Teaching of a specific subject Books
Leuven University Press Teaching about the Violent Past
£22.80
Valiz The Trade of the Teacher: Visual Thinking with
Book Synopsis
£16.62
Valiz In the Shadow of the Art Work: Art-Based Learning
Book Synopsis
£23.75
Springer-Verlag GmbH Creative Adventures in Education and Human Services Part 1
£116.99
THE CHAMPION'S GUIDE TO MATH OLYMPIAD The Champions Guide to Math Olympiad
£29.74
John Wiley & Sons Inc Lets Write
Book SynopsisFor all educators grades 3 and up, here is a proven ready-to-use resource that tailors writing experiences to the needs of any student having difficulty writing - even the most reluctant writer. Starting with simple words and progressing to sentences, paragraphs, reports, stories, and essays, Let''s Write! Takes into account all ability levels and learning styles to help each student achieve success. Basic to more advanced skills are presented sequentially in lessons that devote small amounts of time to four diverse tasks. The program provides over 200 activities and over 100 worksheets, and is organized into two parts: Part I - focuses on teaching the basic structures of written language in seven sections: Words, Sentences, Paragraphs, Research Reports, Book Reports, Stories, and Essays. Part II - offers a combination of specific skills development and opportunities for practice in nine sections: Grammar, Editing, Poetry, Literature Connection, Holidays, Letters, Using Table of ContentsAbout This Resource. How To Use This Program. PART ONE Word Writing. Sentence Writing. Paragraph Writing. Writing Research Reports. Writing Book Reports. Writing Stories. Writing Essays. PART TWO Grammar. Editing. Writing Poetry. The Literature Connection. Holidays. Writing Letters. Using The Newspaper. Integrating Writing With Real Life And The Rest Of The Curriculum 1. Gimmicks And Gags. Appendix A: List Ideas. Appendix B: Read Aloud Books. Read-Aloud Books.
£22.09
The University of Chicago Press Trying Biology
Book SynopsisShows the importance of timing: the Scopes trial occurred at a crucial moment in the history of biology textbook. This title explores the development of biology textbooks leading up to the trial and the ways in which the textbook industry created new books and presented them as responses to the trial.Trade Review"Adam R. Shapiro has situated the Scopes trial within a much broader context than any scholar before him. Trying Biology also demonstrates how ideologues have used differing interpretations of the Scopes trial to advance their agendas. By situating the trial within this much broader framework, the author has significantly enlarged our understanding of the conversations between religion and science in twentieth-century America." (Randall Balmer, author of The Making of Evangelicalism)"
£76.00
The University of Chicago Press Manufacturing Morals
Book SynopsisMaking unprecedented use of his position as a Harvard Business School faculty member, this title takes readers inside HBS in order to draw vivid parallels between the socialization of faculty and of students. It reveals the role of silence and ambiguity in HBS' process of codifying morals and business values.Trade Review"In this first-rate organizational ethnography, Michel Anteby describes the ethos of a premier institution and how it shapes the worldviews and moral rules-in-use of its faculty, staff, and students." -Robert Jackall, author of Moral Mazes: The World of Corporate Managers "Michel Anteby's spare but well-chosen words offer an up-close and personal look at the inner workings of what many call the West Point of American capitalism.... Manufacturing Morals is a deft reimagining of organizational silence as sometimes a message, a provocation, a comfort, or an excuse." -John Van Maanen, MIT"
£22.00
The University of Chicago Press The New Math
Book SynopsisAn era of sweeping cultural change in America, the postwar years saw the rise of beatniks and hippies, the birth of feminism, and the release of the first video game. This book examines the rise and fall of the new math as a marker of the period's political and social ferment.Trade Review"Phillips's exposition of what the new math meant and how, in practice, it was taught are definite strengths of his book. He reveals unexpected dimensions of the controversy it generated. Its champions in the classroom put more stress on forming free, rational citizens than on raising the level of technical competence in America, while the opposition came not only from defenders of rote learning, but equally from mathematicians who focused on the instrumental value of mathematics for science and technology." (Theodore M. Porter, University of California, Los Angeles)"
£76.00
The University of Chicago Press Trying Biology
Book SynopsisFeatures the history of biology textbook publishing, education reforms in Tennessee, and progressive school reform across the country. This volume sheds light on the trial and the historical relationship of science and religion in America. It explores how the textbook industry created fresh books and presented them as "responses" to the trial.Trade Review"A masterful reevaluation of the infamous 'Monkey Trial' of 1925.... Engagingly written.... Beyond its important insights into how issues in the textbook industry and matters of curriculum policy shaped the Scopes trial, Trying Biology offers an oft-needed reminder of the need to interrogate critically the claims of historical actors." (History of Education Quarterly)
£20.00
The University of Chicago Press Professing Literature An Institutional History
Book SynopsisAttempts to unearth the ideas and debates that created the literature department as we know it. This book shows that various conflicts of our culture wars echo and recycle controversies over how literature should be taught. It also presents a history of literary pedagogy and a critical classic.Trade Review"Both E. D. Hirsch and Allan Bloom share...a nostalgia for a not very closely examined past in which things were better. Gerald Graff's Professing Literature is extremely important, partly because it tells us a good deal about the realities of this supposedly better time....Graff's book is more consequential than Bloom's because it addresses the pedagogical questions and situates them in a fascinating narrative of how literature has actually been taught in this country for the past century and a half." - Robert Scholes, College English "Graff's history...is a pathbreaking investigation showing how our institutions shape literary thought and proposing how they might be changed." - The Norton Anthology of Theory and Criticism"
£28.00
The University of Chicago Press Manufacturing Morals
Book Synopsis
£19.00
The University of Chicago Press Teaching Evolution in a Creation Nation History
Book SynopsisNo fight over what gets taught in American classrooms is more heated than the battle over humanity's origins. For more than a century we have argued about evolutionary theory and creationism (and its successor theory, intelligent design), yet we seem no closer to a resolution than we were in Darwin's day. In this thoughtful examination of how we teach origins, historian Adam Laats and philosopher Harvey Siegel offer crucial new ways to think not just about the evolution debate but how science and religion can make peace in the classroom. Laats and Siegel agree with most scientists: creationism is flawed, as science. But, they argue, students who believe it nevertheless need to be accommodated in public school science classes. Scientific or not, creationism maintains an important role in American history and culture as a point of religious dissent, a sustained form of protest that has weathered a century of broadand often dramaticsocial changes. At the same time, evolutionary theory
£19.00
The University of Chicago Press The New Math
Book Synopsis
£18.58
The University of Chicago Press Talking Art The Culture of Practice and the
Book SynopsisGary Fine opens up the contemporary art practice MFA and finds that it's mostly about theorizing and arguing about art, and very little about actually making it.
£67.50
The University of Chicago Press Talking Art The Culture of Practice and the
Book SynopsisGary Fine opens up the contemporary art practice MFA and finds that it's mostly about theorizing and arguing about art, and very little about actually making it.
£27.85
The University of Chicago Press Biology Takes Form Animal Morphology and the
Book SynopsisThis study argues that morphology was integral to the life sciences of the 19th century. It traces the development of morphological research in German universities and illuminates significant institutional as well as intellectual changes in 19th-century German biology.Table of ContentsList of Illustrations Acknowledgments Abbreviations 1: Situating Morphology Pt. 1: Morphology and Physiology 2: The Study of Form before 1850 3: Rearranging the Sciences of Animal Life, 1845-1870 Pt. 2: Evolutionary Morphology, 1860-1880 4: Descent and the Laws of Development 5: Evolutionary Morphology at Jena 6: Evolution and Morphology among the Zoologists, 1860-1880 7: Evolutionary Morphology in Anatomy: Carl Gegenbaur and His School Pt. 3: Morphology and Biology, 1880-1900 8: The Kompetenzkonflikt within the Evolutionary Morphological Program 9: New Approaches to Form, 1880-1900: Rhetoric, Research, and Rewards 10: Morphology, Biology, and the Zoological Professoriate 11: Morphology and Disciplinary Development: Observations and Reflections App. 1. Anatomy and Zoology Professors, 1810-1918, by Birthdate App. 2. Professorships in Zoology, 1810-1918 App. 3. Professorships in Anatomy, 1810-1918 Archival Sources Bibliography Index
£117.80
The University of Chicago Press Biology Takes Form Animal Morphology and the
Book SynopsisThis study argues that morphology was integral to the life sciences of the 19th century. It traces the development of morphological research in German universities and illuminates significant institutional as well as intellectual changes in 19th-century German biology.
£42.75
Columbia University Press The Foundations of Social Work Knowledge East
Book SynopsisDefines and explains the essential components of the social work curriculum: social work practice; social welfare policies and services; human behaviour in the social environment; research and evaluation; field education; values and ethics; social injustice; and populations at risk.Table of ContentsPreface 1. The Evolution of Social Work Knowledge, by Frederic G. Reamer 2. Social Work Practice, by Ann Hartmen 3. Social Welfare Policy, by Bruce S. Jansson 4. Human Behavior and the Social Environment, by Carel B. Germain 5. Research and Evalution, by William J. Reid 6. Field Education, by Anne E. Fortune 7. Social Work Values and Ethics, by Frederic G. Reamer 8. Confronting Social Injustice and Oppression, by David G. Gil 9. Diversity and Populations at Risk: Ethnic Minorities and People of Color, by Elaine Pinderhughes 10. Diversity and Populations at Risk: Women, by Nancy R. Hooyman 11. Diversity and Populations at Risk: Gays and Lesbians, by Bernie Sue Newman 12. Diversity and Populations at Risk: People with Disabilities, by Rita Beck Black About the Contributors Index
£80.00
Columbia University Press A Survival Guide to the Misinformation Age
Book SynopsisA step-by-step strategy for protecting ourselves against the phony claims, trendy pseudoscience, and sloppy thinking that permeate our world.Trade ReviewA Survival Guide to the Misinformation Age is a no-holds-barred paean to the scientific mode of thinking. Helfand's wide-ranging, interdisciplinary, humorously cynical intellect comes through at every turn. -- J. Craig Wheeler, University of Texas at Austin A Survival Guide for the Misinformation Age is an impassioned plea for science literacy. Given the state of the world today, in which scientifically underinformed voters elect scientifically illiterate politicians, David Helfand has written the right book at the right time with the right message. Read it now. The future of our civilization may depend on it. -- Neil deGrasse Tyson, astrophysicist, American Museum of Natural History David Helfand's Survival Guide to the Misinformation Age gives readers a chance to spend time with one this country's clearest and best critical thinkers. Helfand channels Steven Pinker's ability to dissect language with John Alan Paulos's ability to explain numbers with Richard Dawkins' ability to explain our existence (to obtain food, to avoid being food, and to reproduce) with George Carlin's ability to make us laugh. Using personal anecdotes (he's a Red Sox fan), Helfand teaches us how to think through questions as diverse as why the moon doesn't make us lunatics to why it only takes twenty-three people to have a 50:50 chance that two will have the same birthday. A real pleasure. -- Paul Offit, University of Pennsylvania Important and timely. Library Journal Helfand's work is an admirable response to a long-standing problem of sloppy thinking. Publishers Weekly Helfand is a man brimming with incredible insights on the universe. Dave's Universe A must-read for anyone presuming to call themselves a scientist and a should-read for anyone just trying to make sense of the overwhelming volume of data and real and concocted 'proofs' of nearly everything that spews forth from the Internet on demand. This book provides a road map for teaching students how to both celebrate science and how to view their primary source of information with skepticism and caution. Every science teacher should read this book. -- John Ziegler NSTA Recommends For those with an arts and humanities background, this book offers many valuable lessons... For everyone else it provides a vital antidote to the ills of misinformation by teaching systematic and rigorous scientific reasoning. -- Marina Gerner Times Literary Supplement Highly recommended. CHOICE How I wish everyone would read, appreciate, and follow [David J. Helfand's] guidance. Physics TodayTable of ContentsForeword Acknowledgments Introduction: Information, Misinformation, and Our Planet's Future 1. A Walk in the Park 2. What Is Science? 3. A Sense of Scale Interlude 1: Numbers 4. Discoveries on the Back of an Envelope 5. Insights in Lines and Dots Interlude 2: Language and Logic 6. Expecting the Improbable 7. Lies, Damned Lies, and Statistics 8. Correlation, Causation ... Confusion and Clarity 9. Definitional Features of Science 10. Applying Scientific Habits of Mind to Earth's Future 11. What Isn't Science 12. The Triumph of Misinformation; The Peril of Ignorance 13. The Unfinished Cathedral Appendix: Practicing Scientific Habits of Mind Notes Index
£58.77
University of Illinois Press Arousing Sense
Book SynopsisTrade Review"Grounded in Hahn's long engagement with teaching in a range of settings, Arousing Sense demonstrates a deep commitment to radical pedagogy, which is apparent in the accessibility, generosity, and care of her offerings. These recipes take seriously the well-being of both teacher and student, with exercises framed in terms of their ease, adaptability, and potency for generative, transformational experience." --Composition Studies"A wonderful collection of recipes for workshopping sensory experience, to be realized sometimes by individuals, often through group interaction. The recipes will be useful to leaders in any arts area; in teaching of writing, not just creative writing but also composition; in working with any group where an exploratory, collaborative, fun atmosphere is desirable; as well as in the specific ethnographic application that Hahn emphasizes."--Fred Everett Maus, coeditor of Oxford Handbook of Music and Queerness
£77.35
University of Illinois Press Arts Education in Action
Book Synopsis
£17.99
University of Illinois Press COMPUGIRLS
Book SynopsisTrade Review"It is not hard to see this book's contributions to the educational and broader socially specific research domain; it is a strong example of a community-engaged intervention/project that relies upon the strengths and characteristics of those already present." --Sociology of Race and Ethnicity "COMPUGIRLS is a compelling and thought-provoking study of girls' of color agency as they become social justice actors in the context of the new digital world. The author asks hard questions about barometers we should use in inclusion studies and projects a critical lens on many interventions focused on underrepresentation in the fields of computing. Brava for this work. The world needs more of these social justice actors!"--Jane Margolis, author of Stuck in the Shallow End: Education, Race, and Computing "Transformative pedagogies are needed in today’s efforts to realize digital inclusion for all. COMPUGIRLS showcases compelling examples of how it can and should be done. Kimberly Scott succeeds in providing provocative portraits of girls that challenge dominant narratives around who and what computing is for."--Yasmin B. Kafai, Lori and Michael Milken President’s Distinguished Professor, University of PennsylvaniaTable of ContentsCoverTitle PageCopyrightContentsPrefaceIntroductionChapter One. COMPUGIRLS’ DevelopmenttChapter Two. COMPUGIRLS’ EmergenceChapter Three. This Isn’t Like SchoolChapter Four. Sounds of SilenceChapter Five. I Have Something to SayChapter Six. Where Are They NowEpilogueAppendixNotesReferencesIndexBack cover
£18.89
Indiana University Press Connected Science Strategies for Integrative
Book SynopsisPresents a new approach to tertiary science education for the 21st centuryTrade Review"A significant contribution to science pedagogy and to the scholarship of teaching and learning... [W]ill be of interest to researchers in the area of science education and to college and university faculty members who seek to improve their teaching." -David W. Oxtoby, Pomona College "The educational philosophy presented in Connected Science draws upon existing reform movements in higher education but goes further by providing a more coherent and intentional integration of pedagogy, assessment, faculty scholarship, and student learning. This type of integration is sorely needed in educational reform initiatives." -Trace Jordan, New York UniversityTable of ContentsForeword: The Scholarship of Integrative Teaching and Learning Mary Taylor Huber and Pat HutchingsPart I. Connected Science: Why Integrative Learning is Vital1. Fostering Integrative Capacities for the 21st Century Tricia Ferrett2. From Student Learning to Teaching Foundations Tricia FerrettPart II. Courses that Foster Integrative Learning3. Public Health and Biochemistry:Connecting Content, Issues, and Values for Majors Matt Fisher4. Designing to Make A Difference: Authentic Integration of Professional Skills in an Engineering Capstone Design Course Gregory Kremer5. Integrative Learning in a Data-Rich Mathematics Classroom Mike Burke6. Navigating Wormholes: Integrative Learning in a First-Year Field Course Bettie HiggsPart III. Structures that Support Integrative Learning7. Linking Integrated Middle-School Science with Literacy in Australian Teacher Education David R. Geelan8. SCALE-UP in a Large Introductory Biology Course Robert Brooker, David Matthes, Robin Wright, Deena Wassenberg, Susan Wick, and Brett Couch9. Reuniting the Arts and Sciences via Interdisciplinary Learning Communities Xian Liu, Kate Maiolatesi, and Jack Mino10. Pedagogies of Integration Richard GalePart IV. Broader Contexts for Integrative Learning11. Integrative Moves by Novices: Crossing Institutional, Course, and Student Contexts Tricia Ferrett and Joanne Stewart12. Facilitating and Sustaining Interdisciplinary Curricula: From Theory to Practice Whitney M. Schlegel
£52.70
Indiana University Press Connected Science Strategies for Integrative
Book SynopsisPresents a new approach to tertiary science education for the 21st centuryTrade Review"A significant contribution to science pedagogy and to the scholarship of teaching and learning... [W]ill be of interest to researchers in the area of science education and to college and university faculty members who seek to improve their teaching." -David W. Oxtoby, Pomona College "The educational philosophy presented in Connected Science draws upon existing reform movements in higher education but goes further by providing a more coherent and intentional integration of pedagogy, assessment, faculty scholarship, and student learning. This type of integration is sorely needed in educational reform initiatives." -Trace Jordan, New York UniversityTable of ContentsForeword: The Scholarship of Integrative Teaching and Learning Mary Taylor Huber and Pat HutchingsPart I. Connected Science: Why Integrative Learning is Vital1. Fostering Integrative Capacities for the 21st Century Tricia Ferrett2. From Student Learning to Teaching Foundations Tricia FerrettPart II. Courses that Foster Integrative Learning3. Public Health and Biochemistry:Connecting Content, Issues, and Values for Majors Matt Fisher4. Designing to Make A Difference: Authentic Integration of Professional Skills in an Engineering Capstone Design Course Gregory Kremer5. Integrative Learning in a Data-Rich Mathematics Classroom Mike Burke6. Navigating Wormholes: Integrative Learning in a First-Year Field Course Bettie HiggsPart III. Structures that Support Integrative Learning7. Linking Integrated Middle-School Science with Literacy in Australian Teacher Education David R. Geelan8. SCALE-UP in a Large Introductory Biology Course Robert Brooker, David Matthes, Robin Wright, Deena Wassenberg, Susan Wick, and Brett Couch9. Reuniting the Arts and Sciences via Interdisciplinary Learning Communities Xian Liu, Kate Maiolatesi, and Jack Mino10. Pedagogies of Integration Richard GalePart IV. Broader Contexts for Integrative Learning11. Integrative Moves by Novices: Crossing Institutional, Course, and Student Contexts Tricia Ferrett and Joanne Stewart12. Facilitating and Sustaining Interdisciplinary Curricula: From Theory to Practice Whitney M. Schlegel
£18.32
Indiana University Press Art Themes
Book SynopsisTable of ContentsIntroduction and How to Use this BookBasics of Creating Works of ArtThe Thematic Units1. Lessons in Drawing RealisticallyLesson 1: Shading Rounded Objects Lesson 2: Drawing Elliptical Shapes Lesson 3: Facial Proportions Lesson 4: A Mirror Image Face Lesson 5: An Extended PhotographLesson 6: Drawing Hands Lesson 7: Body Proportions Lesson 8: The Figure in ActionLesson 9: Inspired by da VinciLesson 10: A -View PortraitLesson 11: Foreshortening Lesson 12: A Portrait of a Shoe Lesson 13: Looking at Details Lesson 14: Drawing Trees Lesson 15: Drawing AnimalsLesson 16: Drawing Hair Lesson 17: Drawing Shiny and Transparent Objects Lesson 18: Shadows in a Triptych Lesson 19: Grid Magic Lesson 20: A Bestiary Creature Lesson 21: Shading Flat Objects Lesson 22: Drawing in One-Point Perspective Lesson 23: Drawing in Two-Point Perspective Lesson 24: A Remodeled HouseLesson 25: Architectural Design Lesson 26: A Dramatic Mood CityscapeLesson 27: A Crowd Scene2. Lesson in Color and PaintLesson 28: Color StudiesLesson 29: Color Match Collage Lesson 30: Mood Expressions Lesson 31: Matisse, Music, & DesignLesson 32: Light and LeavesLesson 33: Microscopic World Lesson 34: A Watercolor Landscape Lesson 35: Near and Far Spaces Lesson 36: Painting an Interior Lesson 37: A Victorian House Lesson 38: Inspired by CloseLesson 39: In an Impressionist Style Lesson 40: In the Style of the Expressionists Lesson 41: Mood Portraits Lesson 42: Inspired by van GoghLesson 43: Inspired by O'KeeffeLesson 44: Color Shading Rounded Objects Lesson 45: Reflective and Transparent Surfaces Lesson 46: A Landscape in Inclement WeatherLesson 47: Light and Water Lesson 48: Water ResistsLesson 49: Paint and Imagination3. Decorative and Graphic DesignLesson 50: Animal Symbols Lesson 51: Thinking About Advertising Art Lesson 52: Advertising Art as Persuasion Lesson 53: Visual Illusions Lesson 54: Tessellation Play Lesson 55: Tessellation Design Lesson 56: Complex to Simple Lesson 57: A Decorative Alphabet Lesson 58: Zentangle Delight Lesson 59: Imagic Letters as Graphic Design Lesson 60: A Visual Pun Lesson 61: A Camouflaged AlphabetLesson 62: Machines and Structural Devices Lesson 63: Poetic Weaving Lesson 64: Maori Design–Kowhaiwhai Lesson 65: Papunya Dot Paintings Lesson 66: Adinkra Stamped Cloth Lesson 67: A Design Sketchbook Lesson 68: Carried Away by Design Lesson 69: Futuristic Transportation Lesson 70: Designing a Logo Lesson 71: Package Design 4. Art and Narrative ImaginationLesson 72: Fantastic Jungle Lesson 73: Fantasy Art Lesson 74: Surreal Imagination Lesson 75: Surrealistic Fun as Antidote to Fear Lesson 76: An Image of CatastropheLesson 77: Contemplating Old Age and Death Lesson 78: Role-play as Visual Story Lesson 79: Bust of a Story Character Lesson 80: Illustrating Tales Other Cultures Lesson 81: Persian Miniatures Lesson 82: Manga IllustrationsLesson 83: Making a Storyboard Lesson 84: Graphic Stories as Histories or Social Commentaries Lesson 85: Be a Storyteller Lesson 86: A Tunnel Book Lesson 87: Images of Everyday Life Lesson 88: One Story from Differing Viewpoints Lesson 89: A Photographic Essay Lesson 90: A Poetic Photo Album Lesson 91: A Stab Bound BookLesson 92: Shadow Puppets Lesson 93: A Full and Empty Composition Lesson 94: A Triptych of Abstract Word Images5. Exploring Self and Others through ArtLesson 95: Mapping Symbols & Legends Self Lesson 96: An Identity Map Lesson 97: Mapping Places & SpacesLesson 98: A Geography of Self Lesson 99: A Postcard Travelogue of My Day Lesson 100: Metaphor of Self Lesson 101: Yin and Yang Lesson 102: A Woven Portrait Lesson 103: Cataloguing an Inner World Lesson 104: Collaborative Images Lesson 105: A Spirit Doll Lesson 106: Doll-making Inspired by Ringgold Lesson 107: The Arts and Crafts of Local Community Lesson 108: Looking at Sculpture in Community Lesson 109: Women as Artists Lesson 110: Visiting a Museum Lesson 111: Native American Artists Lesson 112: Visual Poetry in Myth Lesson 113: Wind Horses: Tibetan Prayer Flags Lesson 114: A Papier Mâché Alebrije Lesson 115: A Retablo Lesson 116: Out of Africa Lesson 117: A Mardi-Gras MaskLesson 118: Art of Ancient Egypt Lesson 119: A Cultural Fusion Mandala Lesson 120: Architecture Influenced by C. Greece & Rome 6. Media PlayLesson 121: Designing an Imaginary House Lesson 122: Art in Nature's Time Lesson 123: A Botanical Journal Lesson 124: Cataloguing an Outer World Lesson 125: Mono-Printmaking Lesson 126: Easy Printing Lesson 127: Color CollagraphyLesson 128: Multi-color Block Printing Lesson 129: Camouflage in Nature Lesson 130: Camouflage in ArtLesson 131: An Appliqué Wall HangingLesson 132: Stitching with Yarn Lesson 133: Stitchery ArtLesson 134: Pieced Patchwork Art Lesson 135: A Mola Lesson 136: Clothing or Costume DesignLesson 137: An Assemblage - Anthropomorphic Transformation Lesson 138: A Steampunk Assemblage Lesson 139: Wire Sculpture Armature Manikin Lesson 140: Kinetic SculptureGlossary
£29.70
Indiana University Press Gender in the Political Science Classroom
Book SynopsisTrade Review"". . . a bold and compelling collection that asks important questions about the ways in which the teaching of Political Science reproduces gender inequities.""—Aeron Haynie , co-editor of Exploring Signature Pedagogies: Approaches to Teaching Disciplinary Habits of Mind and Exploring More Signature PedagogiesTable of ContentsAcknowledgmentsIntroduction: Teach It Forward: Gender in the Political Science Classroom and Beyond / Ekaterina Levintova and Alison StaudingerPart One: National and Institutional Trends1. Gendering the Political Science Classroom while Mainstreaming Gender in the Discipline: Understanding the Barriers and Exploring Solutions / Ingrid Bego2. Divergent? Gender and Methodological Diversity in Recent Political Science Dissertations, 2012–2014 / Rina Verma Williams and Laura Dudley Jenkins3. Gendered Representation in Political Science Textbooks / Daniel Mueller4. Gender Mainstreaming and Political Science Teaching in New Zealand: Still a Work in Progress / Jennifer Curtin5. Student Perceptions of Gender in Political Science Teaching and Advising / Ekaterina LevintovaPart Two: Classroom Evidence and Solutions6. Getting to No: The Need for Gender-Conscious Pedagogy in Service-Learning Courses / Daisy Rooks7. Class Format, Gender, and Student Attitudes Toward Political Participation / Sara Rinfret and Michelle Pautz8. Beyond Gender Neutrality in Scholarship of Teaching and Learning and the Classroom / Alison Staudinger9. Thinking Through Movement: Embodied Learning as Feminist Pedagogy for the Social Sciences / Valerie BarskeConclusion: Gender Forward: Momentum for the Future / Ekaterina Levintova and Alison StaudingerIndex
£27.90
Indiana University Press The Institutionalization of Educational Cinema
Book SynopsisTrade ReviewA crucial contribution to the study of how educational cinema was created, adopted, and disseminated, as well as how it came to serve a range of different political agendas in the early part of the 20th century. -- Leonora Masini * Canadian Journal of Film Studies *Table of ContentsAcknowledgmentsIntroduction / Marina Dahlquist and Joel Frykholm1. Platforms for Learning / Jan Olsson2. The Kinoreformbewegung in Germany: Creating an Infrastructure for Pedagogical Screenings / Sabine Lenk and Frank Kessler3. One Family: The Movement of Educational Film in Britain and its Empire / Tom Rice4. Far and Close: The Gemeentelijke Schoolbioscoop in Rotterdam / Floris Paalman5. Partners in Screen Education: Philanthropic Organizations and the Film Industry / Marina Dahlquist6. The Best Teachers and the Best Preachers: Film, University Extension, and the Project of Assimilation in Alberta, 1917-1936 / Zoë Druick7. "A Casual Glance Reveals a Perfect Mine of Treasures": George Kleine's Catalogue of Educational Motion Pictures (1910) / Oliver Gaycken8. George Kleine and the Institutional Film Exchange: An Experiment in Nontheatrical Film Distribution, 1921–1929 / Joel Frykholm9. Ford Films and Ford Viewers: Examining "Nontheatrical" Films in the Theaters and Beyond / Katy Peplin10. Institutionalizing Educational Cinema in the United States during the Early 1920s / Gregory A. Waller
£62.90
Indiana University Press The Institutionalization of Educational Cinema
Book SynopsisTrade ReviewA crucial contribution to the study of how educational cinema was created, adopted, and disseminated, as well as how it came to serve a range of different political agendas in the early part of the 20th century. -- Leonora Masini * Canadian Journal of Film Studies *Table of ContentsAcknowledgmentsIntroduction / Marina Dahlquist and Joel Frykholm1. Platforms for Learning / Jan Olsson2. The Kinoreformbewegung in Germany: Creating an Infrastructure for Pedagogical Screenings / Sabine Lenk and Frank Kessler3. One Family: The Movement of Educational Film in Britain and its Empire / Tom Rice4. Far and Close: The Gemeentelijke Schoolbioscoop in Rotterdam / Floris Paalman5. Partners in Screen Education: Philanthropic Organizations and the Film Industry / Marina Dahlquist6. The Best Teachers and the Best Preachers: Film, University Extension, and the Project of Assimilation in Alberta, 1917-1936 / Zoë Druick7. "A Casual Glance Reveals a Perfect Mine of Treasures": George Kleine's Catalogue of Educational Motion Pictures (1910) / Oliver Gaycken8. George Kleine and the Institutional Film Exchange: An Experiment in Nontheatrical Film Distribution, 1921–1929 / Joel Frykholm9. Ford Films and Ford Viewers: Examining "Nontheatrical" Films in the Theaters and Beyond / Katy Peplin10. Institutionalizing Educational Cinema in the United States during the Early 1920s / Gregory A. Waller
£26.99
Indiana University Press A Universe of Terms
Book SynopsisTrade ReviewIn this genre-bending work of art, words and images morph in ways that free the reader's imagination to think and write differently. Mona Oraby, Emilie Flamme, and their ghostwriters create the kind of visionary experimentation and innovation that are sorely lacking, but very much needed both within and beyond the academy today. -- Mark C. Taylor, Columbia UniversityOraby and Flamme invite readers into an impressive, courageous, and innovative experiment in communicative arts, an interpretive work of political action, a wager at broader engagement for important ideas raised in expertly curated words and equally scintillating images. A Universe of Terms ushers into perceptible shape a series of interconnected propositions; it threads these together to create space for expansive imaginings. This hefty contribution is a brilliant object for study and thought. -- Sally M. Promey, Yale UniversityA Universe of Terms encourages readers to reconsider the conventions that have served to inform what we see and how we communicate the social sciences and humanities. And, in the process, it supports new and unconventional ways of thinking, communicating, and engaging. This is a creative and important project that opens much needed space for reimagining academic language and knowledge. -- Anthony B. Pinn, author of Interplay of Things: Religion, Art, and Presence TogetherTable of ContentsPrefaceAcknowledgmentsNote on QuotationsTable of TermsSPIRITECONOMYHUMANMEDIAPERFORMANCESPACE/PLACEMODERNITYENCHANTMENT/DISENCHANTMENTIndexBibliography
£56.10
Indiana University Press Literary Learning Teaching the English Major
Book SynopsisMakes literary thinking visibleTrade ReviewLiterary Learning offers valuable resources for the literature instructor. It is easily manageable as a theoretical tool when developing a literature class, and it has a number of classroom-ready resources. As an introduction to some of the most elemental ideas behind the teaching of literature, Literary Learning is commendable for referring to actual classroom practices as illustrations of these ideas. Certainly this book will benefit graduate students and faculty interested in examining their own teaching practices. . . . It is an engaging and accessible read that presents SoTL as an approachable and useful vein of inquiry that can change departmental dynamics, professional goals, and, ultimately, our literature students. * Teacher-Scholar *Linkon's book is an easy read and full of helpful and practical advice. It is a valuable resource for experienced as well as inexperienced teachers of literature and the English major in the tertiary sector. It has the potential to help readers think 'I could try that,' and to scaffold them through their own investigations into their teaching. * Teachers College Record *Table of ContentsPreface One: The Literary Mind Two: Making Literary Thinking Visible Three: Course Design for Literary Learning Four: Analyzing Students' Learning Bibliography Index
£17.99
Indiana University Press Literary Learning Teaching the English Major
Book SynopsisMakes literary thinking visibleTrade ReviewLiterary Learning offers valuable resources for the literature instructor. It is easily manageable as a theoretical tool when developing a literature class, and it has a number of classroom-ready resources. As an introduction to some of the most elemental ideas behind the teaching of literature, Literary Learning is commendable for referring to actual classroom practices as illustrations of these ideas. Certainly this book will benefit graduate students and faculty interested in examining their own teaching practices. . . . It is an engaging and accessible read that presents SoTL as an approachable and useful vein of inquiry that can change departmental dynamics, professional goals, and, ultimately, our literature students. * Teacher-Scholar *Linkon's book is an easy read and full of helpful and practical advice. It is a valuable resource for experienced as well as inexperienced teachers of literature and the English major in the tertiary sector. It has the potential to help readers think 'I could try that,' and to scaffold them through their own investigations into their teaching. * Teachers College Record *Table of ContentsPreface One: The Literary Mind Two: Making Literary Thinking Visible Three: Course Design for Literary Learning Four: Analyzing Students' Learning Bibliography Index
£52.20
University of Washington Press Furniture Studio
Book SynopsisExplores the origins, methods, results, and influence of the unique and highly successful furniture design and fabrication studios offered by the University of Washington Department of ArchitectureTrade Review"With 190 color photographs of student works, this charming book is a treat for the eyes. A fascinating peek into modern furniture design." * Library Journal *"Ochsner's book on just one of the studios is enough to give interested future architects the gist. But it's also written for today's architects, maybe nostalgic for architecture school, and for academics, maybe looking to start up a furniture studio at their own school." -- Lindsey M. Roberts * Architect Magazine *"[R]efreshing. . . . Ochsner’s engrossing and lavishly illustrated book. . . reminds us of the importance of craft in architecture. . . .[A]n important monograph. . . . Ochsner’s book is certainly well crafted." -- Jeremy White * Pacific Northwest Quarterly *Table of ContentsPreface and Acknowledgments 1. Introduction: The Reality of Making 2. Origins: Building a Program 3. One Quarter: Winter 2009 4. Interpreting a Pedagogy: Furniture and Architecture 5. Examples of Excellence: Selected Projects, 1989–2009 6. Beyond the University: Continuing Influence 7. The Future: Furniture Studio after 2009 Appendix A. Furniture Fest, 2009 Appendix B. Award-Winning Projects, 1990–2010 Notes General Background Reading Index
£53.42
MP-WIS Uni of Wisconsin Chemical Demonstrations Volume Three A Handbook
Book SynopsisDeals with acids and bases and liquids, solutions, and colloids, giving detailed descriptions of lecture demonstrations for college and secondary school chemistry classes.Trade ReviewAs far as I am concerned, this series is the best thing that has happened to me. I recommend it without reservation for all levels of chemistry teaching."—Howard Nechamkin, Journal of College Science Teaching
£31.96
Yale University Press Being a Language Teacher A Personal and Practical
Book SynopsisProvides a personal approach to second language teaching. Through illustrative personal anecdotes, this text guides new and aspiring language teachers through key pedagogical strategies while encouraging productive reflection by classroom veterans. It offers an instantly accessible, practical set of teaching tools for educators at all levels.Trade Review"[This book] is a gem that will be extraordinarily useful to language teachers. . . . There is no book like this on the market."—Kim Potowski, University of Illinois at Chicago -- Kim Potowski"I felt like I connected really well with the book and found myself smiling and remembering incidents from my own classes during my reading. The beauty of the writing style is that new and seasoned language teachers will both find it accessible and helpful."—Rajiv Rao, University of Wisconsin-Madison -- Rajiv Rao"The more I read, the more I appreciated the depth of the content."—Orlando Kelm, University of Texas-Austin -- Orlando Kelm
£38.00
WW Norton & Co Engineering Education for the Next Generation A
Book SynopsisYour students will not only understand engineering principles, but also use them to design and make their own Nature-inspired inventions.
£30.39
WW Norton & Co Creating Confident Writers
Book SynopsisWe need to help students see that writing can be for an audience other than a teacher, and for a purpose beyond getting a grade.Trade Review"Hicks & Schoenborn provide teachers with a cohesive and well thought out approach which reflects what we best know about the effective teaching of writing (Young & Ferguson 2021). By reflecting on the wisdom shared within these pages, teachers would be perfectly placed to create confident writers." -- The Writing for Pleasure Centre
£20.89
WW Norton & Co Everyday Advocacy
Book SynopsisAn exporation into what counts as professionalism for teachers today.
£24.50
John Wiley & Sons Inc Understanding Lightning and Lightning Protection
Book SynopsisThis book, along with its supporting animated website, helps the reader to understand the propagation of waves within complex intelligent structures within buildings, and the operation of systems designed to protect these structures. It also comments on proper human behaviour during a lightning thunderstorm.Trade Review"…would be used by students or as a resource for those who need to design and specify electrical protection equipment…and by anyone with an interest in lighting." (IEEE Electrical Insulation Magazine, March/April 2007)Table of ContentsCHAPTERS and subsections Comment Page PREFACE xi INTRODUCTION 1 Guide to use the program 1 1. CLOUD, CYCLONE AND FRONTS 1-0 3 Development of a cloud 1-1 3 Growth of a thunderstorm cloud 1-5 4 Development of a cyclone 1-13 6 Warm and cold fronts 1-21 7 Distribution of thunderstorms 1-25 7 2. ELECTRIC CHARGES IN CLOUDS 2-0 9 Processes of charge separation 2-1 9 Charging process in the liquid phase 2-1 9 Charging process during freezing 2-8 10 Final distribution of charges 2-14 11 Static electric field 2-16 11 Relation to the ionosphere 2-17 12 3. DISCHARGE PROCESSES IN AIR 3-0 13 Photon processes 3-1 13 Excitation by photon 3-2 13 Ionisation and absorption 3-3 14 Recombination 3-4 14 Electron collisions 3-6 14 Excitation by electron 3-9 15 Ionisation by collision 3-10 15 Discharges 3-11 15 Electron avalanche 3-11 15 Streamer discharge 3-18 16 Klydonograph 3-22 17 Leader discharge 3-25 17 4. DEVELOPMENT OF THE LIGHTNING FLASH 4-0 19 Start on drops in the cloud 4-1 19 From leader to main stroke 4-5 20 Multiple stroke 4-13 21 CHAPTERS and subsections Comment Page Upward leader 4-16 22 The Boys-camera: Principle and construction 4-22 23 The Boys-camera: Operation 4-27 24 Boys-record of ideal lightning 4-30 24 Real Boys-records 4-36 25 5. PHYSICS OF THE LIGHTNING DISCHARGE 5-0 27 Properties of a downward leader 5-1 27 Condition of connecting leader 5-5 28 Striking process 5-11 29 Development of main stroke 5-13 29 Multiple and upward stroke 5-15 30 The current wave 5-19 30 Lightning parameters 5-24 31 Distribution functions 5-28 32 6. CURIOUS LIGHTNING PHENOMENA 6-0 35 Properties of ball lightning 6-1 35 Ball lightning-theories 6-7 37 Resonance theory 6-10 37 Quantum-theory 6-11 38 Theory of magnetic vortex 6-12 38 Photos of ball lightning 6-18 39 Beaded lightning 6-23 40 Stroke from clear sky 6-28 41 Discharge to the ionosphere 6-31 41 7. INDUCED VOLTAGE 7-0 43 Ampère’s law 7-1 43 Rectangular loop + infinite conductor 7-5 44 Rectangular loop + cut conductor 7-8 44 Reduction to basic components 7-10 44 Triangular loop 7-13 45 Polygonal loop 7-16 45 Induced voltage due to direct stroke 7-18 46 Induced current due to direct stroke 7-23 46 Induced voltage due to distant stroke 7-28 47 Induced current due to distant stroke 7-35 48 8. DYNAMIC FORCES DUE TO LIGHTNING 8-0 51 Parallel wires 8-1 51 Force due to lightning on a rod struck at the top 8-8 52 Force due to lightning on a horizontal wire 8-12 53 Force due to lightning on a metal plate 8-15 53 Force of leaded current at inversion of wire 8-18 54 CHAPTERS and subsections Comment Page Force of leaded current on a tube 8-20 54 Dynamic force on a console 8-22 54 Slit effect 8-27 55 Damage on tree 8-32 56 9. HEAT EFFECTS ON METAL OBJECTS 9-0 59 Heating a metal plate 9-1 59 Change of temperature in a metal plate 9-4 60 Equations of melting a metal plate 9-9 61 Crater and droplets 9-15 62 Melting a wire at contact spot 9-18 62 Melting a wire leading current 9-22 63 Probability of melting 9-30 64 10. LIGHTNING ATTACHMENT 10-0 67 Point of orientation 10-1 67 The striking distance 10-5 68 Distribution and density functions 10-7 68 The expected frequency of stroke 10-10 69 The principle of calculation 10-10 69 Collection space 10-17 70 11. COLLECTION SPACES OF STRUCTURES 11-0 73 The principle of collection space 11-1 73 Dividing the collection space 11-3 74 Two conductors 11-6 74 Lightning rod on tower 11-9 75 Air terminations of block-house 11-13 75 The collection space of one mesh 11-25 77 12. PROTECTIVE EFFECT ON FLAT ROOF 12-0 79 Air termination systems on blockhouse 12-1 79 Diagrams related to several air terminations 12-4 80 Application of rolling sphere method 12-8 81 13. PROTECTION OF INCLINED ROOF 13-0 83 Types of air termination systems 13-1 83 Attraction of roof and eaves 13-6 84 Effect of electrodes on eaves 13-11 85 Effect of electrodes on the edges 13-15 85 Attraction of unprotected edges 13-23 87 Stroke-free period 13-26 87 14. RESIDUAL RISK OF LIGHTNING PROTECTION 14-0 89 The flow diagram 14-1 89 Equivalent area of a structure 14-2 89 Cases of the point of strike 14-11 91 Cases of damaging stroke 14-18 92 Intercepted stroke 14-19 92 CHAPTERS and subsections Comment Page Striking the roof 14-23 93 Calculation of risk 14-27 94 Weighting the consequences 14-28 95 Resulting damage 14-38 97 Resulting frequency of weighted damage 14-40 97 Resulting risk 14-44 98 15. CLASSIFICATION OF STRUCTURES 15-0 101 Classes of structures 15-1 101 Height and surroundings 15-12 103 High surroundings 15-13 103 Increased danger of stroke 15-18 104 Classes according to height 15-26 106 Effect of the soil profile 15-27 106 The materials of roof 15-31 107 Further classifications 15-37 108 16. AIR TERMINATION SYSTEMS 16-0 111 Level of risk and protection 16-1 111 Construction methods 16-3 111 Protective angle 16-3 111 Rolling sphere 16-7 112 Mesh size 16-9 112 Degrees of Hungarian standard 16-12 113 Natural air termination 16-13 113 Simplified air termination 16-17 114 Data of higher degrees 16-19 114 Distance to the structure 16-21 115 Forms of air terminations 16-28 116 17. DOWN CONDUCTORS AND METAL OBJECTS 17-0 119 Down conductors 17-1 119 Calculation of current paths 17-1 119 Example of current path 17-9 120 Positioning along the perimeter 17-15 121 Degrees of down conductors 17-17 121 Forms of down conductors 17-22 122 Vertical metal structures 17-26 123 Dangerous loops 17-26 123 Bonding metal structures 17-30 124 Insulating spacers 17-34 124 Elevators 17-37 125 18. EARTHING OF LIGHTNING PROTECTION SYSTEM 18-0 127 Degrees of earthing 18-1 127 Natural earthing 18-2 127 Simple earthing systems 18-5 128 CHAPTERS and subsections Comment Page Earthing resistance 18-10 129 Normal and enhanced systems 18-17 130 Earthing by foundation 18-22 131 Soil resistivity 18-27 132 Measurement of earthing resistance 18-30 132 Impulse earthing 18-32 132 19. LIGHTNING ELECTROMAGNETIC IMPULSE 19-0 135 Conductive coupling 19-1 135 Inductive coupling 19-3 136 Capacitive coupling 19-5 136 Distribution of current 19-7 136 Arriving current along a single line 19-10 137 Arriving current along branching line 19-15 138 Faraday holes 19-20 139 Shielded entrance 19-25 139 Shielded cable 19-30 140 Circuit of lightning 19-32 141 20. GRADED SURGE-PROTECTION 20-0 143 Operation principles 20-1 143 Three stage with resistors 20-6 144 Influence of distance between stages 20-11 145 Propagation of waves 20-19 146 Waves on devices 20-27 147 21. SURGE PROTECTION DEVICES 21-0 149 Gas filled arrester 21-1 149 Arc blowing spark gap 21-5 150 Gliding spark gap 21-9 150 Encapsulated arrester 21-13 151 Characteristics of gaps 21-18 152 The varistor 21-20 152 Characteristics of varistor 21-29 153 Types of protection devices 21-33 154 22. INTERNAL LIGHTNING PROTECTION ZONES 22-0 157 Structure of zones 22-1 157 Standardised lightning parameters 22-5 158 Networks of information systems 22-6 158 Tray configuration 22-17 160 23. CONNECTION TO ELECTRIC POWER NETWORK 23-0 161 Striking the supply line 23-1 161 Striking the air termination 23-10 162 TT system 23-17 163 Outdoor kWh box 23-22 164 CHAPTERS and subsections Comment Page 24. PROTECTION OF ELECTRONIC DEVICES 24-0 167 Protection of personal computer 24-1 167 Protection of television 24-10 169 Relay station 24-16 170 25. LIGHTNING MEASUREMENT AND LOCALIZATION 25-0 171 Measuring of lightning current 25-1 171 Magnetic card 25-2 171 Magnetic link 25-5 172 Shunt resistor 25-9 172 Coil of Rogowski 25-13 173 Reflection of the current wave 25-18 174 Localising by direction finding 25-21 174 Localising by pulse arrival time 25-24 175 Lightning detection systems 25-28 175 26. THE MANKIND IN THE THUNDERSTORM 26-0 177 Danger in open air 26-1 177 Danger on or beside a tree 26-5 178 Step voltage 26-11 179 What to do outdoors? 26-14 179 Danger on a bicycle 26-18 180 Danger at a car 26-22 180 Danger at a truck 26-26 181 Danger in water 26-30 182 Danger in boats and vessels 26-34 182 REFERENCES 185 INDEX 189
£68.36
John Wiley & Sons Inc Music and Dyslexia
Book SynopsisMusic and dyslexia is of particular interest for two reasons. Firstly, research suggests that music education can benefit young dyslexics as it helps them focus on auditory and motor timing skills and highlights the rhythms of language. Secondly, dyslexic musicians at a more advanced level face particular challenges such as sight-reading, written requirements of music examinations and extreme performance nerves. Thisis a sequel to the highly successful Music and Dyslexia: Opening New Doors, published in 2001.The field of dyslexiahas developed rapidly, particularly in the area of neuropsychology. Therefore this book focuses on these research advances, and draws out the aspects of music education that benefit young dyslexics. Thecontributors also discuss the problems that dyslexic musicians face, and several chapters are devoted to sight-reading and specific strategies that dyslexics can use to help them sight-read. The book offers practical techniques and strategies, to teachTrade Review"I recommend this humane, grounded and practical collection of essays to anyone with an interest in learning and teaching music." (Patoss Bulletin, November 2008) "A great read for specialist music teachers, advisory staff and anyone wanting to get a real feel for the difficulties faced by our children." (Children and Young People Now, July 2008)Table of ContentsForeword. List of Contributors. Preface. Section I: Tackling Problems. 1. Dyslexia and other developmental Differences (Tim Miles) 2. Things that can go wrong (Tim Miles) Section II: In and around the Classroom (Christine McRitchie Pratt) 4. Classroom Rhythm games for literacy support (Katie Overy) 5. Early Years: Deirdre Starts to Learn Piano (Olivia McCarth and Diana Ditchfield) 6. Winning Over the Reluctants (Christine McRitchie Pratt, Diana Ditchfield, Sheila Oglethorpe and John Westcombe) 7;. Can Music Lessons Help the Dyslexic Learner? (Sheila Oglethorpe) 8. Parallels Between the Teaching of Musical and Mathematical Notation (Tim Miles) 9. The Paper Work (Diana Ditchfield) 10. Sight-reading (Sheila Oglethorpe) 11. Sight-reading and Memory (Michael Lea) 12. Ten Top Tips and Thoughts (Nigel Clarke) 13. Can Computers Help? Matching the Inner with the Outer Ear (Adam Apostoli) Section III: Strategies and Success. 14. Positive Connections Across the Generations (Annemarie Sand John Westcombe) 15. Similarities and Differences in the Dyslexic Voice (Paula Bishop-Liebler) 16. Thirty-seven Oboists (Carolyn King) 17. Suzuki Benefits for Children with Dyslexia (Jenny Macmillan) 18. Dyslexia: No Problem (Diana Ditchfield) Section IV: Science takes Us Forward. 19. Insights from Brain Imaging (Katie Overy) 20. Music Reading: A Cognitive Neuroscience Approach (Lauren Stewart) Index.
£94.46
John Wiley & Sons Inc Music and Dyslexia
Book SynopsisPublished originally in 2001, the first edition of Music and Dyslexia shed light on the personal experiences of dyslexic musicians and music teachers who taught dyslexic students. The field has developed rapidly, particularly in the area of neuropsychology.Table of ContentsForeword. List of contributors. Preface. Section I. Tackling problems. 1. Dyslexia and Developmental differences (T. R. Miles). 2. Things that can go wrong (T.R. Miles). Section II. In and around the classroom. 3. In and around the classroom (Christine McRitchie Pratt). 4. Classroom rhythm games for literacy support (Katie Overy). 5. Early years: Deirdre starts to learn piano (Olivia McCarthy and Diana Ditchfield). 6. Winning over the reluctants (Christine McRitchie Pratt, Diana Ditchfield, Sheila Oglethorpe and John Westcombe). 7. Can music lessons help the dyslexic learner? (Sheila Oglethorpe). 8. Parallels between the teaching of musical and mathematical notation (Tim Miles). 9. The paperwork (Diana Ditchfield). 10. Sight-reading (Sheila Oglethorpe). 11. Sight-reading and memory (Michael Lea). 12. Ten top tips and thoughts (Nigel Clarke). 13. Can computers help? Matching the inner with the outer ear (Adam Apostoli). Section III. Strategies and successes. 14. Positive connections across the generations (Annemarie Sand and John Westcombe). 15. Similarities and differences in the dyslexic voice (Paula Bishop-Liebler). 16. Thirty-seven oboists (Carolyn King). 17. Suzuki benefits for children with dyslexia (Jenny Macmillan). 18. Dyslexia: no problem (Diana Ditchfield). Section IV. Science takes us forward. 19. Insights from brain imaging (Katie Overy). 20. Music reading: a cognitive neuroscience approach (Lauren Stewart). Index.
£36.05
John Wiley & Sons Inc The Algebra Teachers ActivityaDay Grades 612
Book SynopsisFun-filled math problems that put the emphasis on problem-solving strategies and reasoning The Algebra Teacher''s Activity-a-Day offers activities for test prep, warm-ups, down time, homework, or just for fun. These unique activities are correlated with national math education standards and emphasize problem-solving strategies and logical reasoning skills. In many of the activities, students are encouraged to communicate their different approaches to other students in the class. Filled with dozens of quick and fun algebra activities that can be used inside and outside the classroom Designed to help students practice problem-solving and algebra skills The activities address a wide range of topics, skills, and ability levels, so teachers can choose whichever best suit the students'' needs.Table of ContentsAbout This Book. About the Author. Acknowledgments. Correlation with NCTM Process and Standards Grid. Section 1. What Doesn't Belong? Section 2. What’s Missing? Section 3. Where Is It? Section 4. Algebraic Pathways. Section 5. Squiggles. Section 6. Math Mystery Messages. Section 7. What Am I? Section 8. Al-ge-grams. Section 9. Potpourri. Cooperative Games. Oral Team Problems. Mini-Investigations. Section 10. Calculator Explorations. Applications. Graphical Explorations. Suggested Resources. Answer Key.
£16.20
John Wiley and Sons Ltd Second Language Acquisition and TaskBased
Book SynopsisThis book offers an in-depth explanation of Task-Based Language Teaching (TBLT) and the methods necessary to implement it in the language classroom successfully. Combines a survey of theory and research in instructed second language acquisition (ISLA) with insights from language teaching and the philosophy of education Details best practice for TBLT programs, including discussion of learner needs and means analysis; syllabus design; materials writing; choice of methodological principles and pedagogic procedures; criterion-referenced, task-based performance assessment; and program evaluation Written by an esteemed scholar of second language acquisition with over 30 years of research and classroom experience Considers diffusion of innovation in education and the potential impact of TBLT on foreign and second language learning Trade Review"Long’s thorough knowledge of a broad range of LT related theories and research makes Second Language Acquisition and Task-Based Language Teaching a book that both current and potential users of TBLT are highly recommended to read. It offers not only an understanding of the theoretical rationale of TBLT but also support in the form of a range of practical suggestions associated with the implementation of TBLT in specific circumstances." (Oxford Journals 2016)Table of ContentsPreface and Acknowledgments xi Part One Theory and Research 1 1 Why TBLT? 3 1.1. The Importance of Second Language Learning and Teaching in the Twenty-First Century 3 1.2. TBLT and the Meaning of ‘Task’ 5 1.3. A Rationale for TBLT 7 1.3.1. Consistency with SLA theory and research findings 7 1.3.2. Basis in philosophy of education 9 1.3.3. Accountability 9 1.3.4. Relevance 10 1.3.5. Avoidance of known problems with existing approaches 12 1.3.6. Learner-centeredness 13 1.3.7. Functionality 13 1.4. Summary 14 1.5. Suggested Readings 14 2 SLA and the Fundamental LT Divide 16 2.1. Interventionist and Non-Interventionist Positions 16 2.1.1. Interventionist positions 17 2.1.2. Non-interventionist positions 18 2.2. Synthetic and Analytic Approaches to LT 19 2.2.1. Synthetic approaches 19 2.2.2. Analytic approaches 20 2.3. Problems with Synthetic Approaches and Focus on Forms 21 2.4. Problems with Analytic Approaches and Focus on Meaning 25 2.5. A Third Option: Analytic Approaches with a Focus on Form 27 2.6. A Role for Instructed Second Language Acquisition (ISLA) Research 28 2.7. Summary 29 2.8. Suggested Readings 29 3 Psycholinguistic Underpinnings: A Cognitive-Interactionist Theory of Instructed Second Language Acquisition (ISLA) 30 3.1. Theoretical Disunity in Second Language Acquisition (SLA) 30 3.2. When Knowledge Is Incomplete: The Role of Theory 33 3.3. A Cognitive-Interactionist Theory of ISLA: Problems and Explanations 36 P1. Purely incidental and implicit child L1A is overwhelmingly successful 36 P2. Purely incidental and implicit adult L2A is highly variable and largely unsuccessful 37 E1. Adult SLA is maturationally constrained 38 E2. Adults, so defi ned, are partially “disabled” language learners 41 P3. Some classes of linguistic features in adult SLA are fragile 43 E3. Implicit learning is still the default learning mechanism 43 E4. Explicit learning (including focal attention) is required to improve implicit processing in adult SLA but is constrained 49 E5. Attention is critical, at two levels 51 E6. The interaction hypothesis 52 E7. The role of negative feedback, including recasts 54 P4. Success and failure in adult SLA vary among and within individuals 57 E8. Individual differences, especially input sensitivity, and linguistic differences, especially perceptual saliency, are responsible for variability in, and within, ultimate L2 attainment 58 3.4. Summary 60 3.5. Suggested Readings 61 4 Philosophical Underpinnings: L’education Integrale 63 4.1. TBLT’s Philosophical Principles: Origins and Overview 63 4.2. L’education Integrale and Learning by Doing 66 4.3. Individual Freedom 69 4.4. Rationality 71 4.5. Emancipation 72 4.6. Learner-Centeredness 75 4.7. Egalitarian Teacher–Student Relationships 76 4.8. Participatory Democracy 77 4.9. Mutual Aid and Cooperation 79 4.10. Summary 82 4.11. Suggested Readings 82 Part Two Design and Implementation 85 5 Task-Based Needs and Means Analysis 87 5.1. Why Needs Analysis? 87 5.2. Needs Analysis and Learner Diversity 89 5.3. Doubts about Needs Analysis 92 5.3.1. General English for all 93 5.3.2. The ex post facto process syllabus 93 5.3.3. Felt needs or objective needs? 93 5.3.4. Learner heterogeneity 94 5.3.5. Surface linguistic features or underlying technical competence? 95 5.3.6. The dark side? 96 5.4. The Growth of Needs Analysis 98 5.4.1. The Council of Europe’s unit credit system 99 5.4.2. Munby’s Communication Needs Processor (CNP) and its critics 101 5.5. Task as the Unit of (Needs) Analysis 108 5.5.1. Tasks defined 108 5.5.2. Avoiding the traditional bottleneck in needs analysis 110 5.5.3. The availability of ready-made task-based analyses 111 5.6. Means Analysis 112 5.7. Summary 115 5.8. Suggested Readings 116 6 Identifying Target Tasks 117 6.1. Sources of Information 117 6.1.1. Published and unpublished literature 118 6.1.2. The learners 127 6.1.3. Applied linguists 130 6.1.4. Domain experts 135 6.1.5. Triangulated sources 136 6.2. Methods 139 6.2.1. The use of multiple measures and their sequencing 139 6.2.2. Sampling 146 6.2.3. Expert and non-expert intuitions 147 6.2.4. Interviews 149 6.2.5. Questionnaire surveys 152 6.2.6. Language audits 156 6.2.7. Participant and non-participant observation 157 6.2.8. Journals and logs 162 6.2.9. Proficiency measures 165 6.2.10. Triangulation by methods and sources: the flight attendants study 166 6.3. Summary 167 6.4. Suggested Readings 168 7 Analyzing Target Discourse 169 7.1. Conventional Approaches to Language Analysis for Language Teaching (LT) 169 7.2. The Dynamic Qualities of Target Discourse 171 7.2.1. Boswood and Marriot’s “ethnographic approach” to NA 172 7.2.2. Mohan and Marshall Smith’s “language socialization” approach to NA 175 7.2.3. Watson-Gegeo’s true ethnography and “thick explanation” 177 7.2.4. TBLT 179 7.3. Discourse Analysis (DA) and Analysis of Discourse (AD) 180 7.3.1. Discourse analysis 180 7.3.2. Analysis of discourse 181 7.3.3. Sampling and data collection 185 7.4. Analysis of Target Discourse: Five Cases 187 7.4.1. The railway ticket purchase 188 7.4.2. Japanese tourist shopping 191 7.4.3. Doing architecture 195 7.4.4. Buying and selling a cup of coff ee 198 7.4.5. When small talk is a big deal 201 7.5. Summary 203 7.6. Suggested Readings 203 8 Task-Based Syllabus Design 205 8.1. Some Minimum Requirements 205 8.2. The Unit of Analysis 206 8.2.1. The structural, or grammatical, syllabus 207 8.2.2. The notional-functional syllabus 208 8.2.3. The lexical syllabus 210 8.2.4. Topical and situational syllabi 212 8.2.5. The content syllabus 214 8.2.6. The procedural syllabus 216 8.2.7. The process syllabus 219 8.2.8. The task syllabus 221 8.2.9. The hybrid syllabus 222 8.3. Selection 223 8.3.1. Target tasks and target task-types 223 8.3.2. Pedagogic tasks 225 8.4. Grading 227 8.4.1. Valency and criticality 227 8.4.2. Frequency 228 8.4.3. Learnability 230 8.4.4. Complexity and difficulty 230 8.4.5. Some research findings on pedagogic task-types 241 8.5. Summary 245 8.6. Suggested Readings 246 9 Task-Based Materials 248 9.1. Desirable Qualities of Pedagogic Tasks (PTs) 248 9.2. Input Simplification and Elaboration 250 9.2.1. Genuineness, input simplification, and authenticity 250 9.2.2. Input elaboration 251 9.2.3. The Paco sentences 252 9.2.4. Effects of simplification and elaboration on L2 comprehension and acquisition 255 9.3. Sample Task-Based Materials 259 9.3.1. Preliminaries 259 9.3.2. Sample modules for true and false beginners 260 9.3.2.1. Geometric figures tasks (matching shapes) 261 9.3.2.2. “Spot-the-difference” tasks 264 9.3.3. Sample modules for elementary learners 269 9.3.3.1. Obtaining and following street directions 269 9.3.3.2. Decoding drug labels 274 9.3.4. Sample modules for intermediate learners 279 9.3.4.1. Negotiating a police traffic stop 279 9.3.4.2. Delivering a sales report 287 9.3.5. Sample modules for advanced learners 291 9.3.5.1. A complex political issue 291 9.3.5.2 Attending an academic lecture 295 9.4. Summary 297 9.5. Suggested Readings 298 10 Methodological Principles and Pedagogic Procedures 300 10.1. Methodological Principles (MPs), Pedagogic Procedures (PPs), and Evaluation Criteria (EC) 300 10.1.1. Methodological principles 301 10.1.2. Pedagogic procedures 301 10.1.3. Evaluation criteria 304 10.2. Ten Methodological Principles 305 10.2.1. MP1: Use task, not text, as the unit of analysis 305 10.2.2. MP2: Promote learning by doing 306 10.2.3. MP3: Elaborate input 306 10.2.4. MP4: Provide rich input 306 10.2.5. MP5: Encourage inductive “chunk” learning 307 10.2.6. MP6: Focus on form 316 10.2.7. MP7: Provide negative feedback 321 10.2.8. MP8: Respect learner syllabi and developmental processes 323 10.2.9. MP9: Promote cooperative collaborative learning 324 10.2.10. MP10: Individualize instruction 325 10.3. Pedagogic Procedures 326 10.4. Summary 327 10.5. Suggested Readings 327 11 Task-Based Assessment and Program Evaluation 329 11.1. Task-Based, Criterion-Referenced Performance Tests 329 11.2. Task Completion and/or Language Abilities? 332 11.3. Target Tasks or Underlying Constructs and Abilities? 334 11.4. The Transferability of Task-Based Abilities 336 11.5. Program Evaluation 341 11.5.1. Some general requirements on TBLT evaluations 341 11.5.2. Laboratory and classroom studies 343 11.5.3. Research findings on MPs 345 11.5.4. Evaluating task-based courses and programs 347 11.5.4.1. Establishing construct validity 347 11.5.4.2. Sample evaluations and findings 350 11.6. Summary 364 11.7. Suggested Readings 365 Part Three The Road Ahead 367 12 Does TBLT Have a Future? 369 12.1. Diffusion of Innovation 369 12.2. A Research Program for TBLT 373 12.3. Building the Road as We Travel 374 References 376 Appendix: List of Abbreviations 433 Index 436
£44.06
John Wiley & Sons Inc Informal Assessment and Instruction in Written
Book SynopsisThe purpose of this book is to help educators increase their proficiency in analyzing and teaching writing to students with learning disabilities. The text is organized into nine chapters. The first is the introductory chapter, the second provides a review of the various components of written language and the types of difficulties that students may have with handwriting, spelling, usage, vocabulary and text structure. The third chapter provides an overview of the writing process approach. The fourth chapter reviews the legal protections and various accommodations to which students are entitled. Chapters five, six and seven contain summaries of instructional strategies that may be used to enhance student performance in the areas of handwriting, basic skills and written expression. The eighth chapter presents analyses of writing samples from students in first-through eighth-grade levels that are reviewed within a diagnostic-prescriptive format. Chapter nine contains writing samples with Table of ContentsComponents of Written Language. Writing Process Approach. Accommodations and Modifications. Handwriting. Basic Skills. Written Expression. Analysis of Writing Samples. Additional Writing Samples. Appendices. References. Indexes.
£71.25
John Wiley & Sons Inc Teaching Physics with the Physics Suite CD
Book Synopsis Written by one of the leaders of the Physics Education Research (PER) movement, Teaching Physics is a book for anyone interested in learning how to become a more effective physics teacher. Rather than reviewing specific topics in physics with hints for how to teach them and lists of common student difficulties, Teaching Physics presents a variety of tools for improving both the teaching and learning of physics--from new kinds of homework and exam problems, to surveys for figuring out what has happened in your class, to tools for taking and analyzing data using computers and video. Teaching Physics is a companion guide to using the Physics Suite, an integrated collection of research-based instructional materials for lecture, laboratory, recitation, and workshop/studio environments. But even if you don''t use a single element from the Suite, Teaching Physics can help you enhance your students'' learning exper
£999.99
LUP - University of Michigan Press Why Is English Like That
Book SynopsisProvides a brief history of English without assuming any prior knowledge of the subject. This book outlines the historical events that shaped English; describes how its grammar, vocabulary, spelling, and pronunciation developed over time; and highlights the ""quirks"" and ""exceptions"" in English that can be explained on a historical basis.
£23.70
LUP - University of Michigan Press The Art of Teaching Speaking
Book SynopsisWhat elements make a speaking activity successful? Which tasks or activities truly help build English speaking fluency? What mistakes do ESL teachers often make when designing a speaking activity? This work seeks to answer these questions. It helps ESL/EFL teachers design and use speaking tasks that improve students' speaking fluency.
£25.60
The University of Michigan Press American Legal English 2nd Edition
Book SynopsisLaw is a profession that requires the ability to read critically, write well, synthesize sources from research, and speak concisely and clearly. This title was developed to help non-native speakers improve their ability to understand and communicate in English with their legal counterparts around the world.
£23.70
