kindergarten, Grades 1–2, and Grades 3–5 Link writing standards to Social Justice Standards to help students problem solve, think critically, and advocate for positive change PRACTICAL MATERIALS: In each chapter, Key Terms, Guiding Questions, and Reflection and Action Questions help readers retain important points and put their new knowledge into practice. Educators will also get sample biliteracy units, student work examples, and lessons from real classrooms to guide their writing instruction.Table of Contents About the Download About the Authors Foreword Allison BriceÑo, Ed.D. Acknowledgments Chapter 1: Literacy Squared, and Why We Need to Focus on Biliterate Writing Chapter 2: The Role of Oracy and Writing in Teaching Foundational Skills Chapter 3: TheDictado Method for Writing Instruction Chapter 4: Nurturing Biliteracy in Emerging Writers in Kindergarten Chapter 5: Cultivating Biliterate Writing in Grades 1 and 2 Chapter 6: Developing Biliteracy via Genre Studies in Grades 3–5: Biography Chapter 7: Furthering Biliteracy via Genre Studies in Grades 3–5: Social Justice Questions for Reflection and Action Glossary References Index
£33.96
Figures In Motion Third Grade Math with Confidence Complete Bundle
Book Synopsis
£65.70
Random House USA Inc Hand Lettering 201: Intermediate Lettering and
Book SynopsisAre you ready for even more letter love?! Practice is the key to beautiful lettering, and this gold spiral-bound book lays flat and provides plenty of space for practice. Bestselling author, Instagram sensation, and lettering extraordinaire Chalkfulloflove presents Hand Lettering 201, diving deeper into the fine points of creating exquisite hand lettering: - New alphabets styles - Advanced color and design techniques - A series of six projects to hone your skills - Tips and tricks to take your lettering to the next level Pssst! Christmas is right around the corner, and this makes a perfect gift!
£18.75
Actar Publishers New Geographies 09: Posthuman
Book Synopsis
£21.85
Peace Hill Press Red Workbook: A Complete Course for Young
Book SynopsisGrammar for the Well-Trained Mind: Red Workbook, along with the accompanying Key and the Core Instructor Text, make up a full year of Grammar for the Well-Trained Mind: a complete course that takes students from basic definitions (“A noun is the name of a person, place, thing, or idea”) through advanced sentence structure and analysis—all the grammar skills needed to write and speak with eloquence and confidence. This innovative program combines the three essential elements of language learning: understanding and memorizing rules (prescriptive teaching), repeated exposure to examples of how those rules are used (descriptive instruction), and practice using those rules in exercises and in writing (practical experience). Each year, parents and teachers go through the dialogue, rules, and examples in the Core Instructor Text; students follow along in the Workbook. This repetition solidifies the concepts, definitions, and examples in the student’s mind. There are four non-sequential Workbooks. Students can pick up any of the Workbooks and follow along. Each Workbook contains the same rules and examples—but four completely different sets of exercises and assignments, allowing students to develop a wide-ranging knowledge of how the rules and examples are put to use in writing. The Red Workbook comes with its own Key, providing not only answers, but also explanations for the parent/instructor, and guidance as to when the answers might be ambiguous (as, in English, they often are). All of the rules covered, along with the repeated examples for each, are assembled for ongoing reference in the Comprehensive Handbook of Rules. This will become the student’s indispensable guide to writing through high school, into college and beyond. Step-by-step instruction takes students from the most basic concepts through advanced grammatical concepts such as modal and hortative verbs and multiple functions of noun clauses. Extensive diagramming exercises reinforce the rules and help technical and visual learners to understand and use the English language effectively. Each step of the diagramming process is illustrated and thoroughly explained to the student. Text for examples and exercises are drawn from great works of literature, as well as from well-written nonfiction texts in science, mathematics, and the social sciences. Regular review is built into each year of work. The first of four non-sequential workbooks, each containing new exercises that allow students to practice and apply the grammar principles under study.
£30.39
Peace Hill Press Writing With Ease, Level 1 Student Pages, Revised
Book SynopsisSimplify your life with an extra set of consumable Student Pages! Ideal for classroom teachers or homeschoolers teaching multiple students, these Student Pages will save you both time and printer-toner. Note: Writing With Ease, Level 1 already contains one set and is a required resource for using these student pages.
£14.99
Future Horizons Incorporated The Original S.T.A.R.S Guidebook for Older Teens
Book SynopsisIn the Revised 2nd Edition of The Original S.T.A.R.S Guidebook, added information is incorporated about sexual orientation, gender identity, cultural diversity, cyber security and new resources.Otherwise, both editions have the same focus and goals for teaching sexuality education. Specially designed for teaching adolescents and adults with a broad range of disabilities, the STARS model in both editions has a focus on four areas: Understanding Relationships, Social Interaction, Sexual Awareness and Assertiveness. The goals of the guidebooks are to promote positive sexuality and preventing sexual abuse. Assessment tools in the guidebooks can be used to identify the strengths and needs of each individual and the activities can be catered to address specific needs.Trade ReviewA consumable textbook on human sexuality, this newly revised and updated edition of "The Original S.T.A.R.S. Guidebook for Older Teens and Adults: A Social Skills Training Guide for Teaching Assertiveness, Relationship Skills and Sexual Awareness" by the team of Susan Heighway and Susan Kidd Webster is especially and unreservedly recommended as a high school and college Human Sexuality curriculum textbook."—Midwest Book ReviewTable of Contents Section 1: Introduction How to Use This Book Why Sexuality Education? Misbeliefs and Facts about Sexuality and Youth with Developmental Disabilities Section 2: STARS Model Content Areas and Goals Assessing the Needs of the Child, or “Figuring Out What To Teach Guidelines for Parents and Support Providers Guidelines for Training Section 3: Understanding Relationships Section 4: Social Interaction Section 5: Sexual Awareness Section 6: Assertiveness Section 7: Appendix Sample Letters to Parent or Guardian Glossary Resources Expressions (Faces) Male and Female Drawings Me and My World Scrapbook
£22.46
Business Expert Press The Relevance of Humanities to the 21st Century Workplace
Book SynopsisThe Relevance of the Humanities to the 21st Century Workplace provides a blueprint for higher education faculty, boards, presidents, senior leaders, parents, students, recent graduates, and other stakeholders.Blueprints are quintessential to any construction project. Also considered a set of vital communication tools, blueprints ensure that anyone involved in the project will understand what is required of the finished project. In the world of service organizations, blueprints can support innovation and diagnose problems in operational efficiency highlighting disconnects between what is offered and what people experience.
£21.80
Peace Hill Press The Ordinary Parent's Guide to Teaching Reading,
Book SynopsisNew to the Revised Edition, this Student Book contains all the text your child will need for the lessons in The Ordinary Parent’s Guide to Teaching Reading, Revised Edition. Created and designed based on feedback from parents and teachers over the past 20 years, the Student Book allows children to focus only on the material they are using, without being distracted by additional text in the Instructor Book. From “a” to “supercalifragilisticexpialidocious,” these pages are the doorway to a whole lifetime of reading.
£19.94
Peace Hill Press The Ordinary Parent's Guide to Teaching Reading,
Book SynopsisThis bundle gives parents everything they need to teach their children to read, from the simplest letter sounds up to a fourth grade level. The Instructor Book, featuring a new introduction by Dr. Susan Wise Bauer, guides parents step by step through each lesson, with easy-to-follow, scripted text. The Student Book gives students clear examples of each letter, word, and sentence in their own book, building their confidence from the very beginning. This classic phonics program has taught millions of children to read, and now it’s even easier to use. The Ordinary Parent’s Guide to Teaching Reading lets any parent give their children the gift of lifelong literacy. The program is easily expandable to include multiple students in a home or school setting.
£37.99
Association for Asian Studies Teaching About Asia in a Time of Pandemic
Book Synopsis
£18.16
