Teaching of a specific subject Books

Book SynopsisRapid Reading can treble the rate of reading progress

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Book SynopsisIn Reading in the Wild, reading expert Donalyn Miller continues the conversation that began in her bestselling book, The Book Whisperer.Trade Review“…extended information here that applies to today’s Common Core Standards-based classroom environment,…this work is jam-packed with highly useful information that is adaptable for various grade levels and teaching styles….essential for the practitioner or preparing practitioner looking for verified approaches to reading that will engage all students.”—Library Journal, December 2013Table of ContentsForeword, by Teri S. Lesesne xi Introduction xvii Life, the Universe, and Everything 1 Chapter 1 Wild Readers Dedicate Time to Read 5 Creating a Workshop Schedule That Works for You 37 Chapter 2 Wild Readers Self-Select Reading Material 42 Curating a Classroom Library 79 Chapter 3 Wild Readers Share Books and Reading with Other Readers 87 Conferring: What’s the Point? 129 Chapter 4 Wild Readers Have Reading Plans 135 Building a Personal Canon 158 Chapter 5 Wild Readers Show Preferences 162 Coda 194 Appendix A: Reader’s Notebook Sheets 198 Genre Requirements Graph 199 My Reading List 200 Books to Read List 206 Status of the Class 207 Appendix B: Reading Habits Reflections 208 My Reading Itinerary 209 My Selection Reflection 214 My Reading Influences 217 Appendix C: Reading Habits Assessments 219 Independent Reading Time Observation 220 Reading Habits Conference Chart 221 Appendix D: Reading Habits Surveys 222 Wild Reader Survey 223 End-of-year Reading Habits Survey 227 End-of-year Reading Preferences Survey 231 Appendix E: Students’ Favorite Titles and Series 234 References 248 Acknowledgments 254 About the Authors 258 About the Sponsor 259 Index 260

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Book SynopsisTeaching Languages to Young Learners will develop readers' understanding of what happens in classrooms where children are being taught a foreign language.Trade Review'The book ofers an excellent, in-depth insight into how children learn and how teachers can promote their learning potential. The thought-provoking questions and analysis of classroom data urge teachers to re-evaluate and re-confirm their choice of tasks and the demands they make on children. Verdict: ***** British Council Network News'Excellent. Fills a gaping hole in the available literature and provides teachers serious about their professional development with a sound theoretical basis for their teaching, as well as lots of practical ideas.' TEFL FarmTable of ContentsCH 1 Children learning a foreign language; Learning language through tasks and activities; CH3 Learning the spoken language; CH 4 Learning words; CH 5 Learning grammar; CH6 Learning literacy skills; CH7 Learning through stories; CH 8 Theme-based teaching and learning; CH 9 Language choice and language learning; CH 10 Assessment and language learning; CH 11 Issues around teaching children a foreign language

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Book SynopsisPaul Harris explores the key role the teacher plays in developing a psychological and holistic approach for pupils. Packed with clear advice, innovative ideas and principles such as the Integration-Representation-Connection cycle and the Simultaneous Practice Map.

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Book SynopsisEqually effective as a complement to Phonics Pathways (0-7879-7910-4) or as a stand-alone resource, this new book offers a highly effective approach to developing reading speed, accuracy, and vocabulary. It consists of word pyramids that start with one word and gradually build into complete sentences of increasing complexity.Trade Review"This book is filled with reading pyramids you can use to teach accuracy and fluency. Reading pyramids begin with one word and slowly build into phrases and sentences of increasing complexity. The technique is designed to increase eye span, strengthen eye tracking, and develop fluency." (Learning Magazine, Back-to-School 2007)Table of ContentsAbout This Book vii Part One: Simple Pyramids Short-Vowel Review: 2 “Ă” Pyramid 3 “Ĕ” Pyramid 4 “Ĭ” Pyramid 5 “Ŏ” Pyramid 6 “Ŭ” Pyramid 7 Short-Vowel Pyramids 8 Two-Consonant Endings 24 Long-Vowel Review: 32 “Ā” Pyramid 33 “Ē” Pyramid 34 “Ī” Pyramid 35 “Ō” Pyramid 36 “Ū” Pyramid 37 Long-Vowel Pyramids 38 Mixed Vowel Warmup: 46 The LONG and the SHORT of It 46 Game: TREASURE CHEST 46 Mixed Vowel Pyramids 48 Two-Consonant Beginnings 54 R-Modified Vowels 62 Long-Vowel Digraphs 68 Short-Vowel Digraphs 74 Part Two: Multisyllable Word Mini-Pyramids Multisyllable Word Mini-Pyramids 80 Part Three: Multisyllable Word Pyramids (“Brain Busters”) Multisyllable Word Pyramids 108 Part Four: Multisyllable Word Summary, Games, and Index Multisyllable Word Summary 128 MULTISYLLABLE WORD GAMES 129 Multisyllable Word Index 130

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Book SynopsisThis is Volume 7, Issue 1 2005, a Special Issue of 'Mathematical Thinking and Learning' which looks at Advanced Mathematical Thinking. Opening with a brief history of attempts to characterize advanced mathematical thinking, beginning with the deliberations of the Advanced Mathematical Thinking Working Group of the International Group for the Psychology of Mathematics Education. The articles follow the recurring themes: (a) the distinction between identifying kinds of thinking that might be regarded as advanced at any grade level and taking as advanced any thinking about mathematical topics considered advanced; (b) the utility of characterizing such thinking for integrating the entire curriculum; (c) general tests, or criteria, for identifying advanced mathematical thinking; and (d) an emphasis on advancing mathematical practices.Table of ContentsVolume 7, Number 1, 2005Contents: A. Selden, J. Selden, Perspectives on Advanced Mathematical Thinking. B.S. Edwards, E. Dubinsky, M.A. McDonald, Advanced Mathematical Thinking. G. Harel, L. Sowder, Advanced Mathematical-Thinking at Any Age: Its Nature and Its Development. C. Rasmussen, M. Zandieh, K. King, A. Teppo, Advancing Mathematical Activity: A Practice-Oriented View of Advanced Mathematical Thinking.

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Book SynopsisBring math to life with routines that are academically rigorous, standards-based, and engaging! Go beyond circling ABCD on your bell ringers and do nows and get your students reasoning, modeling, and communicating about math every day! In this new book from bestselling author and consultant Dr. Nicki Newton, youâll learn how to develop effective daily routines to improve studentsâ thinking, reasoning, and questioning about math. The book provides a wide variety of rigorous, high-interest routines and explains how to rotate and implement them into your curriculum. Inside, youâll find: Questioning techniques that encourage students to think beyond the right vs. wrong continuum Tips for building a math-learning environment that is friendly and supportive of all students Math vocabulary exercises that are meaningful and fun An assortment of innovative daily activities, including Fraction of the Day, Truth or Fib, Find and Fix the Error, Guess My Number, What Doesnât Belong? and many, many more. Each chapter offers examples, charts, and tools that you can use immediately. With these resources and the practical advice throughout the book, youâll increase studentsâ ability to understand math on a deeper level while keeping them engaged in their own learning processes.Trade Review"Daily Math Thinking Routines in Action offers practical ideas to support the implementation of NCTM’s mathematics teaching practices in our everyday classroom instruction. Dr. Newton models how purposeful distributed practice can be effective using tasks that promote mathematical reasoning and problem solving while also allowing students to engage in the mathematics using multiple entry points and multiple solution strategies. What a great resource to support the efforts of all classroom practitoners that seek to make mathematics accessible – and fun – for their students!" - Janet D. Nuzzie, Instructional Specialist, Pasadena ISD Elementary Mathematics, TX, and former President, Texas Association of Supervisors of Mathematics "These routines are so critical in order to foster flexibility and discourse, and build number sense. Every classroom should require students to engage in these routines."– Alison Mello, K-8 Math and Science Director, Foxborough Public Schools, MA"This book is a must have for every math teacher. It has practical ideas and strategies that are easy to implement into the classroom. Students will be engaged, challenged, and inspired by the thinking routines."--Tracy R. Easterling, Instructional Technology Coach and K-6 Math & Science Specialist, Bristol Tennessee City Schools, TNTable of ContentsContentsMeet the AuthorAcknowledgementsIntroductionChapter 1: An Introduction to Daily Math Routines in ActionChapter 2: A Deeper Dive into Daily Math Thinking RoutinesChapter 3: Creating the Community of Public Thinking MathematiciansChapter 4: The Art and Science of Questioning During Daily Mathematical Thinking RoutinesChapter 5: Rotating Rigorous Thinking RoutinesChapter 6: Number Flexes: Daily RoutinesChapter 7: Math VocabularyChapter 8: Problem Solving as a Daily RoutineChapter 9: Action Planning

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a huge range and FREE tracked UK delivery on ALL orders.

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Book SynopsisWhat is artificial intelligence (AI)? How can AI help a learner, a teacher or a system designer? What are the positive impacts of AI on human learning? AI for Learning examines how artificial intelligence can, and should, positively impact human learning, whether it be in formal or informal educational and training contexts. The notion of can' is bound up with ongoing technological developments. The notion of should' is bound up with an ethical stance that recognises the complementary capabilities of human and artificial intelligence, as well as the objectives of doing good, not doing harm, increasing justice and maintaining fairness. The book considers the different supporting roles that can help a learner from AI as a tutor and learning aid to AI as a classroom moderator, among others and examines both the opportunities and risks associated with each.Trade Review"AI for Learning addresses important questions related to how AI will impact both teaching and learning in an educational context. This book could be used by all sorts of educators or those in educational policy. I would use this book for my AI and instructional communication graduate class." --Chad Edwards, Western Michigan University"This book is very timely, and there is a great need for it. Artificial intelligence has great potential to promote learning and empower teaching. But this potential will go largely unrealized unless learners, teachers, and parents understand it. AI for Learning clearly explains the potential benefits and risks of AI in education. It's an excellent model for how to take a complex technical subject and present it in a way that anyone can comprehend, without dumbing it down." --Dr. W. Lewis Johnson, co-founder, Alelo Inc."AI for Learning addresses important questions related to how AI will impact both teaching and learning in an educational context. This book could be used by all sorts of educators or those in educational policy. I would use this book for my AI and instructional communication graduate class." --Chad Edwards, Western Michigan University"This book is very timely, and there is a great need for it. Artificial intelligence has great potential to promote learning and empower teaching. But this potential will go largely unrealized unless learners, teachers, and parents understand it. AI for Learning clearly explains the potential benefits and risks of AI in education. It's an excellent model for how to take a complex technical subject and present it in a way that anyone can comprehend, without dumbing it down." --Dr. W. Lewis Johnson, co-founder, Alelo Inc.Table of ContentsForeword: The Power of Learning, The Power of AI by Rose Luckin. Introduction: What Is All This about AI in Education? 1 How Do I Tell the Difference between Good AI and Bad?: Or – About Our Five-Step Evaluation of Cake Mixes. 2 AI as a Learner: How Can AI Help Me Learn Things That I Did Not Understand Before? 3 AI as a Tutor: How Can AI Tutor Me about Stuff? 4 AI as a Classroom Moderator: How Can AI Give Me Eyes in the Back of My Head? 5 Conclusion: So, Are We Friends Now? Glossary. Index.

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Book SynopsisWinner of the 2022 Book Award of the Philosophy of Education Society of Australasia, Gareth B. Matthews, The Child''s Philosopher brings together groundbreaking essays by renowned American philosopher Gareth B. Matthews in three fields he helped to initiate: philosophy in children's literature, philosophy for children, and philosophy of childhood. In addition, contemporary scholars critically assess Matthews' pioneering efforts and his legacy. Gareth B. Matthews (1929-2011) was a specialist in ancient and medieval philosophy who had conversations with young children, discovering that they delight in philosophical puzzlement and that their philosophical thinking often enriched his own understanding. Those conversations became the impetus for a substantial component of Matthews' scholarship, from which this book features essays spanning the length of his career. Contemporary contributors to the book critically evaluate Matthews' scholarship, showing where he brokeTrade ReviewHead to the Society for the History of Children and Youth's YouTube page to watch an exclusive interview with Maughn and Megan talking about the book with Aaron Yarmel, Associate Director of the Center for Ethics and Human Values, The Ohio State University, USA: https://www.youtube.com/watch?v=5Adta3I0vck "Gareth Matthews's work is important, both for philosophers and for anyone interested in children and childhood. Subtle and profoundly insightful, it displays the capacity of children for philosophical thinking, probes the philosophical aspects of children's literature, articulates practices of Socratic teaching, and meditates about the concept of childhood. Now, in this superbly edited volume, his work, too little known, will assume its just place in the middle of important philosophical achievements of the twentieth century.The volume's introductory and critical essays add greatly to its value. Congratulations are due to all involved."Martha C. Nussbaum, Law School and Philosophy Department, The University of Chicago"When one hears the word philosophy, the word conjures up a subject that is difficult, abstruse, and not to be taught until the college or post-graduate level. Yet, philosophy provides not just a subject matter, but also a way of thinking that can provide razor-sharp reasoning, moral clarity, and unparalleled intellectual excitement. Gareth Matthews showed that all the excitement and intellectual benefits of studying philosophy could be shared not just with advanced students, but also with children from the elementary school level, onward. I recommend this book most highly to anyone who wants to learn about Matthews and how it became possible to share with children a world that could teach them how to think and how to live."Robert J. Sternberg, Cornell University, Honorary Professor of Psychology, University of Heidelberg, Germany, author of The Nature of Intelligence and its Development in Childhood (2020)"A brilliant and imaginative book, which collects many of Gareth Matthews' wonderful essays and frames them with original essays by expert scholars. Everyone interested in philosophy and childhood should read it, and philosophers not interested in childhood will be if they read it."Harry Brighouse, Mildred Fish Harnack Professor of Philosophy and Carol Dickson Bascom Professor of the Humanities, University of Wisconsin-Madison, author of Educational Goods: Values and Evidence in Decision-Making (University of Chicago Press)''There’s so much to appreciate in this new volume on Gareth B. Matthews, full of fascinating material by Matthews and his colleagues and beautifully book-ended by testimonials from Stanley Cavell and Jana Mohr Lone. But what I particularly admire (being a literature scholar by training) is the book’s focus on Matthews’s affirmation of children’s literature as a philosophical enterprise in its own right. Even more than the other founders of the philosophy for children movement, Matthews recognized and affirmed the "philosophical whimsy," in children’s literature--a narrative expression of wonder and perplexity that invites us all to think and dream. As this volume shows, Matthews’ understanding of children’s literature now permeates and inspires philosophical work with children. I learned so much from this engaging and beautifully designed book, and recommend it with much enthusiasm.''Kenneth B. Kidd, University of Florida, author of Theory for Beginners: Children’s Literature as Critical Thought (Fordham)."In the rich and exciting world of philosophers thinking about childhood—children as philosopher, children's literature as philosophy, what philosophy can tell us about childhood, what children can bring to philosophy—few tower as tall as does Gareth B. Matthews, and many follow in the path that he blazed. To read Professor Matthews' work on the interaction of philosophy and childhood is to enter a world that quickly reminds us what makes philosophy so wonderful and powerful. This collection of Professor Matthews' writings, coupled with reflections on his enduring legacy written by some of the leading researchers and practitioners working in the philosophical areas at the core of much of Professor Matthews' own written output, are a fitting tribute to his legacy. Maughn Rollins Gregory and Megan Jane Laverty are to be commended for putting together a compelling volume, which will hopefully spur more philosophers to see how well children and philosophy serve one another and perhaps even to engage in work that brings the two together." Karen Detlefsen, Professor of Philosophy and Education at the University of Pennsylvania, editor of Descartes' Meditations: A Critical Guide (Cambridge) and co-editor of Women and Liberty, 1600-1800: Philosophical Essays (Oxford)"A rich and provocative volume that combines a range of Matthews’ influential essays with critical new discussions of their importance. The result is a powerful demonstration that engaging questions of children and childhoods transforms philosophical thinking and practice. A perfect resource both for students and scholars new to Matthews and for anyone wishing to take the work he inspired to the next level."John Wall, Professor of Philosophy, Religion, and Childhood Studies, Rutgers University, author of Ethics in Light of Childhood and Give Children the Vote"Gareth B. Matthews, The Child’s Philosopher will be an invaluable resource for those with interest in a fine philosopher who made contributions not only to the history of philosophy, philosophy of religion and philosophy of mind, but also to the still emerging philosophy of childhood. Furthermore, Matthews’ work with children, and with educators, clearly evinced significant respect for children and the power of even quite young children to raise and be interested in exploring major philosophical issues. This book makes the nature of that work very clear and powerfully combines Matthews’ own writings (on Socratic elenchus, and the problems with deficit models of childhood, and techniques for encouraging children to do philosophy, among other topics) with the reflections of a variety of contemporary thinkers (and one recently deceased long-time friend and philosopher, Stanley Cavell) who appreciate and critique Matthews’ work. This book is highly recommended for those with an interest in the nature of childhood, the role of children’s literature in stimulating philosophical engagement, and the contributions that children’s philosophizing can make to future generations of children and adults alike."Amy Mullin, University of Toronto, author of Reconceiving Pregnancy and Childcare: Ethics, Experience and Reproductive Labor "This excellent volume brings together Matthews’ scholarship on philosophy and children’s literature, philosophy of childhood, and children as philosophers. Also containing insightful contributions by his commentators and collaborators, this is an invaluable resource for philosophers writing on children and/or childhood, as well as for those who want to learn about philosophical work in this area. This rich collection would be a terrific text for an upper level or graduate class on philosophy and children and I predict it will also be a vital research tool."Samantha Brennan, Dean of the College of Arts and Professor of Philosophy, University of Guelph"The quality of a person’s thinking and being can partly be measured by the quality of what others create in response. This book bears remarkable witness to a remarkable person. Whilst the collection of Matthews’ writings speaks powerfully for itself, the editors have brought out the best in constructive criticism from their colleagues, to create a perfect combination of a history of ideas and a celebration of developing practice. P4C has been going for over 50 years now, and the ‘Philosophy for Children Founders’ series shows that it has both sound roots and fruitful branches, not least in the continuing reconceptualization of childhood, philosophy and education. There is still a long way to go before the qualities of Matthews and other founders of P4C are fully appreciated, let alone translated into a more philosophical and playful educational system. But this book is a bridge into the next 50 years, during which our species will either re-sow the seeds of humane philosophy or reap the shrivelled fruits of technocratic implants."Roger Sutcliffe, co-founder of DialogueWorks, P4C.com, and the Society for the Advancement of Philosophical Enquiry and Reflection in Education (SAPERE); author of Thinking Moves A-Z: Metacognition Made Simple"A penetrating extension and enrichment of the conversations about children, childhood, children's literature, and philosophy that Gareth B. Matthews pioneered so brilliantly decades ago. Invaluable for anyone fascinated by the philosophical thinking of children and how best to engage with, and benefit from it. Rich and rewarding!"Claudia Mills, children’s book author and emerita professor of philosophy, University of Colorado, Boulder."Gareth B. Matthews’ extraordinary capacity for listening with a "third ear" to children’s spontaneous thinking led him in several directions, all of which are documented in this volume, both in his own papers and those of his commentators, which are geared to his, and help us to place his contributions in the larger contexts of child study, cognitive development theory, children’s literature, and philosophical pedagogy. As such, he turns the old adultomorphic prime time saw "kids say the darndest things" on its head, to "kids say the most philosophically interesting things," and demonstrates this with numerous examples, taken from a good thirty years of engaging in philosophical dialogue with groups of children, and with examples from conversations with his own young children."David Kennedy, Montclair State University, author of The Well of Being (SUNY Press 2006), in childhood & philosophy 17(2021): 01–07.This new book from the Routledge series, Philosophy for Children Founders, is a masterful and completely engaging account of the impact Gareth Matthews had on the movement(s) loosely labeled "Philosophy for/with Children." Each contributor is actively engaged with the others in weaving together a rich accolade to Matthews, while at the same time, maintaining a critical stance to invite further work in this field. I found this to be the most impressive aspect of this volume and attribute it to the work of the two editors, Gregory and Laverty, both experienced leaders in running a "community of inquiry." I can easily imagine Gareth Matthews would entirely approve and, if he were with us, would eagerly enter into the conversation.Wendy C. Turgeon, St. Joseph's College, author of Philosophical Adventures with Fairy Tales: New Ways to Explore Familiar Tales with Kids of All Ages (Rowman & Littlefield Education, 2020) in Analytic Teaching and Philosophical Praxis 42, no. 1 (2022): 86-92.That [Matthews’] decades of writing, researching, and teaching in this area yielded a legacy of lasting significance is conclusively demonstrated by this volume, in which Gregory and Laverty have assembled both original essays on Matthews and many illustrative, well-chosen selections from Matthews himself. The book makes for engaging reading, with a recurring theme being the genuine delight and respect Matthews had for the philosophizing of young children. With him and his young interlocutors, one feels the attractive force of the glimmers of a return to Socratic innocence.Bart Schultz, University of Chicago, author of The Happiness Philosophers: The Lives and Works of the Great Utilitarians (Princeton University Press, 2017), in Teaching Philosophy 45(3): 390-393.This book proved something of a revelation to me, challenging many long-held views and beliefs regarding the practice and pedagogy of philosophy for children. As a result, I have a far more nuanced understanding that I hope will augment not only my practice of philosophy with children but also that of the student teachers with whom I explore this liberating and empowering pedagogy. Rhiannon Love, University of Winchester, in Precollege Philosophy and Public Practice, Volume 4, Spring 2022: 115-119.Matthews’ calls for us to start taking the contributions of young philosophers seriously and as a result to make a point of spending time with them doing philosophy still rings true, but sadly is still largely unheeded. We still need much work to further his first steps towards a robust philosophy of childhood. Our school systems, social structures and parenting manuals still assume a deficit model of children’s cognition. We still treat children’s ideas condescendingly. All of this shows why Gareth Matthews is still as timely as ever, as needed as ever. Make sure to read this book, even if you already know Matthews’ work.Stephen Kekoa Miller, Oakwood Friends School, in Questions: Philosophy for Young People 22:47-48.Gregory and Laverty have offered us an exceptional gateway into the life and work of Gareth B. Matthews. This is an excellent volume that I would highly recommend to anyone working in, or adjacent to, the field of P4C [philosophy for children]. In the time since I started writing this review, I have incorporated Matthews’ ideas into the ways that I teach college students and the ways that I teach and practice dialogue facilitation. I look forward to continuing to learn and grow as a result of my exposure to the lessons in this volume, and I invite you to do the same.Aaron Yarmel, Associate Director of the Center for Ethics and Human Values of The Ohio State University, in Journal of Philosophy in Schools 9(2):114-118.Two salient ideas emerge from a careful reading of the collection. The first is Matthews’ sense of moral repugnance over adult condescension toward children and his view that "addressing the ageless questions of philosophy [together] is itself a renunciation of condescension [and] a celebration of the humanity we share with our children" (p. 77). The second is Matthews’ dedication to including children’s own voices in the conversation. Recognition of the value of Matthews’ work in these areas of study is long overdue and this anthology makes a significant overture to that end.Karen Mizell, Professor of Philosophy, Utah Valley University, for Philosophical Inquiry in Education 29(3):218-220.What is particularly affecting during the reading of this book is how Gareth Matthews’s chapters, through the intentional inclusion of children’s philosophical thoughts which have been recorded, acknowledged, and theorised, ensure a ‘they’ (Matthews and the children he philosophised through and with and who deeply influenced his scholarship) speak back and engage with the contemporary scholars and their work.Rose-Anne Reynolds, Cape Town University, in International Research in Children’s Literature 16(1): 108-110.To make a book like Gareth B. Matthews, The Child’s Philosopher succeed takes huge amounts of editorial skill and judgment. So it is a tremendous credit to Maughn Rollins Gregory and Megan Jane Laverty, as well as to their authors, that the book is a resounding success. It perfectly captures the flavor of Matthews’ work on philosophy for and with children. For those who don’t know Matthews’ contribution, the introduction to the book is a masterful elucidation of what he was trying to do. The selections from Matthews’ writings show how imaginative and innovative his work on and for children was. And each of the essays introducing and discussing his legacy—on children’s thinking, on children’s literature, on Socratic teaching, on developmental psychology, and on the philosophy of childhood—is illuminating and incisive.Harry Brighouse, Mildred Fish Harnack Professor of Philosophy and Carol Dickson Bascom Professor of the Humanities, University of Wisconsin–Madison, co-author of Educational Goods: Values and Evidence in Decision-Making (University of Chicago Press 2018), in Journal of Philosophy of Education 57(1): 575–581Critical Philosophy of Race (CPR) tasks the teacher/facilitator in the circumstances of inquiry with bringing forward cultural and historical details to expand the context of reasonableness and to counteract the presumption of an objective or ‘every child’ point of view that is not culturally mediated. Here Matthews’ confidence in the consciousness of children to shed light on these difficult topics suggests that children can surprise us in the way that they navigate these hard topics.Sheron Frazer-Burgess, Professor of Social Foundations and Multicultural Education, Ball State University, in Journal of Philosophy of Education 57(1): 592–601Head to the Society for the History of Children and Youth's YouTube page to watch an exclusive interview with Maughn and Megan talking about the book with Aaron Yarmel, Associate Director of the Center for Ethics and Human Values, The Ohio State University, USA: https://www.youtube.com/watch?v=5Adta3I0vck "Gareth Matthews's work is important, both for philosophers and for anyone interested in children and childhood. Subtle and profoundly insightful, it displays the capacity of children for philosophical thinking, probes the philosophical aspects of children's literature, articulates practices of Socratic teaching, and meditates about the concept of childhood. Now, in this superbly edited volume, his work, too little known, will assume its just place in the middle of important philosophical achievements of the twentieth century.The volume's introductory and critical essays add greatly to its value. Congratulations are due to all involved."Martha C. Nussbaum, Law School and Philosophy Department, The University of Chicago"When one hears the word philosophy, the word conjures up a subject that is difficult, abstruse, and not to be taught until the college or post-graduate level. Yet, philosophy provides not just a subject matter, but also a way of thinking that can provide razor-sharp reasoning, moral clarity, and unparalleled intellectual excitement. Gareth Matthews showed that all the excitement and intellectual benefits of studying philosophy could be shared not just with advanced students, but also with children from the elementary school level, onward. I recommend this book most highly to anyone who wants to learn about Matthews and how it became possible to share with children a world that could teach them how to think and how to live."Robert J. Sternberg, Cornell University, Honorary Professor of Psychology, University of Heidelberg, Germany, author of The Nature of Intelligence and its Development in Childhood (2020)"A brilliant and imaginative book, which collects many of Gareth Matthews' wonderful essays and frames them with original essays by expert scholars. Everyone interested in philosophy and childhood should read it, and philosophers not interested in childhood will be if they read it."Harry Brighouse, Mildred Fish Harnack Professor of Philosophy and Carol Dickson Bascom Professor of the Humanities, University of Wisconsin-Madison, author of Educational Goods: Values and Evidence in Decision-Making (University of Chicago Press)''There’s so much to appreciate in this new volume on Gareth B. Matthews, full of fascinating material by Matthews and his colleagues and beautifully book-ended by testimonials from Stanley Cavell and Jana Mohr Lone. But what I particularly admire (being a literature scholar by training) is the book’s focus on Matthews’s affirmation of children’s literature as a philosophical enterprise in its own right. Even more than the other founders of the philosophy for children movement, Matthews recognized and affirmed the "philosophical whimsy," in children’s literature--a narrative expression of wonder and perplexity that invites us all to think and dream. As this volume shows, Matthews’ understanding of children’s literature now permeates and inspires philosophical work with children. I learned so much from this engaging and beautifully designed book, and recommend it with much enthusiasm.''Kenneth B. Kidd, University of Florida, author of Theory for Beginners: Children’s Literature as Critical Thought (Fordham)."In the rich and exciting world of philosophers thinking about childhood—children as philosopher, children's literature as philosophy, what philosophy can tell us about childhood, what children can bring to philosophy—few tower as tall as does Gareth B. Matthews, and many follow in the path that he blazed. To read Professor Matthews' work on the interaction of philosophy and childhood is to enter a world that quickly reminds us what makes philosophy so wonderful and powerful. This collection of Professor Matthews' writings, coupled with reflections on his enduring legacy written by some of the leading researchers and practitioners working in the philosophical areas at the core of much of Professor Matthews' own written output, are a fitting tribute to his legacy. Maughn Rollins Gregory and Megan Jane Laverty are to be commended for putting together a compelling volume, which will hopefully spur more philosophers to see how well children and philosophy serve one another and perhaps even to engage in work that brings the two together." Karen Detlefsen, Professor of Philosophy and Education at the University of Pennsylvania, editor of Descartes' Meditations: A Critical Guide (Cambridge) and co-editor of Women and Liberty, 1600-1800: Philosophical Essays (Oxford)"A rich and provocative volume that combines a range of Matthews’ influential essays with critical new discussions of their importance. The result is a powerful demonstration that engaging questions of children and childhoods transforms philosophical thinking and practice. A perfect resource both for students and scholars new to Matthews and for anyone wishing to take the work he inspired to the next level."John Wall, Professor of Philosophy, Religion, and Childhood Studies, Rutgers University, author of Ethics in Light of Childhood and Give Children the Vote"Gareth B. Matthews, The Child’s Philosopher will be an invaluable resource for those with interest in a fine philosopher who made contributions not only to the history of philosophy, philosophy of religion and philosophy of mind, but also to the still emerging philosophy of childhood. Furthermore, Matthews’ work with children, and with educators, clearly evinced significant respect for children and the power of even quite young children to raise and be interested in exploring major philosophical issues. This book makes the nature of that work very clear and powerfully combines Matthews’ own writings (on Socratic elenchus, and the problems with deficit models of childhood, and techniques for encouraging children to do philosophy, among other topics) with the reflections of a variety of contemporary thinkers (and one recently deceased long-time friend and philosopher, Stanley Cavell) who appreciate and critique Matthews’ work. This book is highly recommended for those with an interest in the nature of childhood, the role of children’s literature in stimulating philosophical engagement, and the contributions that children’s philosophizing can make to future generations of children and adults alike."Amy Mullin, University of Toronto, author of Reconceiving Pregnancy and Childcare: Ethics, Experience and Reproductive Labor "This excellent volume brings together Matthews’ scholarship on philosophy and children’s literature, philosophy of childhood, and children as philosophers. Also containing insightful contributions by his commentators and collaborators, this is an invaluable resource for philosophers writing on children and/or childhood, as well as for those who want to learn about philosophical work in this area. This rich collection would be a terrific text for an upper level or graduate class on philosophy and children and I predict it will also be a vital research tool."Samantha Brennan, Dean of the College of Arts and Professor of Philosophy, University of Guelph"The quality of a person’s thinking and being can partly be measured by the quality of what others create in response. This book bears remarkable witness to a remarkable person. Whilst the collection of Matthews’ writings speaks powerfully for itself, the editors have brought out the best in constructive criticism from their colleagues, to create a perfect combination of a history of ideas and a celebration of developing practice. P4C has been going for over 50 years now, and the ‘Philosophy for Children Founders’ series shows that it has both sound roots and fruitful branches, not least in the continuing reconceptualization of childhood, philosophy and education. There is still a long way to go before the qualities of Matthews and other founders of P4C are fully appreciated, let alone translated into a more philosophical and playful educational system. But this book is a bridge into the next 50 years, during which our species will either re-sow the seeds of humane philosophy or reap the shrivelled fruits of technocratic implants."Roger Sutcliffe, co-founder of DialogueWorks, P4C.com, and the Society for the Advancement of Philosophical Enquiry and Reflection in Education (SAPERE); author of Thinking Moves A-Z: Metacognition Made Simple"A penetrating extension and enrichment of the conversations about children, childhood, children's literature, and philosophy that Gareth B. Matthews pioneered so brilliantly decades ago. Invaluable for anyone fascinated by the philosophical thinking of children and how best to engage with, and benefit from it. Rich and rewarding!"Claudia Mills, children’s book author and emerita professor of philosophy, University of Colorado, Boulder."Gareth B. Matthews’ extraordinary capacity for listening with a "third ear" to children’s spontaneous thinking led him in several directions, all of which are documented in this volume, both in his own papers and those of his commentators, which are geared to his, and help us to place his contributions in the larger contexts of child study, cognitive development theory, children’s literature, and philosophical pedagogy. As such, he turns the old adultomorphic prime time saw "kids say the darndest things" on its head, to "kids say the most philosophically interesting things," and demonstrates this with numerous examples, taken from a good thirty years of engaging in philosophical dialogue with groups of children, and with examples from conversations with his own young children."David Kennedy, Montclair State University, author of The Well of Being (SUNY Press 2006), in childhood & philosophy 17(2021): 01–07.This new book from the Routledge series, Philosophy for Children Founders, is a masterful and completely engaging account of the impact Gareth Matthews had on the movement(s) loosely labeled "Philosophy for/with Children." Each contributor is actively engaged with the others in weaving together a rich accolade to Matthews, while at the same time, maintaining a critical stance to invite further work in this field. I found this to be the most impressive aspect of this volume and attribute it to the work of the two editors, Gregory and Laverty, both experienced leaders in running a "community of inquiry." I can easily imagine Gareth Matthews would entirely approve and, if he were with us, would eagerly enter into the conversation.Wendy C. Turgeon, St. Joseph's College, author of Philosophical Adventures with Fairy Tales: New Ways to Explore Familiar Tales with Kids of All Ages (Rowman & Littlefield Education, 2020) in Analytic Teaching and Philosophical Praxis 42, no. 1 (2022): 86-92.That [Matthews’] decades of writing, researching, and teaching in this area yielded a legacy of lasting significance is conclusively demonstrated by this volume, in which Gregory and Laverty have assembled both original essays on Matthews and many illustrative, well-chosen selections from Matthews himself. The book makes for engaging reading, with a recurring theme being the genuine delight and respect Matthews had for the philosophizing of young children. With him and his young interlocutors, one feels the attractive force of the glimmers of a return to Socratic innocence.Bart Schultz, University of Chicago, author of The Happiness Philosophers: The Lives and Works of the Great Utilitarians (Princeton University Press, 2017), in Teaching Philosophy 45(3): 390-393.This book proved something of a revelation to me, challenging many long-held views and beliefs regarding the practice and pedagogy of philosophy for children. As a result, I have a far more nuanced understanding that I hope will augment not only my practice of philosophy with children but also that of the student teachers with whom I explore this liberating and empowering pedagogy. Rhiannon Love, University of Winchester, in Precollege Philosophy and Public Practice, Volume 4, Spring 2022: 115-119.Matthews’ calls for us to start taking the contributions of young philosophers seriously and as a result to make a point of spending time with them doing philosophy still rings true, but sadly is still largely unheeded. We still need much work to further his first steps towards a robust philosophy of childhood. Our school systems, social structures and parenting manuals still assume a deficit model of children’s cognition. We still treat children’s ideas condescendingly. All of this shows why Gareth Matthews is still as timely as ever, as needed as ever. Make sure to read this book, even if you already know Matthews’ work.Stephen Kekoa Miller, Oakwood Friends School, in Questions: Philosophy for Young People 22:47-48.Gregory and Laverty have offered us an exceptional gateway into the life and work of Gareth B. Matthews. This is an excellent volume that I would highly recommend to anyone working in, or adjacent to, the field of P4C [philosophy for children]. In the time since I started writing this review, I have incorporated Matthews’ ideas into the ways that I teach college students and the ways that I teach and practice dialogue facilitation. I look forward to continuing to learn and grow as a result of my exposure to the lessons in this volume, and I invite you to do the same.Aaron Yarmel, Associate Director of the Center for Ethics and Human Values of The Ohio State University, in Journal of Philosophy in Schools 9(2):114-118.Two salient ideas emerge from a careful reading of the collection. The first is Matthews’ sense of moral repugnance over adult condescension toward children and his view that "addressing the ageless questions of philosophy [together] is itself a renunciation of condescension [and] a celebration of the humanity we share with our children" (p. 77). The second is Matthews’ dedication to including children’s own voices in the conversation. Recognition of the value of Matthews’ work in these areas of study is long overdue and this anthology makes a significant overture to that end.Karen Mizell, Professor of Philosophy, Utah Valley University, for Philosophical Inquiry in Education 29(3):218-220.What is particularly affecting during the reading of this book is how Gareth Matthews’s chapters, through the intentional inclusion of children’s philosophical thoughts which have been recorded, acknowledged, and theorised, ensure a ‘they’ (Matthews and the children he philosophised through and with and who deeply influenced his scholarship) speak back and engage with the contemporary scholars and their work.Rose-Anne Reynolds, Cape Town University, in International Research in Children’s Literature 16(1): 108-110.To make a book like Gareth B. Matthews, The Child’s Philosopher succeed takes huge amounts of editorial skill and judgment. So it is a tremendous credit to Maughn Rollins Gregory and Megan Jane Laverty, as well as to their authors, that the book is a resounding success. It perfectly captures the flavor of Matthews’ work on philosophy for and with children. For those who don’t know Matthews’ contribution, the introduction to the book is a masterful elucidation of what he was trying to do. The selections from Matthews’ writings show how imaginative and innovative his work on and for children was. And each of the essays introducing and discussing his legacy—on children’s thinking, on children’s literature, on Socratic teaching, on developmental psychology, and on the philosophy of childhood—is illuminating and incisive.Harry Brighouse, Mildred Fish Harnack Professor of Philosophy and Carol Dickson Bascom Professor of the Humanities, University of Wisconsin–Madison, co-author of Educational Goods: Values and Evidence in Decision-Making (University of Chicago Press 2018), in Journal of Philosophy of Education 57(1): 575–581Critical Philosophy of Race (CPR) tasks the teacher/facilitator in the circumstances of inquiry with bringing forward cultural and historical details to expand the context of reasonableness and to counteract the presumption of an objective or ‘every child’ point of view that is not culturally mediated. Here Matthews’ confidence in the consciousness of children to shed light on these difficult topics suggests that children can surprise us in the way that they navigate these hard topics.Sheron Frazer-Burgess, Professor of Social Foundations and Multicultural Education, Ball State University, in Journal of Philosophy of Education 57(1): 592–601Table of ContentsSeries editors' introduction AcknowledgementsContributors About the EditorsINTRODUCTIONGareth B. Matthews: A Philosopher's Life with Children Megan Jane Laverty and Maughn Rollins GregoryTime and Place for PhilosophyStanley CavellPART IGareth B. Matthews on Philosophy and Children’s Literature1 Age-Transgressive Philosophizing with Children’s Literature Karin Murris2 Philosophy and Children’s LiteratureGareth B. Matthews3 The Philosophical Imagination in Children’s LiteratureGareth B. Matthews4 Thinking in StoriesGareth B. MatthewsThe Little Prince by Antoine de Saint-Exupery Not Now, Bernard by David McKee The Mountains of Tibet by Mordecai Gerstein PART IIGareth B. Matthews on Children’s Philosophical Thinking5 Gareth B. Matthews on the Child as Philosopher Stephanie Burdick-Shepherd and Cristina Cammarano6 HolinessGareth B. Matthews7 Creativity in the Philosophical Thinking of ChildrenGareth B. MatthewsPART IIIGareth B. Matthews on the Socratic Teacher8 Socratic Teaching, What Can it Be? Peter Shea9 Socrates’ ChildrenGareth B. Matthews10 Whatever Became of the Socratic Elenchus? Philosophical Analysis in PlatoGareth B. MatthewsPART IVGareth B. Matthews on Philosophy of Developmental Psychology11 Gareth B. Matthews’ Philosophy of PsychologyJennifer Glaser12 Concept Formation and Moral DevelopmentGareth B. Matthews13 Children, Irony and PhilosophyGareth B. MatthewsPART VGareth B. Matthews on Philosophy of Childhood14 Gareth B. Matthews: Philosophy of Childhood or Children?Walter Omar Kohan and Claire Cassidy15 A Philosophy of ChildhoodGareth B. Matthews16 Introduction to The Philosopher's Child: Critical Perspectives in the Western TraditionSusan M. Turner and Gareth B. Matthews17 Children as Philosophers: Interview with Gareth MatthewsGareth B. Matthews and Susannah ShefferAfterwordJana Mohr Lone Index

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Book SynopsisEvaluative Thinking for Advanced Learners, Grades 3-5 will teach students to think critically about values, issues, and ideas while creating defensible arguments.Evaluative thinking is a skill which helps students learn to weigh values and facts in making judgements. Working through the lessons and handouts in this book, students will examine difficult and ambiguous questions from a subjective and balanced perspective. This curriculum provides cohesive, focused, scaffolded lessons to teach each targeted area of competency, followed by authentic application activities for students to then apply their newly developed skill set.This book can be used as a stand-alone gifted curriculum or as part of an integrated curriculum. Each lesson ties in both reading and metacognitive skills, making it easy for teachers to incorporate into a variety of contexts.Table of ContentsIntroduction to Evaluative Thinking Sub-Skill 1: Considering Perspectives, Sub-Skill 2: Developing Criteria, Sub-Skill 3: Assigning Value, Sub-Skill 4: Discussing Gray Area, Sub-Skill 5: Making and Defending Judgements, Appendix A: Assessments, Appendix B: Extensions

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Book SynopsisCreative Work and Distributions of Power is a journey toward an energized and expanded space for considering power in discussions of creative work.Starting with the participatory creativity framework, this book expertly guides readers through case studies of two very different examples of creative work: the 20th-century, groundbreaking systems theorist Gregory Bateson and the current musician/polymath Tyler, The Creator. Through skillfully interwoven narrative and theory, chapters provide readers with a deep understanding of the roles of power in the ways creativity emerges from complex social, material, and historical systems. Thoughtful metalogues featured throughout the book bring readers into the minds of the authors, illustrating the very processes being analyzed. The result is a model of the functions of creative work in mediating personal capacities and larger societal forces.This critical addition to the discourse around creativity and its practice is

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Book SynopsisThis resource provides mathematics educators with tools for conducting Collaborative Lesson Research (CLR), a form of Lesson Study developed out of the original Japanese Lesson Study and intended to improve student and teacher learning. Renowned mathematics education researchers Akihiko Takahashi and Geoffrey Wake bring together educators across the US and UK with first-hand experience using CLR in their schools.Readers will learn the essentials for an impactful Lesson Study directly from the scholars who coined the term, and benefit from the dual perspectives of math education researchers and teachers who have used CLR when reflecting on their own classroom pedagogy. These contributors define CLR and provide examples of successful CLR using real-life case studies, as well as introducing pathways for getting started and practical suggestions for implementation into different school environments. Across these examples, readers will:understand the essence of Lesson Trade Review"Since Lewis and Hurd’s Lesson Study Steps by Steps, teachers, educators, and school leaders who want to practise or are practising lesson study in mathematics outside Japan have been waiting for this book. In a subtle interplay of research findings and practical know-how, US and UK teachers, educators, researchers, and school leaders who successfully implemented Collaborative Lesson Research speak to us in our shared language, about a context that we can easily relate to." Stéphane Clivaz, Professor of Mathematics Education, Lausanne University of Teacher Education "This is a great book for mathematics teachers and teacher educators who are seeking to incorporate collaborative learning in their practice. This 'how to' of collaborative lesson research provides a direct link between theory and practice in education. Most importantly, the core focus of the book is the increased enjoyment and achievement of students of mathematics." Dr Aoibhinn Ní Shúilleabháin, Assistant Professor, University College Dublin "With this lesson study guidebook, the editors and authors provide key contributions to our understanding of how lesson study may be adapted and become sustainable in countries outside Japan. The insights emerging from the Collaborative Lesson Research approach to lesson study, implemented in different settings, offers an excellent resource and makes this volume a must read for teacher educators, lesson study facilitators, school leaders and researchers." James Calleja, Collaborative Lesson Study Malta, Faculty of Education, University of Malta "Collaborative Lesson Research is a particular way of conducting lesson study that highlights the key elements of this professional development process. This book presents the experience of leaders, practitioners and participants in Collaborative Lesson Research and is an essential support for those interested in getting involved as well as in improving their experience in lesson study in the most powerful way." João Pedro da Ponte, Instituto de Educação, Universidade de Lisboa "This book is a great asset to teachers of students in any grade – and frankly any subject – who wish to know, with assurance they can witness first hand, that their teaching is impacting student learning in the way they hope. Read it alone if you must, but with others if you can, as it will help bring learning to life in your school." Sharon Dotger, The Syracuse University School of Education Table of Contents1. Collaborative Lesson Research: A form of Lesson Study to encourage teachers to work collaboratively 2. Exemplary Collaborative Lesson Research 3. Pathways to getting started in Collaborative Lesson Research 4. Capacity building for conducting Collaborative Lesson Research 5. Educators’ learning from Collaborative Lesson Research (Voices from the field) 6. Recommendations

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Instill a love of poetry in your classroom with the illuminating and inviting lessons from Teach This Poem. Copublished with the Academy of American Poets (AAP), the leading champion of poets and poetry in the United States, this book is an accessible entry point to teaching poetry and fostering a poetic sensibility in the classroom. Each lesson follows a consistent format, with a warm-up activity to introduce the chosen poem, pair shares, whole class synthesis, related resources, oral readings, and extension activities. Curated by the AAP, the poems are chosen with an eye toward fostering compassion and representing diverse experiences. Understanding that poetry is a powerful way of seeing the world, the volumes are organized thematically: Volume I is centered on the natural world and Volume II on equality and justice. Aligned with current standards and pedagogy, these lessons will inspire English teachers and their students alike.

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Book SynopsisAddressing the rupture between religious and social sciences in Arab universities, this book provides a critical assessment of the curricula of Shariah and Islamic Studies departments across the Arab World, arguing for increased interdisciplinary dialogue.Based on over 250 interviews with university students and teachers, this study is the sum of five years of field research observing the curricula and teaching styles of colleges in the Shariah sciences. The author provides critical insight into these curricula by focusing on case studies in Lebanon and Jordan, Morocco, Kuwait and Qatar, and in Malaysia. In doing so, the book aims to answer the following questions: What is the aim of religious education? Does it aim to create people who specialize solely in religious affairs, or does it aim to form the student according to a comprehensive human framework? What is the nature of the relationship between the social sciences and the Shariah sciences?Trade Review"Typical of Dr. Hanafi’s earlier works, this project is designed around original empirical data, fortified by solid command of religious sciences. In this volume, we find detailed studies of the curricula, theses, sermons, and approaches to religious education across several Muslim-majority countries in different parts of the world. That alone would have been a pioneering accomplishment, but Dr. Hanafi enhances the originality of his contribution by exploring the fruitfulness of a dialogue between the religious sciences he observes and the secular social sciences of which he is a world-renowned expert. There is little in the available literature that rises to the level of this significant book in terms of global scope, depth of knowledge, and cross-breeding of genres of knowledge—all carried out over many years by a key player in global social sciences." Mohammed Bamyeh, University of Pittsburgh, United States "In this book Sari Hanafi explores the state of the art of Islamic studies in different countries, comparing curricula and different learning goals and outcomes. Coming from a sociology background, he realizes the need to reform both social sciences and Islamic studies, and in this book addresses the rupture and its causes. Without necessarily using the notions of post-colonialism, this book is definitely about revisiting the map of sciences as we know it, with all its divisions and complexities. A must read for social scientists and Islamic scholars alike." Heba R. Ezzat, Assistant Professor of Civilization Studies, Ibn Haldun University, Turkey "Sari Hanafi shows how a seasoned social scientist with a personal history of acquaintance with Islamic traditional knowledge can interrogate this traditional knowledge’s current conditions, as represented by three of its globally recognized institutions of learning. Among scholars of Islam, the humanities, and the social sciences, there are instances of overlap, turf-protection, cooperation and competition. This text is an opportunity for all participants in these areas of scholarship to think through, question, and enrich their positions about their academic fields’ palpable and not-so-palpable affinities." Ahmad Atif Ahmad, Professor of Religious Studies, The University of California, United States "Sari Hanafi’s book calls us convincingly to reconsider the existing false binary between Sharia sciences and social sciences. He demonstrates why it is urgently needed and how it can happen. It is a timely call to leave behind the existing pseudo-dichotomies and move forward for a rooted revival through an inclusive multiplex epistemology and methodology which brings together ethical and empirical levels of knowledge." Recep Senturk, Dean of College of Islamic Studies at Hamad Bin Khalifa University, and President of Usūl Academy Table of ContentsIntroduction Part I: Theoretical Approaches and Contexts 1. Shariah Education: Its History, Crisis and Approaches 2. The Arab Religious Field 3. The Islamization of Knowledge: Appraisal and Alternative Part II: Curricula of Shariah Programs in the Arab World 4. Curricula of Shariah Programs in Lebanon: Dominance of the Traditionalist Tendency 5. Shariah Education in Jordan: Traditionalism in a Complicated Religious Field 6. University Shariah Education in Kuwait: Dominance of the Salafi Approach 7. Curricula of Shariah Programs and Islamic Studies in Morocco: Maqasid al-Shariah Approach Part III: Alternative Models 8. Reviving the Ethical in the Shariah Sciences: The Case of the College of Islamic Studies at Hamad Bin Khalifa University 9. From Streamlining to Mainstreaming "Islamization of Knowledge": The Case of the International Islamic University of Malaysia Part IV: Reality, Rupture and Alternative 10. Problems Shared by Shariah Colleges 11. Conclusion: Towards Methodological Alternatives in Connecting the Shariah Sciences to the Social Sciences

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Book SynopsisEvaluative Practice in Learning, Design, and Technology provides learning, design, and technology stakeholders with comprehensive resources intended to support their engagement in evaluative activities. Evaluationâthe process that determines whether performance results have been achieved and meet expectations within an organizationâis an important step in the instructional design process. However, the fieldâs current literature is largely missing coverage of influential contextual factors and evidence-based techniques. This book presents a thorough overview of the theoretical foundations that influence evaluation practices, identifies and distinguishes between numerous evaluative methods, and emphasizes the decision-making skills required of those leading and implementing evaluation. Graduate students and professionals will be better prepared to meet the expectation of competency in formative, summative, and program evaluations.

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Book SynopsisHow can we move children from simply talking about things to learning to take actionâand feeling empowered to enact change? This book shows you exactly what this can look like in an elementary class setting. It details the structures and instructional strategies classroom teachers can adopt to help their children create positive outcomes for their communities while also building identities for themselves as real agents of change.Topics include building empathy and compassion, helping students become aware of issues within their communities, creative brave environments so students can engage in productive discussions around sensitive topics, engaging students in research that answers their needs and those of their community, and supporting students into action. Classroom examples, practical tools, and student voices are featured throughout.With this book by your side, you can debunk the false deficit-based assumptions that young people arenât ready for activism, and youâll see what is possible when we commit ourselves to integrating civic learning into our classroom literacy instruction.

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Book SynopsisTeaching Poetry in a Digital World supports ELA educators for grades 6-12 to incorporate digital literacy in their classroom through teaching the reading and writing of poetry. In an increasingly digital age, educators must adapt to meet the changing needs and interests of their students by incorporating technology into the classroom. This book introduces their audience to the e-Poetry framework. This framework demonstrates how poetry might present itself in a literacy-based unit with the benefit of a technology medium to then share with the world. Examples include teaching zip ode poetry, incorporating haiku with the creation of GIFs, and ethically discussing AI with nonet poems. With adaptable lesson plans and assessments, as well as educator examples, the book will inspire teachers to create intentional student-centered e-Poetry units. The book is aligned with ELA literacy standards, ISTE educator standards and NCTEâs position statement for integrating

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Book SynopsisCritical thinking and online reading need to go hand in handbut they often don't. Students click, swipe, and believe because they don't know how to do otherwise. At times, so do we. And that's a problem. Fighting Fake News combats this challenge by helping you model how to read, myth-bust, truth-test, and respond in ways that lead to wisdom rather than reactivity.No matter what content you teach, the lessons showcased here provide engaging, collaborative reading and discussion experiences so students can: Notice how teacher and peers read digital content, to be mindful of how various reading pathways influence perception Identify the author background, the website sponsor, and other evidence that help set a piece in context Stress-test the facts by evaluating news sources, reading laterally, and other critical reading strategies Use Reader's Rules of Notice to learn to identify common rhetorical devices used to influence the reader Be aware of how for-profit social media platforms feed on our responses to narrow rather than widen our reading landscape We are still in the wild west era of the digital age, scrambling to impart a safer, ethical framework for evaluating information. Thankfully, it distills to one mission: teach students (and ourselves) how to think critically, and we will forever have the tools to fight fake news.Trade Review"If I were in charge of the world, every school would have a required media studies course, and every faculty would do a book study around Fighting Fake News. This book is an essential tool in helping students to be more consciously aware, reflective, and rational about the waves of news and other forms of "angertainment." I lost count of how many times I said, ′Yes!′ while reading this book." -- Kelly Gallagher * Teacher, Author, and Consultant *"Fighting Fake News is a must read for every teacher. I plan to read it and reread because I know each time, I will be able to glean better information. I would love to have the opportunity to see this kind of instruction be put in to place." -- Lydia Bagley * Instructional Support Specialist *"Talk about timely! Fighting Fake News begins by describing the cognitive short-cuts we all (not just the fringe) are prone to—how we so easily fit information to pre-existing biases. The authors show how digital media exploit this tendency by directing us to sources that feed these prejudices. And they provide carefully crafted lessons to promote critical analysis and thoughtful citizenship. It′s the book we need now." -- Thomas Newkirk * Professor Emeritus at the University of New Hampshire *Table of ContentsPart 1: So Much at Stake Chapter 1: The Case for Teaching Critical Reading and Fighting Fake News Chapter 2: Fake News: What It Is, Why it Works, and What We Can Start Doing About It Part II: Lessons for Critical Reading and Fighting Fake News Chapter 3: Lessons for Getting Started: Knowing Your Own Mind Chapter 4: Lessons Using ‘Rules of Notice’ in Online Reading Chapter 5: Lessons for Teaching Point of View in Digital Media Chapter 6: Lessons for Examining News, Nonfiction, and Digital Texts through Literary Lenses Chapter 7: Lessons for Teaching Students to Evaluate Evidence and Research Conclusion: Some Final Words

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Book SynopsisA unique series that provides a framework for teaching coding skills. Take your Python coding to the next level! Book 2 continues seamlessly on from Python Basics, offering full support and progressive tasks for students who have some basic programming experience and are ready to move on to slightly more challenging material. You will learn how to program and customise a simple calculator and, most importantly, learn essential new programming ideas that will make you a much more accomplished coder. The code is suitable for Mac, Windows and Linux users and therefore compatible with the Raspberry Pi.Table of ContentsChapter 1: Data types Chapter 2: GUIs Chapter 3: Building a simple calculator Chapter 4: A fully working calculator Chapter 5: Customising the calculator Chapter 6: Algorithms

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Book SynopsisCambridge Primary English is a flexible, endorsed course written specifically to support Cambridge International Examinations' curriculum framework (Stages 1-6).Table of ContentsActivity pages; Teaching phonics using Phonics Workbook B; Letter names and letter sounds; Using this workbook; Teaching using template 1; Teaching using template 2; Teaching using template 3; Teaching using template 4; Teaching using template 5; Teaching using template 6; Example words.

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Book SynopsisA subject-specific guide for teachers to supplement professional development and provide resources for lesson planning. Approaches to learning and teaching Art & Design is the perfect companion for teachers who want to understand key teaching techniques and use them to create effective and engaging lessons. Considering the local and global contexts when planning and teaching a syllabus, the title presents ideas for art and design with practical examples that help put teaching theory into practice. Teachers can download online tools for lesson planning from our website. This book is ideal support for those new to teaching or wanting to refresh their ideas, and for those studying professional development qualifications or PGCEs.Table of Contents1 Introduction to the series by the editors; 2 Purpose and context; 3 The nature of the subject ; 4 Key considerations; 5 Interpreting a syllabus; 6 Active learning; 7 Assessment for Learning; 8 Metacognition; 9 Language awareness; 10 Inclusive education; 11 Teaching with digital technologies; 12 Global thinking; 13 Reflective practice; 14 Understanding the impact of classroom practice on student progress; Recommended reading; Index

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Book SynopsisHelp your students learn essential ICT skills, from Microsoft Office® basics to animations and websites.Table of ContentsSeries introduction; 1. Programming for a purpose; 2. Website design for a purpose; 3. Networks for a purpose; 4. Video or animation for a purpose.

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Book SynopsisYour complete certification guide on the path to Oracle Java SE The Oracle Java SE Certification track now consists of three levels Associate (OCA), Professional (OCP), and Master (OCM).Table of ContentsOCA: Oracle Certified Associate Java SE 8 Programmer I Study Guide: Exam 1Z0-808 Introduction xxi Assessment Test xxxi Chapter 1 Java Building Blocks 1 Understanding the Java Class Structure 2 Fields and Methods 2 Comments 4 Classes vs. Files 5 Writing a main() Method 6 Understanding Package Declarations and Imports 9 Wildcards 10 Redundant Imports 11 Naming Conflicts 12 Creating a New Package 13 Code Formatting on the Exam 16 Creating Objects 16 Constructors 17 Reading and Writing Object Fields 18 Instance Initializer Blocks 18 Order of Initialization 19 Distinguishing Between Object References and Primitives 20 Primitive Types 20 Reference Types 24 Key Differences 25 Declaring and Initializing Variables 25 Declaring Multiple Variables 26 Identifiers 27 Understanding Default Initialization of Variables 29 Local Variables 29 Instance and Class Variables 30 Understanding Variable Scope 31 Ordering Elements in a Class 34 Destroying Objects 36 Garbage Collection 36 finalize() 38 Benefits of Java 39 Summary 40 Exam Essentials 41 Review Questions 42 Chapter 2 Operators and Statements 51 Understanding Java Operators 52 Working with Binary Arithmetic Operators 53 Arithmetic Operators 53 Numeric Promotion 55 Working with Unary Operators 57 Logical Complement and Negation Operators 57 Increment and Decrement Operators 58 Using Additional Binary Operators 60 Assignment Operators 60 Compound Assignment Operators 62 Relational Operators 63 Logical Operators 64 Equality Operators 65 Understanding Java Statements 66 The if-then Statement 67 The if-then-else Statement 68 The switch Statement 72 The while Statement 76 The do-while Statement 78 The for Statement 80 Understanding Advanced Flow Control 86 Nested Loops 87 Adding Optional Labels 87 The break Statement 88 The continue Statement 90 Summary 92 Exam Essentials 92 Review Questions 94 Chapter 3 Core Java APIs 101 Creating and Manipulating Strings 102 Concatenation 102 Immutability 104 The String Pool 105 Important String Methods 105 Method Chaining 110 Using the StringBuilder Class 111 Mutability and Chaining 112 Creating a StringBuilder 113 Important StringBuilder Methods 114 StringBuilder vs. StringBuffer 117 Understanding Equality 117 Understanding Java Arrays 119 Creating an Array of Primitives 119 Creating an Array with Reference Variables 121 Using an Array 123 Sorting 124 Searching 125 Varargs 126 Multidimensional Arrays 126 Understanding an ArrayList 129 Creating an ArrayList 129 Using an ArrayList 130 Wrapper Classes 134 Autoboxing 136 Converting Between array and List 136 Sorting 138 Working with Dates and Times 138 Creating Dates and Times 138 Manipulating Dates and Times 142 Working with Periods 145 Formatting Dates and Times 148 Parsing Dates and Times 151 Summary 151 Exam Essentials 152 Review Questions 153 Chapter 4 Methods and Encapsulation 165 Designing Methods 166 Optional Specifiers 168 Return Type 169 Method Name 170 Parameter List 171 Optional Exception List 171 Method Body 171 Working with Varargs 172 Applying Access Modifiers 173 Private Access 173 Default (Package Private) Access 175 Protected Access 176 Public Access 180 Designing Static Methods and Fields 181 Calling a Static Variable or Method 182 Static vs. Instance 183 Static Variables 185 Static Initialization 186 Static Imports 187 Passing Data Among Methods 188 Overloading Methods 191 Creating Constructors 196 Default Constructor 197 Overloading Constructors 199 Final Fields 202 Order of Initialization 202 Encapsulating Data 205 Creating Immutable Classes 207 Writing Simple Lambdas 208 Lambda Example 209 Lambda Syntax 211 Predicates 214 Summary 215 Exam Essentials 216 Review Questions 218 Chapter 5 Class Design 233 Introducing Class Inheritance 234 Extending a Class 235 Applying Class Access Modifiers 237 Creating Java Objects 237 Defining Constructors 238 Calling Inherited Class Members 244 Inheriting Methods 246 Inheriting Variables 257 Creating Abstract Classes 259 Defining an Abstract Class 260 Creating a Concrete Class 262 Extending an Abstract Class 263 Implementing Interfaces 266 Defining an Interface 267 Inheriting an Interface 269 Interface Variables 273 Default Interface Methods 274 Static Interface Methods 278 Understanding Polymorphism 279 Object vs. Reference 281 Casting Objects 282 Virtual Methods 284 Polymorphic Parameters 285 Polymorphism and Method Overriding 287 Summary 288 Exam Essentials 289 Review Questions 291 Chapter 6 Exceptions 299 Understanding Exceptions 300 The Role of Exceptions 300 Understanding Exception Types 302 Throwing an Exception 304 Using a try Statement 305 Adding a finally Block 307 Catching Various Types of Exceptions 309 Throwing a Second Exception 311 Recognizing Common Exception Types 313 Runtime Exceptions 314 Checked Exceptions 317 Errors 317 Calling Methods That Throw Exceptions 318 Subclasses 319 Printing an Exception 321 Summary 323 Exam Essentials 324 Review Questions 325 Appendix A Answers to Review Questions 333 Chapter 1: Java Building Blocks 334 Chapter 2: Operators and Statements 336 Chapter 3: Core Java APIs 339 Chapter 4: Methods and Encapsulation 342 Chapter 5: Class Design 346 Chapter 6: Exceptions 349 Appendix B Study Tips 353 Studying for the Test 354 Creating a Study Plan 354 Creating and Running Sample Applications 355 Taking the Test 359 Understanding the Question 359 Applying Process of Elimination 362 Optimizing Your Time 364 Getting a Good Night’s Rest 366 Index 367 OCP: Oracle Certified Professional Java SE 8 Programmer II Study Guide: Exam 1Z0-809 Introduction xix Assessment Test xxxviii Chapter 1 Advanced Class Design 1 Reviewing OCA Concepts 2 Access Modifiers 2 Overloading and Overriding 4 Abstract Classes 5 Static and Final 6 Imports 6 Using instance of 7 Understanding Virtual Method Invocation 9 Annotating Overridden Methods 11 Coding equals, hashCode, and toString 13 toString 13 equals 15 hashCode 18 Working with Enums 20 Using Enums in Switch Statements 21 Adding Constructors, Fields, and Methods 22 Creating Nested Classes 24 Member Inner Classes 25 Local Inner Classes 27 Anonymous Inner Classes 29 Static Nested Classes 31 Summary 33 Exam Essentials 34 Review Questions 36 Chapter 2 Design Patterns and Principles 47 Designing an Interface 48 Purpose of an Interface 51 Introducing Functional Programming 52 Defining a Functional Interface 53 Implementing Functional Interfaces with Lambdas 55 Applying the Predicate Interface 60 Implementing Polymorphism 61 Distinguishing between an Object and a Reference 63 Casting Object References 64 Understanding Design Principles 66 Encapsulating Data 66 Creating JavaBeans 69 Applying the Is]a Relationship 71 Applying the Has]a Relationship 73 Composing Objects 74 Working with Design Patterns 75 Applying the Singleton Pattern 76 Creating Immutable Objects 82 Using the Builder Pattern 86 Creating Objects with the Factory Pattern 89 Summary 93 Exam Essentials 93 Review Questions 95 Chapter 3 Generics and Collections 103 Reviewing OCA Collections 104 Array and ArrayList 104 Searching and Sorting 105 Wrapper Classes and Autoboxing 106 The Diamond Operator 107 Working with Generics 108 Generic Classes 109 Generic Interfaces 112 Generic Methods 114 Interacting with Legacy Code 114 Bounds 117 Putting It All Together 122 Using Lists, Sets, Maps, and Queues 124 Common Collections Methods 125 Using the List Interface 127 Using the Set Interface 132 Using the Queue Interface 134 Map 138 Comparing Collection Types 140 Comparator vs. Comparable 143 Comparable 143 Comparator 146 Searching and Sorting 150 Additions in Java 8 152 Using Method References 152 Removing Conditionally 154 Updating All Elements 155 Looping through a Collection 155 Using New Java 8 Map APIs 155 Summary 159 Exam Essentials 161 Review Questions 162 Chapter 4 Functional Programming 171 Using Variables in Lambdas 172 Working with Built-In Functional Interfaces 173 Implementing Supplier 174 Implementing Consumer and BiConsumer 175 Implementing Predicate and BiPredicate 177 Implementing Function and BiFunction 178 Implementing UnaryOperator and BinaryOperator 180 Checking Functional Interfaces 181 Returning an Optional 182 Using Streams 185 Creating Stream Sources 188 Using Common Terminal Operations 189 Using Common Intermediate Operations 196 Putting Together the Pipeline 200 Printing a Stream 204 Working with Primitives 205 Creating Primitive Streams 205 Using Optional with Primitive Streams 208 Summarizing Statistics 210 Learning the Functional Interfaces for Primitives 210 Working with Advanced Stream Pipeline Concepts 213 Linking Streams to the Underlying Data 213 Chaining Optionals 214 Collecting Results 217 Summary 223 Exam Essentials 224 Review Questions 226 Chapter 5 Dates, Strings, and Localization 233 Working with Dates and Times 234 Creating Dates and Times 235 Manipulating Dates and Times 241 Working with Periods 244 Working with Durations 247 Accounting for Daylight Savings Time 251 Reviewing the String class 253 Adding Internationalization and Localization 255 Picking a Locale 256 Using a Resource Bundle 258 Formatting Numbers 267 Formatting Dates and Times 270 Summary 273 Exam Essentials 274 Review Questions 276 Chapter 6 Exceptions and Assertions 283 Reviewing Exceptions 284 Exceptions Terminology 284 Categories of Exceptions 285 Exceptions on the OCP 286 Try Statement 288 Throw vs. Throws 289 Creating Custom Exceptions 289 Using Multi-catch 291 Using Try-With-Resources 296 Try-With-Resources Basics 298 AutoCloseable 300 Suppressed Exceptions 302 Putting It Together 305 Rethrowing Exceptions 305 Working with Assertions 308 The assert Statement 308 Enabling Assertions 309 Using Assertions 310 Summary 314 Exam Essentials 315 Review Questions 316 Chapter 7 Concurrency 325 Introducing Threads 327 Distinguishing Thread Types 328 Understanding Thread Concurrency 328 Introducing Runnable 330 Creating a Thread 331 Polling with Sleep 334 Creating Threads with the ExecutorService 335 Introducing the Single-Thread Executor 335 Shutting Down a Thread Executor 337 Submitting Tasks 338 Waiting for Results 340 Scheduling Tasks 345 Increasing Concurrency with Pools 348 Synchronizing Data Access 350 Protecting Data with Atomic Classes 352 Improving Access with Synchronized Blocks 354 Synchronizing Methods 356 Understanding the Cost of Synchronization 357 Using Concurrent Collections 358 Introducing Concurrent Collections 358 Understanding Memory Consistency Errors 359 Working with Concurrent Classes 360 Obtaining Synchronized Collections 365 Working with Parallel Streams 366 Creating Parallel Streams 366 Processing Tasks in Parallel 367 Processing Parallel Reductions 372 Managing Concurrent Processes 377 Creating a CyclicBarrier 377 Applying the Fork/Join Framework 381 Identifying Threading Problems 387 Understanding Liveness 387 Managing Race Conditions 391 Summary 392 Exam Essentials 393 Review Questions 394 Chapter 8 IO 405 Understanding Files and Directories 406 Conceptualizing the File System 406 Introducing the File Class 407 Introducing Streams 411 Stream Fundamentals 411 Stream Nomenclature 412 Common Stream Operations 418 Working with Streams 420 The FileInputStream and FileOutputStream Classes 420 The FileReader and FileWriter classes 424 The ObjectInputStream and ObjectOutputStream Classes 426 The PrintStream and PrintWriter Classes 432 Review of Stream Classes 435 Interacting with Users 437 The Old Way 437 The New Way 438 Summary 442 Exam Essentials 443 Review Questions 445 Chapter 9 NIO.2 453 Introducing NIO.2 454 Introducing Path 455 Creating Paths 456 Interacting with Paths and Files 460 Providing Optional Arguments 461 Using Path Objects 462 Interacting with Files 471 Understanding File Attributes 478 Discovering Basic File Attributes 478 Improving Access with Views 483 Presenting the New Stream Methods 487 Conceptualizing Directory Walking 487 Walking a Directory 488 Searching a Directory 490 Listing Directory Contents 491 Printing File Contents 492 Comparing Legacy File and NIO.2 Methods 494 Summary 495 Exam Essentials 495 Review Questions 497 Chapter 10 JDBC 505 Introducing Relational Databases and SQL 507 Identifying the Structure of a Relational Database 508 Writing Basic SQL Statements 510 Introducing the Interfaces of JDBC 511 Connecting to a Database 513 Building a JDBC URL 513 Getting a Database Connection 515 Obtaining a Statement 518 Choosing a ResultSet Type 519 Choosing a ResultSet Concurrency Mode 520 Executing a Statement 520 Getting Data from a ResultSet 524 Reading a ResultSet 524 Getting Data for a Column 526 Scrolling ResultSet 529 Closing Database Resources 533 Dealing with Exceptions 535 Summary 536 Exam Essentials 537 Review Questions 539 Appendix A Answers to Review Questions 547 Chapter 1: Advanced Class Design 548 Chapter 2: Design Patterns and Principles 550 Chapter 3: Generics and Collections 553 Chapter 4: Functional Programming 556 Chapter 5: Dates, Strings, and Localization 558 Chapter 6: Exceptions and Assertions 560 Chapter 7: Concurrency 561 Chapter 8: IO 565 Chapter 9: NIO.2 568 Chapter 10: JDBC 571 Appendix B Study Tips 575 Studying for the Test 576 Creating a Study Plan 576 Comparing Previous Exams 578 Creating and Running Sample Applications 579 Taking the Test 582 Understanding the Question 582 Taking Advantage of the Exam Software 587 Using the Provided Writing Material 587 Choosing the Best Answer 590 Optimizing Your Time 591 Getting a Good Night’s Rest 593 Appendix C Upgrading from Java 6 or Earlier 595 Enhancing the Java Language 596 Using the Diamond Operator 596 Creating Literals 597 Making Decisions with Switch 598 Formatting and Parsing 603 Using DecimalFormat Flags 603 Using DateFormat 603 Formatting 604 Parsing 605 Custom Date Formats 606 Applying Locks 607 Understanding the Lock Framework 607 Using a ReentrantLock 610 Understanding Read/Write Locks 614 Using a ReentrantReadWriteLock 615 Working with Directories 617 Traversing Directories 618 Monitoring a Directory for Changes 625 Summary 633 Exam Essentials 633 Review Questions 635 Answers to Practice Test 645 Index 649

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Book SynopsisThe perennial bestsellernow in a new edition Authoritative and practical, this comprehensive guide offers everything a teacher needs to know for conducting an effective art instruction and appreciation program. The Third Edition of The Art Teacher''s Survival Guide for Elementary and Middle Schools includes a complete update on public-relations guidelines, and reference material examples. The revised edition also features many new projects, an update on current projects and includes an explanation of the hot topic amongst art educators, Teaching Artistic Behavior (TAB/choice). Choice-based art education is reflected in the authors' discussion of teaching in mixed-media, ceramics, photography, sculpture, and art history. More than 100 creative art projects, from drawing to digital media Offers teaching tools, tips, and multicultural curriculum resources Includes new material on logical ways to encourage individuTable of ContentsChapter One: Let’s Teach Art 1 Chapter Two: Day-To-Day Survival Skills—The Nitty-Gritty 35 Chapter Three: Art History 63 Chapter Four: Drawing 85 Chapter Five: Painting 111 Chapter Six: Mixed Media 141 Chapter Seven: Multicultural Art 175 Chapter Eight: Ceramics 205 Chapter Nine: Sculpture 237 Chapter Ten: Computer Graphics and Digital Photography 261

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Book SynopsisA practical guide to Vonnegut's works for young adults, secondary, and college students Kurt Vonnegut was a prolific American writer whose career spanned more than 50 years. Vonnegut's world is a complex web. His books, short stories, and essays are among the gems of American literature, exploring themes of historical events and human limitations. Written for young adults through adulthood, the goal of Breaking Down Vonnegut is to relate essential facts about Kurt Vonnegut's life and to address the themes underlying his imaginary worlds. Breaking Down Vonnegut features an overview of Vonnegut's life and an investigation of the midwestern values that were challenged by his imprisonment by the Nazis during his wartime military service. Those themes, often cloaked in science fiction, historical parallels, and social science conundrums, address the major questions of life: the values by which we choose to live. Author Julia Whitehead is the founder and CEO of the Kurt Vonnegut Museum and LTable of ContentsAbout the Author xi About the Kurt Vonnegut Museum and Library xiii Acknowledgments xv Introduction xvii Part I Chapter One: There Was Always Someone to Talk with, to Play with, to Learn From 3 Part II Chapter Two: I Look Sort of Starved 15 Part III Chapter Three: Player Piano and a Trustworthy Prophet or Sharp-Eyed Satirist 29 Chapter Four: “Harrison Bergeron”: A Twist on David and Goliath for the Civil Rights Era 41 Chapter Five: Slaughterhouse-Five and a New Kind of Patriot 51 Part IV Chapter Six: The True Measure of a Man 67 Chapter Seven: Why Study Vonnegut? 79 Notes 89 Index 95

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Book SynopsisThis new edition of Eva Feder Kittayâs feminist classic, Loveâs Labor, explores how theories of justice and morality must be reconfigured when intersecting with care and dependency, and the failure of policy towards women who engage in care work. The work is hailed as a major contribution to the development of an ethics of care. Where society is viewed as an association of equal and autonomous persons, the work of caring for dependents figures neither in political theory nor in social policy. While some women have made many gains, equality continues to elude many others, as in large measure, social institutions fail to take into account the dependency of childhood, illness, disability and frail old age and fail to adequately support those who care for dependents. Using a narrative of her experiences caring for her disabled daughter, Eva Feder Kittay discusses the relevance of her analysis of dependency to significant cognitive disability. She explores the significance of dependency work by analyzing John Rawls' influential liberal theory and two examples of public policyâwelfare reform and family leaveâto show how theory and policy fail women when they miss the centrality of dependency to issues of justice. This second edition has updated material on care workers, her adult disabled daughter and key changes in welfare reform. Using a mix of personal reflection and political argument, this new edition of a classic text will continue to be an innovative and influential contribution to the debate on searching for greater equality and justice for women. Loveâs Labor has spoken to audiences around the world and has had an impact on readers from many countries and in many disciplines: philosophy, sociology, disability studies, nursing. It has been required and supplementary reading on many undergraduate courses on Ethics, Feminist Ethics, Gender and Religious Ethics, Political Theory, Bioethics and Disability Studies. It has been translated into Italian, Japanese and Korean.Trade ReviewThe publication of Eva Kittay's Love's Labor in 1999 was a significant event in American moral and political philosophy for more than one reason. First, Kittay's book puts issues of disability on the agenda of moral and political philosophy; second, it articulates some very persuasive and powerful criticisms of contractarian models of justice; third, it shows how good philosophy can help us think well about concrete political choices.Finally, and not at all least, the book compels attention because of its moving and beautifully written account of Kittay's daughter Sesha. Kittay thus raises important questions about the role of the imagination of particulars in philosophy aimed at radical moral and social change.– Martha Nussbaum, Ernst Freund Distinguished Service Professor of Law and Ethics at the University of ChicagoTwenty years ago Eva Kittay’s book Love’s Labor poignantly and persuasively argued that modern liberal states, and liberal philosophers, fail to recognize caregiving as essential human labor that sustains the species, and as work that deserves the protection of states, of rights, and of civil society. She then showed how liberal commitments can be reworked to center and protect that work. This edition further develops the argument in a global context, highlighting the often dire conditions of migrant and immigrant women who travel far from their own homes, separated from their kin, in order to care for first world children not their own. Kittay’s book underscores the humanity and universality of carework, and the need to construct a just world that respects the needs of caregivers and their dependents worldwide.– Robin West, Frederick J. Haas Professor of Law and Philosophy, Georgetown LawFew books touch and expand the moral imagination as deeply and humanely as Love’s Labor. Eva Feder Kittay carefully explores the grounds of interdependence and relationality in the human condition. She rejects facile notions of individualistic and competitive social being. She conjoins philosophy and feeling in the story of her personal confrontation with profound cognitive impairment in the life of her daughter, Sesha. This remarkable book of many methods opens for all of us new understandings of equality, social justice, and the practices of care.– Bruce Jennings, Senior Advisor, The Hastings CenterLove’s Labor was the first book to give sustained consideration to disability in the study of feminist care ethics. Arguing for the personhood of people with profound disabilities, it also made a compelling argument for why a just society must recognize the dignity and rights of care workers. In its unforgettable story of a mother’s love for her daughter it shows the power of a philosophy grounded in lived experience, feeling, and attachment. Groundbreaking in its time, Love’s Labor continues to be necessary reading for scholars working at the intersection of feminist theory, moral philosophy, and disability studies. – Rachel Adams, Professor of English and Comparative Literature, Columbia UniversityTable of ContentsIntroduction 1. Relationships of Dependency and Equality 2. Vulnerability and the Moral Nature of Care Giving 3. The Presuppositions of Equality 4. The Benefits and Burdens of Social Cooperation 5. Policy and Public Ethics of Care 6. "Not my way Sesha. Your Way –Slowly. A Personal Story" 7. Maternal Thinking with a Difference

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Book SynopsisAdvanced and developing countries across the globe are embracing the liberal arts approach in higher education to foster more innovative human capital to compete in the global economy. Even as interest in the tradition expands outside the United States, can the democratic philosophy underlying the liberal arts tradition be sustained? Can developing countries operating under heavy authoritarian systems cultivate schools predicated on open discussion and debate? Can entrenched specialist systems in Europe and Asia successfully adopt the multidisciplinary liberal arts model? These are some of the questions put to leading scholars and senior higher education practitioners within this edited collection. Beginning with historical context, international contributors explore the contours of liberal arts education amid public calls for change in the United States, the growing global interest in the approach outside the United States, as well as the potential of liberal arts philosophy in a gTrade Review"These essays provide food for the soul, the mind, and the spirit in these disruptive, chaotic, often brutal and exponentially changing times. We desperately need such reaffirmation of the importance of informed citizenship in despotic times. We also need a next generation to be better educated to understand the moral, social, intellectual, and ethical dimensions of a digital age run amok….It is to the liberal arts that we turn for those consolations, insights, and abiding human powers. It is to these essays that I invite you, now, to turn and be inspired."-From the Foreword by Cathy N. Davidson, Distinguished Professor at Director of the Futures Initiative, Graduate Center, the City University of New York"In an uneasy time, when nuanced habits of mind and deeply engaged citizenship are as needed as at any point in history, The Evolution of Liberal Arts in the Global Age makes a compelling case for the irreplaceable strengths of American liberal arts education. Policy-makers and educators in the United States and around the world should add this volume to their ‘must-read’ lists: it is a clarion call for the advancement of education that can literally help save our world."-Mark Roosevelt, President, St. Johns College"Marber and Araya have gathered a brilliant array of essays that together stage a vital conversation about the intersection of that distinctive American cultural idea, the liberal arts curriculum, and global society’s eagerness to harness today’s new forms of thought, creativity, communication, and commerce for universal betterment. The book’s commentators, consistently informed and astute as they traverse the educational landscape stretching from Asia to Latin America, offer a compelling case for liberal learning’s continued vibrancy and relevance in a fast-changing, challenging, but also potentially thrilling world."-Kimberly W. Benston, President and Gummere Professor of English, Haverford CollegeTable of ContentsContentsForeword - Cathy N. DavidsonPrefacePart I: The American Tradition The Yale Report of 1828 A Committee of the Corporation and the Academic Faculty The Declension Narrative, the Liberal Arts College, and the University Bruce A. Kimball Amending the Liberal Arts: An Analysis of Learning Outcomes for Professional Majors Graham N. S. Miller, Cindy A. Kilgo, Mark Archibald, and Ernest T. Pascarella The Lure of Liberal Arts: Emerging Market Undergraduates in the United States Peter Marber Next-Generation Challenges for Liberal Education Jesse H. Lytle and Daniel H. Weiss Part II: Liberal Arts Around the World Précis of a Global Liberal Education Phenomenon: The Empirical Story Kara A. Godwin The Emergence of Liberal Arts and Sciences Education in Europe: A Comparative Perspective Marijk van der Wende Thinking Critically about Liberal Arts Education: Yale-NUS College in Singapore Charlene Tan Academic Freedom and the Liberal Arts in the Middle East: Can the US Model be Replicated? Neema Noori The African Liberal Arts: Heritage, Challenges and Prospects Grant Lilford Part III: Evolutions and Revolutions in the Global Age Is "Design Thinking" the New Liberal Arts? Peter N. Miller Hong Kong’s Liberal Arts Laboratory: Design-Thinking, Practical Wisdom, and the Common Core@HKU Gray Kochhar-Lindgren Liberal Arts Education in the Age of Machine IntelligenceDaniel Araya Work, Service, and the Liberal Arts: Campus and Community as Pedagogical ResourcesSteven L. Solnick The Promise of Liberal Education in the Global AgeChristopher B. Nelson Education for Citizenship in an Era of Global ConnectionMartha Nussbaum About the Editors and ContributorsIndex

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Book SynopsisNow in its second edition, Debates in History Teaching remains at the cutting edge of history education. It has been fully updated to take into account the latest developments in policy, research and professional practice. With further exploration into the major issues that history teachers encounter in their daily professional lives, it provides fresh guidance for thinking and practice for teachers within the UK and beyond.Written by a range of experts in history education, chapters cover all the key issues needed for clear thinking and excellent professional action. This book will enable you to reach informed judgements and argue your point of view with deeper theoretical knowledge and understanding. Debates include: What is happening today in history education? What is the purpose of history teaching? What do history teachers need to know? What are the key trends and issues in international contextsTable of ContentsIntroducing Debates in History Teaching Ian Davies Section 1 Debates in history teaching: key contexts Primary history: current themes Michael Maddison Secondary history: current themes Terry Haydn History 16-19 Diana Laffin Trends and issues in history education in international contexts Alan Sears Section 2: Debating curriculum issues in history History education and historical literacy Peter Lee Frameworks of knowledge: dilemmas and debates Dennis Shemilt and Jonathan Howson The fertility of substantive knowledge: in search of its hidden, generative power Christine Counsell Historical interpretations Arthur Chapman Historical change and continuity: how are history teachers developing it? Christine Counsell Causal explanation Arthur Chapman Understanding historical evidence: teaching and learning challenges Rosalyn Ashby Chronological understanding Simon Butler Section 3: Debating the purpose and expression of History education Truth in history education Terry Haydn British values, citizenship and the teaching of history Richard Harris Moral education, character education and history Andrew Peterson Diversity and history education Paul Bracey, Darius Jackson and Alison Gove Humphries Section 4: Debating the teaching and learning of history Raising attainment Dale Banham Literacies Paula Mountford Learning outside the classroom Helen Snelson Technology in the History classroom: lost in the web? Ben Walsh Teaching sensitive and controversial issues Matthew Davies Teacher Education in History Alison Kitson Assessment Michael Fordham

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Book SynopsisAll children require mathematical understanding to access as full a life as possible. This practical book explores the curriculum required to accommodate the various difficulties faced by children with severe and profound learning difficulties. It describes how children's mathematical thinking first develops and how it can be nurtured to ensure real understanding and support essential life skills.Chapters explore key concepts including: quantity recognition and counting sequence and measurement comparisons space and shape time monetary value. Mindful of the diverse challenges faced by teachers and pupils, the book explains the neurological and pedagogical theories that underpin the development of early mathematical thinking. It considers how mathematical skills that will best support children's everyday functioning can be developed. PTrade ReviewJulie King, National Coordinator Click SpecialEDNZ Trust , New ZealandThere is definitely a real need for this book. University and Teacher’s College courses specialising in special education have been cut significantly over the past decade – there are fewer and fewer teachers with academic and practical expertise in curriculum content development for students with Severe, Complex and Profound and Multiple Learning difficulties. The National Curriculum starts with the assumption that children have a certain amount of knowledge.Not only does ‘Very Special Maths’ provide essential learning for special needs teachers; it links directly to the National Curriculum. All teachers can see the progression and linkage. The learning to learn principle is very topical in education currently flummoxing many teachers particularly those dealing with students with complex needs – ‘Very Special Maths’ is an essential resource to support the development of this principle with this group of studentsDo you recommend that we should publish this book?I have no reservations – YESLinda Evans - Experienced teacher/adviser/Ofsted inspector. Currently Tutor at Newman University (ITT/ SEN); freelance writer and editor (education). I am currently supporting a trainee who works with students with severe and complex difficulties and have supported others, in different schools, in the last few years. There is definitely a need for this book. In the special schools I have visited in recent years (and observed many lessons) there is an obvious lack of expertise in the teaching of numeracy and maths-related topics. It is such an important and interesting area but so often, staff are unable to deliver appropriate learning opportunities to pupils with very special needs.The book is going to be ground breaking – unlike anything else available. I definitely recommend that you publish it.Table of Contents About the author PART ONE - ABOUT A SPECIAL CURRICULUM Chapter 1: What this book is about Chapter 2: About Curriculum attitudes and mindsets Chapter 3: The place of maths in a very special curriculum Chapter 4: Sensory Beginnings Chapter 5: Introducing the Parts of Learning PART TWO - TOOLS FOR LEARNING Chapter 6: Introducing the Tools for Learning Chapter 7: Physical Skills at the beginning of Thinking Chapter 8: Schema – First Patterns of Thinking Chapter 9: Introducing the Senses Chapter 10: About Vision Chapter 11: Hearing Chapter 12: Touch and Movement Chapter 13: Attention Chapter 14: Perception PART THREE - PROCESSES OF LEARNING Chapter 15: Introducing the Processes of Learning Chapter 16: Learning to Play Chapter 17: There are Many ways of Playing PART FOUR - THINKING ABOUT THINKING Chapter 18: About the Development of Thinking Chapter 19: Thinking with Objects and Fingers Chapter 20: Visualisation – using all senses Chapter 21: Thinking with Graphic Representations Chapter 22: Using Numerals - A medium to abstract thinking Chapter 23: Language and Thinking PART FIVE - DEVELOPING MATHEMATICAL IDEAS Chapter 24. Introducing Aspects of Mathematical Thinking Chapter 25: Some sensory beginnings Chapter 26: Comprehending Space – Shape – and Measures Chapter 27: Learning About Size and Comparisons Chapter 28: About Number Sense Chapter 29: An Exact Number Sense Chapter 30: An Approximate Number Sense Chapter 31: Understanding Comparative Value - Including Exchange and Money Chapter 32: Number is Like Space Chapter 33: Subitising – Connecting Perception with Number Chapter 34: Counting Chapter 35: Calculation and Big Ideas.

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Book SynopsisIn this volume, Pinar enacts his theory of curriculum, detailing the relations among knowledge, history, and alterity. The introduction is Pinar's intellectual life history, naming the contributions he has made to understanding educational experience. Study is the center of educational experience, as he demonstrates in the opening chapter. The alterity of educational experience is evident in his conceptions of disciplinarity and internationalization, interrelated projects of historicization, dialogical encounter, and recontextualization. By reactivating the past, not by instrumentalizing the present, we can find the future, explicated in his studies of the Eight-Year Study, the Tyler Rationale, and the gendering and racialization of U.S. school reform. The interrelation of race and gender is emphasized in the chapters on Ida B. Wells and Jane Addams. The technologization of education is critiqued through analysis of the achievements of George Grant and Pier Paolo Pasolini. The educaTable of ContentsAcknowledgmentsPrefaceIntroductionChapter 1 StudyChapter 2 AllegoryChapter 3 InternationalizationChapter 4 NationalismChapter 5 TechnologyChapter 6 ReformChapter 7 Misrepresentation Chapter 8 Conversation Chapter 9 PlaceChapter 10 EmergenceChapter 11 Alterity Chapter 12 DisciplineChapter 13 IdentityChapter 14 ResolveChapter 15 DecolonizationChapter 16 InwardnessChapter 17 IndividualityChapter 18 CosmopolitanismEpilogueSources & Permissions

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a huge range and FREE tracked UK delivery on ALL orders.

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Book SynopsisWhy is it that more people can't read and write? Why are there still so many vastly different methods of teaching literacy? Why do people still argue about it?Reading for Life examines these three questions, addressing the less evidence supported ideas about teaching reading and writing which are still alive and well in schools all over the world. This accessible guide bridges the gap between research and practice, translating academic findings into practical suggestions and ready-to-use techniques.Written in an approachable style and with informative graphics, vignettes and interviews woven throughout, this book covers: the components of literacy, including phonics, vocabulary and fluency the history of approaches to literacy teaching and an overview of the key figures government-level inquiries into the provision of reading and writing teaching the mindset which leads to acceptance of poor practice Trade Review"With the author's characteristic sharpness and wit, this book pulls together the academic, psychological and ideological threads of the enormous literature on reading instruction, drawing on research, personal experience and a broad sampling of the best that has been thought and said on the matter." – Dr Jennifer Buckingham, Director of FIVE from FIVE reading project "‘Of making many books there is no end’ – that certainly applies to books on the teaching of reading. However, there is always room at the top, which is where this book belongs. Lyn Stone has assembled a highly valuable picture of what it takes learn to read, how best to support struggling readers, and teach reading to best effect. She has also captured the context of the ‘tedious debate’ about teaching reading and, in so-doing, exposed the fake opposites, which have muddied the waters in this territory for far too long." – Sir Jim Rose, C.B.E., FRSA "This is a book that should be read everywhere we require people to read. The tragedy is that anything in this should be contentious or controversial to anyone, given the enormous evidence bases that inform its conclusions, or the precision and care Stone invests in unpacking not just the methodology, but the assumptions and axioms of language transmission. There is a war going on between those who mean well, but promote inefficient methods of reading instruction, and those who also mean well and commit to using the best and most evidenced methods. Stone's book is a fabulous example of the latter, and it is not only a powerful addition to the oeuvre of evidence informed education, but a readable and accessible one too. Read it twice, then pass it on to someone else." – Tom Bennett, Director of researchED "On the whole, I see Reading for Life as a useful addition to my bookshelf. In particular, the “cheat sheet” of major players in the reading wars (p. 50-63) is a great idea, and the author’s perspective on dyslexia (p. 128-137) is well expressed. The frequent references to metaphors and the blog-style length and tone of each chapter also make this book a quick and easy reference guide for a variety of topics." - Nicola Bell, Nomanis Table of ContentsNotation Guide Foreword Preface Acknowledgements Secion 1: More than just talk Chapter 1. A Simple View Chapter 2. Oral Language Development Chapter 3. Phonological Awareness Chapter 4. Phonics Chapter 5. Fluency Chapter 6. Vocabulary Chapter 7. Comprehension Chapter 8. Underlying Processes for Reading Chapter 9. The Consequences of Low Literacy Section 2: The reading wars Chapter 10. The Major Players Chapter 11. Children Left Behind Chapter 12. Rose to the Occasion Chapter 13. The Land of Oz Chapter 14. The Current Scene Section 3:The arc of pedagogy is long, but it bends towards evidence Chapter 15. Why Changing Your Mind Is Good For You Chapter 16. Cults and Catchphrases Chapter 17. Won't Get Fooled Again: Logical Fallacy Chapter 18. Fooling Ourselves: Cognitive Bias Chapter 19. Snake Oil: The Disappointing Truth Chapter 20. Diagnosis: Dyslexia Section 4: Teaching reading and writing Chapter 21. Teaching Reading and Writing: Overview Chapter 22. Teaching Handwriting Chapter 23. Teaching the Alphabet Chapter 24. Teaching Phonological Awareness Chapter 25. Teaching Phonics Chapter 26. Teaching Fluency Chapter 27. Teaching Vocabulary Chapter 28. Teaching Comprehension Glossary

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Book SynopsisThe International Handbook of e-Learning, Volume 2 provides a comprehensive compendium of implementation and practice in all aspects of e-learning, one of the most significant ongoing global developments in the entire field of education. Covering the integration, challenges, implications, and context-appropriate use of open education networks, blended learning, mobile technologies, social media, and other platforms in a variety of unique international settings, these thirty contributions illustrate the wide-ranging applications and solutions made possible by this rapidly growing new paradigm. Case studies are driven by empirical research and attention to cultural specificity, while future research needs are discussed in relation to both confirmed practice and recent changes in the field. The book will be of interest to anyone seeking to create and sustain meaningful, supportive learning environments within today's anytime, anywhere framework, from teachers, administrators, anTable of ContentsPrefaceForwardAcknowledgementsAbout the EditorsContributing AuthorsChapter 1: Opening Digital Learning for Deeper Inquiry, Jon Mason and Hitendra PillayChapter 2: Using Social Media in the Online Classroom, Lisa Marie Blaschke and Jane BrindleyChapter 3: The integration of educational technology in education and in the workplace: An organizational perspective, Claude MartelChapter 4: Mobile learning in higher education: Current status and future possibilities, Yasemin Gulbahar, Carolyne Jacobs, and König AndreasChapter 5: Media-Based Learning Methodology: Stories, Games, and Emotions, Prof. Dr. habil. Hans W. GiessenChapter 6: A Case of Distance Education through Social Network Sites, Giovanni FariasChapter 7: Multimedia production projects: relevant issues and possible models for mobile learning, Izabel de Moraes Sarmento Rego, Joni de Almeida Amorim, and Per M. GustavssonChapter 8: Learners of Digital Era (LoDE): What’s true, and what’s just hype about the so-called digital natives, Emanuele Rapetti and Lorenzo CantoniChapter 9: Blended Learning in Higher Education, Fayiz M. AldhafeeriChapter 10: ePortfolio Development and the Potential Relationship to Learning Theories, Anthony RalstonChapter 11: Development of a context appropriate E-learning site, Tanim Ashraf, Shekh Mohammad Mahbubul Kadir, and Sanjib SahaChapter 12: Education’s Second Life: Virtual Learning in Higher Education, Shelagh McGarth and Carlo M. TrentadueChapter 13: Lifelong Learners and Teachers’ Time Management Competency in E-learning, M. Romero and E. BarberàChapter 14: Library Support for Online Learners, Katherine M. TylerChapter 15: 2D and 3D virtual environments: communication potentialities for E-learning education, Tatiana Stofella Sodré Rossini and Edméa Oliveira dos SantosChapter 16: Open and Virtual Universities Worldwide, Susan Bainbridge and Mohamed AllyChapter 17: E-learning and mobile learning development in the State of Qatar, Martha Robinson, Mohamed Ally, and Mohammed SamakaChapter 18: Implementing Mobile Learning Devices into Tertiary Classrooms: A UAE Case Study, Troy Priest and Kevin SchoeppChapter 19: E-learning Implementation at an Open University: The case of Universitas Terbuka (The Indonesia Open University), Dewi Padmo and Sri HarijatiChapter 20: Maximizing Study Hours with Cloud and Mobile Based E-learning: A case study at a full-online university in Japan, Hiroshi Kawahara, Miwako Nogimori, and Sayaka MatsumotoChapter 21: E learning in India, Ramesh C. Sharma and Sanjaya MishraChapter 22: Using mobile phones for teacher professional development in Bangladesh: Views of secondary school teachers and teacher facilitators, Robina Shaheen and Ashok Paul KumarChapter 23: Managing the change during E-learning integration in Higher Education: A case study from Saudi Arabia, Khalid Alshahrani and Len CairnsChapter 24: Issues and Implications of Integrating E-learning at Arab Universities, Ali Al-Musawi and Mary Lane-KelsoChapter 25: E-learning for Continuing and Professional Development, Angela Kwan and Mary WilsonChapter 26: Using the Unified Theory of Acceptance and Use of Technology and Dewey’s Theory of Experience to Interpret Faculty Experience of E-learning at One School of Public Health, Terry Kidd and Jean MadsenChapter 27: A Blended Learning Approach to Team-Oriented Work in Large Classes: A Facebook Case Study, Salys SultanChapter 28: Mobile Learning BYOD implementation in an Intensive English Program, Rasha AlokailyChapter 29: Blended Learning and Teaching - a Panacea for Students with Learning Disabilities, Edith GotesmanChapter 30: Supporting student engagement in E-learning in a resource constrained institution: experiences from Makerere university, Michael WalimbwaIndex

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Book SynopsisDescriptosaurus: Myths & Legends builds on the vocabulary and descriptive phrases introduced in the original bestselling Descriptosaurus and, within the context of myths and legends, develops the structure and use of the words and phrases to promote colourful cinematic writing. This essential guide will enable children to take their writing to the next level, combine their descriptions of setting and character and show how the two interact. Children can then experiment with heroes, gods and supernatural beings to create a legendary story.This new system also provides a contextualised alternative to grammar textbooks and will assist children in acquiring, understanding and applying the grammar they will need to improve their writing, both creative and technical.Trade Review"This is an excellent series which really has the potential to revolutionise the teaching of descriptive writing - an area with which many pupils struggle." - Sarah Brew, Parents in TouchTable of ContentsIntroduction Key Elements Part A - Setting 1. Hooks to Build Suspense 2. Objects 3. Journey 4. Mountains 5. Forests 6. Caves 7. Ruined Cities 8. Castles Part B - Atmosphere and Suspense 9. Storms Part C - Creatures - (SC-I-R) 10. Parts, Size and Shape 11. Head 12. Eyes 13. Arms and Legs 14. Wings and Tails 15. Smell and Sound 16. Habitat 17. Movement 18. Weapons/Attack 19. Interaction with and Reaction to Creature 20. Defeating the Creature Appendix

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Book SynopsisLooking closely at what happens when translanguaging is actively taken up to teach emergent bilingual students across different contexts, this book focuses on how it is already happening in classrooms as well as how it can be implemented as a pedagogical orientation. It extends theoretical understandings of the concept and highlights its promises and challenges. Using a Transformative Action Research design, six empirically grounded ethnographic case studies describe how translanguaging is used in lesson designs and in the spontaneous moves made by teachers and students during specific teaching moments. The cases shed light on two questions: How, when, and why is translanguaging taken up or resisted by students and teachers? What does its use mean for them? Although grounded in a U.S. context, and specifically in classrooms in New York State, Translanguaging with Multilingual Students links findings and theories to different global contexts to offer important lessons for educTrade Review"Garcia and Kleyn’s text portrays a collaborative project on educating bilingual students. The core of the volume demonstrates how translanguaging is put into practice in actual classroom settings. Applying a transformative action research design in several case studies, the authors show how the concept of translanguaging can transform theory, policy, and practice of education in general and bilingual education in particular."-- TESOL QUARTERLY Vol. 51, No. 4, December 2017Table of ContentsCONTENTS ForewordRicardo Otheguy Acknowledgements IntroductionPART I: TRANSLANGUAGING THEORY AND A PROJECTChapter 1Translanguaging Theory in EducationOfelia García and Tatyana KleynChapter 2A Translanguaging Educational Project Ofelia García and Tatyana KleynPART II: THE CASE STUDIESChapter 3Student Voices Shining Through: Exploring translanguaging as a literary deviceAnn E. Ebe with Charene Chapman-SantiagoChapter 4Balancing Windows and Mirrors: Translanguaging in a linguistically diverse classroomHeather H. Woodley with Andrew Brown Chapter 5The Grupito Flexes their Listening and Learning MusclesTatyana Kleyn with Hulda YauChapter 6Declaring Freedom: Translanguaging in the social studies classroom to understand complex textsBrian A. Collins and María Cioè PeñaChapter 7Navigating Turbulent Waters: Translanguaging to support academic and socio-emotional well-beingKate Seltzer and Brian A. Collins with Katrina Mae AngelesChapter 8Reclaiming Bilingualism: Translanguaging in a science classCecilia M. Espinosa and Luz Yadira Herrera with Claudia Montoya GaudreauPART III: IMPLICATIONS FOR POLICY AND PRACTICE Chapter 9A Translanguaging Education Policy: Disruptions and creating spaces of possibilityOfelia García and Tatyana KleynChapter 10Setting the Path: Implications for teachers and teacher educatorsTatyana KleynConclusionAfterwordKate Menken and Maria Teresa (Maite) SánchezList of Contributors

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Book SynopsisBecoming an Outstanding English Teacher supports all English teachers in offering a wide range of approaches to teaching and learning that will stimulate and engage students in studying English. It offers practical strategies that can be used instantly in English lessons. The topics offer examples for questioning, differentiation and assessing progress. Some of the ideas have also been incorporated into lesson plans using texts from the revised English National Curriculum. With a strong focus on creativity and engagement, this book covers: promoting thinking and independent learning skills in students methods to check learning rather than doing in the classroom techniques for personalising learning for students creating an environment for behaviour for learning. Fully up to date with the National Curriculum guidelines and packed with practical strategies and activities that are easily accessible,Table of ContentsAcknowledgements Introduction 1. Making connections 2. How does it all begin? 3. Learning in the main 4. So how does it all end? 5. What’s in a question? 6. How do I know? 7. Thirty different minds in the classroom 8. The classroom environment 9. Putting it all together Conclusion

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Book SynopsisA collection of 150 unique games and activities to help support teaching drama in the primary classroom. Designed with busy teachers in mind, the Classroom Gems series draws together an extensive selection of practical, tried-and-tested, off-the-shelf ideas, games and activities guaranteed to transform any lesson or classroom in an instant. Easily navigable, allowing you to choose the right activity quickly and easily, these invaluable resources are guaranteed to save you time and are a must-have tool to plan, prepare and deliver first-rate lessons. Resources available at https://go.pearson.com/uk/businessTable of ContentsPart 1 MOVEMENT Part 2 VOICE Part 3 CHARACTER

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Book SynopsisReflecting the idea that social justice is a primary mission of the social work profession, this text provides a thorough grounding in policy analysis -- with coverage of policy practice and a unique emphasis on the human dilemmas inherent in the pursuit of social justice. Aligned with current standards and core competencies, FOUNDATIONS OF SOCIAL POLICY, 6th Edition introduces you to philosophical perspectives on what constitutes social justice, and identifies values and assumptions reflected in contemporary policy debates. Students have said they like how this book deepens their understanding of current developments, including topics straight from the headlines. The book also introduces you to people whose lives are influenced by U.S. policies, as well as to those who have shaped the policies.Table of ContentsPreface. Part I: POLICY ANALYSIS: FRAMEWORKS AND TOOLS. 1. Social Justice and Social Workers. 2. The Government's Role. 3. Policy Analysis and Policy Practice. Part II: COLLECTIVE RESPONSES TO SOCIAL PROBLEMS. 4. The Social Security Act. 5. Poverty and Inequality. 6. Health. 7. Mental Illness. 8. Disability. 9. Crime and Criminal Justice Part III: VULNERABLE POPULATIONS: DISCRIMINATION AND OPPRESSION. 10. People of Color. 11. Gay, Lesbian, Bisexual, and Trans Individuals. 12. Children. 13. Women. 13. Older Adults. 14. Working Americans. Conclusion.

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Book SynopsisWhether you are preparing for social work, psychology, counseling, marriage and family therapy, pastoral counseling, human services, or a related helping profession, this book presents the fundamental knowledge and skills you need. The authors' multilayered learning system integrates reading and discussion with self-assessment and practice. DEVELOPING HELPING SKILLS prepares professionals in training for generalist practice with individuals, families, and groups, including entire communities and organizations. The text also includes a case that helps you learn to think like a professional. Finally, role playing in practice interviews as well as evaluation tools allow you to assess your progress and determine your readiness to apply your skills in real-life settings. If you use the MindTap online learning experience, you'll have access to videos demonstrating application of the skills, flashcards, notetaking, a mobile app, and other resources to help you succeed in the course.Table of ContentsIntroduction. Section I: FOUNDATION. 1. Understanding Yourself and Others. 2. Ways of Understanding and Perceiving Self and Others. 3. Values, Ethics, and Legal Obligations. 4. Professionalism and Professional Relationships. Section II: BUILDING PROFESSIONAL RELATIONSHIPS. 5. Developing Relationships. 6. Foundational Interpersonal Skills. 7. Beginning and Ending a Meeting. 8. Demonstrating Active Listening. Section III: EXPLORING AND ASSESSING WITH CLIENTS. 9. Using Questions. 10. Exploring and Discovering. 11. Thinking about Readiness and Motivation. Section IV: DEFINING THE FOCUS. 12. Identifying Key Problems or Challenges. 13. Establishing Goals. Section V: DOING, EVALUATING, AND ENDING THE WORK. 14. Taking Action. 15. Evaluating and Ending Professional Relationships. Appendix A: Practice Evaluation Scales. Appendix B: Overall Practice Evaluation Form. Glossary. References.

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Book SynopsisTeaching Shakespeare has been a major contribution to the knowledge and expertise of all teachers of Shakespeare from primary upwards for two decades. This full-colour second edition is in a larger format, updated to reflect modern classroom practice. It includes new contributions by leading practitioners from Shakespeare''s Globe, the Shakespeare Schools Festival, the Shakespeare Birthplace Trust and the Cambridge School Shakespeare editorial team. Teaching Shakespeare makes explicit the ''Active Shakespeare'' principles which underpin Cambridge School Shakespeare and includes activities and advice to help teachers develop their existing good practice, making the learning of Shakespeare valuable and enjoyable for all involved.Table of ContentsForeword; Introduction: Active methods; Teaching Shakespeare: an overview; 1. Why teach Shakespeare?: Abiding and familiar concerns; Student development; Language; Otherness; 2. Principles: Treat Shakespeare as a script; Make Shakespeare learner-centred; Shakespeare is social; Shakespeare celebrates imagination; Shakespeare is physical; Make Shakespeare exploratory; Address the distinctive qualities of the play; Choice and variety; Shakespeare and plurality; Negative capability; Shakespeare is about enjoyment; 3. Perspectives: Feminism; Psychoanalysis; Structuralism; Deconstruction; Political perspectives; Reception theory; Using perspectives; 4. Shakespeare's language: Introduction; Dramatic language; Imagery; Personification; Antithesis; Repetition; Rhyme; Lists; Verse; Prose; Rhetoric; Bombast; Hyperbole; Irony; Oxymoron; Puns; Malapropism; Monosyllables; Pronouns; Changing language; Inventing language; Everyday language; Two types of language; The development of Shakespeare's language; The Sonnets; 5. Story: The Story of the play; Enacting the story; Stories in the play; Recapitulating the story; Point of view narratives; Ariel's story; 6. Character: Introduction; Fundamental questions; Complexity of character; Language and character; Introduction to activities; Cast the play; Job interviews; Absent characters; This is your life; Obituaries; Point of view; Hot-seating; Public and private; Props; Free-wheeling associations; List of characters; Ranking characters; Journeys through the play; Relationships; Exploring character; Character types; Character names; 7. Themes: Introduction; Four common themes; Levels; Particular themes; Fathers and daughters; Acting and theatre; 8. Stagecraft: Introduction; Stage directions; Critical incidents; Creating atmosphere; Opening scenes; 9. Active methods: Content; The teacher's role; Organising the classroom; Introduction to activities; Acting a scene; Beginning the play; Sense units; Speaking Shakespeare; Teacher leading; Five investigations; Sections and headlines; Student as director; Point of view: theory; Improvisations; Warm-ups; A memory game; Tableaux; Chroal speaking; Insults; Using films; Trials and inquiries; Writing and design; Sequencing; Shakespeare's life and times; Theatre visits; Staging a Shakespeare play; Shakespeare festivals; Researching the classics; Other resources; 10. Shakespeare for younger students: Introduction; Shakespeare's life and times; Storytelling; Dramatic storytelling; A co-ordinated approach across the curriculum; A Shakespeare term; A puppet Macbeth; 11. Assessment: Process or product? Principles; Student self-assessment; Assessment of performance; Essays; Assessment tasks; Examinations; Evaluating a lesson; Quotations used in the text; Index

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