Teaching of a specific subject Books

Book SynopsisFor anyone artistically inclined, observing the Moon and attempting to sketch or paint it can easily become a passion.Trade ReviewFrom the reviews:“This book is a companion to an earlier volume in the same series, Astronomical Sketching … . Each section offers a choice of techniques and materials, from relatively simple graphite on white paper to the more demanding procedures of pen and ink and stippling. In this respect the book will be of interest to both the complete novice and the more advanced artist. … It is thus a welcome addition to the literature.” (Bill Leatherbarrow, The Observatory, Vol. 132 (1229), August, 2012)Table of ContentsForeword.- Preface.- Key to Map of Featured Targets.- Basic Sketching: A Place to Begin.- Chapter 1: Sketching Craters.- Chapter 2: Sketching Maria (Seas).- Chapter 3: Sketching Mons (Mountains).- Chapter 4: Sketching Rilles (Lava Channels).- Chapter 5: Sketching Dorsa (Wrinkle Ridges).- Chapter 6: Sketching Crater and Sunlight Rays.- Chapter 7: Sketching Rupes (Scarps).- Chapter 8: Sketching the Phases.- Chapter 9: Sketching Domes.- Chapter 10: Sketching Lunar Eclipses.- Chapter 11: Additional Tutorials and Sketching Gallery.- Chapter 12: General Hints and Tips.- A Final Note from the Authors.- Appendix A: Observing Forms.- Appendix B: Glossary.- Appendix C: Resources.- Index.

Read more less

Book SynopsisChapter 1 Introduction.- Chapter 2 From Piaget's Theory to APOS Theory: Reflective Abstraction in Learning Mathematics and the Historical Development of APOS Theory.- Chapter 3 Mental Structures and Mechanisms: APOS Theory and the Construction of Mathematical Knowledge.- Chapter 4 Genetic Decomposition.- Chapter 5 The Teaching of Mathematics Using APOS Theory.- Chapter 6 The APOS Paradigm for Research and Curriculum Development.- Chapter 7 Schemas, Their Development and Interaction.- Chapter 8 Totality as a Possible New Stage and Levels in APOS Theory.- Chapter 9 Use of APOS Theory to Teach Mathematics at Elementary School.- Chapter 10 Frequently Asked Questions.- Chapter 11 Conclusions.- Chapter 12 Annotated Bibliography.- References.- Index.Trade Review“This book is clearly intended to persuade researchers to consider adopting an APOS-based approach. … the authors describe APOS theory as a Kuhnian paradigm, and set out to explain the paradigmatic questions, assumptions, and methods that within-paradigm researchers adopt. … In sum, for a reader interested in understanding APOS theory, this is an excellent book. It lays out APOS’s theoretical assumptions and standard research methods with clarity and precision, and it gives helpful examples of research conducted within the programme.” (Matthew Inglis, International Journal of Research in Undergraduate Mathematics Education, Vol. 1, 2015)Table of ContentsChapter 1 Introduction.- Chapter 2 From Piaget’s Theory to APOS Theory: Reflective Abstraction in Learning Mathematics and the Historical Development of APOS Theory.- Chapter 3 Mental Structures and Mechanisms: APOS Theory and the Construction of Mathematical Knowledge.- Chapter 4 Genetic Decomposition.- Chapter 5 The Teaching of Mathematics Using APOS Theory.- Chapter 6 The APOS Paradigm for Research and Curriculum Development.- Chapter 7 Schemas, Their Development and Interaction.- Chapter 8 Totality as a Possible New Stage and Levels in APOS Theory.- Chapter 9 Use of APOS Theory to Teach Mathematics at Elementary School.- Chapter 10 Frequently Asked Questions.- Chapter 11 Conclusions.- Chapter 12 Annotated Bibliography.- References.- Index.

Read more less

Book Synopsis

Read more less

Book SynopsisUKLA Academic Book Award 2016: Highly CommendedMaking Poetry Happen provides a valuable resource for trainee and practicing teachers, enabling them to become more confident and creative in teaching what is recognized as a very challenging aspect of the English curriculum. The volume editors draw together a wide-range of perspectives to provide support for development of creative practices across the age phases, drawing on learners'' and teachers'' perceptions of what poetry teaching is like in all its forms and within a variety of contexts, including:- inspiring young people to write poems- engaging invisible pupils (especially boys)- listening to poetry- performing poetry Throughout, the contributors include practical, tried-and-tested materials, including activities, and draw on case studies. This approach ensures that the theory is clearly linked to practice as they consider teaching and learning poetry to those aged between 5 and 19 from different perspectives, lookinTrade ReviewBoth [this book and Making Poetry Matter] offer reassuring and affirming accounts of the innate power of poetry as a means of expressing identity and individuality in the classroom. ... [They] replace fears and anxieties with practical strategies and evidence of how creative and shared approaches to poetry can empower students within the classroom environment and beyond. * The Use of English *Packed with energy and ideas, this engaging book is a must-have for poetry teachers across the age phases. Accessible workshop activities for the classroom show how to bring poetry alive on the tongue, in the mind and the body. Pleasure and play rub shoulders with attention to language, interpretation and meaning, and conspire to inspire. A book to read, use and enjoy. * Teresa Cremin, Professor of Education (Literacy), The Open University, UK *Rich in classroom experiences of the teaching of poetry, and covering a wide range of important issues, this book allows teachers and educators to take us on their journey of discovering the power of poetry. * Barbara Bleiman, Co-Director, English and Media Centre, UK *This is an outstanding collection that gives voice to teachers and students as they engage with poetry. It is essential reading for those who want to make poetry happen. An invaluable resource for new and experienced teachers, this text will change how you approach poetry. Rarely have I read a book that is so transformative. Making Poetry Happen will become a classic. * Clare Kosnik, Professor, Ontario Institute for Studies in Education, University of Toronto, Canada *I can think of no more comprehensive or up-to-date volume on the teaching of poetry today. Editors Dymoke, Barrs, Lambirth and Wilson have assembled twenty-four chapters that span the full range of possibilities for engaging students from early primary to late secondary school in reading, writing, performing and studying every conceivable poetic genre. Here are approaches that are practically, pedagogically and theoretically sound, and that will reassure the most anxious teacher and encourage the most reluctant student. What an extraordinary resource for language arts teachers around the world. * Mark Dressman, Professor of Curriculum and Instruction, University of Illinois at Urbana-Champaign, USA *Making Poetry Happen is an engaging exploration of the matters arising within curricular and their consequences in the poetry classroom. Exercises, case studies, anecdotes and relevant research from numerous student and teacher perspectives guide a transformative approach to the teaching of poetry. Encompassing the many facets of poetry and reaching across year levels and countries, this book shows how poetry can be the making of education. Informed by researchers, teachers, writers and poets who are teachers, this book offers expansive pedagogical approaches to revitalise poetics in education, working alongside, and independently of, the companion book, Making Poetry Matter. Making Poetry Happen does not tell teachers how to teach. It is a poetry bible. Written by teachers for teachers to share the wild heart of poetics in the classroom. * Kelly Malone, poet, educator and researcher, New Zealand *Table of ContentsList of Figures and Tables Publisher's Acknowledgements About the Contributors 1.Introduction, Sue Dymoke (University of Leicester, UK), Myra Barrs (University of East London, UK), Andrew Lambirth (University of Greenwich, UK) and Anthony Wilson (University of Exeter, UK) Part I: Reading Poetry (section editor: Andrew Lambirth) 2. The Challenges and Opportunities for Engaging with Poetry, Nicholas McGuinn (University of York, UK) 3. Lifting Poetry off the Page, Susanna Steele (University of Greenwich, UK) 4. Case Study I: Critical Reading and Student Engagement with Poetry, Daniel Xerri (Sixth College, Malta) 5. Case Study II: Not 'Puppets on a String': Learning to Love Teaching Poetry, Andrew Lambirth (University of Greenwich, UK) 6. Commentary and Practical Implications: Righting the ‘Wrong Kind of Orientation’, Andrew Lambirth (University of Greenwich, UK) Part II: Writing Poetry (section editor: Myra Barrs) 7. Inspiring Young People to Write Poems, Cliff Yates (poet, UK) 8. Teaching Poetry Based on Actual Writing Practices, Mandy Coe (poet, UK) 9. Case Study III: Becoming a Poetry School, Jennie Clark (Churchfields Infants School, London Borough of Redbridge) with Myra Barrs (University of East London, UK) 10. Case Study IV: Why Poetry Matters in the Primary School, Sue Ellis (Institute of Education, University of London, UK) and Amy Clifford (Torriano Infant School, UK) 11. Case Study V: Making Poetry Happen in a Sixth Form Environment, Jane Bluett (Bilborough Sixth Form College, UK) 12. Commentary and Practical Implications: A Flicker in the Mind, Myra Barrs (University of East London, UK) Part III: Speaking and Listening to Poetry (section editor: Sue Dymoke) 13. Poetry, Listening and Learning, Julie Blake (Poetry Archive, UK) 14. Rhyme Workshops, Andy Craven-Griffiths (poet, UK) 15. Slam Poetry, Joelle Taylor (SLAMbassadors UK, UK) 16. Case Study VII: How English Teachers Make Use of Slam Poetry in a Secondary School Setting, Christopher Parton (Robert Sutton Catholic Specialist Sports College, UK) 17. Case Study VIII, Gothic Poetry, Brenda Ainsley (Kibworth High School, UK) 18. Commentary and Practical Implications: Inside the Poem's Engine Room, Sue Dymoke (University of Leicester, UK) Part IV: Transformative Poetry Cultures (section editor: Anthony Wilson) 19. Building Children's and Teachers' Interest and Confidence in Poetry, Jenny Vernon (Centre for Literacy in Primary Education (CLPE), UK) 20. Engaging Invisible Pupils through Creative Writing, Emma Beynon (freelance creative practitioner currently running opengroundwriting.co.uk) 21. Case Study VIII: Effective Practices with English as an Additional Language (EAL) Learners, Vicky Macleroy (Goldsmith's College, University of London, UK) 22. Case Study IX: Digital Literacy, Janette Hughes (University of Ontario Institute of Technology, Canada) 23. Commentary and Practical Implications: A Pedagogy of Permission, Anthony Wilson (University of Exeter, UK) 24. Conclusion, Anthony Wilson (University of Exeter, UK), Myra Barrs (University of East London, UK), Sue Dymoke (University of Leicester, UK) and Andrew Lambirth (University of Greenwich, UK) Glossary References Index

Read more less

Book SynopsisSimon Borg is an ELT consultant based in Slovenia. His web page is http://simon-borg.co.ukTrade ReviewSimon Borg has produced a timely, well-written, comprehensive, and thought provoking book which will no doubt guide the continuing development of teacher cognition research. The book is a must read for anybody seriously interested in language education in general and language teacher education and development in particular. -- Thomas S.C. Farrell, Associate Professor, Department of Applied Linguistics, Brock University, Canada[This] book is clearly a timely publication which is bound to have a considerable impact on research, teacher training and actual reading...Given the complexity and diversity of teacher cognition research and the multiplicity of perspectives it draws upon, the book is surprisingly easy to read, which is the outcome of both its accessible style and the way all the chapters are organisied...the book easily lends itself to being used in BA and MA programmes...a landmark publication...it provides a good starting point not only for those directly involved in teacher education and development but also for scholars dealing with other aspects of language teaching. -- Regional Language Centre JournalThe study of teacher cognition - what teachers think, know and believe - is an important area in professional development...This book is a valuable addition to the resource collection of teachers who want to understand their own thought and belief processes and of professional developers who would like to work more effectively with teachers. -- CAELABorg has done the field of language teacher education a tremendous service by mapping out and establishing a sense of coherence for the research that exists to date on language teacher cognition. This book will most certainly be a widely read resource that both new and established researchers and language teacher educators will cite as evidence of where the field of language teacher cognition has come, as they seek to move that field forward. -- Linguistics and EducationThe book is a robust critique of teacher cognition research drawing on 180 published sources on the subject and covering a thirty-year period ... This is an invaluable resource book for language teacher cognition research and practice, and language education. -- Educational ReviewBorg has compiled research in several areas of teacher cognition and produced an extremely readable and insightful examination of that research. His work is valuable to teacher educators, researchers, professional developers and teachers. The scope ... is immense. He has masterfully brought together much research on language teacher cognition, summarised and analysed it, and organised it so that a reader can easily learn what it tell us, what questions it has answered and what questions remain. The text is immeasurably beneficial for teachers, teacher educators, researchers, and professional developers. -- Language & EducationEach chapter discusses the research thoughtfully and intelligently, providing a summary of salient points and informative tables and diagrams which give a useful overview of the field. The discussion ... lives up to the claim of being accessible; complex issues are presented in a very readable manner. -- Language Learning JournalThis book is well written and well organized.... It will prove a quite useful resource for those conducting research in the domain of teacher cognition. In addition, the framework Borg offers could inform future research by providing a coherent paradigm and by engendering collaborative work. The book is also of value to teacher trainers, who will be interested in understanding the influences of preservice training on actual classroom practices. -- Modern Language JournalThe four chapters devoted to the data collection methodology used in teacher cognition research are of invaluable help ... not only because of the detailed description provided of each data collection method in which definitions, samples of instruments, and examples of the data collected are included, but also because of the thought-provoking critical discussions Borg engages in of ethical issues, the scope of each instrument, and the way other strategies can be used in conjunction with the instruments described.... The well-defined overall structure of the book, writing style, and language used by the author make the book suitable for a wide array of readers, ranging from classroom language teachers to experienced researchers in the field. -- English Language Teacher Education and DevelopmentBorg has written his book in full awareness of the fragmentation of the field and the overview he offers comes in as a much needed 'spring-cleaning' project: Not only does he manage to fulfil his aim to "impose some structure on this field" (p. 280), but what the reader ends up with as a result of Borg's meticulous re-organising, untangling and de-cluttering is a clearly-marked and easy-to-navigate map of the language teacher cognition territory.... I recommend this informative and inspiring book to everybody with an interest in the specific processes underlying language instruction and language teacher development -- SystemIn Teacher Cognition and Language Education: Research and Practice, Borg provides a comprehensive overview of the research to date on what language teachers think, know and believe and the complex relationship to their instructional practices. In doing so he brings a greater sense of unity and coherence to a somewhat disparate body of research...This book will most certainly be a widely read resource that both new and established researchers and language teacher educators will cite as evidence of where the field of language teacher cognition has come, as they seek to move that field forward. -- Karen E. JohnsonThis book is well written and well organized. Each chapter includes a summary, tables are given throughout to draw comparisons among studies, and studies that are discussed in more than one place are cross-referenced. It will prove a quite useful resource for those conducting research in the domain of teacher cognition. In addition, the framework Borg offers could inform future research by providing a coherent paradigm and by engendering collaborative work. The book is also of value to teacher trainers, who will be interested in understanding the influences of preservice training on actual classroom practices. -- Modern Language Journal, Vol. 92 No. 1, 2008 -- Modern Language JournalTable of ContentsIntroduction 1. The Origins of Teacher Cognition Research 2. The Cognitions of Pre-service Language Teachers 3. The Cognitions of In-service Language Teachers 4. Teacher Cognition in Grammar Teaching 5. Teacher Cognition in Literacy Instruction 6. Self-Report Instruments 7. Verbal Commentaries 8. Observation 9. Reflective Writing 10. A Framework for Studying Language Teacher Cognition References Index

Read more less

Book SynopsisSusan Davis is Senior Lecturer at Central Queensland University, Australia. Beth Ferholt is Assistant Professor of Education in Early Childhood and Art at Brooklyn College, City University of New York, USA. Hannah Grainger Clemson is a researcher currently working on education and cultural policy and programmes in the UK and Europe. She is also Tutor in Drama and Theatre Education at the University of Warwick, UK.Satu-Mari Jansson is a theatre-based trainer at Theatreworks Training, UK, and affiliated researcher at The Center for Research on Activity, Development and Learning (CRADLE) at the University of Helsinki, Finland.Ana Marjanovic-Shane is Associate Professor of Education at Chestnut Hill College, Philadelphia, USA.Trade ReviewThis invaluable compilation of essays synthesises Vygotsky's thinking, socio-cultural theories and the various practices of drama in education. As such, it shines a spotlight on how we come to do what we do as humans. * Andy Kempe, Professor of Drama Education, University of Reading, UK *Table of ContentsNotes on Contributors Foreword, Vera John-Steiner (University of New Mexico, USA) Introduction: Vygotsky, Sociocultural Concepts and Drama in and for Education, Susan Davis (Central Queensland University, Australia), Hannah Grainger Clemson (University of Warwick, UK), Beth Ferholt (Brooklyn College, City University of New York, USA) and Satu-Mari Jansson (University of Helsinki, Finland) Part I: Vygotsky, Drama, Perezhivanie and the Unity of Development 1. Dramatic Interactions: From Vygotsky's Life of Drama to the Drama of Life, Michael Michell (University of New South Wales, Australia) 2. Stanislavski and Vygotsky: On the Problem of the Actor’s and Learner’s Work, Hannah Grainger Clemson (University of Warwick, UK) 3. Perezhivanie in Researching Playworlds: Applying the Concept of Perezhivanie in the Study of Play, Beth Ferholt (City University of New York, USA) Part II: Sociocultural Insights into Learning through Drama 4. Dialogue and Social Positioning in Dramatic Inquiry: Creating with Prospero, Brian Edmiston (Ohio State University, USA) 5. Identity and Creativity: The Transformative Potential of Drama, Harry Daniels (University of Oxford, UK) and Emma Downes (Bartley Green School, Birmingham, UK) 6. Constructing Identity and Motivation in the Drama Classroom: A Sociocultural Approach, Richard Walker (University of Sydney, Australia), Michael Anderson (University of Sydney, Australia), Robyn Gibson (University of Sydney, Australia) and Andrew Martin (University of New South Wales, Australia) Part III: The Dynamics of Meaning Making Through Drama Processes in the Classroom 7. Dramatic Play and Process Drama: Towards a Collective Zone of Proximal Development to Enhance Language and Literacy Learning, Robyn Ewing (University of Sydney, Australia) 8. Sociocultural Theory, Process Drama and Second Language Learning , Penny Bundy (Griffith University, Australia), Erika Piazzoli (Griffith University, Australia) and Julie Dunn (Griffith University, Australia) 9. Prolepsis and Educational Change Through Drama: Bringing the Future Forward, Patricia Enciso (Ohio State University, USA) 10. Interactive Drama with Digital Technology and Tools for Creative Learning, Susan Davis (Central Queensland University, Australia) Part IV: Practice and Research Inspired by Sociocultural Approaches to Drama, Education and Learning 11. A Theatre Company’s Development and Learning Through Cultural-historical Activity Theory and Developmental Work Research: Movement between Archetypes, Satu-Mari Jansson (University of Helsinki, Finland) 13. How Environment Affects Learning: Schoolteachers Engaging with Theatre-based Pedagogies, Anton Franks (University of Nottingham, UK) 14. Drama, Theatre and Performance Creativity, R. Keith Sawyer (Washington University, USA) 15. Building a Workplace Theatre: Forum Theatre and Developmental Work Research as Developmental Resources in Interventions, Satu-Mari Jansson (University of Helsinki, Finland) Index

Read more less

Book SynopsisThis book explores some of the major turning points in the history of mathematics, ranging from ancient Greece to the present, demonstrating the drama that has often been a part of its evolution.Trade Review“This slim volume will be especially helpful to those teaching high school and junior college students the rudiments of selected ‘major turning points’ in the history of mathematics. It offers compact vignettes divided into ten basic topics: axiomatization, solutions of cubic equations, analytical geometry, probability, calculus, Gaussian integers, non-Euclidean geometries, hyper complex numbers, the infinite, and philosophy of mathematics from Hilbert to Gödel. … Thumbnail portraits and photographs of major mathematicians are also included.” (Joseph W. Dauben, Mathematical Reviews, May, 2017)“Turning Points does provide a useful summary and outline of at least a portion of the subject, and also functions nicely as a way of helping to mentally organize the material. It contains a number of good quotes, and a decent selection of bibliographic references at the end of each chapter. There are also problems at the end of each chapter, generally calling for essay-type answers that should require the student to do further reading.” (Mark Hunacek, MAA Reviews, maa.org, June, 2016)“Each chapter contains some problems and projects (they extend and increase the understanding of the material) as well as references and suggestions of further readings. A comprehensive index has been supplemented. The book can serve everyone interested in the historical development of mathematics – some mathematical background is of course required. It can serve teachers and students, can be used in courses in the history of mathematics as well as in courses in particular domains of mathematics … .” (Roman Murawski, zbMATH 1342.01005, 2016)Table of ContentsAxiomatics - Euclid's and Hilbert's: From Material to Formal.- Solution by Radicals of the Cubic: From Equations to Groups and from Real to Complex Numbers.- Analytic Geometry: From the Marriage of Two Fields to the Birth of a Third.- Probability: From Games of Chance to an Abstract Theory.- Calculus: From Tangents and Areas to Derivatives and Integrals.- Gaussian Integers: From Arithmetic to Arithmetics.- Non-Euclidean Geometry: From One Geometry to Many.- Hypercomplex Numbers: From Algebra to Algebras.- The Infinite: From Potential to Actual.- Philosophy of Mathematics: From Hilbert to Gödel.- Some Further Turning Points.- Index.

Read more less

Book SynopsisReforming science education/reforming physiology education.- What is the new paradigm and what is new about it?- What are the core concepts of physiology?- What does it mean to unpack a core concept?-  The unpacked core concept of homeostasis.- The unpacked core concept of flow down gradients.- The unpacked core concept of cell-cell communication.- Organizing an introductory physiology course based on core.- Teaching physiology using the new paradigm: three examples.- Using core concepts in physiology in designing learning resources.- Conceptual assessment of student learning.- Core concepts and the physiology curriculum.- Extending the paradigm.- Summing up.Table of ContentsReforming science education/reforming physiology education.- What is the new paradigm and what is new about it?- What are the core concepts of physiology?- What does it mean to “unpack” a core concept?- The “unpacked” core concept of homeostasis.- The “unpacked” core concept of flow down gradients.- The “unpacked” core concept of cell-cell communication.- Organizing an introductory physiology course based on core.- Teaching physiology using the new paradigm: three examples.- Using core concepts in physiology in designing learning resources.- Conceptual assessment of student learning.- Core concepts and the physiology curriculum.- Extending the paradigm.- Summing up.

Read more less

Book Synopsis

Read more less