Teaching of a specific subject Books
Information Age Publishing A Book For Every Teacher: Teaching English
Book SynopsisA Book for Every Teacher: Teaching English Language Learners is a unique and compressive text written for mainstream classroom teachers. The passion for writing this book comes from our working experiences with the K–12 teachers in four school districts through our ELL Center professional development program. Through this program, we provide professional training through our federally funded research and service projects. The purpose of our professional training is to prepare general education teachers to work effectively with English language learners (ELLs). While working with the teachers on a daily basis, we know the immediate needs of the teachers. This motivated us to embark this book project. In recent years, the ELL school population has the highest increase among school populations. As the NEA data indicates, providing ELL students with high quality services and programs is an important investment in America’s future (NEA, 2013). This book is our investment in helping teachers to meet their challenges and provide useful information and strategies for teaching ELLs.The book is designed with K–12 teachers in mind. It is best used by teachers who have or will have ELLs in their classrooms and who seek information and strategies to better work with and serve their ELLs to achieve academic success. With this design, teachers can use the book as a text or reference tool. This book can also be adopted as text materials for professional training. Teachers are the most important factor for ELLs’ academic success.
£47.45
Information Age Publishing A Book For Every Teacher: Teaching English
Book SynopsisA Book for Every Teacher: Teaching English Language Learners is a unique and compressive text written for mainstream classroom teachers. The passion for writing this book comes from our working experiences with the K–12 teachers in four school districts through our ELL Center professional development program. Through this program, we provide professional training through our federally funded research and service projects. The purpose of our professional training is to prepare general education teachers to work effectively with English language learners (ELLs). While working with the teachers on a daily basis, we know the immediate needs of the teachers. This motivated us to embark this book project. In recent years, the ELL school population has the highest increase among school populations. As the NEA data indicates, providing ELL students with high quality services and programs is an important investment in America’s future (NEA, 2013). This book is our investment in helping teachers to meet their challenges and provide useful information and strategies for teaching ELLs.The book is designed with K–12 teachers in mind. It is best used by teachers who have or will have ELLs in their classrooms and who seek information and strategies to better work with and serve their ELLs to achieve academic success. With this design, teachers can use the book as a text or reference tool. This book can also be adopted as text materials for professional training. Teachers are the most important factor for ELLs’ academic success.
£87.40
Information Age Publishing Research in Global Citizenship Education
Book SynopsisGlobalization is changing what citizens need to know and be able to do by interrupting the assumption that the actions of citizens only take place within national borders. If our neighborhoods and nations are affecting and being affected by the world, then our political consciousness must be worldminded. The outcomes of globalization have led educators to rethink what students need to learn and be able to do as citizens in a globally connected world.This volume focuses on research that examines how K-12 teachers and students are currently addressing the challenge of becoming citizens in a globally interconnected world. Although there is an extensive body of literature on citizenship education within national contexts and a growing literature on global education, this volume offers research on the work educators are doing across multiple countries to bring the two fields together to develop global citizens.
£44.96
Information Age Publishing Research in Global Citizenship Education
Book SynopsisGlobalization is changing what citizens need to know and be able to do by interrupting the assumption that the actions of citizens only take place within national borders. If our neighborhoods and nations are affecting and being affected by the world, then our political consciousness must be worldminded. The outcomes of globalization have led educators to rethink what students need to learn and be able to do as citizens in a globally connected world.This volume focuses on research that examines how K-12 teachers and students are currently addressing the challenge of becoming citizens in a globally interconnected world. Although there is an extensive body of literature on citizenship education within national contexts and a growing literature on global education, this volume offers research on the work educators are doing across multiple countries to bring the two fields together to develop global citizens.
£82.80
Information Age Publishing Beyond Methodology: English Language Learners
Book SynopsisThere is much variability with regard to the type, depth and effectiveness of training teachers receive in understanding and meeting the needs of English language learners (ELLs) in public schools across the country, yet the rise in the number of learners has been substantial. Although it is important that teachers have knowledge and skills related to instructional methods and approaches for teaching ESL, they may also be confronted with policies that disadvantage ELLs, such as compulsory standardized testing, and unrealistic curriculum demands. They may also lack appropriate resources, and be faced with learners who have learning disabilities and behavioral issues associated with culture shock.The book is designed to present classroom-oriented topics that are fundamental to the professional development of pre-service, novice, and veteran teachers working with ELLs. Such topics include issues surrounding initial orientation and student placement; the acculturation process for ELLs and particular concerns of refugee students; challenges involved in making accommodations and curricular modifications as well as determining if ELLs have special needs; social and emotional difficulties affecting ELL performance and communicating with parents; and bullying behaviors, learner advocacy and transitioning. The book may be used as a supplement to a course textbook on second language acquisition and teaching, or as the main focus of a course, to which other material is added.The short case studies provide an opportunity for teachers to engage in dialogue and wrestle with issues and dilemmas that pertain to ELLs in reallife school settings. They provide a stimulus that help teachers explore their underlying assumptions about the languages, cultures, and experiences that their ELLs bring to the school community. Acknowledging learners’ strengths and aspirations prepares all students for success in our global society.
£44.96
Information Age Publishing Beyond Methodology: English Language Learners
Book SynopsisThere is much variability with regard to the type, depth and effectiveness of training teachers receive in understanding and meeting the needs of English language learners (ELLs) in public schools across the country, yet the rise in the number of learners has been substantial. Although it is important that teachers have knowledge and skills related to instructional methods and approaches for teaching ESL, they may also be confronted with policies that disadvantage ELLs, such as compulsory standardized testing, and unrealistic curriculum demands. They may also lack appropriate resources, and be faced with learners who have learning disabilities and behavioral issues associated with culture shock.The book is designed to present classroom-oriented topics that are fundamental to the professional development of pre-service, novice, and veteran teachers working with ELLs. Such topics include issues surrounding initial orientation and student placement; the acculturation process for ELLs and particular concerns of refugee students; challenges involved in making accommodations and curricular modifications as well as determining if ELLs have special needs; social and emotional difficulties affecting ELL performance and communicating with parents; and bullying behaviors, learner advocacy and transitioning. The book may be used as a supplement to a course textbook on second language acquisition and teaching, or as the main focus of a course, to which other material is added.The short case studies provide an opportunity for teachers to engage in dialogue and wrestle with issues and dilemmas that pertain to ELLs in reallife school settings. They provide a stimulus that help teachers explore their underlying assumptions about the languages, cultures, and experiences that their ELLs bring to the school community. Acknowledging learners’ strengths and aspirations prepares all students for success in our global society.
£82.80
Information Age Publishing Doing Race in Social Studies: Critical
Book SynopsisRace and racism are a foundational part of the global and American experience. With this idea in mind, our social studies classes should reflect this reality. Social studies educators often have difficulties teaching about race within the context of their classrooms due to a variety of institutional and personal factors. Doing Race in Social Studies: Critical Perspectives provides teachers at all levels with research in social studies and critical race theory (CRT) and specific content ideas for how to teach about race within their social studies classes. The chapters in this book serve to fill the gap between the theoretical and the practical, as well as help teachers come to a better understanding of how teaching social studies from a CRT perspective can be enacted.The chapters included in this volume are written by prominent scholars in the field of social studies and CRT. They represent an original melding of CRT concepts with considerations of enacted social studies pedagogy. This volume addresses a void in the social studies conversation about race—how to think and teach about race within the social science disciplines that comprise the social studies. Given the original nature of this work, Doing Race in Social Studies: Critical Perspectives is a much-needed addition to the conversation about race and social studies education.
£47.45
Information Age Publishing Doing Race in Social Studies: Critical
Book SynopsisRace and racism are a foundational part of the global and American experience. With this idea in mind, our social studies classes should reflect this reality. Social studies educators often have difficulties teaching about race within the context of their classrooms due to a variety of institutional and personal factors. Doing Race in Social Studies: Critical Perspectives provides teachers at all levels with research in social studies and critical race theory (CRT) and specific content ideas for how to teach about race within their social studies classes. The chapters in this book serve to fill the gap between the theoretical and the practical, as well as help teachers come to a better understanding of how teaching social studies from a CRT perspective can be enacted.The chapters included in this volume are written by prominent scholars in the field of social studies and CRT. They represent an original melding of CRT concepts with considerations of enacted social studies pedagogy. This volume addresses a void in the social studies conversation about race—how to think and teach about race within the social science disciplines that comprise the social studies. Given the original nature of this work, Doing Race in Social Studies: Critical Perspectives is a much-needed addition to the conversation about race and social studies education.
£87.40
Information Age Publishing Mathematical Understanding for Secondary
Book SynopsisA perennial discussion about teacher development is the optimal content background for teachers. In recent years, that discussion has taken center stage in the work of mathematics education researchers, mathematicians, mathematics professional developers, and mathematics education policymakers. Much of the existing and prior work in this area has been directed toward mathematical knowledge for teaching at the elementary level. The work described in this volume takes a sometimes-neglected approach, focusing on the dynamic nature of mathematical understanding rather than on a stable description of mathematical knowledge, and on mathematics for secondary teaching rather than mathematics for teaching at the elementary level.The work reported in Mathematical Understanding for Secondary Teaching: A Framework and Classroom-Based Situations is a practice-based response to the question of what mathematical understandings secondary teachers could productively use in their teaching. For each of more than 50 events, our team of almost 50 mathematics educators who were experienced mathematics teachers developed descriptions of the mathematics that teachers could use—each of those descriptions (consisting of the event and the mathematics related to the event) is what we call a Situation. We developed our Framework for Mathematical Understanding for Secondary Teaching (MUST) based on an analysis of our entire set of Situations. We call the work practice-based because the MUST framework is based on actual events that we witnessed in our observations of secondary mathematics practice.Groups of mathematics teachers can use this volume to enhance their own understandings of secondary mathematics. School leaders and professional developers in secondary mathematics will find our MUST Framework and Situations useful as they work with teachers in enhancing and deepening their understanding of secondary mathematics. Mathematics teacher educators and mathematicians who teach mathematics to prospective and in-service secondary teachers will be able to couch their mathematical discussions in the Situations—examples that arise from secondary mathematics classrooms. They will be able to use this volume as they design courses and programs that enhance mathematics from the perspectives identified in the MUST framework. Policymakers and researchers can use our MUST framework as they consider the mathematics background needed by teachers.
£67.50
Information Age Publishing Mathematical Understanding for Secondary
Book SynopsisA perennial discussion about teacher development is the optimal content background for teachers. In recent years, that discussion has taken center stage in the work of mathematics education researchers, mathematicians, mathematics professional developers, and mathematics education policymakers. Much of the existing and prior work in this area has been directed toward mathematical knowledge for teaching at the elementary level. The work described in this volume takes a sometimes-neglected approach, focusing on the dynamic nature of mathematical understanding rather than on a stable description of mathematical knowledge, and on mathematics for secondary teaching rather than mathematics for teaching at the elementary level.The work reported in Mathematical Understanding for Secondary Teaching: A Framework and Classroom-Based Situations is a practice-based response to the question of what mathematical understandings secondary teachers could productively use in their teaching. For each of more than 50 events, our team of almost 50 mathematics educators who were experienced mathematics teachers developed descriptions of the mathematics that teachers could use—each of those descriptions (consisting of the event and the mathematics related to the event) is what we call a Situation. We developed our Framework for Mathematical Understanding for Secondary Teaching (MUST) based on an analysis of our entire set of Situations. We call the work practice-based because the MUST framework is based on actual events that we witnessed in our observations of secondary mathematics practice.Groups of mathematics teachers can use this volume to enhance their own understandings of secondary mathematics. School leaders and professional developers in secondary mathematics will find our MUST Framework and Situations useful as they work with teachers in enhancing and deepening their understanding of secondary mathematics. Mathematics teacher educators and mathematicians who teach mathematics to prospective and in-service secondary teachers will be able to couch their mathematical discussions in the Situations—examples that arise from secondary mathematics classrooms. They will be able to use this volume as they design courses and programs that enhance mathematics from the perspectives identified in the MUST framework. Policymakers and researchers can use our MUST framework as they consider the mathematics background needed by teachers.
£96.90
Information Age Publishing Going Back for Our Future II: Carrying Forward
Book SynopsisWho were the pioneers in science education, and what motivated them to do what they did?" This book is the second volume of an attempt to capture and record some of the answers to these questions—either from the pioneers themselves or from those persons who worked most closely with them. As with the first volume, we have attempted to include as many pioneers as possible, but we know that there are still many that are not included in this or the previous volume. As we have posed questions, rummaged through files and oft?neglected books, and probed the memories of many individuals, we have come to realize our list of true pioneers is ever growing.As we consider our list of pioneers, we know that there are names on the list that most of us readily recognize. We also fully realize that there are names of whom few of us have heard—yet who were significant in their roles as mentors or idea development and teaching. We continue to be impressed with our science education “family tree” ever branching out to more individuals and connections. The stories in this volume continue to demonstrate how vital this network was in supporting the individual pioneers during their journey in difficult times and continues to be for those of us today in our own enterprise.
£44.96
Information Age Publishing Going Back for Our Future II: Carrying Forward
Book SynopsisWho were the pioneers in science education, and what motivated them to do what they did?" This book is the second volume of an attempt to capture and record some of the answers to these questions—either from the pioneers themselves or from those persons who worked most closely with them. As with the first volume, we have attempted to include as many pioneers as possible, but we know that there are still many that are not included in this or the previous volume. As we have posed questions, rummaged through files and oft?neglected books, and probed the memories of many individuals, we have come to realize our list of true pioneers is ever growing.As we consider our list of pioneers, we know that there are names on the list that most of us readily recognize. We also fully realize that there are names of whom few of us have heard—yet who were significant in their roles as mentors or idea development and teaching. We continue to be impressed with our science education “family tree” ever branching out to more individuals and connections. The stories in this volume continue to demonstrate how vital this network was in supporting the individual pioneers during their journey in difficult times and continues to be for those of us today in our own enterprise.
£82.80
Information Age Publishing What Mathematics Do Students Know and How is that
Book SynopsisThis volume is intended for researchers, curriculum developers, policy makers, and classroom teachers who want comprehensive information on what students at grades 4, 8, and 12 (the grades assessed by NAEP) can and cannot do in mathematics. After two introductory chapters on the design of NAEP, the volume contains a chapter on the challenges in analyzing NAEP data at the item level followed by five chapters that report 2005 through 2013 student performance on specific assessment items. These chapters are organized by content area and then by topic (e.g., understanding of place value, knowledge of transformations, ability to use metric and U.S. systems of measurement) and thus provide baseline data on the proportion of students who are able to complete the mathematics tasks currently used in the upper elementary, middle, and high?school mathematics curriculum. Additional chapters focus on student reasoning, U.S. performance on international assessments, and using construct analysis rather than percent correct on clusters of items to understand student knowledge on specific mathematics topics.Several themes emerge from the volume. One is that while the rate of improvement in mathematics learning in grades 4 and 8 has slowed in recent years, it has slowed more on some topics than others. Another is that relatively minor changes in wording can have significant effects on student performance and thus it is difficult to be specific about what students can do without knowing exactly what questions they were asked. A third theme is that changes in performance over time can sometimes but not always be understood in terms of what students are taught. For example, there were substantial gains on several grade 4 items requiring understanding of fractions and that is probably because the amount of instruction on fractions in grades 3 and 4 has been increasing. In contrast, while relatively few twelfth?grade students have ever been good at factoring trinomials, performance on this skill seems to be decreasing. This suggests that while more students are completing advanced mathematics courses in high school, these courses are not helping in the area of factoring trinomials. Finally, there are limitations to using NAEP as a measure of student performance on the Common Core State Standards. To the extent that NAEP can be used, however, the NAEP data show a substantial gap between expectations and performance.
£49.95
Information Age Publishing What Mathematics Do Students Know and How is that
Book SynopsisThis volume is intended for researchers, curriculum developers, policy makers, and classroom teachers who want comprehensive information on what students at grades 4, 8, and 12 (the grades assessed by NAEP) can and cannot do in mathematics. After two introductory chapters on the design of NAEP, the volume contains a chapter on the challenges in analyzing NAEP data at the item level followed by five chapters that report 2005 through 2013 student performance on specific assessment items. These chapters are organized by content area and then by topic (e.g., understanding of place value, knowledge of transformations, ability to use metric and U.S. systems of measurement) and thus provide baseline data on the proportion of students who are able to complete the mathematics tasks currently used in the upper elementary, middle, and high?school mathematics curriculum. Additional chapters focus on student reasoning, U.S. performance on international assessments, and using construct analysis rather than percent correct on clusters of items to understand student knowledge on specific mathematics topics.Several themes emerge from the volume. One is that while the rate of improvement in mathematics learning in grades 4 and 8 has slowed in recent years, it has slowed more on some topics than others. Another is that relatively minor changes in wording can have significant effects on student performance and thus it is difficult to be specific about what students can do without knowing exactly what questions they were asked. A third theme is that changes in performance over time can sometimes but not always be understood in terms of what students are taught. For example, there were substantial gains on several grade 4 items requiring understanding of fractions and that is probably because the amount of instruction on fractions in grades 3 and 4 has been increasing. In contrast, while relatively few twelfth?grade students have ever been good at factoring trinomials, performance on this skill seems to be decreasing. This suggests that while more students are completing advanced mathematics courses in high school, these courses are not helping in the area of factoring trinomials. Finally, there are limitations to using NAEP as a measure of student performance on the Common Core State Standards. To the extent that NAEP can be used, however, the NAEP data show a substantial gap between expectations and performance.
£87.40
Information Age Publishing The First Sourcebook on Asian Research in
Book Synopsis
£138.56
Information Age Publishing The First Sourcebook on Asian Research in
Book Synopsis
£184.75
Information Age Publishing Critical Mathematics Education: Theory, Praxis,
Book SynopsisMathematics is traditionally seen as the most neutral of disciplines, the furthest removed from the arguments and controversy of politics and social life. However, critical mathematics challenges these assumptions and actively attacks the idea that mathematics is pure, objective, and value?neutral. It argues that history, society, and politics have shaped mathematics—not only through its applications and uses but also through molding its concepts, methods, and even mathematical truth and proof, the very means of establishing truth. Critical mathematics education also attacks the neutrality of the teaching and learning of mathematics, showing how these are value?laden activities indissolubly linked to social and political life. Instead, it argues that the values of openness, dialogicality, criticality towards received opinion, empowerment of the learner, and social/political engagement and citizenship are necessary dimensions of the teaching and learning of mathematics, if it is to contribute towards democracy and social justice.This book draws together critical theoretic contributions on mathematics and mathematics education from leading researchers in the field. Recurring themes include: The natures of mathematics and critical mathematics education, issues of epistemology and ethics; Ideology, the hegemony of mathematics, ethnomathematics, and real?life education; Capitalism, globalization, politics, social class, habitus, citizenship and equity.The book demonstrates the links between these themes and the discipline of mathematics, and its critical teaching and learning. The outcome is a groundbreaking collection unified by a shared concern with critical perspectives of mathematics and education, and of the ways they impact on practice.
£49.95
Information Age Publishing Critical Mathematics Education: Theory, Praxis,
Book SynopsisMathematics is traditionally seen as the most neutral of disciplines, the furthest removed from the arguments and controversy of politics and social life. However, critical mathematics challenges these assumptions and actively attacks the idea that mathematics is pure, objective, and value?neutral. It argues that history, society, and politics have shaped mathematics—not only through its applications and uses but also through molding its concepts, methods, and even mathematical truth and proof, the very means of establishing truth. Critical mathematics education also attacks the neutrality of the teaching and learning of mathematics, showing how these are value?laden activities indissolubly linked to social and political life. Instead, it argues that the values of openness, dialogicality, criticality towards received opinion, empowerment of the learner, and social/political engagement and citizenship are necessary dimensions of the teaching and learning of mathematics, if it is to contribute towards democracy and social justice.This book draws together critical theoretic contributions on mathematics and mathematics education from leading researchers in the field. Recurring themes include: The natures of mathematics and critical mathematics education, issues of epistemology and ethics; Ideology, the hegemony of mathematics, ethnomathematics, and real?life education; Capitalism, globalization, politics, social class, habitus, citizenship and equity.The book demonstrates the links between these themes and the discipline of mathematics, and its critical teaching and learning. The outcome is a groundbreaking collection unified by a shared concern with critical perspectives of mathematics and education, and of the ways they impact on practice.
£87.40
Information Age Publishing Unpuzzling History with Primary Sources
Book SynopsisRecent advances in technology have created easy access for classroom teachers and students alike to a vast store of primary sources. This fact accompanied by the growing emphasis on primary documents through education reform movements has created a need for active approaches to learning from such sources. Unpuzzling History with Primary Sources addresses this need. It looks at the role that primary sources can play in a social studies curriculum in the 21st century. Each chapter deals with a different aspect of teaching primary sources.Each chapter includes a discussion of key issues, model activities, and resources for upper elementary through high school teachers. A model lesson plan also appears at the end of most chapters. Chapter one presents a unique perspective on the nature of history and primary sources. This is followed by chapters on how historical thinking and inquiry relate to primary sources.Other chapters deal with individual types of primary sources. A glance at the table of contents will certainly draw the teacher’s interest regardless of teaching style. The skills that students gain from working with primary sources prepare them for the many responsibilities and duties of being a citizen in a democracy. Therefore, the book closes with a chapter pointing to the relationship of primary sources to citizenship education. This book will be useful as a resource for teachers and might serve as a text for in?service, college methods courses, and school libraries. All four authors have experience in the K?12 classroom as well as social studies teacher education.
£42.46
Information Age Publishing Unpuzzling History with Primary Sources
Book SynopsisRecent advances in technology have created easy access for classroom teachers and students alike to a vast store of primary sources. This fact accompanied by the growing emphasis on primary documents through education reform movements has created a need for active approaches to learning from such sources. Unpuzzling History with Primary Sources addresses this need. It looks at the role that primary sources can play in a social studies curriculum in the 21st century. Each chapter deals with a different aspect of teaching primary sources.Each chapter includes a discussion of key issues, model activities, and resources for upper elementary through high school teachers. A model lesson plan also appears at the end of most chapters. Chapter one presents a unique perspective on the nature of history and primary sources. This is followed by chapters on how historical thinking and inquiry relate to primary sources.Other chapters deal with individual types of primary sources. A glance at the table of contents will certainly draw the teacher’s interest regardless of teaching style. The skills that students gain from working with primary sources prepare them for the many responsibilities and duties of being a citizen in a democracy. Therefore, the book closes with a chapter pointing to the relationship of primary sources to citizenship education. This book will be useful as a resource for teachers and might serve as a text for in?service, college methods courses, and school libraries. All four authors have experience in the K?12 classroom as well as social studies teacher education.
£78.20
Information Age Publishing Critical Views on Teaching and Learning English
Book SynopsisThis volume takes a critical look at teaching and learning English across the globe. Its aim is to fill a gap in the literature created by the omission of the voices of those engaged in the everyday practice of teaching and learning English; those of students, teachers, and specialists. Three unique characteristics give this book broad appeal. They include its inclusion of the perspectives and experiences of students and educators involved in the everyday practice of English language teaching and learning its inclusion of the experiences of students and educators in both core and non-core English-speaking countries its basis on original, qualitative studies conducted by scholars in different parts of the world including Europe, the Middle East, Asia, and the Americas Of particular interest to applied linguists, scholars from diverse fields such as English as a Foreign/Second Language, English as an International Language, anthropology and education, English education, sociolinguistics, and bilingual education will also find value in this book. Written in accessible language, it can be used in such courses as Applied Linguistics, Second Language Classroom Contexts, Bilingualism and Multilingualism, English Around the World, Research Methodologies in Second Language Acquisition, and Research in Second Language Pedagogical Contexts. In addition, by focusing on presenting research experiences that adopt several epistemological and theoretical approaches, the book provides teachers of research with a great tool to examine varied applications of qualitative methods, data collection, and analytic techniques. Thus it could also be used for courses in Field Research and Qualitative Methods.
£44.96
Information Age Publishing Critical Views on Teaching and Learning English
Book SynopsisThis volume takes a critical look at teaching and learning English across the globe. Its aim is to fill a gap in the literature created by the omission of the voices of those engaged in the everyday practice of teaching and learning English; those of students, teachers, and specialists. Three unique characteristics give this book broad appeal. They include its inclusion of the perspectives and experiences of students and educators involved in the everyday practice of English language teaching and learning its inclusion of the experiences of students and educators in both core and non-core English-speaking countries its basis on original, qualitative studies conducted by scholars in different parts of the world including Europe, the Middle East, Asia, and the Americas Of particular interest to applied linguists, scholars from diverse fields such as English as a Foreign/Second Language, English as an International Language, anthropology and education, English education, sociolinguistics, and bilingual education will also find value in this book. Written in accessible language, it can be used in such courses as Applied Linguistics, Second Language Classroom Contexts, Bilingualism and Multilingualism, English Around the World, Research Methodologies in Second Language Acquisition, and Research in Second Language Pedagogical Contexts. In addition, by focusing on presenting research experiences that adopt several epistemological and theoretical approaches, the book provides teachers of research with a great tool to examine varied applications of qualitative methods, data collection, and analytic techniques. Thus it could also be used for courses in Field Research and Qualitative Methods.
£82.80
Information Age Publishing Digital Curricula in School Mathematics
Book SynopsisThe mathematics curriculum – what mathematics is taught, to whom it is taught, and when it is taught – is the bedrock to understanding what mathematics students can, could, and should learn. Today’s digital technology influences the mathematics curriculum in two quite different ways. One influence is on the delivery of mathematics through hardware such as desktops, laptops, and tablets. Another influence is on the doing of mathematics using software available on this hardware, but also available on the internet, calculators, or smart phones.These developments, rapidly increasing in their availability and decreasing in their cost, raise fundamental questions regarding a mathematics curriculum that has traditionally been focused on paper-and-pencil work and taught in many places as a set of rules to be practiced and learned.This volume presents the talks given at a conference held in 2014 at the University of Chicago, sponsored by the Center for the Study of Mathematics Curriculum. The speakers – experts from around the world and inside the USA – were asked to discuss one or more of the following topics: changes in the nature and creation of curricular materials available to students transformations in how students learn and how they demonstrate their learning rethinking the role of the teacher and how students and teachers interact within a classroom and across distances from each other The result is a set of articles that are interesting and captivating, and challenge us to examine how the learning of mathematics can and should be affected by today’s technology.
£47.45
Information Age Publishing Digital Curricula in School Mathematics
Book SynopsisThe mathematics curriculum – what mathematics is taught, to whom it is taught, and when it is taught – is the bedrock to understanding what mathematics students can, could, and should learn. Today’s digital technology influences the mathematics curriculum in two quite different ways. One influence is on the delivery of mathematics through hardware such as desktops, laptops, and tablets. Another influence is on the doing of mathematics using software available on this hardware, but also available on the internet, calculators, or smart phones.These developments, rapidly increasing in their availability and decreasing in their cost, raise fundamental questions regarding a mathematics curriculum that has traditionally been focused on paper-and-pencil work and taught in many places as a set of rules to be practiced and learned.This volume presents the talks given at a conference held in 2014 at the University of Chicago, sponsored by the Center for the Study of Mathematics Curriculum. The speakers – experts from around the world and inside the USA – were asked to discuss one or more of the following topics: changes in the nature and creation of curricular materials available to students transformations in how students learn and how they demonstrate their learning rethinking the role of the teacher and how students and teachers interact within a classroom and across distances from each other The result is a set of articles that are interesting and captivating, and challenge us to examine how the learning of mathematics can and should be affected by today’s technology.
£87.40
Information Age Publishing Teaching ELLs Across Content Areas: Issues and
Book SynopsisThe book, Teaching ELLs Across Content Areas: Issues and Strategies, is a unique, useful text written for K–12 teachers. This book is the culmination of the professional knowledge, expertise, and experience from the distinguished authors who represent the entire range of the content areas, including: language arts, science, mathematics, technology, arts, psychology, and Hispanic studies.The ELL school population has reached 5.3 million with the increase rate of 51 percent from School Yearr 1998-1999 to 2008-2009 (NCELA, 2012). By 2025, one out of four K-12 students will be ELLs (NEA Policy Brief, 2013). The NEA data states that the ELLs are the fastest-growing student populatio n group in our schools and providing them with high-quality services and programs is an important investment in America’s future (NEA Policy Brief, 2013). With the fast growth of the ELLs in schools, basic information and strategies are needed by all K-12 teachers. This book provides useful information and strategies for all K-12 teachers in content classrooms. This book has three significances. First, the book provides the most needed information for K-12 teachers with issues and strategies that are important in content areas to help ELLs’ success. With the fast growth of the ELLs in schools, K-12 teachers need this information in conte nt classrooms. Second, the book fills the gap related to teaching ELLs in content areas. There are some existing books with titles on teaching ELLs across content areas; yet, these books provide general information with fewer books that really address specific content topics. This book is unique because it has the dedicated chapters for specific content areas, e.g., Language Arts, Science, Math, Social Studies with issues and strategies in these respective contents as well as general information, e.g., L2 theories for teachers to know and work with ELLs. Third, the book is reader-friendly with carefullycrafted chapters. Each chapter begins with a scenario to catch the reader’s attention, is followed by issues and strategies, and ends with a summary. A scenario begins with each chapter for teachers to get to know the ELLs with the content that focuses on the related information and teaching strategies. With the continued increase in the ELL school population, this book is intended helping all K-12 teachers in content areas have knowledge and stategies to better serve their ELLs.
£49.95
Information Age Publishing Teaching ELLs Across Content Areas: Issues and
Book SynopsisThe book, Teaching ELLs Across Content Areas: Issues and Strategies, is a unique, useful text written for K–12 teachers. This book is the culmination of the professional knowledge, expertise, and experience from the distinguished authors who represent the entire range of the content areas, including: language arts, science, mathematics, technology, arts, psychology, and Hispanic studies.The ELL school population has reached 5.3 million with the increase rate of 51 percent from School Yearr 1998-1999 to 2008-2009 (NCELA, 2012). By 2025, one out of four K-12 students will be ELLs (NEA Policy Brief, 2013). The NEA data states that the ELLs are the fastest-growing student populatio n group in our schools and providing them with high-quality services and programs is an important investment in America’s future (NEA Policy Brief, 2013). With the fast growth of the ELLs in schools, basic information and strategies are needed by all K-12 teachers. This book provides useful information and strategies for all K-12 teachers in content classrooms. This book has three significances. First, the book provides the most needed information for K-12 teachers with issues and strategies that are important in content areas to help ELLs’ success. With the fast growth of the ELLs in schools, K-12 teachers need this information in conte nt classrooms. Second, the book fills the gap related to teaching ELLs in content areas. There are some existing books with titles on teaching ELLs across content areas; yet, these books provide general information with fewer books that really address specific content topics. This book is unique because it has the dedicated chapters for specific content areas, e.g., Language Arts, Science, Math, Social Studies with issues and strategies in these respective contents as well as general information, e.g., L2 theories for teachers to know and work with ELLs. Third, the book is reader-friendly with carefullycrafted chapters. Each chapter begins with a scenario to catch the reader’s attention, is followed by issues and strategies, and ends with a summary. A scenario begins with each chapter for teachers to get to know the ELLs with the content that focuses on the related information and teaching strategies. With the continued increase in the ELL school population, this book is intended helping all K-12 teachers in content areas have knowledge and stategies to better serve their ELLs.
£87.40
Information Age Publishing Cinematic Social Studies: A Resource for Teaching
Book SynopsisAction! Film is a common and powerful element in the social studies classroom and Cinematic Social Studies explores teaching and learning social studies with film. Teaching with film is a prominent teaching strategy utilized by many teachers on a regular basis. Cinematic Social Studies moves readers beyond the traditional perceptions of teaching film and explores the vast array of ideas and strategies related to teaching social studies with film. The contributing authors of this volume seek to explain, through an array of ideas and visions, what cinematic social studies can/should look like, while providing research and rationales for why teaching social studies with film is valuable and important.This volume includes twenty-four scholarly chapters discussing relevant topics of importance to cinematic social studies. The twenty four chapters are divided into three sections. This stellar collection of writings includes contributions from noteworthy scholars like Keith Barton, Wayne Journell, James Damico, Cynthia Tyson, and many more.
£58.12
Information Age Publishing Cinematic Social Studies: A Resource for Teaching
Book SynopsisAction! Film is a common and powerful element in the social studies classroom and Cinematic Social Studies explores teaching and learning social studies with film. Teaching with film is a prominent teaching strategy utilized by many teachers on a regular basis. Cinematic Social Studies moves readers beyond the traditional perceptions of teaching film and explores the vast array of ideas and strategies related to teaching social studies with film. The contributing authors of this volume seek to explain, through an array of ideas and visions, what cinematic social studies can/should look like, while providing research and rationales for why teaching social studies with film is valuable and important.This volume includes twenty-four scholarly chapters discussing relevant topics of importance to cinematic social studies. The twenty four chapters are divided into three sections. This stellar collection of writings includes contributions from noteworthy scholars like Keith Barton, Wayne Journell, James Damico, Cynthia Tyson, and many more.
£87.40
Information Age Publishing Science and Service Learning
Book SynopsisThe goal of Volume VII of Research in Science Education is to examine the relationship between science inquiry and servicelearning. Its primary intent is to bridge the gaps between research and practice. The volume is meant to be useful to science and service?learning researchers and practitioners such as teachers and administrators because it provides information about strategies to integrate service?learning into the science curriculum and instruction.The main themes relate to such topics as: Student science academic engagement and academic achievement; Teacher instructional strategies in science and service?learning; Science curricula adaptation or development; Civic responsibility of students and community partners; Resiliency of students at?risk; Effect of standards based service?learning and science on student outcomes such as academic engagement, civic engagement, and resiliency to adversity.Specific case studies and strategies focus on how to: Make learning more engaging. Encourage collaboration among students, teachers, and community partners; Improve academic competence; Create social/civic responsibility; Stimulate resiliency in students at?risk; Improve student interest in STEM subjects and majors; Develop STEM career interests; Improve the quality of science and service?learning instruction through addressing standards.Students can learn in teacher?centered classrooms, however, a learner?centered class that focuses on science inquiry, and service?learning is more authentic and engaging to learners. This type of learning may not be the only way to teach, however, many educators believe that it is the best way for students to learn (Jordan, 2005).
£47.45
Information Age Publishing Science and Service Learning
Book SynopsisThe goal of Volume VII of Research in Science Education is to examine the relationship between science inquiry and servicelearning. Its primary intent is to bridge the gaps between research and practice. The volume is meant to be useful to science and service?learning researchers and practitioners such as teachers and administrators because it provides information about strategies to integrate service?learning into the science curriculum and instruction.The main themes relate to such topics as: Student science academic engagement and academic achievement; Teacher instructional strategies in science and service?learning; Science curricula adaptation or development; Civic responsibility of students and community partners; Resiliency of students at?risk; Effect of standards based service?learning and science on student outcomes such as academic engagement, civic engagement, and resiliency to adversity.Specific case studies and strategies focus on how to: Make learning more engaging. Encourage collaboration among students, teachers, and community partners; Improve academic competence; Create social/civic responsibility; Stimulate resiliency in students at?risk; Improve student interest in STEM subjects and majors; Develop STEM career interests; Improve the quality of science and service?learning instruction through addressing standards.Students can learn in teacher?centered classrooms, however, a learner?centered class that focuses on science inquiry, and service?learning is more authentic and engaging to learners. This type of learning may not be the only way to teach, however, many educators believe that it is the best way for students to learn (Jordan, 2005).
£87.40
Brookes Publishing Co 45 Strategies That Support Young Dual Language
Book SynopsisThis book shows teachers how to develop a toolbox of strategies for effectively teaching and engaging dual language learners while also supporting their families from diverse backgrounds. The book is organized by outlining and describing 45 teaching tips that educators can use to implement best practices for effectively supporting dual language learners in their classroom. Using these tips, the authors detail how teachers can foster a language- and culture-inclusive classroom environment for all students.
£33.96
Brookes Publishing Co Speech to Print Workbook: Language Exercises for
Book SynopsisThe ideal companion to the third edition of the bestselling Speech to Print textbook, this revised workbook helps teachers deepen their understanding of spoken and written English, practice and strengthen their skills and knowledge, and prepare to deliver high-quality reading instruction. Speech to Print author Louisa Moats has partnered with Bruce Rosowâ€"an experienced special educator and teacher of teachersâ€"to develop an updated and engaging new edition of the workbook that gets today’s teachers ready for success in the classroom. As in the previous editions, the exercises in the new workbook cover all the areas addressed in the textbook, including phonetics and phonology, orthography, morphology, syntax, and semantics. Users will find dozens of new exercises, updates and revisions throughout, and student-friendly features such as chapter quizzes, answer keys, and tips on teaching language concepts to their own students. Perfect for preservice teacher education courses or for in-service professional development, this workbook will help ensure that educators grasp the complex concepts in Speech to Printâ€"and successfully teach children the critical literacy skills they’ll need for the rest of their lives.WHAT’S NEW More than 30 brand-new exercises not found in the Speech to Print textbook Revised and updated exercises throughout Extensive new content and exercises addressing syntax and semantics New chapter quizzes reinforcing teachers’ knowledge of language building blocks, including phonology, orthography, morphology, syntax, and semantics Exercises that provide models and tips for teaching selected concepts to students A new final course exam Learn more about the new edition!Trade Review"Includes all a teacher needs to know about the English language in order to teach reading and writing . . . a must-read for all teachers."Table of ContentsAbout the Downloads About the Authors Chapter 1 To the Student Chapter 2 Phonetics Chapter 3 Phonology Chapter 4 The Structure of English Orthography Chapter 5 Morphology Chapter 6 Syntax Chapter 7 Semantics Final Exam Appendix A Phoneme Tile Templates Appendix B Developmental Spelling Inventories
£31.46
Brookes Publishing Co Teaching Dual Language Learners: What Early
Book SynopsisAs the number of dual language learners (DLLs) in early childhood settings continues to rise, educators need to know how to teach, engage, and assess children from different cultural and linguistic backgrounds. They'll have the effective strategies they need with this timely book, a reader‐friendly guide that expertly connects research to practice for teachers of young DLLs.Early childhood educators will start with a detailed review of the demographics of today's DLLs and the latest research findings on supporting the learning and development of bilingual and multilingual children. Then they'll find practical guidance on the best instructional and assessment practices to integrate into their classrooms. Throughout the book, five in‐depth case studies of diverse children highlight the importance of considering each child's background, skills, and home experiences when designing effective learning environments.Extending the groundbreaking work of Patton O. Tabors and ideal for use as a textbook or in‐service guide, this concise book compiles everything teachers need to know about working with young DLLs—and setting them up for a lifetime of school success.TEACHERS WILL LEARN HOW TO Connect and work with families, with consideration for their cultural context, practices, beliefs, goals, and diverse experiences Internalize eight key beliefs every teacher should have about dual language learning and apply those beliefs to practice Apply specific, evidence‐based classroom practices that promote the learning and development of young DLLs Use best practices to help DLL children develop language and early literacy skills Assess the learning of DLLs in culturally valid and linguistically appropriate ways Implement appropriate assessment practices that inform instruction and promote the learning of DLLs PRACTICAL MATERIALS: Preservice and in‐service teachers alike will benefit from the learning objectives, guiding questions, self‐study and reflection activities, and downloadable forms, including a case study template for child observations and a helpful resource guide to share with families.Trade Review“A comprehensive resource for all professionals who engage with DLLs and their families. The research to school and home practices are excellent and essential for ensuring positive language and learning outcomes of DLLs.”Table of Contents Chapter 1. An Introduction to Dual Language Learners (DLLs) Chapter 2. The important role of the family Chapter 3. Teacher beliefs and practices with DLL students Chapter 4. Effective classroom practices for working with DLLs Chapter 5. Assessment considerations and practices for DLLs Chapter 6. Implications for practice for early childhood educators and programs
£33.96
Brookes Publishing Co Bilingual Language Development & Disorders in
Book SynopsisDual language learners are the fastest-growing segment of the U.S. student population, and the majority speak Spanish as a first language. This graduate-level textbook—now in its third edition—gives future speech-language pathologists the comprehensive knowledge they need to work effectively with Spanish–English bilingual children and support their language development. Aligned with current best practices and updated with the latest research and new chapters on critical topics, this book prepares SLPs for practice with cutting-edge information on language development and disorders of Spanish–English bilingual children. More than 25 leading researchers compile the high-level knowledge SLPs need to understand the complexity of language development in bilingual children, distinguish language differences from disorders accurately, and conduct effective assessment and intervention. An essential graduate text that will also be a trusted reference for practicing professionals, this third edition gives current and future SLPs a broad, deep, and nuanced understanding of communication development and disorders in Spanish English bilingual children. NEW CHAPTERS ON: the human right to communicate in more than one language • development of speech perception and production in bilingual preverbal infants • culturally and linguistically responsive approaches to language intervention. UPDATED INFORMATION ON: bilingual language development of English learners • bilingualism and the child socialization process • bilingual lexical development, assessment, and intervention • semantic development • grammatical impairments • morphosyntactic development • cross-linguistic influence and code-switching • oral narrative language skills and disorders • first language loss and attrition • literacy learning • the intersection of language and academics • speech sound development and disorders • fluency • professional development practices.Table of Contents About the Editor About the Contributors Preface For the Reader Dedication Chapter 1 The Human Right to Communicate in More Than One Language Gabriela Simon-CereijidoChapter 2 Bilingual Language Development of English Learners: Estimating the Growth of Two Languages Aquiles Iglesias and RaÚl Rojas Chapter 3 Bilingual Language Acquisition and the Child Socialization Process Kelly Escobar, Julie Smith, Carol Scheffner Hammer, and Barbara RodrÍguez Chapter 4 Development of Speech Perception and Production in Bilingual Preverbal Infants Megha Sundara Chapter 5 Cross-Linguistic Influence and Code-Switching Johanne Paradis and Adriana Soto-Corominas Chapter 6 Bilingual Lexical Development, Assessment, and Intervention Janet L. Patterson and Barbara Zurer Pearson Chapter 7 Semantic Development in Spanish–English Bilinguals: Theory, Assessment, and Intervention Elizabeth D. Pena, Ellen Stubbe Kester, and Li Sheng Chapter 8 Morphosyntactic Development Lisa M. Bedore and Solaman J. Cooperson Chapter 9 Spanish Child Heritage Speakers: Patterns of Change and Implications for Clinical Practice Raquel T. AndersonChapter 10 Grammatical Impairments in Spanish–English Bilingual Children MarÍa Adelaida Restrepo and Anny Castilla-Earls Chapter 11 The Development of Oral Narrative Language Skills and Disorders in Spanish-English Bilingual Children Kai Greene and Christine Fiestas Chapter 12 Literacy Megan Dunn Davison and MarÍa R. Brea-Spahn Chapter 13 Language and the Educational Setting Lisa M. Lopez Chapter 14 Speech Sound Development and Disorders Christina E. Gildersleeve-Neumann and Brian A. Goldstein Chapter 15 Fluency Nan Bernstein Ratner and Courtney Byrd Chapter 16 Culturally and Linguistically Responsive Approaches to Language Intervention Gabriela Simon-Cereijido and LucÍa I. MÉndez Chapter 16 Appendix Chapter 17 Professional Development Practices and Content for Professionals Working with Preschool Dual Language Learners MarÍa Adelaida Restrepo and Melissa Pierce Index
£44.00
Brookes Publishing Co Dual Language Development & Disorders: A Handbook
Book SynopsisPrepare SLPs and educators to support this growing population with the third edition of this bestselling textbook, developed by three influential experts on bilingual language development and aligned with Head Start guidelines on cultural and linguistic responsiveness.Updated with the latest research and recommended practices, this book gives a broad audience of future professionals the clear and comprehensive information they need to promote positive outcomes for young dual language learners and make informed decisions about assessment and intervention when a disorder is present. Readers will get up-to-date guidance on a wide range of key topics, including recognizing the typical stages of second language learning, supporting development in both languages, distinguishing a language delay from a disorder, planning culturally appropriate interventions, addressing reading disorders in bilingual children, and more. New and enhanced student-friendly features make this edition even more engaging and practical, and a robust new package of online support materials will help faculty members use the book effectively in their courses.With the foundational knowledge in this state-of-the-art textbook—also a valuable resource for in-practice SLPs and educators—professionals will be ready to help young dual language learners thrive, both at home and in the classroom.WHAT’S NEW:- New chapter on supporting heritage language development in children with immigration backgrounds- Important updates throughout the book on best practices and recent research findings from the field- Updated student-friendly features, including learning outcomes at the start of each chapter, tables and figures that illustrate key concepts and research, and Voices from the Field text boxes- Two downloadable parent questionnaires to help SLPs gather critical information when working with culturally and linguistically diverse children- New online companion materials: discussion questions and class activities for each chapter, plus a final integrative course projectTrade ReviewAdds a significant layer of depth to our understanding of dual language development and disorders in children as well as how to provide successful interventions for those at risk of language, communication, and reading disorders. Offering a comprehensive, compelling, and accessible discussion of the issues, this volume is essential reading." - Diane Tedick, University of Minnesota"Amazingly comprehensive and accessible . . .This new edition brings the handbook up-to-date and secures its status as an essential reference for many more years to come." - Li Wei, Chair of Applied Linguistics, UCL Institute of Education, and Editor of International Journal of Bilingual Education and Bilingualism"An accessible and multi-faceted book on language and literacy development and disorders in bilingual children with critically important theoretical and practical information." - Brian Goldstein, Chief Academic Officer (CAO), Executive Dean, College of Rehabilitative Sciences, University of St. Augustine for Health Science"The authors once again provide current, clear, and accessible information in a culturally responsive manner. Through interwoven discussions of research, educational and clinical contexts, and illustrative case examples, they skillfully build both a theoretical and practical understanding of the heterogeneous nature of dual language learning and how to support dual language learners with different experiences and ability levels." - Elizabeth Kay-Raining Bird, School of Communication Sciences and Disorders, Dalhousie University, Halifax, Nova Scotia, Canada"A wonderful book . . . both scholarly and accessible. The best source for science-based, realistic support for raising, teaching, and treating bilingual children." - Erika Hoff, Professor of Psychology, Florida Atlantic University"A welcome and important addition . . . masterfully synthesizes the latest evidence base on dual language learners with typical development as well as language impairment. This text should be considered required reading for clinicians and scholars." - Raúl Rojas, Associate Professor, Director, Bilingual Language Lab, University of Texas at Dallas"An exemplary book that fully captures the state of the field, is well-written for varied audiences, and impactful in its description of findings for practice and policy." - Sandra Barrueco, Professor of Psychology, Director, Doctoral Program in Clinical Psychology, Director, Institute for Latin American and Iberian Studies and Latin American and Latino Studies, The Catholic University of AmericaTable of Contents Series Preface Editorial Advisory Board About the Authors Acknowledgments Section I: Foundations 1. Introduction 2. The Language–Culture Connection 3. The Language Neurocognition Connection Section II: Understanding Bilingual and Second Language Development 4. Language Development in Simultaneous Bilingual Children 5. Code-Mixing in Bilingual Development 6. Second Language Development in Children 7. Heritage Language Development in Children 8. Language Development in Internationally-Adopted Children 9. Schooling in a Second Language Section III: Dual Language and Disorders 10. Language and Communication Disorders in Bilingual Children Appendix: The Normal Curve and Related Concepts 11. Reading Difficulties in Bilingual Children Glossary Index
£42.46
Brookes Publishing Co Story Frames for Teaching Literacy: Enhancing Student Learning Through the Power of Storytelling
Book SynopsisMastering the art of storytelling isn’t just a goal for professional writers. Analyzing and creating stories can boost critical literacy skills for all learners—and this comprehensive resource will show teachers and SLPs how.Aligned with the science of reading, this innovative guidebook reveals how to unlock literacy and learning skills by captivating K–12 students with the power of stories: how they’re structured, how they reflect and change lives, and how students can create their own original narratives. Using dozens of diverse fiction and nonfiction books as vivid examples, you’ll discover how to teach 12 key story elements (Story Frames) in dynamic, fun, and highly visual ways, including quick-draws, storyboards, and icons that make narrative structure easy to grasp. Then you’ll get in-depth guidance on how to use knowledge of story structure to build core literacy skills—from oral language to reading comprehension—and empower students to write their own personal stories in a variety of genres.Enhanced with more than 35 adaptable lesson plans and a complete package of online support materials, Story Frames is an accessible pathway to structured literacy that any educator can start using right away. You’ll use it year after year to strengthen your students’ skills and instill a lifelong love of reading and writing in every learner.Story Frames will help you: Get started with structured literacy in a fun and engaging way. Build core literacy skills, including phonological awareness, reading comprehension, oral language, vocabulary, grammar, syntax, narrative development, and expository writing. Strengthen your existing curriculum with flexible lesson plans and activities aligned with the science of reading. Effectively teach narrative structure to both struggling and advanced learners. Teach students in any setting, with practical tips for teletherapy and virtual instruction. Boost executive function skills by making the writing process comprehensible, meaningful, and manageable. Empower students with and without disabilities by giving them the tools to tell their own stories. Online materials: implement Story Frames effectively with a full package of downloadable materials, including sample storyboards and templates, 40 handouts and worksheets, game cards, slide decks to use in instruction, 30 sample story analyses of books for children and young adults, and brief literature guides for applying Story Frames to picture books and to chapter books and novels.Table of Contents About the Downloads About the Author About the Contributors Acknowledgments Introduction Section I Your Story Frames Toolbox Chapter 1 The Story Frames Approach: Introduction and Tools Chapter 2 The Twelve Elements in Depth Chapter 3 Getting Started with Story Frames Section II Using Story Frames to Build Literacy Skills Chapter 4 Understanding Narrative Development Chapter 5 Oral Retells: Vocabulary, Sequencing, and Grammar Chapter 6 From Speaking to Writing: Sentences, Paragraphs, and Stories Chapter 7 From Story Writing to Expository Writing: Bridging the Gap with Narrative Nonfiction Chapter 8 Toward a Deeper Understanding: Comprehension Skills Chapter 9 Function Trumps Form: Sentence-Level Instruction William Van Cleave Chapter 10 Poetry: Exploring the Power of Language and Story Through Verse Chapter 11 Enhancing the Learning Experience: Coherence and Executive Functions Paula Moraine Section III Shaping Writers, Shaping Lives: The Power of Personal Narrative Chapter 12 Introduction to Writing Personal Narratives Chapter 13 Memoir: Writing Our Lives Lesley Roessing Chapter 14 Fostering a Growth Mindset: Strengths-Based Superhero Stories Amy Miller Chapter 15 Advocating for Students: The Family Story Mary Jo O'Neill Chapter 16 The Influence of Culture on Storytelling Carol Westby References Index
£31.41
Brookes Publishing Co Engaging Young Engineers: Teaching
Book SynopsisBoost young children’s problem-solving skills and set them up for long-term success with the second edition of this practical guidebook! Enhanced with new lessons and timely topics—including equity and the use of makerspaces—this book will help you get all children ready for kindergarten by teaching them basic practices of engineering design and critical thinking skills.Using a clear instructional framework and fun lesson plans tailored for infants, toddlers, and preschoolers, you’ll guide your “emerging engineers” as they explore big ideas and develop new ways of thinking through engaging and challenging learning experiences. Practical materials include classroom-tested activities that incorporate children’s books, self-reflection checklists, practical strategies and modifications, Early Childhood UDL Planning Sheets, and blank Experience Planning Templates.EDUCATORS WILL Introduce hands-on learning experiences that teach critical thinking skills—curiosity, persistence, flexibility, reflection, and collaboration Demystify and teach key phases of engineering design: think about it, try it, fix it, and share it Support school readiness by helping children work toward kindergarten standards, including Common Core State Standards and Next Generation Science Standards Use universal design for learning (UDL) principles to ensure that learning experiences work for all children, with and without disabilities Encourage language and literacy development with suggestions for weaving reading into problem-solving experiences and using language to prompt children’s thinking skills Promote other skills needed for school success, including social-emotional skills, self-regulation, and executive functioning WHAT’S NEW: Three new themes: computational thinking, makerspaces, and inclusion and equity in STEM Every lesson plan updated More lessons based on new children’s books New art/music/drama lesson options for STEAM-focused schools More coverage of spatial development Expanded information on assessment Updated book resources and referencesTable of Contents Tentative 2nd edition Table of Contents (prior to revision) About the Authors Acknowledgements A Note to the Reader Part 1- Why Engineering and Problem Solving are Important Early Childhood Inclusive Classrooms Chapter 1: Young children are Natural Problem Solvers In this chapter, we would review material from Engaging Young Engineers about the importance of teaching critical thinking and problem solving and a method to do that using the engineering design process. We would review our early childhood model and talk about how you can incorporate these lessons and chapters into preschool and kindergarten classes so that they address STEM and literacy. Finally, we would review the applications of Universal Design for Learning in the problem-solving process and how these lessons are applicable to all classrooms, including those with students with disabilities and students who are emerging bilinguals. Currently, Chapter 1 serves to (a) review key prior work to bring STEM learning to children from birth to age 5, (b) “demystify” engineering design, and (c) introduce the five thinking skills that are important to engineering design as well as to young children’s problem-solving development. We will maintain these three goals for Chapter 1, but we will update each of the three main sections. In the “Approaches to STEM Learning” section, we will refer to more recent texts and curriculum materials including recent preschool-aimed “Wee Engineer” program by the Engineering Is Elementary group at Museum of Science Boston and the “Storybook STEM” resources by TERC and the University of Notre Dame, and Marina Bers’ “Coding as a Playground” work on computational thinking with young children. We will also acknowledge making/maker spaces as an important recent turn in STEM education more broadly. In the “Engineering Design Demystified” section, we will update the “shopping cart challenge” example of engineering design to a more recent case with more contemporary references, and we will expand definitions of engineering and technology to incorporate humanistic aspects such as understanding societal impact, collaborating closely with communities, and using engineering in one’s own home and community. We will acknowledge that the engineering profession has a problematic history of excluding and marginalizing people of color and that the public narrative about engineering has not historically recognized all the STEM problem solving that occurs in the daily lives of people from all backgrounds, including people of color. We will articulate a goal of reversing this pattern. In the “Our Problem Solving Framework” section, we will make updates to incorporate recent attention to computational thinking as a component of modern problem solving. We will discuss how computational thinking is used within engineering design even when computer programming is not explicitly needed. As we introduce the five thinking skills, we will mention the most relevant computational thinking practices for both engineering and young children, including decomposition (breaking apart a larger system, process, or problem into smaller, more manageable chunks) and algorithmic thinking (systematically generating a process that produces similar outcomes given similar inputs). Chapter 2: Universal Design for Learning (UDL) in Inclusive Early Childhood Settings While this chapter will remain largely the same, we will update the explanations to include insights from Six Steps to Inclusive Preschool Curriculum by Eva Horn et al. (2018) and Universal Design for Learning in the Early Childhood Classroom: Teaching Children of All Languages, Cultures, and Abilities, Birth-8 Years by Brillante and Nemeth (2017). We will also update the “Research Evidence…” section and add newer references throughout the chapter, as applicable. We would also consider moving the section on the profile children from “Note to Reader” in the pre-matter to this chapter and adding a few more vignettes with children from with different abilities, languages, and cultures to Chapters 3-7 after briefly adding introductions to those children here. Part 2: Overview of the Book Format, Templates, and Tools In this section, we will remind readers of the overall format of the remaining chapters with lessons and units and the various templates and tools available in each chapter. The lessons can still be taught as stand-alone lessons or as units. Each chapter will be aligned to a thinking kills and include two (2) lessons for each age group (previously it had one lesson). Chapters 3-7 with the lessons will follow the same format and use several different text features to support teachers in implementing the units, such as teacher annotations as reminders or thought bubbles with possible questions teachers could ask students at various moments in the lesson. We will introduce new books to use with the lesson for each age group, both fiction and non-fiction books. We will also include references to ways to include Makerspaces in these lessons and products from Makerspaces in the lessons. In each chapter from 3-7, it will follow the same format. Goals and Objectives of the unit NGSS and CCSS addressed and pre-requisite skills addressed The original set of lessons (with any needed updates) A new set of lessons (one infant, one toddler, and one preschool) in each thinking chapter Directions on how to apply the engineering design process concepts in lessons/unit Literature links for fiction and non-fiction texts related to the lessons and content UDL template for the unit Connections to ways to incorporate Ideas for Low cost/no cost materials to use in the unit Chapter 3 – Curious Thinkers Chapter 4 – Persistent Thinkers Chapter 5 – Flexible thinkers Chapter 6 – Reflective thinkers Chapter 7 – Collaborative thinkers Chapter 8: Curious, Persistent, Flexible, Reflective, and Collaborative Teachers This chapter will be updated with a new vignette and any editorial updates that are needed. In this chapter, we will also help teachers to be more explicit in how they design their lessons for STEM and how to connect the use of Makerspace. We will look at what that means for teachers and how teachers become equipped and can experience Makerspaces themselves, as well as create them for others. Chapter 9: Tools and Resources for Teachers (new chapter) This chapter will provide links and suggestions for teachers who want to do more with STEM, engineering education, and problem solving in their classroom. We will offer additional tips and tricks on how to infuse STEM into your classrooms. Appendix: Tools and Templates Early Childhood UDL Planning Sheet-Infants Early Childhood UDL Planning Sheet-Toddlers Early Childhood UDL Planning Sheet-Preschool Blank Early Childhood UDL Planning Sheet Blank Infant Experience Planning Template Blank Toddler Experience Planning Template Blank Preschool Experience Planning Template General material list; both standard materials and low cost/no cost materials
£36.51
Harvard Educational Publishing Group Teachers Bridging Difference: Exploring Identity
Book SynopsisTeachers Bridging Difference describes how educators can move out of their comfort zones and practice connecting with others across differences to become culturally responsive teachers. Based on a course developed for preservice teachers, the book illustrates how educators can draw on the visual arts as a resource to explore their own identities and those of their students, and how to increase their understanding of the ways our lives intersect across sociocultural differences.Drawing on scholarship from multiple disciplines and from her own experience, Marit Dewhurst identifies four stances designed to help educators connect with students in today's multicultural classrooms. To practice these stances, the book introduces eight arts-based activities that can be used by educators in multiple contexts. Ranging from community maps and conversation portraits to scenario comics and reflection zines, the activities are designed to be accessible to even those with little arts experience and can be executed with a wide variety of materials and media.Unique and timely, Teachers Bridging Difference is an arts-based toolkit for teachers interested in exploring issues of identity and difference as a foundation for creating a more just and equal society.
£27.16
Harvard Educational Publishing Group Show, Tell, Build: Twenty Key Instructional Tools
Book SynopsisBuilding upon the theoretical and practical foundation outlined in their previous book, Educating English Learners, the authors show classroom teachers how to develop a repertoire of instructional techniques that address K–12 English learners (ELs) at different English proficiency and grade levels, and across subject areas.Show, Tell, Build is organized around two decision maps for planning and implementing differentiated instruction for ELs: the Academic Subjects Protocol (for teachers of academic subjects) and the Language Arts Protocol (for teachers of language arts). The instructional tools and techniques described in each chapter help teachers provide communication support for ELs through showing and telling, and develop their language proficiency through building their skills. The book also discusses the demands that academic language poses for English learners and ways to assess students' proficiency in English.Show, Tell, Build provides classroom teachers, English language development specialists, literacy coaches, and school leaders with valuable knowledge and skills to support ELs' academic success.Table of Contents Introduction Part I The Academic Subjects Protocol CHAPTER 1 Graphic Organizers for Academic Subjects CHAPTER 2 Infographics, Diagrams, and Animations CHAPTER 3 Models, Manipulatives, and Realia CHAPTER 4 Gestures, Dramatization, and Total Physical Response CHAPTER 5 Teacher Talk CHAPTER 6 Leveled Questioning CHAPTER 7 Cooperative Learning and Academic Discussions CHAPTER 8 Leveled Text CHAPTER 9 Modified Text Chapter 10 Sentence Starters, Sentence Frames, and Word Banks Part II The Language Arts Protocol CHAPTER 11 Building Comprehension at Word, Sentence, and Discourse Levels CHAPTER 12 Instructional Conversations CHAPTER 13 Learning New Language through Songs and Poems CHAPTER 14 EL Spoken Error Treatment CHAPTER 15 Exploring the Meaning, Form, and Relationships of Words CHAPTER 16 Grammatically Unpacking Sentences CHAPTER 17 Understanding Text Structures with Graphic Organizers CHAPTER 18 Grammar, Spelling, and Vocabulary Mini-Lessons CHAPTER 19 Responding to Sentence-Level Writing Errors CHAPTER 20 Planning Writing with Graphic Organizers CONCLUSION Tools and Techniques in Practice APPENDIX A The Language Demands Posed by Academic Standards APPENDIX B Assessment of English Proficiency Notes Acknowledgments About the Authors Index
£28.86
Harvard Educational Publishing Group Science Education Through Multiple Literacies:
Book SynopsisScience Education Through Multiple Literacies explores how the use of project-based learning in elementary science education fosters a lifelong scientific mindset in students. The book provides educators with the teaching practices to help students develop an overall science literacy that aligns with Next Generation Science Standards. Editors Joseph Krajcik and Barbara Schneider and the book’s contributors offer a comprehensive overview of the Multiple Literacies in Project-Based Learning (ML-PBL) approach to science learning, which interweaves scientific ideas and practices, language literacy, and mathematical thinking. ML-PBL supports the teaching of science by paralleling what scientists do: it engages students and their teachers in investigating real-world questions, constructing models, and using evidence to evaluate claims. The book presents compelling case studies of ML-PBL, how teachers use them, and how the teachers’ enactment transforms the classroom into an environment that builds and supports academic and student SEL. Representing both urban and suburban schools, the case studies include classroom observations, student and teacher interviews, and student artifacts to illustrate how to make science relevant in students’ lives. Krajcik and Schneider note that classroom enactment of ML-PBL requires intentional instructional practices and new ways of thinking about what it means to learn. Easing this challenge, they equip elementary science teachers with curricular resources including high-quality instructional materials, professional-learning exercises, and formative assessments.Science Education Through Multiple Literacies provides the necessary elements to transform science teaching and learning so that students learn the skills to navigate with confidence through our complex world.
£29.66
American Society for Microbiology Computational Biology: A Hypertextbook
Book Synopsis
£65.70
Human Kinetics Publishers Elementary School Wellness Education With
Book SynopsisHealth education and physical education are traditionally siloed—for no good reason, according to authors Matthew Cummiskey and Frances Cleland Donnelly.So, through Elementary School Wellness Education, the two authors provide a blueprint, complete with lesson plans, for teachers to fuse health education and physical education into one elementary school class.“Students should be educated in a more holistic manner,” says Cummiskey. “We applied the concept of school wellness education at the elementary level, which has components of both traditional health education and physical education.”Elementary School Wellness Education offers the following: 37 detailed lesson plans for grades K-5 (19 lessons for K-2 and 18 lessons for grades 3-5) that are tied to SHAPE America Outcomes and National Health Education Performance Indicators Clear instruction on how to apply the plans, making it perfect for both preservice and in-service teachers More than 70 lesson plan handouts (with four-color graphics), available in the HKPropel platform, that are easy for teachers to print A test package, presentation package, and instructor guide that make this ideal for existing and emerging teacher education courses A typical School Wellness Education (SWE) lesson combines classroom-based learning activities—such as discussions, worksheets, and videos—with physical activity. All the lessons in the book take place in the gymnasium, so there’s no need for a separate health education classroom. In addition, the SWE approach helps teachers maximize their instruction time by meeting multiple learning standards simultaneously.“The lessons are learning focused, with each activity carefully aligned to the objectives,” says Cleland Donnelly. “Moreover, they’re fun. Students aren’t sitting in a traditional classroom learning health; they’re doing it in the gym.” SWE also uses traditional PE equipment—and the gym—in new and creative ways, she adds. “This is especially important in schools that lack a separate health education classroom.”Elementary School Wellness Education addresses emergent pedagogies such as skill-based education, universal design for learning, social and emotional learning, and social justice, helping both in-service and preservice teachers understand how to use and benefit from these pedagogical approaches. It also guides readers in how to teach wellness education online as effectively as face-to-face. Teachers will learn how to teach the content in person, online, or in a hybrid approach.“The good news for teachers is that SWE is not a dramatic departure from existing instruction,” says Cummiskey. “Students are still moving and being taught in the gymnasium, but now health content and skills are being infused into all the lessons.”The book, he says, is also suitable for use by classroom teachers looking to promote wellness or incorporate additional physical activity into their students’ days. “The intent is to imbue students with the knowledge, skills, and dispositions to lead a healthy life into and through adulthood,” he says.Note: A code for accessing HKPropel is included with all new print books. Table of ContentsPart I. Introduction to School Wellness EducationChapter 1. The School Wellness ApproachMaking the Case for School Wellness EducationBenefits of School Wellness EducationChallenges Confronting School Wellness EducationThe Journey HereVision for School Wellness EducationSchool Wellness Education in the ClassroomSummaryChapter 2. Whole School, Whole Community, Whole Child ModelWSCC ComponentsImplementing the WSCC ModelWSCC in ActionSummaryChapter 3. Emergent Education PedagogiesDevelopmental Characteristics of the K-5 LearnerUniversal Design for LearningSocial Justice in Elementary School Wellness EducationSkills-Based Pedagogical Approach and Active LearningSummaryChapter 4. Online School Wellness EducationGrowth of Online EducationChallenges of Online EducationAdvantages of Online EducationInstructional PrerequisitesCore Communication InfrastructurePlanning and PedagogyWellness Instructional StrategiesAssessing Online LearningSummaryPart II. Lesson PlansChapter 5. Lesson Plans for Grades K-2Calling 9-1-1, Listening, and Locomotor SkillsChanging Families, Body Parts, Balance, Shapes, and LevelsDimensions of Wellness and BalanceFire Safety, Weight Transfer, Rolling, and Locomotor SkillsGetting Enough Sleep and Body ActionsGoals, Directions, and PathwaysHandwashing, Overhand Throw, and Locomotor SkillsHazardous Household Products, Locomotor Skills, and Instep KickHealthy Relationships and Dribbling With FeetHydration and Dribbling With HandsLiving Smoke Free: Jumping, Leaping, and StrikingManaging Troublesome Feelings, Seeking Help, and Overhand ThrowMedicine Safety, Underhand Throw, and SpacePeer Pressure, Mirror and Match, and SpeedRecycling, Underhand Toss, and StrikingRespiratory System and Underhand RollSecondhand Smoke and Locomotor SkillsSenses, Trust, and DribblingSneezing, Coughing, Cooperation, and Fundamental Movement SkillsChapter 6. Lesson Plans for Grades 3-5Asthma and Fielding Game SkillsBrushing Teeth and Hockey Pass and ReceiveCardiovascular System and Movement SkillsConflict Resolution and Manipulative SkillsDecision-Making and AssertivenessDigestive System and Underhand ThrowEndocrine System, Hygiene, and Striking in GolfFlossing Teeth and Basketball DribblingFood Labels and Soccer DribblingHealthy Eating and StrikingImmune System, Open Space, and Person-to-Person DefenseInclusion and BattingMuscular System and FitnessPeer PressurePhysical Activity Pyramid, Goal Setting, and Yard GamesSkeletal System and FitnessStress, Coordination, and Heart RateValid Health Information and Body Weight Fitness
£53.10
Human Kinetics Publishers Adapted Physical Education and Sport
Book SynopsisThis top-selling text, now in its seventh edition, is the go-to text to prepare students to teach people with disabilities. Adapted Physical Education and Sport provides comprehensive and clear guidance for professionals working with people with unique physical education needs, differences, and abilities.New to This Edition No other adapted physical education text has sold more copies than this book—but the contributors are not resting on their laurels. The text is loaded with new and updated material: Enhanced coverage of universal design for learning, with strategies and applications presented throughout the text A new chapter devoted entirely to adventure sports and activities A chapter on adapted sport that has been further developed to reflect the progress in the field Enhanced coverage of sport-specific injuries and prevention Also new to this edition are related online learning aids delivered through HKPropel, including assignable learning and enrichment activities to help students apply the book’s foundational knowledge. The HKPropel resources also include an instructor guide with teaching tips and strategies, ideas for an introductory course in adapted physical education and sport, and a sample syllabus. Other tools include a test bank, video clips demonstrating 26 of the fitness tests from The Brockport Physical Fitness Test Manual, and forms, tables, and calculators related to the Brockport Physical Fitness Test. In addition, the team of 30 highly renowned contributors includes 12 new voices who add their perspectives to the content.More FeaturesAdapted Physical Education and Sport offers readers much more: Chapter-opening scenarios that introduce one or more of the chapter’s concepts Application examples that explore real-life situations and show how to apply the text concepts to solve relevant issues Print, video, and online resources in the text and through HKPropel Appendixes that include definitions based on the Individuals with Disabilities Education Act (IDEA), contact information for organizations associated with adapted physical education and sport, information related to the Brockport Physical Fitness Test, a scale to evaluate adapted physical education programs, and more The book’s contents are aligned with the IDEA legislation and will help current and future educators identify the unique needs of children with disabilities, adapt physical education to meet those needs, and develop effective individualized education programs (IEPs) for those students. Adapted Physical Education and Sport is the ideal book for those who want the foundational knowledge that leads to the practical development and implementation of top-quality physical education and sport programs for people with disabilities. Note: A code for accessing HKPropel is included with this ebook.Table of ContentsPart I. Foundational Topics in Adapted Physical Education and SportChapter 1. Introduction to Adapted Physical Education and SportJoseph P. Winnick and David L. PorrettaChapter 2. Program Organization and ManagementJoseph P. Winnick and David L. PorrettaChapter 3. Adapted SportRonald W. DavisChapter 4. Measurement, Assessment, and Program EvaluationBrock McMullen and Manny FelixChapter 5. Individualized Education ProgramsBrock McMullen and Manny FelixChapter 6. Behavior ManagementE. Michael LoovisChapter 7. Instructional StrategiesDouglas H. CollierPart II. Individuals With Unique NeedsChapter 8. Intellectual DisabilitiesLauren K. Cavanaugh and Linda HilgenbrinckChapter 9. Behavioral DisabilitiesE. Michael LoovisChapter 10. Autism Spectrum and Social Communication DisordersCathy Houston-WilsonChapter 11. Specific Learning DisabilitiesBarry W. Lavay and Melissa D. BittnerChapter 12. Visual ImpairmentsLauren J. Lieberman and Lindsay BallChapter 13. Deaf, Hard of Hearing, or DeafblindLauren J. LiebermanChapter 14. Cerebral Palsy, Traumatic Brain Injury, and StrokeDavid L. Porretta and Justin A. HaegeleChapter 15. Amputations, Dwarfism, and Les AutresJustin A. Haegele and David L. PorrettaChapter 16. Spinal Cord Disabilities and Other Spinal ConditionsWesley J. Wilson and Luke E. KellyChapter 17. Other Health Impairment ConditionsFrancis M. KozubChapter 18. Activity and Sports Injuries, Longer-Term Disabilities, and ObesityG. Monique MokhaPart III. Developmental ConsiderationsChapter 19. Motor DevelopmentJohn C. Ozmun, Byungmo Ku, and David L. GallahueChapter 20. Perceptual–Motor DevelopmentBarry W. Lavay and Melissa D. BittnerChapter 21. Infants and ToddlersCathy Houston-WilsonChapter 22. Early Childhood Adapted Physical EducationSo-Yeun Kim and Lauriece L. ZittelPart IV. Activities for Individuals With Unique NeedsChapter 23. Health-Related Physical Fitness and Physical ActivityStamatis AgiovlasitisChapter 24. AquaticsDavid G. LorenziChapter 25. Team SportsAmaury Samalot-RiveraChapter 26. Individual and Dual Sports and ActivitiesE. Michael LoovisChapter 27. Adventure Sports and ActivitiesSue SutherlandChapter 28. Winter Sports and ActivitiesWesley J. Wilson and Luke E. KellyChapter 29. Enhancing Wheelchair Sport PerformanceVictoria L. Goosey-Tolfrey and Barry S. Mason Appendix A. Definitions Associated With the Individuals With Disabilities Education Act (IDEA) Appendix B. Adapted Physical Education and Sport Contact Information Appendix C. Brockport Physical Fitness Test Appendix D. School District Rating Scale for Adapted Physical Education
£63.90
Human Kinetics Publishers Teaching Children Dance
Book SynopsisTeaching Children Dance is back and better than ever. The fourth edition of this text retains everything dance educators have loved in previous editions while providing significant updates and new material.What’s New in This Edition? New material in the text—which contains learning experiences for physical education, dance, and classroom settings and is geared toward K-12 students of all ability levels—includes the following: Two new chapters that feature 32 new learning experiences for popular, fitness, and social dances, as well as for folk and cultural dances based on traditional movements and songs from around the globe Instructional videos of teaching techniques, movements, and dances from the two new chapters Online resources, accessed through HKPropel, that include PowerPoint presentations, gradable assessments, and forms that can be used as is or adapted Other new material includes suggested answers to chapter-ending reflection questions; updates to discussions on dance and the whole-child education initiative; new material on how 21st-century skills promote creative thinking, collaboration, communication, global awareness, and self-direction; and a description of the link between dance and the 2018 Physical Activity Guidelines for Americans.Dance an Inherent Component of Education “This latest edition of Teaching Children Dance brings a new perspective focused on dance as an inherent component of a child’s education,” says coauthor Susan Flynn. “Since our last edition, educational issues have refocused on students gaining knowledge and skills that can be applied to all aspects of their lives. Dance is one mode for learning that involves using the body and the senses to gather information, communicate, and demonstrate conceptual understandings.”Book Organization The text is organized into two parts, with part I’s seven chapters providing the foundation for developing dance learning experiences and offering ideas for planning a yearlong program, a unit, or a single lesson. Part II contains two chapters of creative dance learning experiences and two chapters on choreographed learning experiences. Each learning experience includes learning outcomes; ideas for the introduction and warm-up, development, and culminating dance; variations and adaptations; and assessment suggestions that are directly linked to each outcome.Fun Learning for All Ability LevelsTeaching Children Dance offers dance instructors insight into designing lessons for students of all skill levels, including those with disabilities, and provides a variety of teaching strategies, assessment tools, and instruction on effective demonstrations—all to make the learning experience fun and motivating for the dancers. “We’ve developed learning experiences that encourage creativity, positive social interaction, and motor skill development,” says Flynn. “Students view dance as a way to have fun. This opens the door for dance to be a welcomed activity in the school curriculum.”Note: A code for accessing HKPropel is included with all new print books.Table of ContentsPart I. A Framework for Teaching Children’s DanceChapter 1. Understanding the Importance of Teaching Children’s Dance What Is Children’s Dance? Why Teach Children’s Dance? What Are the Benefits of Children’s Dance? Applying 21st-Century Skills to Teaching Dance Meeting the Whole Child Through Dance Linking the Physical Activity Guidelines to Dance Summary Questions for ReflectionChapter 2. Presenting Essential Content for Children’s Dance The Body Body Shapes Space Time Force Flow Relationships Dance Forms Summary Questions for ReflectionChapter 3. Designing a Dance Program Planning a Yearlong Dance Program Planning a Dance Unit Planning the Dance Lessons Sample Unit and Lesson Outline Interdisciplinary Connections Summary Questions for ReflectionChapter 4. Creating a Dance Education Setting Class Size Equipment and Teaching Materials Facilities Class Frequency and Length Community Characteristics School Policies Program Advocacy Summary Questions for ReflectionChapter 5. Making Teaching Effective Helping All Students Learn Using Various Teaching Styles and Strategies Motivating Learners Establishing Protocols and Rules Creating a Safe Learning Environment Presenting Demonstrations Providing Feedback Engaging Students in Performances Observing and Responding to Dance Summary Questions for ReflectionChapter 6. Assessing Children’s Learning in Dance Teacher Assessment of Program Teacher Assessment of Students Peer Assessment Student Self-Assessment Assessment Instruments Summary Questions for ReflectionChapter 7. Including All Children in Dance Knowing Your Students With Disabilities Creating an Inclusive Environment Implementing Inclusive Teaching Strategies Inclusive Dances Summary Questions for ReflectionPart II. Learning ExperiencesChapter 8. Learning Experiences for Kindergarten, First Grade, and Second Grade Neighborhood Friendship Streamer Dance Floating Clouds and Rain Showers Run, Hop, Jump, Skip The Playground Ocean Waves and Swimmers Spaghetti Dance Balloon Dance Percussion Instrument Dance The Hungry Cat Circus Dance Connect the Spots Frog DanceChapter 9. Learning Experiences for Third Through Eighth Grades Dancing Homework Machine Creative Square Dance Action Words Baseball Dance Birthday Celebration Partner Dance Three Sport Dances: Sport Add-On, Sport Web, and Sport Pictures in Action Dance Maps Create Your Own Hip-Hop Dance Funky Shape Museum Stick Figures Come AliveChapter 10. Learning Experiences in Popular, Fitness, and Social Dances Overview of Popular, Fitness, and Social Dances Teaching Strategies for Choreographed Dance Lessons Basic Social and Popular Dance Movements Learning Experiences 5, 6, 7, 8 Steps Line Dance 16-Step Contra Dance Disco Fever Dance Funky Cowboy Line Dance Grapevine Slide Dance Hey Baby Line Dance The Hit Man Contra Dance Honky Tonk Line Dance Honky Tonk Circle Dance Rockin’ Shuffle Rock This Party Line Dance Baba Hou Fitness Dance T Fitness Dance Cha-Cha Plank Fitness Dance Circle Jam Fitness Dance Tabata Dance Salsa Swing Cha-Cha Create Your Own Fitness Dance Create Your Own Popular Dance Sample RubricsChapter 11. Learning Experiences in Folk and Cultural Dances American Square Dance Bele Kawe Appalachian Big Circle (Elementary Version) Appalachian Big Circle (Secondary Version) Kinderpolka La Raspa Mayim, Mayim Samoan Sasa Tanko Bushi Tinikling Virginia Reel
£64.60
Human Kinetics Publishers Stress Management: Developing Resilience in an
Book SynopsisEveryone experiences stress in their lives. While it is a natural response to challenges, stress can have debilitating effects on both physical and mental health. Stress Management offers a fresh look at, and effective strategies for, managing stress and building resilience across six dimensions of wellness: physical, emotional, intellectual, social, spiritual, and environmental. This foundational text takes a holistic approach to managing stress, detailing the effects of stress on the body and outlining techniques that examine root causes and proactive responses to stressors.Stress Management offers a range of coping strategies that will help students formulate a well-rounded plan to tackle stress from multiple angles—before it occurs, while it is occurring, and after it occurs. That model is centered on four primary pillars: Source management—reducing or eliminating stress at its source Relaxation—employing techniques for breathing, meditation, and rest to focus the mind and relax the body Thought management—adopting a thought process to better manage the stressor Prevention—avoiding stress when possible The book also offers practical tools to help students learn how to identify their triggers, practice self-care, and leverage support, including knowing when to seek professional help when necessary. To further aid in applying the strategies to their own lives, the text includes these features: Case studies with discussion questions that prompt students to consider real-world scenarios and contemplate ways to solve those stressors Research Spotlight elements that present current issues and hot topics related to stress Online learning tools, delivered through HKPropel, including audio mini lectures and short interviews, self-discovery activities, chapter quizzes that are automatically graded and provide immediate feedback, and vocabulary flash cards and quizzes Stress Management is a timely and highly practical book that offers students a deeper understanding of stress and its effects on overall wellness. It guides them in putting together a stress management plan that will help them be healthy in all aspects of their lives. Note: A code for accessing HKPropel is included with all new print books.Table of ContentsPart I. Introduction to Stress and Well-BeingChapter 1. Understanding Health and Wellness Defining Health and Wellness Influences on Wellness Dimensions of Wellness Mind–Body Connection Proactive Ways to Manage Stress SummaryChapter 2. Understanding Stress Stress and Stressors Stress Response Stages Types of Stress Optimal Levels of Stress Stress Reactivity Societal Stress SummaryChapter 3. Stress and the Body Nervous System Endocrine System Reproductive System Cardiovascular System Enteric Nervous System Renal System Musculoskeletal System Respiratory System Immune System Integumentary System SummaryPart II. Managing Stress Using Dimensions of WellnessChapter 4. Physical Wellness Physical Activity Healthy Eating Rest, Relaxation, and Sleep SummaryChapter 5. Emotional Wellness Function of Emotions Emotions and Stress Basic Emotions Managing Emotions Self-Awareness Resilience Self-Esteem Choosing Optimism Positive Self-Talk Laughter SummaryChapter 6. Intellectual Wellness Benefits of Intellectual Wellness Intellectual Wellness and Stress Enhancing Intellectual Wellness Goal Setting and Stress SMART Goals Problem Solving Changing Distorted Thinking Resilience and a Growth Mindset SummaryChapter 7. Social Wellness Benefits of Social Wellness Social Support and Stress Relationships Interpersonal Communication Managing and Resolving Conflict SummaryChapter 8. Spiritual Wellness Spirituality and Religion Components of Spiritual Wellness Spiritual Wellness and Stress Altruism Gratitude Empathy Compassion SummaryChapter 9. Environmental Wellness Environmental Wellness and Stress Personal Surroundings Nature Built Environment Light Temperature Air Quality Noise Color SummaryPart III. Practical Strategies for Managing StressChapter 10. Mind–Body Approaches Yoga Meditation and Mindfulness Breath Work Art Therapy Movement Therapy SummaryChapter 11. Proactive Approaches Strengths-Based Approach to Stress Management Identifying Your Triggers Practicing Self-Care Planning and Prioritizing Managing Your Time Managing Your Resources Leveraging Support Knowing When to Seek Professional Help Summary
£86.70
Human Kinetics Publishers Live Well Foundations of High School Health
Book Synopsis
£75.65
Human Kinetics Publishers Intersectionality in Health Education
Book SynopsisThe concept of intersectionality considers the interconnected nature or overlap of multiple categorizations such as race, gender, sexual orientation, religion, socioeconomic class, and physical ability. For Black students already experiencing inequalities, being “Black and . . .” (female, queer, or another marginalized identity) can lead to encounters that further devalue their identities or leave them feeling unseen.Intersectionality in Health Education seeks to prompt meaningful reflection on the current status of health education and to ultimately result in more equitable practices for all students. It will help health educators identify their implicit biases, examine how intersectionality is affecting Black students, and build classrooms where all students are seen and valued. Through a collection of 10 case studies, Intersectionality in Health Education offers insights into the issues that students who identify as “Black and . . .” commonly face. The text, geared to health education teacher education (HETE) students as well as in-service teachers, does the following: Illuminates culturally aware teaching strategies that affirm the worth of “Black and . . .” students Amplifies crucial issues that negatively affect students with intersectional identities Addresses intentional or unconscious biases that harm Black youths, thus broadening the book’s value beyond the sharing of teaching strategies With a goal of generating a deeper understanding of how intersectionality creates complexities for Black students, the case studies in the book expose the disparities, racism, and other issues affecting students’ well-being, self-worth, and positive experiences in the health classroom. Each case includes discussion prompts that lead the way to effective strategies and immediate implementation opportunities. Topics explored include the following: Self-awareness and social awareness in a predominantly white school environment Classroom climate and culturally responsive teaching The dilemma of Black health care access, socioecological factors, and social determinants of health Health education spaces created with Black and Brown girls in mind Perceptions, identity, and opportunities for Black males Additionally, the text provides tips and guidance for writing your own case study. Through this experience, you will gain the opportunity to look at a scenario with the goal of observing and analyzing behaviors, reviewing theory and practices, and analyzing, problem solving, and promoting discussion on a given topic.Intersectionality in Health Education will help preservice and in-service teachers adopt teaching practices that create a supportive, empathetic, and nurturing environment. In doing so, they can help validate “Black and . . .” students’ self-worth and swing the pendulum toward a more equitable experience in health education for all students.Table of ContentsCase Study 1: “Why Can’t You Just Ask for Help?” The dilemma of Black health care access, socioecological factors, and social determinants of healthCara D. GrantCase Study 2: “Don’t You All Do That?” The stories we tell ourselves about othersPatricia MorganCase Study 3: How I Show Up: Black and Excellent Self-awareness and social awareness in a predominantly white environmentTroy E. BoddyCase Study 4: “Follow the Rules or Get Out of My Class” Examining classroom climate and culturally responsive teachingBrendan Joseph TassyCase Study 5: Black Joy Moving away from a deficit narrative about Black girlsDeanna Toler KuhneyCase Study 6: Learning From Landi Intentionally creating health and physical education spaces with Black and Brown girls in mindPorsche VanderhorstCase Study 7: The Danger of a Single Narrative Perceptions, identity, and opportunities for Black malesDaryl C. HowardCase Study 8: “What’s Your Pronoun?” Navigating sexuality, gender expression, and LGBTQ+ community in health educationTiffany Monique QuashCase Study 9: “Pull Yourself Up by Your Bootstraps” Understanding the cycle of povertyAnika ThrowerCase Study 10: “It’s Time to Eat!” Considering food justice and food equityVictor RamseyConclusion
£37.80
AU Press Metaphors of Ed Tech
Book SynopsisNever before has technology played such a central role in education. In 2020, seemingly over night, technology took centre stage in the delivery of not just some education, but all education and the metaphors to describe this time leaned heavily on catastrophic terms of revolution, tsunami, and disruption. But why do apocalyptic metaphors abound in the field of ed tech and what purpose do they serve? As author Martin Weller explores, there is significant potential for the use of metaphor in ed tech. He demonstrates that metaphors can enable educators to move beyond pragmatic concerns into more imaginative and playful uses of technology while he cautions against many of the existing metaphors that play into the adoption of technology that damages and limits the learner experience. Metaphors of Ed Tech is essential reading for anyone involved in education, but particularly those still determining the impact and potential of the unprecedented pivot to online learning in 2020.
£20.69
