Teaching skills and techniques Books
John Wiley & Sons TraumaSensitive Literacy Instruction Building
Book SynopsisHighlights how English Language Arts teachers can design and implement instruction that helps students see that they are supported. The book provides strategies for teaching literacy based on the authors’ extensive knowledge and experience in trauma-sensitive instruction, adolescent literacy, and culturally responsive-sustaining pedagogies.Trade Review"The authors describe the negative effects of trauma and give suggestions to teachers for how they can help without taking on the role of certified school counselors…. They recommend various classroom activities, including using text sets, book clubs, reading conferences, anticipation guides, circles of viewpoints, and writing conferences."—CHOICE "(A)n approachable, actionable, and relevant reference for literacy instructors."—Teachers College RecordTable of Contents Contents (Tentative) Foreword Acknowledgments 1. Introduction What Is Trauma? Trauma in Schools How Does Trauma Influence Learning? How Can Schools Become More Supportive Places? The Purpose of This Book Who are We and Why are We Writing This Book? 2. Three Pillars of Trauma-Sensitive Literacy Instruction The Research Base for This Book Five Pillars of Trauma-Sensitive Literacy Instruction: A Framework 3. Curating Appropriate, High-Quality Literature in TSLI What Does Literature Have to Do With It? Curating Novels to Build Classroom Libraries Conclusion 4. Critical Dialogue and Discussion in TSLI Dialogic Teaching and Critical Literacy Practices 5. Using Writing in TSLI What About Teachers? Should We Be Using Expressive Writing to Support Students Experiencing Trauma? Teaching Writing in Trauma-Sensitive Ways: A Vignette Conclusion 6. Critical Inquiry in TSLI Critical Inquiry as a Trauma-Sensitive Literacy Practice Guiding Principles for Designing Units of Trauma-Sensitive Critical Inquiry Conclusion 7. Hot Moments—Teacher Self Care Handling "Hot Moments" The Emotional Labor of Teaching, Compassion Fatigue, and Compassion Satisfaction Conclusion References Index About the Authors
£27.90
Teachers' College Press PlaceBased Social Studies Education Learning
Book SynopsisUses the water crisis in Flint, Michigan, as a touchstone for the importance and value of including place-based education in the social studies curriculum. Whitlock scrutinizes this local environmental issue to not only drive critical inquiry in the classroom, but also to show how the curriculum can propel valuable social change in the community.Table of Contents Contents (Tentative)Foreword Preface Introduction: How Did We Get Here? When Did the Water Crisis Start? Piecing it Together When Everyone Learned About Flint Dealing With It Social Studies and Critical Place-Based Education Are We Finished Yet?Part I: How Can Schools Respond to a Community's Needs? 1. A History of Innovative Education in Flint Manley and Mott: The Brains and the Bank Flint as the Leader in Community Schools Schools and Society Looking Back to Look Ahead Learning from Flint: Critical Place Historical Inquiry in the Classroom2. Why Flint? Teaching Conditions Amidst the Water Crisis The "Preloaded Distributional Injustices" of Flint Built With the Community in Mind Beyond "Normal:" Teaching at Freeman Learning From Flint: Critical Place Inquiry in Geography3. An Uncertain Future for Education in Flint Community Schools Today Integrated Student Supports Extended Learning Time and Opportunities Family and Community Engagement Collaborative Leadership and Practices Learning From Flint: Place-Based School ImprovementPart II: How Can Schooling be Reimagined to Center "Place?" 4. Designing Early Childhood Education in Flint Early Childhood Education and Lead Poisoning Childcare in Formal Settings Using Human-Centered Design to Respond to Early Childhood Needs Learning From Flint: Designing Place-Based Education5. Reggio-Inspired Education in Flint Reggio Emilia as Place-Based Education Building Place-Consciousness in a Reggio Toddler Classroom Preschoolers' Narratives of Flint Understanding Reggio as Social Studies Inquiry Learning From Flint: A Call to Research and Practice6. Montessori for Flint Montessori's Connections to Place-Based Education The Benefits of a Public Montessori Education Challenges for Public Montessori Montessori for Flint Learning From Flint: Incorporating Montessori Elements7. Flint's Place-Based Charter School School of Choice in Flint Flint Cultural Center: A Longtime Gem in Flint Flint Cultural Center Academy A Day at the Flint Cultural Center Academy Learning From Flint: School-Wide Place-Based EducationPart III: How Can Teacher Preparation Be Place-Based? 8. Place-Based Teacher Education in Flint Place-Based Teacher Education Uniquely Flint Co-Teaching School Culture Shock Partnering With Beecher Community Schools PBTE and Water Crisis Connections Learning From Flint: Literally.9. Place-Based Social Studies Methods in Flint Place-Based Social Studies Methods Elementary Social Studies Methods in Flint Field Trips Right Under Our Noses Teaching Critical Geography Learning From Flint: Transforming into Place-Based TeachersPart IV: Where Do We Go From Here? 10. What I Learned From Flint What I Learned About Flint What I Learned From Flint About Place-Based Education in Social Studies What I Learned From Flint About Myself ConclusionReferences Index About the Author
£34.20
John Wiley & Sons PlaceBased Social Studies Education Learning
Book SynopsisUses the water crisis in Flint, Michigan, as a touchstone for the importance and value of including place-based education in the social studies curriculum. Whitlock scrutinizes this local environmental issue to not only drive critical inquiry in the classroom, but also to show how the curriculum can propel valuable social change in the community.Table of Contents Contents (Tentative)Foreword Preface Introduction: How Did We Get Here? When Did the Water Crisis Start? Piecing it Together When Everyone Learned About Flint Dealing With It Social Studies and Critical Place-Based Education Are We Finished Yet?Part I: How Can Schools Respond to a Community's Needs? 1. A History of Innovative Education in Flint Manley and Mott: The Brains and the Bank Flint as the Leader in Community Schools Schools and Society Looking Back to Look Ahead Learning from Flint: Critical Place Historical Inquiry in the Classroom2. Why Flint? Teaching Conditions Amidst the Water Crisis The "Preloaded Distributional Injustices" of Flint Built With the Community in Mind Beyond "Normal:" Teaching at Freeman Learning From Flint: Critical Place Inquiry in Geography3. An Uncertain Future for Education in Flint Community Schools Today Integrated Student Supports Extended Learning Time and Opportunities Family and Community Engagement Collaborative Leadership and Practices Learning From Flint: Place-Based School ImprovementPart II: How Can Schooling be Reimagined to Center "Place?" 4. Designing Early Childhood Education in Flint Early Childhood Education and Lead Poisoning Childcare in Formal Settings Using Human-Centered Design to Respond to Early Childhood Needs Learning From Flint: Designing Place-Based Education5. Reggio-Inspired Education in Flint Reggio Emilia as Place-Based Education Building Place-Consciousness in a Reggio Toddler Classroom Preschoolers' Narratives of Flint Understanding Reggio as Social Studies Inquiry Learning From Flint: A Call to Research and Practice6. Montessori for Flint Montessori's Connections to Place-Based Education The Benefits of a Public Montessori Education Challenges for Public Montessori Montessori for Flint Learning From Flint: Incorporating Montessori Elements7. Flint's Place-Based Charter School School of Choice in Flint Flint Cultural Center: A Longtime Gem in Flint Flint Cultural Center Academy A Day at the Flint Cultural Center Academy Learning From Flint: School-Wide Place-Based EducationPart III: How Can Teacher Preparation Be Place-Based? 8. Place-Based Teacher Education in Flint Place-Based Teacher Education Uniquely Flint Co-Teaching School Culture Shock Partnering With Beecher Community Schools PBTE and Water Crisis Connections Learning From Flint: Literally.9. Place-Based Social Studies Methods in Flint Place-Based Social Studies Methods Elementary Social Studies Methods in Flint Field Trips Right Under Our Noses Teaching Critical Geography Learning From Flint: Transforming into Place-Based TeachersPart IV: Where Do We Go From Here? 10. What I Learned From Flint What I Learned About Flint What I Learned From Flint About Place-Based Education in Social Studies What I Learned From Flint About Myself ConclusionReferences Index About the Author
£102.40
Teachers College Columbia University To Teach
£24.69
Teachers College Columbia University To Teach
£71.10
Teachers College Press Using Schema Play Theory to Advocate for Free Play in Early Childhood
£26.59
Teachers College Press Transforming Teaching with Generative AI
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£27.54
Teachers College Press Transforming Teaching with Generative AI
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£80.10
Northwestern University Press Guerrilla Theory Political Concepts Critical
Book SynopsisExamines the political, ontological, and technological underpinnings of the guerrilla in the digital humanities (DH). Matthew Applegate uses the guerrilla to connect iterations of digital humanities' practice to its political rhetoric and infrastructure. By doing so, he reorients DH's conceptual lexicon around practices of collective becoming.Trade ReviewApplegate's work serves as both a genealogy and a challenge to DH praxis, and it is perhaps most compelling (and timely) as the latter." —Anastasia Salter, coauthor of Toxic Geek Masculinity: Sexism, Trolling, and Identity PolicingTable of Contents Acknowledgements Preface Introduction Chapter 1 — Protocols for Conflict Chapter 2 — The Maker and the Made Chapter 3 — The Production of the Commons Chapter 4 — Guerrilla Theory from the Underside Bibliography Notes
£27.96
Rutgers University Press Visual Encounters in the Study of Rural
Book SynopsisVisual Encounters in the Study of Rural Childhoods brings together visual studies and childhood studies to explore images of childhood in the study rurality and rural life. The volume highlights how the voices of children themselves remain central to investigations of rural childhoods and rural life. Trade Review“Visual Encounters in the Study of Rural Childhoods is a welcome addition on many fronts. It tackles rural childhood in many locations around the world, both Global North and Global South, and it does so by means of studying the visual. Instead of taking images of carefree rural childhoods at face value, the authors delve into their hidden meanings. What are we really seeing in these visions and versions of childhood? This is recommended reading for scholars in many fields: childhood studies, rural history, history of gender and sexuality, and so many others.” -- Pamela Riney-Kehrberg * author of Childhood on the Farm: Work, Play, and Coming of Age in the Midwest *“This is a book of intersections that takes the seemingly temporal idea of childhood and connects it to the apparently spatial idea of rurality. This is very stimulating reading that employs the visual turn to illustrate some of the many ways childhood is experienced and represented in rural geographies. This work offers a timely challenge to established stereotypes about both childhood and rural life.” -- Michael Corbett * coauthor of Rural Literacies: Transnational Perspectives *"Chronicle of Higher Education weekly book list," by Nina C. Ayoub * Chronicle of Higher Education *Table of ContentsContents Preface Forward 1. Introduction: Beginnings Part I Images and Imaginings in the Study of Rural Childhoods 2. Pastoral Visions of Childhood: Selling Suburbia as Home in the American Countryside Holley Wlodarczyk 3. Educating for the World Beyond: Challenging Idyllic Images of the Rural School Jonathan Kresmer 4. Nature Lovers as Nation Lovers in Canadian TV’s The Forest Rangers (1963–1965) Jennifer VanderBurgh 5. Video Game Depictions of Rural Childhoods in the Global South: Get Water! and Ayiti: The Cost of Life Renee Jackson & April Mandrona 6. Patriot Boys and Pioneer Girls: Christian Homeschool Texts, Gender, and the American Rural Idyll Elizabeth Shively 7. Rural Girlhoods in Picturebooks: Visual Constructions of Social Practices Karen Eppley Part II Acts of Memory and Imagination 8. The Place of Girls? Collective Memory Work in the Study of Portrayals of Rural Girlhood in Swedish Child and Youth Literature Eva Söderberg, Sara Nyhlén, Katja Gillander Gådin, & Katarina Giritli Nygren 9. I Am a Child of Back-to-the-Landers Sheilah Wilson 10. Pekupatikut Innuat Akunikana / “Pictures Woke the People Up”: Revisiting Inuit Childhoods through Facebook Wendy Ewald & Eric Gottesman Part III How We See It: Children’s Participation in Studying Rural Childhoods 11. A Tale of Two Kindergartens: Visual Representations of Slovenian Children’s Daily Lives in a Rural and an Urban Setting Barbara Turk Niskač 12. The Story of Peter Both-in-One: Using Visual Storytelling Methods to Understand Resilience among Transgender and Gender Nonconforming Young Children in Rural New England Sally Campbell Galman 13. Growing up Rural in South Africa: On Using Cellphilms to Engage Children’s Ideas of Social Spaces Naydene de Lange 14. Image-Based Research: What Does Childhood Look Like in a Small Village? Irina Kosterina 15. Reimagining Rural Childhoods through Participatory Video and Global Education Kelly Royds 16. The Perfect Computer? Children’s Experiences with ICT in Rural Colombia Diana Carolina Garcia Gomez and Helle Strandgaard Jensen Index Acknowledgements Notes on Contributors
£999.99
Wayne State University Press Teaching Fairy Tales Series in FairyTale Studies
Book SynopsisBrings together scholars who have contributed to the field of fairy-tale studies since its origins. This collection offers information on materials, critical approaches and ideas, and pedagogical resources for the teaching of fairy tales in one comprehensive source that will further help bring fairy-tale studies into the academic mainstream.
£74.25
Wayne State University Press Teaching the ArabIsraeli Conflict
Book SynopsisBrings together thirty-nine essays from experienced educators who reflect on the challenges of engaging students in college classrooms. Divided into seven sections, these personal essays cover a broad range of institutional and geographical settings, as well as a wide number of academic disciplines.
£29.96
John Wiley & Sons Prison Pedagogies Learning and Teaching with
Book SynopsisThousands of teachers have entered prisons, many teaching writing or relying on writing practices when teaching other subjects. Yet these teachers have few pedagogical resources. This groundbreaking collection of essays provides such a resource and establishes a framework upon which to develop prison writing programs.
£48.60
Duke University Press Visual Pedagogy
Book SynopsisCritiques some deployments of media in education, in and out of school, while exploring progressive possibilities in others.Trade Review“The topic of this book, pedagogy in light of media technologies, is of utmost importance. Equally important is Brian Goldfarb's attention to the success (or lack thereof) of educators and cultural activists in using these technologies to elicit the active, critical engagement of the citizenry in the project of learning.”—Michael Renov, coeditor of Collecting Visible EvidenceTable of ContentsAcknowledgments Introduction: An Ethos of Visual Pedagogy Part One. Historicizing New Technologies in the Classroom 1. Media and Global Education: Television’s Debut in Classrooms from Washington, D.C., to American Samoa 2. Students as Producers: Critical Video Production 3. Critical Pedagogy at the End of the Rainbow Curriculum: Media Activism in the Sphere of Sex Ed 4. Peer Education and Interactivity: Youth Cultures and New Media Technologies in Schools and Beyond Part Two. Visual Pedagogy beyond Schools 5. Museum Pedagogy: The Blockbuster Exhibition as Educational Technology 6. A Pedagogical Cinema: Development Theory, Colonialism, and Postliberation African Film 7. Local Television and Community Politics in Brazil: Sao Paulo’s TV Anhembi Appendix: An Annotated List of Media Organizations, Distributors, and Resources Notes Bibliography Index
£25.19
University of Pittsburgh Press Teaching Black
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£52.14
MP-ALA American Library Assoc Picture Books Plus
Book SynopsisThis guide seeks to identify the best picture books for addressing specific areas of the curriculum. After brief book annotations, the authors outline 20 activities for each of the five disciplines. They include materials lists, tips for success, do's and don'ts, and additional resources.
£38.66
MP-ALA American Library Assoc Critical Library Pedagogy Handbook Volume One
Book SynopsisExamines both theory and practice to help the busy practitioner explore various aspects of teaching for social justice. Volume One, Essays and Workbook Activities, provides short essays reflecting on personal practice, describing projects, and exploring major ideas to provide inspiration as you begin or renew your exploration of critical pedagogy.
£42.26
MP-CTM National Council of T The Wonderful World of Mathematics A Critically
Book Synopsis
£42.46
John Wiley & Sons Inc Completing Dissertations in the Behavioral
Book Synopsis
£33.24
Gallaudet University Press,U.S. Analyzing Syntax and Semantics Workbook
Book Synopsis
£22.00
Information Age Publishing Readings in Language Studies Volume 4
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£48.24
Information Age Publishing Readings in Language Studies Volume 4
a huge range and FREE tracked UK delivery on ALL orders.
£23.52
Edward Elgar Publishing Ltd Games Simulations and Playful Learning in
Book SynopsisTrade Review‘This is a delightful book. Drawing on the contributors’ experiences and expertise, it addresses a wide range of topics relating to game-based learning in the modern business school. From the design and build of simulations through to the evaluation of experiential learning, every chapter offers real insight and a sense of what it is like for the educator to adopt these methods, warts and all! The practical advice and illustrations regarding the embedding of simulations and games in the curriculum is intensely valuable, not just to those experimenting with such techniques for the first time, but also for those who have been using such approaches for some time. The evaluations and reflections of the authors here provide a deep, personable and engaging insight into such techniques.’Table of ContentsContents: Preface by Caroline Elliott xi 1 Introduction on games, serious games, simulation and gamification 1 Panagiotis Petridis and Lauren Traczykowski 2 The use of games to teach corporate social responsibility and sustainability 14 Maria Kozlovskaya 3 Why so serious? The role of non-serious games in sparking educational curiosity: a reflection 23 David Yates 4 Creating a monster: developing a mobile digital game application for accounting courses 35 Matt Davies, David Yates, Martin Potts and Frances Rosairo 5 The use of in-class experiments to teach Behavioural Economics for Managers 57 Maria Kozlovskaya 6 A narrative-based game that can be used as an assessment tool in law teaching 67 Pieter Koornhof 7 Delivering games in a remote online teaching environment 78 Jon Guest and Matthew Olczak 8 How to develop assessments based around teaching simulations 88 Jason Evans and Clive Kerridge 9 Reflections on the value of simulations in developing employability skills in postgraduate business students 100 Jude Preston and Frances Rosairo 10 Business simulations to develop employability skills in Strategic Management students 113 Jason Evans and Clive Kerridge 11 Bringing accounting courses to life using simulation-based learning (SBL): the case of Accounting Bissim 126 Matt Davies, David Yates and Martin Potts 12 The value of simulations for mixed nationality/culture student cohorts 141 Clive Kerridge and Jason Evans 13 Ethical decision making in transnational business networks: making a case for the role-play teaching method 153 Bahar Ali Kazmi 14 The positive impact of simulations and games in the applied teaching and assessment on a Company Law module 163 Chris Umfreville 15 B(l)ending the truth: using fictional characters and worlds in law teaching 175 Kris Lines and Pieter Koornhof 16 Pursuing play in crisis management education 185 Lauren Traczykowski 17 Playful learning in accounting education 195 Ozlem Arikan 18 ‘Models’ of ethical behaviour 205 Lauren Traczykowski 19 ‘Quality lecturing is like a walk in the park’: making learning more tactile and fun through location-based strategies 216 Kris Lines 20 Jeux sans frontières? A critical angle on the use of games/ simulations and ‘play’ in higher education 226 David Yates and Ivo De Loo Index
£34.15
Edward Elgar The Architecture of StudentOriented Course Design
Book Synopsis
£75.00
Edward Elgar Publishing Ltd Creating Inclusive and Engaging Online Courses
Book SynopsisTrade Review‘Nelson Mandela called education the most powerful weapon to change the world. Today, equitable access to educational opportunities is arguably as important as the quality of the pedagogy itself. As a former Americans with Disabilities Act (ADA) coordinator and as a current masters-level online and hybrid professor, I applaud Monica Sanders’ new book, Creating Inclusive and Engaging Online Courses, that is intent on practically and equitably harnessing this weapon in a post-Covid digital learning environment. Highlighting a disabled vulnerable population, this writing directly connects itself to the practice of teaching and distilling what accessible online instruction should be.The Covid-19 pandemic rang an educational bell about the potential of online learning that cannot be unheard. And while a majority of online learners are dissatisfied with their experience, the solution is likely only a few degrees off target and not an overreaction back to exclusive, campus-only learning. In my own teaching experience, having a student from, for example, Kyrgyzstan sitting virtually next to another from Texas or London represents an expansive and inclusive learning opportunity that would not be available if the class was limited by the traditional brick and mortar mechanism where attendance often takes place in higher-income, urban settings.In 1990, the ADA began to redefine what accessibility meant to communities. In the process, greater access was realized for the whole community, not just the disabled population. Today, this book helps us define what accessibility means in online teaching and learning for all students and that the digital product need not represent an inherent sacrifice to any part of the student experience. This book about Inclusive and Engaging Course Design draws upon teaching methods from Socrates to the new standards of digital citizenship that support the step-by-step implementation of their online educational framework. It is with enthusiasm and necessity that I recommend a focused read of this work.’ -- Erik Xavier Wood, Georgetown University, USTable of ContentsContents: Foreword xiii Preface xvii Acknowledgements xxiii 1 Introduction to Creating Inclusive and Engaging Online Courses 1 Monica Sanders PART I COURSE ACCESSIBILITY AND COPYRIGHT 2 Democratizing course access 11 Eileen Young 3 Managing copyright online 23 Raven Lanier PART II THE TEACHING AND LEARNING EXPERIENCE 4 Inclusive course design 36 LiAnne Brown 5 Accessibility tools 57 Monica Sanders 6 Managing pace and workload in online courses 70 Susannah McGowan 7 Apps, tools and assignment ideas for online engagement 86 Monica Sanders 8 Developing and incorporating impactful library research guides for online and hybrid learners 101 Ladislava Khailova Appendix I: Notes and additional resources for inclusive, engaging online course design 118 Appendix II: Copyright checklist 120 Appendix III: ADAA 129 Bibliography 131 Index
£24.95
Edward Elgar Publishing Practical Applications of Experiential and
Book SynopsisThis enlightening book explores the links between high-impact educational practices (HIPs) and experiential learning (EL) pedagogy, detailing how educators have adopted these practices to create a more experiential, participatory, and active learning environment.
£95.00
Edward Elgar Publishing Ltd Teaching Intellectual Property Law
Book SynopsisTrade Review'This timely collection of stimulating essays does more than fill a gap in the literature; it fills an aching void in the imagination of far too many intellectual property teachers. Teaching Intellectual Property Law: Strategy and Management invites a challenge to traditional IP pedagogy that should be hard to resist.' -- Professor Jeremy Phillips, founder of #IPKat‘This is an excellent tome that is a delight to read and absorb. The work contains top-quality contributions from established scholars and research. The book invites us to consider how we can adopt a multidisciplinary approach when conveying Intellectual property law to a varied audience. The work offers excellent insights on the “modern student” who is used to having everything a click away. How do we intellectual property aficionados enthuse such listeners? Dip in this book to discover how to incorporate learning outcomes or combat modern technology-based challenges (such as Chat GPT ). The various chapters offer thoughtful and clear guidelines as to how we engage with students from diverse disciplinary backgrounds, using a plethora of approaches from drum kits to card games to empirical research. It is an essential reading for both experienced practitioners and scholars, but especially vital for early career researchers and teachers.’ -- Uma Suthersanen, Queen Mary University of London, UKTable of ContentsContents: PART I INTRODUCTION TO TEACHING INTELLECTUAL PROPERTY LAW, STRATEGY AND MANAGEMENT Introduction 2 Sabine Jacques and Ruth Soetendorp PART II STRENGTHENING STUDENT ENGAGEMENT 1 Overcoming resistance to law on non-law modules 29 Ruth Soetendorp 2 Developing twenty-first century skills for creativity and innovation: the case of the entrepreneurial educator in raising learner awareness of intellectual property 46 Kathryn Penaluna and Andrew Penaluna 3 Teaching IP to science students, especially in the degree of biotechnology 60 Mercedes Curto Polo 4 Teaching copyright with musical instruments: using the drum kit to deepen learning 70 Nick Scharf 5 Alternance in synchronous e-teaching with large groups 84 Laurent Manderieux and Gabriele Gagliani PART III DEVELOPING A MULTI-DISCIPLINARY APPROACH 6 To boldly go: empirical research in intellectual property rights teaching 98 Smita Kheria 7 Interdisciplinary teaching through a combination of methods: IP licensing for non-law students 117 Rumyana Brestnichka, Fanny Koleva and Miglena Molhova-Vladova 8 Arts in IP law programmes: employing arts study, practice and pedagogy in law programmes – when students become creators 128 Andrea Wallace 9 IP education: an ethics and sustainability perspective 146 Helen Gubby 10 Integrating sustainable development awareness in intellectual property law education 154 Janice Denoncourt PART IV ACCENT ON COLLABORATIVE ENVIRONMENTS 11 Peer-assisted learning in intellectual property law: a bridge to solidifying learning and enhancing student experience 177 William Page, Jocelyn Bosse and Adrian Aronsson-Storrier 12 Applying knowledge in practice with IP pro bono 193 Hayleigh Bosher 13 Collaborative intellectual property learning: law and design-engineering students bring IP law to life 206 Dinusha Mendis PART V INNOVATIVE TECHNOLOGICAL METHODS 14 Playing the IP game: IntangAbility 221 Sabine Jacques 15 Using social media in IP teaching: a review of the use of social media as a learning and teaching tool 235 Joe Sekhon 16 Teaching with artificial intelligence and virtual reality for experiential learning 254 Caroline Coles PART VI ADVANCING EMPLOYABILITY-RELATED SKILLS 17 The value of a good story: involving inventors and entrepreneurs in higher education as a tool to support teaching and learning 267 Mandy Haberman 18 IP outside the textbook: professional networking activities in the IP curriculum 275 Eleonora Rosati 19 Private practitioner’s pragmatic approach fits the business minded student’s requirements 284 Agathe Michel-de Cazotte 20 Teaching IP management to engineers, scientists, entrepreneurs and managers 290 Peter van Dongen PART VII FURTHER AVAILABLE RESOURCES 21 A moveable brownbag 298 Brian L. Frye 22 Making copyright law accessible to all creatives using CopyrightUser.org 309 Bartolomeo Meletti 23 UK IPO resources for IP education 323 Lisa Redman and Catherine Davies PART VIII REFLECTIONS AND CONCLUSIONS 24 Reflections and conclusions 335 Index
£37.05
Edward Elgar Publishing Ltd Teaching Human Geography Theories and Practice
Book SynopsisTrade Review‘This extremely readable book shows geography to be the world subject. More than this, it argues that “students who learn to think geographically … discover a new way of seeing the world”. In the context of Anthropocene, the educational potential of geography is therefore vast – but is not guaranteed. This book expertly melds theoretical perspectives about ‘learning’ with some brilliant examples of structured teaching and thus makes a fine contribution to the development of geography education in practice.’ -- David Lambert, UCL Institute of Education, UK‘There has arguably never been a more urgent need for young people to learn how to think geographically at a high level of proficiency. This book demonstrates the significance of geography’s powerful knowledge for understanding human systems with many practical applications to support high quality geography instruction.’ -- Michael Solem, Texas State University, USTable of ContentsContents: Foreword by Donald Zeigler xv PART I THEORIES AND PRACTICE IN THINKING GEOGRAPHICALLY 1 Introduction to theories and practice in thinking geographically 2 Erin Hogan Fouberg and Janet Stuhrenberg Smith 2 Thinking geographically 11 Janet Stuhrenberg Smith 3 Learning geographic concepts 39 Erin Hogan Fouberg 4 Learning, visualizing, and thinking through maps 58 Janet Stuhrenberg Smith 5 Personalizing geographic knowledge through fieldwork 86 Erin Hogan Fouberg 6 Plasticity and change: lifelong geographic learning 100 Erin Hogan Fouberg PART II EXERCISES IN GEOGRAPHIC THINKING 7 Introduction to exercises to promote geographic thinking and learning 112 Janet Stuhrenberg Smith and Erin Hogan Fouberg 8 Engaging group-based exercises 116 Larianne Collins, Erin Hogan Fouberg, Jody Smothers-Marcello, Jamie L. Strickland, Caitlin Finlayson, Sunita George, Amanda Rees, and Janet Stuhrenberg Smith 9 Powerful field-based and place-based exercises 178 Raymond Greene, Jacqueline L. Waite, William G. Moseley, Matthew R. Cook, and Alex Oberle 10 Integrative project-based exercises 209 Thomas R. Craig, Leslie McLees, and Ronald V. Kalafsky Index 229
£29.40
John Wiley & Sons Inc A Survival Guide for New Special Educators
Book SynopsisWhat every special education teacher needs to know to survive and thrive A Survival Guide for New Special Educators provides relevant, practical information for new special education teachers across a broad range of topic areas.Table of ContentsThe Authors v Acknowledgments vii Tables, Figures, and Exhibits xvii Introduction xxi Part One: The Basics Chapter One: Getting the Right Job 3 An Initial Priority: Find a Good Job Match 3 Steps in Your Job Search 4 The Interview Process 5 Consider the Offer 10 To Sum Up 10 What’s Next? 10 Chapter Two: Great Beginnings 11 Reality 101: What to Expect in the First Years 11 Your Challenge: Become an Accomplished and Committed Special Educator 13 Reflect on the Moral Purpose That Guides Your Work 13 Develop Knowledge about Professional Standards and Ethics 14 Learn about the Community and Key Policies and Guidelines 15 Learn More about the Content Standards for Subjects You Teach 16 Use and Refine Your Knowledge about Evidence-Based Practices 17 Know Your Students and Systematically Monitor Their Learning 17 Collaborate Effectively with Administrators, Colleagues, and Parents 18 Protect Instructional Time and Balance Your Responsibilities 18 Develop Resilience and Manage Stress 18 Take Initiative for Your Own Professional Learning 20 Making It Happen: Create a Network of Supports 20 To Sum Up 25 What’s Next? 25 Additional Resources 25 Chapter Three: Working with Others 26 Be an Energizer 27 Be an Effective Communicator 27 Working Through Conflicts 30 A Great Start with Parents 31 Ten Actions to Develop Positive Relationships with Parents 32 A Great Start with Administrators 35 A Great Start with Your Mentor(s) 38 A Great Start with Colleagues 42 Leading Effective Professional Meetings 44 To Sum Up 46 What’s Next? 46 Additional Resources 46 Chapter Four: Special Education Law 47 Key Laws Related to Students with Disabilities 47 Education for All Handicapped Children Act 48 Individuals with Disabilities Education Act 51 Section 504 56 Americans with Disabilities Act 57 Confidentiality 58 Dealing with Legal Challenges 61 To Sum Up 63 What’s Next? 63 Additional Resources 63 Chapter Five: Developing Quality IEPs 65 The IEP Document 66 The IEP Process 66 Tips for a Great Start with IEPs 66 Tips for Developing IEP Components 67 The IEP Meeting 74 Transition Planning 81 IEP Summary Forms 83 Tips for Organizing the IEP Process 83 Practical Suggestions from Special Educators 85 To Sum Up 85 What’s Next? 86 Additional Resources 86 Part Two: Becoming An Accomplished Educator Chapter Six: Organizing and Managing Your Work 89 Your Many Roles and Responsibilities 90 Goals and Plans Equal Organizational Success! 92 Manage Your Time, Manage Your Tasks 96 Setting Up Your Class for Success 97 Considerations for Middle and High School Classrooms 98 The Teacher’s Desk 102 Get Ready for Your First Day of School 104 Plan for Fun and Knowledge 105 To Sum Up 110 What’s Next? 110 Additional Resources 111 Chapter Seven: Classroom and Behavior Management 112 Elizabeth Bettini Tiered Approach to Providing Positive Behavioral Support 113 Evaluating the Intervention 136 To Sum Up 137 What’s Next? 137 Additional Resources 137 Chapter Eight: Collaboration and Co-Teaching 139 Fundamentals of Collaboration 140 Defining Characteristics for Collaboration 140 Understanding Collaboration in Varied Service-Delivery Models 140 Tips for Special Education Teachers in Collaborating for RTI 142 Collaboration in Inclusive Settings 142 Small Strategies to Make a Big Impact on Collaboration 146 Helping General Educators 147 Co-Teaching 149 The Co-Teacher Relationship 150 Characteristics Aiding in Successful Co-Teaching 154 Barriers and How to Overcome Them 154 Keeping Collaborative Records 155 To Sum Up 156 What’s Next? 157 Additional Resources 157 Chapter Nine: Supporting Your Students 158 The Student–Teacher Relationship 159 Tips for Fostering Positive Student–Teacher Relationships 159 Motivating Your Students 161 Advocating for and with Your Students 164 Culturally Responsive Teaching 166 Helping Your Students Stay Organized and Learn Responsibility 169 To Sum Up 171 What’s Next? 171 Additional Resources 171 Chapter Ten: Assessment and Knowing Your Students 172 Your State Standards and the CCSS 173 Why Test in Relationship to the Standards? 173 Educational Laws and Assessment 173 Relationship Between the Laws and Your Assessment Practices 174 Progress Monitoring and Curriculum-Based Measures 175 Formal or Standardized Tests 178 Assessment Accommodations and Adapting Classroom Tests 179 Alternative Assessments 181 Feedback and Grading 183 Assessment Considerations at the High School Level 186 To Sum Up 188 What’s Next? 189 Additional Resources 189 Chapter Eleven: Universal Design for Learning and Technology 190 Plan Engaging and Accessible Instruction through UDL 192 The Basics of UDL: Reach and Engage Your Students in Multiple Ways 192 Three Principles of UDL: Multiple Means of Representation, Action and Expression, and Engagement 193 General Hints for Implementing UDL 196 Using Instructional Technologies to Support Students with Disabilities 203 ATs to Support Students with Disabilities 207 To Sum Up 210 What’s Next? 210 Additional Resources 210 Part Three: Mastering Effective Practices Chapter Twelve: Effective Instructional Practices and Lesson Planning 215 Planning for Effective Instruction 216 Using Effective Instruction 223 To Sum Up 232 What’s Next? 233 Additional Resources 233 Chapter Thirteen: Teaching Reading 234 A Framework for Teaching Reading 235 Phonological Awareness and Phonics (Basic Decoding) 235 Decoding Multisyllabic Words and Promoting Morphological Awareness 239 Vocabulary Instruction 241 Promoting Fluency at the Rime, Word, and Connected-Text Levels 243 Promoting Reading Comprehension 245 Special Considerations for ELLs with Learning Disabilities 248 Incorporating Technology into Reading Instruction 248 To Sum Up 250 What’s Next? 251 Additional Resources 251 Chapter Fourteen: Teaching Writing 252 Basic Skills Underlying Proficient Writing Performance 252 Becoming an Independent Writer 255 Special Considerations for ELLs 261 Using Technology to Support Writing 262 To Sum Up 263 What’s Next? 263 Additional Resources 263 Chapter Fifteen: Teaching Mathematics 264 What Makes Math So Difficult for So Many Students? 265 Going Beyond Arithmetic to Algebra 266 Characteristics of Struggling Learners in Mathematics and General Strategies for Supporting Students 267 Instructional Math Standards 269 How Should I Teach Learners Who Have Difficulty Keeping Up with the Curriculum? 271 Instruction That Supports Students with Disabilities in Mathematics 271 What Is the Best Way to Integrate CRA into Math Instruction? 274 Metacognitive Math Strategies 277 Assessment and Feedback to Inform Mathematics Practice 278 Formal Assessment and Mathematics 281 Technology-Enhanced Mathematics Instruction 282 To Sum Up 284 What’s Next? 284 Additional Resources 284 Chapter Sixteen: Teaching Content 285 What Can You Do to Support Students with Disabilities in Learning Content? 285 What Specific Things Can You Do to Help Students with Disabilities in the Content Areas? 286 UDL and Instructional Technologies in Content Learning 292 Teaching Concepts with Content Enhancements 293 Teaching Simple Concepts 293 Complex Concepts 294 Inquiry-Based Approaches to Teaching and Learning Content 295 What Is the Relationship Between Inquiry Learning and Problem-, Project-, and Challenge-Based Learning? 299 To Sum Up 301 What’s Next? 301 Additional Resources 301 Chapter Seventeen: Teaching Students with Limited to Pervasive Intellectual Disability 303 Bree A. Jimenez and Pamela J. Mims Who Are Your Students? 304 What to Teach 304 Why Teach Beyond Functional Skills to Students with Intellectual Disabilities 304 Assessments to Guide Curricular Planning 306 How to Teach 308 To Sum Up 321 What’s Next? 321 Additional Resources 321 Part Four: Additional Considerations Chapter Eighteen: Managing Student Health Needs 325 Pamela W. Carter Individual Health-Care Plans and Emergency Care Plans 326 Health Conditions and Teacher Tips 326 Tourette Syndrome (TS) 341 To Sum Up 343 Additional Resources 343 Part Five: Appendixes Appendix A: Definitions and Resources about Disability 345 Attention Deficit Hyperactivity Disorder (ADHD) 347 Autism Spectrum Disorders 350 Deafness and Hearing Loss 353 Developmental Delay 355 Emotional Disturbance 356 Intellectual Disability 361 Other Health Impairment 362 Specific Learning Disability 365 Speech and Language Disorders 367 Traumatic Brain Injury 369 Visual Impairment Including Blindness 371 Appendix B: Key Special Education Cases 373 Appendix C: Assessment Vocabulary and Concepts 374 Validity and Reliability 375 Appendix D: Tips for Preparing for Observations and Evaluations 377 Appendix E: Bonus Web Content 380 Notes 383 Index 400
£22.50
John Wiley & Sons Inc Interactive Open Educational Resources
Book SynopsisA Choice Outstanding Academic Title for 2014!Sponsored by the Association of College and Research Libraries (ACRL), this one-of-a-kind book demonstrates the best tools, resources, and techniques for discovering, selecting, and integrating interactive open educational resources (OERs) into the teaching and learning process. The author examines many of the best repositories and digital library websites for finding high quality materials, explaining in depth the best practices for effectively searching these repositories and the various methods for evaluating, selecting, and integrating the resources into the instructor's curriculum and course assignments, as well as the institution's learning management system.Trade Review"I highly recommend this book for faculty, academic advisors and all higher educational professionals. Although the content is geared more closely to faculty and instructors, all university personnel should be aware of new, potentially significant mechanisms to impact student achievement. With clear descriptions and instructions for finding quality resources, the author has provided an abundance of information and tools for practitioners to apply across multiple disciplines." — NACADA Journal Issue 34 (2)Table of ContentsPreface: Transforming the Learning Experience through New Forms of Instructional Materials in the Digital Information Age ix About the Author xv Part One Interactive Learning Materials: Setting the Stage 1 One Interactive Learning Materials: Engaging Learners in the Emerging Digital World 3 Two Defining an Emergent Class of Educational Resources: Interactive Multimedia Modules, Simulations, and Games 11 Part Two Finding ILMs: A Digital Exploration 19 Three The Discovery Process: The Art of Discovering ILMs 21 Four The Pioneers: Searching Online Educational Repositories in North America and the United Kingdom 35 Five The Educators: Searching College and University Educational Repositories 61 Six The Entrepreneurs: Textbook Publishers, Entertainment Media, and Educational Software Companies 83 Seven The Exhibitors: Museums, Professional Organizations, and Governmental Organizations 95 Part Three Choosing and Using ILMs 111 Eight The Selection Process: How to Choose and Evaluate ILMs 113 Nine The Implementation Process: How to Instruct and Engage Students through ILMs 129 Ten The Assessment Process: The Impact of ILMs on Student Learning 143 Epilogue: How Faculty, Librarians, and Instructional Support Staff Transform Learning with ILMs in the Future 155 References 163 Index 169
£29.44
John Wiley and Sons Ltd Language Education Throughout the School Years
Book SynopsisThis volume explores the evolution in language use experienced by children and young people throughout school, and the ways they become more conscious about its multi-functionality and the choices open to them in making meaning. Describes a trajectory of language development in schooling from age 6 to age 18 Draws on systemic functional linguistics to trace changes in the language resources successful children and adolescents use to make meanings in new discourse patterns as they engage in the curricular tasks of science, history, and language arts Explores the way in which content, interpersonal relationships, and textual structure simultaneously evolve over four stages of children's and adolescents' development Offers new theoretical insights and practical awareness of the multi-functionality of language Trade Review“The “Summaries of Matters Discussed in This Section” that appear intermittently throughout the book help to keep readers on task in developing a deep understanding of the functionality of language. Summing Up: Recommended. Graduate, research, and professional collections.” (Choice, 1 November 2012)Table of ContentsSeries Editor's Foreward Acknowledgements Chapter 1: A Language Theory for Educational Practice Chapter 2: Early Childhood: The Initial Challenges of School Learning Chapter 3: Late Childhood to Early Adolescence: Some Transitional Years Chapter 4: The Years of Midadolescence: Dealing with Abstract Knowledge Chapter 5: Late Adolescence to Adulthood: Engaging with Theoretical Knowledge Chapter 6: The Overall Trajectory in Language Learning in School References Index
£37.95
John Wiley & Sons Inc Mentor
Book SynopsisWith a new introduction and afterword, this revised second edition is a practical, engaging exploration of mentoring and its power to transform learning. Filled with inspiring vignettes, Mentor shows how anyone who teaches can become a successful mentor to students. Topics covered include adult learning and development; the search for meaning as a motive for learning; education as a transformational journey; how adults change and develop; how learning changes the learner; barriers and incentives to learning and growth; and guiding adults through difficult transitions.Table of ContentsForeword vLois Zachary Preface to the Original Edition ix Preface xix The Author xxxi Part One: Adult Learning as Development 1 First Shards: The Search for Meaning as a Motive for Learning 3 2 Mentors, Myths, and Metamorphosis: Education as a Transformational Journey 17 3 Maps of Transformation: How Adults Change and Develop 43 Part Two: Learning as a Transformative Journey 4 The Deep and Savage Way: The Unsettling First Steps of an Educational Journey 89 5 The Dynamic of Transformation: How Learning Changes the Learner 125 6 Returning Home: Helping Adults Integrate New Insights 147 Part Three: Fostering Adult Learning 7 The Ecology of Adult Learning: Barriers and Incentives to Learning and Growth 181 8 The Yoda Factor: Guiding Adults Through Difficult Transitions 203 9 The Art of the Mentor: Limits and Possibilities 231 Afterword 249 Notes 263 References 269 Appendix 279 Index 281
£30.39
John Wiley & Sons Inc Discussion in the College Classroom
Book SynopsisKeep students engaged and actively learning with focused, relevant discussion Second only to lecture as the most widely used instructional strategy, there's no better method than classroom discussion to actively engage students with course material.Table of ContentsForeword ix Acknowledgments xiii Preface xv About the Author xix 1. Introduction: Why Bother with Classroom Discussion? 1 2. Is Anyone Really Paying Attention? 15 3. The Challenge of Dominant Talkers 47 4. Students’ Differing Definitions of the Classroom 79 5. Making Online Discussion Work 105 6. To Grade or Not to Grade? And Other Conundrums 141 Afterword 165 References 171 Index 191
£27.54
John Wiley & Sons Inc The New Advisor Guidebook Mastering the Art of
Book SynopsisFocuses on foundational content: the basic terms, concepts, information, and skills advisors must learn in their first year and upon which they will build over the lengths of their careers. This book covers various ways in which advising is delivered: one-to-one, in groups, and online.Table of ContentsPreface xi Acknowledgments xxi The Editors xxv The Authors xxix Part One Mastering the Art of Advising 1 Mastering the Art of Advising: Getting Started 3 New Advisor Development Chart: Building the Foundation 19 Pat Folsom Part Two Foundations: The Conceptual Component 2 Academic Advising Within the Academy: History, Mission, and Role 39 Patrick Cate and Marsha A. Miller Applications and Insights: Characteristic Responsibilities of Academic Advisors 53 3 Ethical Issues in Advising 55 Joanne K. Damminger 4 Theory Matters 67 Kathleen (Kim) Roufs Voices From the Field—Career Advising: A New Paradigm 83 Jennifer Santoro and Misti Dawnn Steward Voices From the Field: Creating a Personal Philosophy of Academic Advising 91 David Freitag Glossary of Conceptual Terms 95 Patrick Cate and Marsha A. Miller Part Three Foundations: The Informational Component 5 The New Professional Advisor: Building a Solid Informational Advising Component 107 Jody Johnson Applications and Insights—Organizing the Chaos: Office and Computer 121 Pat Folsom, Jennifer E. Joslin, and Franklin Yoder Applications and Insights—Advisor Checklist of Questions: Institutional Information to Learn in Year 1 123 Stephen O. Wallace and Beverly A. Wallace 6 The Faculty Advisor: Institutional and External Information and Knowledge 125 Stephen O. Wallace and Beverly A. Wallace Applications and Insights—Advisor Checklist of Questions: Teaching Students to Navigate the Institutional System 140 Stephen O. Wallace and Beverly A. Wallace 7 Career Advising: The Intersection of Internal and External Information 143 Dorothy Burton Nelson Applications and Insights: Occupational Exploration Worksheet 156 Dorothy Burton Nelson 8 Legal Issues in Academic Advising 159 Matthew M. Rust Applications and Insights: Audit of Legal Issues in Advising Practice 174 Matthew M. Rust 9 Informational Component: Learning About Advisees—Putting Together the Puzzle 177 Susan Kolls Applications and Insights—Advisor Checklist of Questions: Student Information to Learn in Year 1 183 Stephen O. Wallace and Beverly A. Wallace Applications and Insights: Learning From Students 184 10 Developing Self-knowledge as a First Step Toward Cultural Competence 185 Karen L. Archambault Applications and Insights—Advisor Checklist of Questions: Teaching Students to Use Resources 202 Stephen O. Wallace and Beverly A. Wallace Voices From the Field: Advising International Students 203 Yung-Hwa Anna Chow Part Four Foundations: The Relational Component 11 Effective Communications Skills 213 Peggy Jordan Applications and Insights: Advisor Checklist for Listening, Interviewing, and Referral Skills 226 Peggy Jordan Applications and Insights: Good Questions to Ask Advisees 229 12 Academic Advising Approaches from Theory to Practice 231 Jayne K. Drake Applications and Insights: Advising Techniques 247 Applications and Insights: Characteristics of Effective Advisors 248 Part Five Delivering Advising 13 One-to-One Advising 251 Charlie L. Nutt Applications and Insights: Conducting Individual Conferences 262 Pat Folsom Applications and Insights: Creating a Welcoming Advising Atmosphere 265 Applications and Insights: Making the Most of Limited Time With Students 266 Pat Folsom, Jennefer E. Joslin, and Franklin Yoder Voices From the Field: Teaching the Decision-Making Process 267 Marsha A. Miller Applications and Insights—Checklist of Questions: Teaching Students to Make Academic Decisions 271 Stephen O. Wallace and Beverly A. Wallace 14 Group Advising 273 Donald Woolston and Rebecca Ryan Applications and Insights—The Group Advising Session: A Step-By-Step Guide 280 Donald Woolston and Rebecca Ryan 15 Group Advising: An Update 281 Rebecca Ryan 16 Advising Online 289 Jeanette Pellegrin Applications and Insights—Advising Online: Advice From Advisors 297 Compiled by Jeanette Pellegrin Part Six Advisor Development for Foundational Mastery 17 Advisor Growth and Development: Building a Foundation for Mastery 301 Franklin Yoder and Jennifer E. Joslin JWSF060-fm JWSF060-Folsom Printer: Yet to Come July 31, 2015 20:47 Trim: 7in × 10in Voices From the Field: Sample Calendar for a Year-Long Self-development Program 317 Franklin Yoder Voices From the Field—The Case Study: A Powerful Tool in Self-development Plans 323 Pat Folsom Applications and Insights: Strategies for Handling Stress 325 Appendixes A Higginson’s Informational Framework 327 B Case Study Toolbox 329 B1 Case Study Review Questions 331 B2 Using Case Studies With a Sample Exercise 333 B3 Sample Case Studies 337 Index 345
£42.75
John Wiley & Sons Inc MakerCentered Learning
Book SynopsisThe Agency by Design guide to implementing maker-centered teaching and learning Maker-Centered Learning provides both a theoretical framework and practical resources for the educators, curriculum developers, librarians, administrators, and parents navigating this burgeoning field. Written by the expert team from the Agency by Design initiative at Harvard''s Project Zero, this book Identifies a set of educational practices and ideas that define maker-centered learning, and introduces the focal concepts of maker empowerment and sensitivity to design. Shares cutting edge research that provides evidence of the benefits of maker-centered learning for students and education as a whole. Presents a clear Project Zero-based framework for maker-centered teaching and learning Includes valuable educator resources that can be applied in a variety of design and maker-centered learning environments Describes unique thinking routTable of ContentsAcknowledgments ix List of Tables and Figures xiii Foreword xix Introduction 1 What is a Maker? And What is Maker-Centered Learning? 4 A Road Map to the Journey Ahead 8 1 Exploring the Benefits of Maker-Centered Learning 15 Learning from Maker Educators and Thought Leaders 17 Identifying the Real Benefits of Maker-Centered Learning 18 Understanding the Primary Outcomes of Maker-Centered Learning: Developing Agency and Building Character 19 Understanding the Secondary Outcomes of Maker-Centered Learning: Cultivating Discipline-Specific and Maker-Specific Knowledge and Skills 35 Recapping the Real Benefits of Maker-Centered Learning 39 2 Teaching and Learning in the Maker-Centered Classroom 43 Maker-Centered Roots and Connections 45 Who (and What) Are the Teachers in the Maker-Centered Classroom? 51 Students as Teachers 51 Teachers in the Community 55 Online Knowledge Sourcing 56 Tools and Materials as Teachers 57 What Does Teaching Look Like in the Maker-Centered Classroom? 59 Facilitating Student Collaboration 60 Encouraging Co-inspiration and Co-critique 63 Redirecting Authority and the Ethics of Knowledge Sharing 70 What Does Learning Look Like in the Maker-Centered Classroom? 73 Figuring It Out 74 What Does the Maker-Centered Classroom Look Like? 77 Tools and Materials 78 Storage and Visibility 80 Specific and Flexible Spaces 83 3 Developing a Sense of Maker Empowerment 85 What Is Agency? 89 Choice, Intention, and Action 89 Scope: Agency and the Complex Web of Interrelated Actions 91 Locus: Participating in Agentic Action 94 Agency and Maker Empowerment 98 Empowerment and Social Justice 101 Empowerment in Education 103 4 Developing a Sensitivity to Design 109 Developing a Sensitivity to Design in a Consumer-Driven World 111 The Hidden Mechanics of Stuff 112 Living in the Throes of a Throwaway Culture 114 What Is a Sensitivity to Design? 116 How Are Students Sensitive (or Not) to Design? 120 Seeing the Designed World as Malleable 122 5 Maker-Centered Teaching and Learning in Action 127 A Framework for Maker Empowerment 128 Looking Closely 130 Exploring Complexity 133 Finding Opportunity 136 Tools and Techniques for Supporting Maker-Centered Thinking and Learning 141 Dispositional Development and Thinking Routines 142 Developing Thinking Routines to Support a Sensitivity to Design 142 Conclusion 155 Maker-Centered Learning: Challenges and Puzzles 157 Considering the Ethical Dimensions of Maker-Centered Learning 158 Equity and Access in the Maker-Centered Classroom 159 Supporting and Sustaining Maker-Centered Practice 162 Looking Ahead: The Future of Maker-Centered Learning 163 Imagine If. 166 Afterword 169 Appendix A: Overview of Interview Participants 173 Appendix B: Thinking Routines 175 Notes 185 References 195 Index 203 About the Authors 223
£22.10
John Wiley & Sons Inc The Together Teacher
Book SynopsisAn essential guide for today''s over-scheduled teachers Teaching is a tough job, period. With so much pressure and so many competing demands, it can be easy to fall apart, or to get lost in the daily grind. The Together Teacher: Plan Ahead, Get Organized, and Save Time! is a practical resource that shows teachers how to get it together, to be effective and have a life! Author and educator Maia Heyck-Merlin reveals the life-hacks and habits of Together Teachers, from smart time management hacks to sanity-saving tech. The end goal is always strong outcomes for their students. In this book, you''ll discover the concrete steps you can take to achieve greater stability and success in your classroom and in your life. This edition adds sections on efficient lesson planning, grading, and data analysis processes, balance and self-care, juggling teaching with other responsibilities like leading a grade level, managing family communications, and new online resourcesTable of ContentsForeword xiii Introduction 1 Part One: Together Your Time 11 Chapter 1: Create an Ideal Week—And Build in That Self-Care! 13 Components of a Great Together Teacher System Design Your Ideal Week Build Your Own Ideal Week Let’s Toss in Some Self-Care and Stress Management Self-Care and Stress Management Plan Examples Let’s Get Started Chapter 2: A Week’s Worth of Readiness: Create a Weekly Worksheet 31 Setting the Scene A Closer Look: What Is a Weekly Worksheet? Weekly Worksheet Examples Select Your Weekly Worksheet Tool Turbo Togetherness Maintenance Moves Together Tour: Cassidy Cruz 57 Chapter 3: No More Missed Deadlines: Make a Comprehensive Calendar 59 Setting the Scene The Multiple-Calendar Dilemma The Comprehensive Calendar: What Is It? Together Teachers’ Comprehensive Calendars Pick Your Tool: Where Will You Keep Your Comprehensive Calendar? Build Your Own Comprehensive Calendar Keep Your Comprehensive Calendar Moving Turbo Togetherness Maintenance Moves Chapter 4: Corral the Long-Term To-Dos: Create Your Later List 85 Setting the Scene The Later List: What Is It? Together Teacher Later List Examples Assemble the To-Dos: Build Your Later List Select Your Later List Tool Keep That Later List Fed and Happy Carry Your Later List Turbo Togetherness Maintenance Moves Together Tour: Laura Burrow 105 Chapter 5: Never Forget! Get on the Thought Catchers 107 Setting the Scene What Is a Thought Catcher Exactly? Together Teacher Thought Catcher Examples Brainstorm Your Own Thought Catchers Pick Your Thought Catcher Tool Review Your Thought Catchers Regularly Turbo Togetherness Maintenance Moves Chapter 6: Create Routines to Support Togetherness: Meet with Yourself 123 Setting the Scene Build Your Meeting with Myself Checklist Together Teacher Meeting with Myself Example Checklists Logistics of Meeting with Yourself: Your When, Where, and What To Bring When, Where, and What To Bring to Your Meeting with Myself Daily Routines: Making the Most of Opening and Closing the Day Turbo Togetherness Maintenance Moves Part Two: Together Your Space, Stuff, and Students 143 Chapter 7: Tidy and Together Up Your Teacher Workspace 145 Setting the Scene Together Up That Workspace Together Transport: Moving Materials Between Spaces Contain the Instructional Chaos Mean, Materials Finding What You Need When You Need It Carry It With You Turbo Togetherness Maintenance Moves Together Tour: Angela Mu 171 Chapter 8: The Inbox, the Texts, the Messages: Tame the Communications Chaos 173 Setting the Scene Set Up for Success Establish Communications Routines or Stop Checking Constantly! Create Schoolwide Communication Agreements Write To Be Heard, or Stop Sending Open-Ended Emails! Email: Use It, Don’t Abuse It! Turbo Togetherness Maintenance Moves Chapter 9: Papers, Supplies, and Assignments: Support Student Togetherness 203 Setting the Scene Displaying Class Schedules and Syllabi Together Student Tools Created by Schools Together Student Tools Created by Students and Families Support Student Space Set-Up Teaching Students Togetherness Turbo Togetherness Maintenance Moves Part Three: Together Your Teaching 235 Chapter 10: Plan, Plan, and Plan Some More: Make Lesson Planning Efficient! 237 Setting the Scene Together Teachers’ Long-Term Planning Examples What Is the Actual Work of Lesson Planning? Materials Needed for Lesson Planning Determine Day and Time To Plan Where Should I Lesson Plan? Turbo Togetherness Maintenance Moves Together Tour: Eric Nielsen 261 Chapter 11: Grading, Assessing, and More! 263 Setting the Scene Determine What You Are Grading and Why Determine How You Collect Student Work Getting Efficient with the Actual Grading Keeping Up with Student Progress When and Where Are You Grading? When and How Am I Sharing the Data with Students and Families? Turbo Togetherness Maintenance Moves Part Four: Together Your Team 287 Chapter 12: Join ’Em and Lead ’Em: Make the Most of Meetings 289 Setting the Scene Create the Meeting Agenda Staying Together During the Meeting Note-Taking During Meetings Store and Retrieve Your Meeting Notes Turbo Togetherness Maintenance Moves Together Tour: Veronica Urbanik 319 Chapter 13: Events, Projects, and Parties: Project Plan Your Way to Success! 321 Setting the Scene Determine a Successful Outcome Build Out Your Buckets Create a Project Plan Bring on the Team Work the Plan The Big Day—Or Night? Celebration and Closeout Turbo Togetherness Maintenance Moves Conclusion: Why the World Needs Together Teachers 337 Acknowledgments 347 About the Authors 349 Index 351
£19.54
John Wiley & Sons Inc Classroom Management
Book SynopsisENABLES K-12 EDUCATORS TO CREATE SUCCESSFUL LEARNING COMMUNITIES THE FULLY UPDATED NEW EDITION Effective classroom management plans are essential for creating environments that foster appropriate social interactions and engaged learning for students in K-12 settings. New and early-career teachers often face difficulties addressing student discipline, upholding classroom rules and procedures, and establishing positive teacher-student relationships. The seventh edition ofClassroom Managementis the leading resource for helping educators prevent student misbehavior, respond to challenging situations, and involve their students in building positive classroom communities. This popular textbook covers every vital aspect of classroom management, from planning for the school year and conducting instruction, to managing diverse classrooms and collaborating with colleagues and families. Fully revised to reflect recent changes in K-12 education and address the needsTable of ContentsAbout the Author ix Preface xi Standards xv 1 Understanding Management and Discipline in the Classroom 1 What is Classroom Management? 2 A Community of Learners 9 Understanding Misbehavior 10 Principles for Working with Students and Preventing Misbehavior 15 Major Concepts 16 Discussion/Reflective Questions 16 Suggested Activities 16 Further Reading 17 2 Models of Discipline 18 The Degree of Control 20 Low Teacher Control Approaches 22 Medium Teacher Control Approaches 26 High Teacher Control Approaches 33 Determining Your Management Plan 37 Major Concepts 39 Discussion/Reflective Questions 40 Suggested Activities 40 Further Reading 40 3 Preparing for the School Year 41 Making Management and Instructional Preparations 42 Preparing for the First Day 51 Organizing Your Classroom and Materials 55 Major Concepts 61 Discussion/Reflective Questions 61 Suggested Activities 62 Further Reading 62 4 Choosing Rules and Procedures 63 Rules in the Classroom 65 Procedures in the Classroom 71 Helping Students Assume Responsibility for Their Behavior 75 Major Concepts 77 Discussion/Reflective Questions 78 Suggested Activities 78 Further Reading 78 5 Maintaining Appropriate Student Behavior 79 Building Positive Teacher–Student Relationships 80 Having a Mental Set for Management 86 Managing Whole-Group Instruction 88 Maintaining Student Attention and Involvement 91 Improving Classroom Climate with Reinforcers 95 Major Concepts 98 Discussion/Reflective Questions 98 Suggested Activities 99 Further Reading 99 6 Communication Skills for Teaching 100 The Power of Language 102 General Guidelines for Teacher Language 102 Communicating Firm Limits for Behavior 105 Characteristics of Verbal Communication 108 Using Supportive Language 110 Listening 114 Using Nonverbal Communication 117 Major Concepts 120 Discussion/Reflective Questions 121 Suggested Activities 121 Further Reading 121 7 Knowing and Connecting with Your Students 122 Implications for Diverse Classrooms 123 Getting to Know Your Students 124 Student Diversity 127 Adverse Conditions and Student Achievement 132 Creating an Inclusive Classroom 139 Major Concepts 146 Discussion/Reflective Questions 146 Suggested Activities 147 Further Reading 147 8 Planning and Conducting Instruction 148 Planning Decisions Affect Behavior Management 149 Managing Lesson Delivery 157 Managing Student Work 168 Major Concepts 172 Discussion/Reflective Questions 172 Suggested Activities 173 Further Reading 173 9 Responding to Inappropriate Behavior 174 A Three-Step Response Plan 175 Cautions and Guidelines 184 Dealing with Chronic Misbehaviors 188 Bullying 191 Major Concepts 195 Discussion/Reflective Questions 196 Suggested Activities 196 Further Reading 196 10 Dealing with Challenging or Violent Students 197 Understanding Challenging and Violent Students 198 Planning to Work with Challenging and Violent Students 203 Teaching Students Alternatives to Disruption and Violence 205 Responding to Disruptive or Violent Behavior 210 Major Concepts 218 Discussion/Reflective Questions 218 Suggested Activities 219 Further Reading 219 11 Collaborating with Colleagues and Families 220 Working with Colleagues 221 Working with Families 226 Contacting and Communicating with Families 231 Major Concepts 242 Discussion/Reflective Questions 242 Suggested Activities 242 Further Reading 243 References and Further Readings 245 Name Index 259 Subject Index 265
£149.35
John Wiley & Sons Inc To University and Beyond
Book SynopsisLearn how to use your time as a student to supercharge your career To University and Beyond: Launch Your Career in High Gear delivers a step-by-step guide to using your educational years to put you in the right position to accelerate your career, optimize your time, and build valuable and rewarding relationships. You'll learn everything you need to know about taking advantage of the once-in-a-lifetime opportunity: the first ten years of your career. Broken down into 21 accessible chapters, To University and Beyond features a wide array of practical and strategic advice on topics like: How to write the perfect resume or CVHow to hack your career path to achieve what you've always dreamt ofHow to access rarely used scholarships and grantsHow to find selective short-term learning programsHow to thrive in a virtual learning environmentHow to get paid to learn with options beyond traditional degree programsHow to communicate and present so people get your message Perfect for high school,Table of ContentsAbout the Authors xi 1 Why We Wrote This Book 1 David Teten 1 Mandee Heller Adler 3 Mandee and David 4 2 College is Not for Everyone: Get Paid to Learn 5 3 Before Your First Class 9 4 Who Do You Know? Who Knows You? 15 Character 20 Competence 21 Relevance 25 Information 27 Strength 28 Number 32 Diversity 33 5 How to Get the Most Out of Virtual Classes and Events 37 6 If You’re Not at the Table, You’re Missing Out: Plan Your Career 43 In Your Final Year Before Graduation 48 7 Top 10 Myths Students Believe 51 8 Write a Resume That Sells 57 9 Prepare a Personal Marketing Plan 65 10 Start Your New Job and Don’t Get Fired 67 11 Write a Memo People Actually Read 71 12 Present So People Will Hear 73 13 Easy Career Kickstarts That Most People Don’t Do 79 14 What You Will Know by Age 45 83 15 Internships and Other Work Experience, Locally and Globally 85 16 Get Paid to Study: Ridiculously Generous Scholarships 89 Scholarship Databases 89 The Elite Scholarships 90 Technology 93 Science, Engineering, and Math 94 Social Impact 96 17 Politics and International Relations 97 Internships with Politicians 97 Political Science 99 United States–Europe Relations 101 United States–Asia Relations 104 Libertarian/Classical Liberal Politics 105 Conservative Politics 107 Progressive Politics 108 18 Women, Racial Minorities, and Other Underrepresented Communities 111 Women 111 Underrepresented Minorities 113 19 Religious Groups 117 Christian 117 Jewish 118 Muslim 119 20 Mini-Universities: Conferences and Communities for Further Learning 121 Selective Conferences and Communities 121 Short-Term Learning Programs for Midcareer Professionals 123 21 What Happens Next? 127 Acknowledgments 129 Endnotes 131 Index 133
£14.39
John Wiley & Sons Inc The Hybrid Teacher
Book SynopsisTable of ContentsAbout the Author vii Acknowledgments ix Before We Begin xi Introduction xiii Chapter 1: Synchronous and Asynchronous Learning 1 Chapter 2: Synchronous Learning 5 Chapter 3: Asynchronous Learning 47 Chapter 4: Apply, Create, Explore 79 Chapter 5: Keep Design in Mind 93 Chapter 6: Project-Based Learning 107 Chapter 7: Executive Functioning Skills 113 Chapter 8: Social and Emotional Learning 121 Chapter 9: Building Culture and Community 125 Chapter 10: Attendance and Assessment 157 Chapter 11: Little Learners 179 Chapter 12: Subject- Specific Strategies 187 Chapter 13: Nonteaching Staff 205 Chapter 14: Adapting 209 Chapter 15: Parent/ Guardian Communication 223 Chapter 16: Technology Bootcamp 229 Chapter 17: Teacher Time Savers 237 Chapter 18: Going Further… 245 Chapter 19: The Future of Education Is Hybrid 257 Chapter 20: The Administrators’ Appendix 261 Appendix: Additional References 279 Index 281
£17.85
John Wiley & Sons Inc Teaching Your Kids New Math K5 For Dummies
Book Synopsis
£17.09
John Wiley & Sons Inc In Support of Students
Book SynopsisTable of ContentsFrom Katie 7 From Kristan 8 Introduction 8 Chapter 1: Planning for Systems Change 9 The View from My Window, Kristan 9 Our Call 10 The Need for Complex Change 12 Unfreeze-Change-Refreeze Model 13 Concerns-Based Adoption 15 Implementation Science 17 Improvement Science 21 Summary 24 Reflection Questions 25 Chapter 2: Understanding MTSS 25 Baking, Not Caking 26 Defining MTSS 26 Vision 32 Instructional Design 32 Tiered Systems 33 Systems and Structures 34 Summary 36 Reflection Questions 37 Chapter 3: The Power of Inclusive Practices 38 The Power of Carrot Cake, Katie 38 The Opportunity Myth 39 Universal Design for Learning 41 Deeper Learning 51 Deeper Learning Tasks 53 Summary 55 Reflection Questions 55 Chapter 4: Building Your Team and Crafting a Vision 57 The Ultimate Dream Team, Katie 57 Teamwork Makes the Dream Work 58 Establishing the MTSS Team 58 Team Members 59 Team Process 61 Building Team Norms 62 Coordinating with Other Teams 65 Understanding Effective Instructional Practice 66 Creating the Vision 68 Drafting the Vision 69 Summary 71 Chapter 5: Kicking Off the Needs Assessment Process 72 My Reflection in the Mirror, Kristan 72 Where Do I Start? Katie 73 Seeing Our Current Systems 73 Document Review 75 Document Review Sample: High School Schedule 78 Asset Mapping 81 Systems Inventory 83 Summary 84 Reflection Questions 84 Chapter 6: Data Analysis to Prepare for MTSS 86 The Power of Lived Experiences, Kristan 86 Data Analysis 87 Outcomes Data 88 Instructional Data 89 Perspectives Data 89 Systems Data 90 Equity Reviews 90 Transforming Equity Reviews Into Action 93 Prepare Your Data Culture 95 Set a Positive Data Culture 95 Create a Comprehensive Assessment Map 96 Design a Data Decision Flowchart 97 Create Data Systems 99 Summary 100 Reflection Questions 100 Chapter 7: Conducting the Self-Assessment 101 Refinishing the Glider, Katie 101 Completing the Self-Assessment 102 Instructional Vision 104 Instructional Design 105 Tiered Systems 108 Systems and Structures 111 Key Findings 114 Summary 117 Chapter 8: Root-Cause Analysis 118 Down the River 118 Identify Potential Root Causes 119 Organizing Your Proposed Root Causes Around Control 120 Review Root Causes for Leverage 121 Validate Your Root Causes 122 Verify Your Root Causes 123 Summary 124 Reflection Questions 124 Chapter 9: Planning for Success 126 Walk with Me, Kristan 126 Sample Process Overview 127 Writing SMART Goals 133 Vetting Your Plan 137 Logic Models 139 Your Turn 144 Action Planning 145 Summary 148 Reflection Questions 148 Chapter 10: Implementing Systems 149 Avoiding the Fate of Sisyphus 149 Unpacking Fidelity 150 Fidelity Checks in Practice 154 Feedback Loops 155 A Case Study: Integrating MTSS 157 Summary 160 References 161 Appendix A 169 Appendix B: Sample Action Steps for MTSS Strategy 177 Vision Action Steps 177 Instructional Design Sample Action Steps 177 Curricular Materials 178 Equitable Practices 178 Pedagogy 179 Assessment 179 Learning Environment 180 Tiered Systems Planning 181 Tiered Supports 181 Data Systems 182 Access to Resources 182 Leveraging Systems and Structures 184 Staff Development and Competency 184 Structural Support 185 Continuous Improvement Cycles 185 Human Resources 187 About the Authors 187 Katie Novak, Ed.D. 188 Kristan Rodriguez, Ph.D. 189
£21.24
Jones and Bartlett Publishers, Inc Innovative Teaching Strategies in Nursing and
Book Synopsis
£83.70
WW Norton & Co Inclusive Education in a StrengthsBased Era
Book SynopsisIt's time to focus on what students can do, rather than what they can't.
£23.74
WW Norton & Co Planning for the Success of Students with IEPs
Book SynopsisA great special educator is an expert problem-solver.
£27.54
WW Norton & Co Take Heart K2
Book SynopsisFrom Nancy Boyles, author of Classroom Reading to Engage the Heart and Mind, this Guide helps ease the stress of transition to remote learning OR to a return to classrooms, for teachers and students alike. This guide features 15 award-winning picture books to facilitate conversations about social emotional issues, carefully chosen for age-appropriate themes matched to 5 SEL skills as well as to highlight different aspects of diversity. The suggested units, which include questions to pose about each book and theme, are: Find Your Happy: Staying PositiveMaking Choices: Choosing KindnessRise and Shine: Overcoming Challenges to SucceedVoice Lessons: Using Your Voice to Inspire ChangeEquity: With Social Justice for All This QRG in the new set of Strategies for Distance Learning Guides is an invaluable resource, providing a ready-made curriculum within which to explore children's social emotional needs as they seek to understand how to relate to a world that has changed dramatically. The min
£12.39
WW Norton & Co Integrating SEL Into Every Classroom The What Why
Book SynopsisEssential teaching strategies distilled into a six-page desktop guide.
£12.39
WW Norton & Co Digital Learning Anytime and Real Time High
Book SynopsisEssential guides for educators designing both synchronous and asynchronous learning experiences.
£12.39
WW Norton & Co Digital Learning Anytime and Real Time Middle
Book SynopsisEssential guides for educators designing both synchronous and asynchronous learning experiences.
£12.39
