Teaching of a specific subject Books

Book SynopsisIn recent years there has been a renewed interest in textbooks, partly because they have maintained their position as an important genre. Not too many years ago - and perhaps currently as well - many considered textbooks outdated or archaic compared with technological advances such as the Internet and different kinds of educational software. Despite these changes, textbooks for school subjects and for academic studies continue to be in demand. Textbooks seem to constitute a genre in which established truths are conveyed, and may thus represent stable forces in a world of flux and rapid changes. Textbook Gods offers perspectives on representations of religion and religions in textbooks. The contributions emerge from different contexts, ranging from European countries, to North America, Japan and Australia.Table of ContentsBengt-Ove Andreassen Introduction - Theoretical perspectives on textbooks / textbooks in religious studies research 1 - Torsten Hylen (Dalarna University) Closed and open conceptions of religion: The problem of essentialism in teaching about religion 2 - Satoko Fujiwara (University of Tokyo) Establishing Religion through Textbooks: Religions in Japan's "Ethics" Program 3- Katharina Frank (University of Zurich) Bad Religions and Good Religions: The Representation of Religion and Religious Traditions in a New Swiss Textbook 4 - Sivane Hirsch (University of Montreal) To Learn about the Other and to Get to Know Him: Judaism and the Jewish community of Quebec as represented in Ethics and Religious Culture textbooks 5 - Barbara Wintersgill Researching materials used to teach about world religions in schools in England 6 - Carole M. Cusack (University of Sydney) Representations of Indigenous Australian Religions in New South Wales (NSW) Higher School Certificate Studies of Religion Textbooks 7 - Mary Hayward Visual engagement: textbooks and the materiality of religion 8 - Suzanne Anette Thobro (University of Tromso) Cartographic representations of religion(s) in Norwegian textbooks 9 - Bengt-Ove Andreassen A reservoir of symbols. On the conceptualization of "religion" in introduction books for RE in Teacher Education in Norway 10 - James A. Lewis Stones and Bones: Indigenous African Religions and the 'Evolution' of World Religions 11 - Annika Hvithamar (University of Southern Denmark) "Christianity" or "the Christianity - that is the question 12 - Jens Andre Herbener (University of Southern Denmark) School Bible in the service of The Danish National Church - A Case Study

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Book SynopsisWhat is number sense? How do children develop number sense? What are the most effective teaching methods and resources? How can research findings inform classroom practice? This fascinating book, designed as a companion volume to Teaching Number Sense for the later primary and early secondary years, will help you answer these questions, and more. Reflecting recent research into children's mathematical learning, Julia Anghileri focuses on the connections that help to develop understanding, such as how counting underpins many calculating methods and the way mental working and informal jotting can support problem solving. She uses a balance of theory and practice to help teachers deal with the problems and issues they encounter on a day-to-day basis in mathematics teaching, including examples for use specifically in the classroom. This book will prove essential reading for trainee and established mathematics teachers alike.Table of ContentsChapter 1: Numeracy in the 21st century.; Chapter 2: Understanding Numbers; Chapter 3: Making Sense of the Operations; Chapter 4: Developing Additive Thinking; Chapter 5: Developing Multiplicative Thinking; Chapter 6: Calculating with Measures; Chapter 7: Decimals, Fractions and Percentages; Chapter 8: Problem solving with Numbers; References.

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Book SynopsisThose with responsibilities for teaching KS2-3 mathematics will find this book an invaluable insight into effective teaching methods for children's mathematical learning. Packed with practical resources and research findings that will inform classroom practice this book is a must have for all trainees and established mathematics teachers. The book also provides the perfect companion volume to "Teaching Number Sense - 2nd Edition."What is number sense? How do children develop number sense? What are the most effective teaching methods and resources? How can research findings inform classroom practice? This fascinating book, designed as a companion volume to "Teaching Number Sense" for the later primary and early secondary years, will help you answer these questions, and more. Reflecting recent research into children's mathematical learning, Julia Anghileri focuses on the connections that help to develop understanding, such as how counting underpins many calculating methods and the way mental working and informal jotting can support problem-solving.She uses a balance of theory and practice to help teachers deal with the problems and issues they encounter on a day-to-day basis in mathematics teaching, including examples for use specifically in the classroom. This book will prove essential reading for trainee and established mathematics teachers alike.Table of ContentsChapter 1: Numeracy in the 21st century.; Chapter 2: Understanding Numbers; Chapter 3: Making Sense of the Operations; Chapter 4: Developing Additive Thinking; Chapter 5: Developing Muliplicative Thinking; Chapter 6: Calculating with Measures; Chapter 7: Decimals, Fractions and Percentages; Chapter 8: Problem solving with Numbers; References.

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Book SynopsisThis title draws together well-respected contributors to look forward to the future of geography education and explore key questions in the field. "Geography, Education and the Future" considers the future of both geography and geography education by exploring the following questions: How can geography education prepare young people for the places, environments and societies they will inhabit in the future? How should geography be reframed to take into account the major social and environmental changes wrought by growing consumption, restructuring of economies and technologies, and the dynamic connections between local and global? How can geography and geography education present an agenda that can be taken seriously and implemented in the twenty first century? A range of geographical themes are considered through four sections: children, young people and geography; place, space and change; mediating forms of geographical knowledge; and, global ethics, environment and citizenship. Each section concludes with a discussant critically summarising the content.Trade Review'A detailed discussion of the challenges that geography as a subject faces both now and in the future. It encourages geography teachers to assess the relevance of the geography that they currently teach and consider which aspects of geography really matter.'Ellen Clarkson, Geography Teacher, George Salter Collegiate Academy, West Bromwich, UK‘This is an impressive publication from authors working at the leading edge of geography education research in England today. Each chapter captures original and innovative thinking and practice in school geography. Coverage is comprehensive, with sections focusing on student participation in geography curriculum-making; the cultural politics of space and place; issues around geographical knowledge and the ethico-political responsibilities of geography educators. A scholarly engagement with current and controversial issues in geography education is conveyed in a clear, refreshing style. This excellent publication will have appeal across a wide national and international audience of readers interested in the revitalisation of the school geography curriculum.'Christine Winter, Senior Lecturer, Department of Educational Studies, University of Sheffield, UK‘This set of topical and engaging essays moves forward the discipline of geography education. Each author draws on an impressive range of literature, contextualising their chosen focus within a range of academic fields. Discussants draw together shared threads within sections and suggest questions or implications raised by the material. This creates a coherent and lively experience for the reader, akin to being present at a seminar series. Geography, Education and the Future will be valuable to those working within geography education nationally and internationally.'Liz Taylor, Lecturer in Geography Education and Secondary PGCE Course Manager, Faculty of Education, University of Cambridge, UK‘Each chapter builds a compelling case for the role for the discipline, its perspectives, content and skills in elementary and secondary school as well as in adult life. The contributors place geography and 21st century subject based expectations on the same educational stage, making practical connections among ethics, citizenship, and geographic content at the elementary and secondary levels of schooling.' Joseph P. Stoltman, Professor of Geography and Science Education, Western Michigan University, USA'This is a book edited and written by those who are at the forefront of geographical education in the twenty-first century. While it acknowledges the need to revitalise geography in schools, it does not shy away from the difficulties of such an aim. Its intellectual compass is wide, from considering the components of geographical education to epistemological questions, curriculum theory, and ethical and pedagogical issues. Its emphasis on the worthwhile ideas of geography, as Michael Young points out, is more limited. It is a book which will appeal to those who wish to examine critically their thinking about and practice of geographical education.' Norman Graves, Curriculum JournalThis book should be required reading for all geography teachers who wish to adapt their curriculum to make their subject relevant to the citizens of the 21st century. -- GeographyThis is a book edited and written by those who are at the forefront of geographical education in the twenty-first century. While it acknowledges the need to revitalise geography in schools, it does not shy away from the difficulties of such an aim. Its intellectual compass is wide, from considering the components of geographical education to epistemological questions, curriculum theory, and ethical and pedagogical issues. Its emphasis on the worthwhile ideas of geography, as Michael Young points out, is more limited. It is a book which will appeal to those who wish to examine critically their thinking about and practice of geographical education. -- The Curriculum JournalTable of ContentsNotes on Contributors; Introduction Graham Butt; Part 1: Children, Young People and Geography Mary Biddulph; 1.Children's Geographies in the Primary School Simon Catling; 2. Young People's Conceptions of Geography and Education Nick Hopwood; 3. Young People's Geographies: Implications for Secondary School Geography Mary Biddulph; Discussion Pat Thompson; Part II: Place, Space and Change John Morgan; 4. Reading and Writing Place: A Role for Geographical Education in the 21st Century? Eleanor Rawling; 5. Place-Based Education versus Geography Education? Alun Morgan; 6. After the Crash...Place, Space and Identity John Morgan; Discussion Charles Rawding; Part III: Mediating Forms of Geographical Knowledge Roger Firth; 7. Reframing School Geography: A Capability Approach David Lambert. 8. Debates about Knowledge and the Curriculum: Some Implications for Geography Education Roger Firth; 9. Geographical Knowledge and Professional Development Clare Brooks; Discussion Michael Young; Part IV: Global Ethics, Environment and Citizenship Fran Martin; 10. Morality and Geography Education Alun Morgan; 11. Global Ethics, Sustainability and Partnership Fran Martin; 12. Teaching Ethical Citizens? A Geographical Approach Jessica Pykett; Discussion Clive Barnett; Conclusion Margaret Roberts; Index.

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