Teaching skills and techniques Books

Book SynopsisEssential guides for educators designing both synchronous and asynchronous learning experiences.

Read more less

Book SynopsisHow what we know about K12 education can revolutionize learning in college. Honorable Mention in the Foreword INDIES Award for Education by FOREWORD Reviews, Winner of the 2021 Bronze IPPY Award for Education IIAmid the wide-ranging public debate about the future of higher education is a tension about the role of the faculty as instructors versus researchers and the role of teaching in the mission of a university. What is absent from that discourse is any clear understanding of what constitutes good teaching in college. In Convergent Teaching, masterful professors of education Aaron M. Pallas and Anna Neumann make the case that American higher education must hold fast to its core mission of fostering learning and growth for all people. Arguing that colleges and universities do this best through their teaching function, the book portrays teaching as a professional practice that teachers should actively hone. Drawing on rich research on K12 classroom teaching, the authors develop theTrade ReviewPallas and Neumann are part of [a] teaching and learning revolution in higher education.—Lisa Baldez, Public BooksTable of ContentsAcknowledgments Part I. A Roadmap Chapter 1. American Ambivalence and College Teaching Part II. Convergent Teaching Chapter 2. Targeting: Carving Out What's To Be Taught Chapter 3. Surfacing: Unearthing Students' Prior Knowledge to Foster Learning Chapter 4. Navigating: Orchestrating Subject-Matter Concepts and Students' Prior Knowledge Part III. Policies and Practices Chapter 5. Campus-Level Supports for Convergent Teaching Chapter 6. Supporting Convergent Teaching beyond the Campus Notes References Index

Read more less

Book SynopsisThe authoritative manual for both the aspiring and seasoned tutorTrade Review"For the past ten years, my students repeatedly cited Tutoring Matters-in their journals, papers, and course evaluations-as their single most helpful tutoring resource. With the timely addition of so many field-tested and practical tips, this second edition will certainly prove itself to be even more valuable." -Joseph A. Galura, University of MichiganTable of ContentsPreface to the Second Edition and Acknowledgments Preface to the First Edition and Acknowledgments Introduction 1. Attitudes, Anxieties, and Expectations 2. Building Relationships 3. Teaching Techniques 4. Race, Gender, Class, and Background Differences 5. Other Adults: Parents, Teachers, and Administrators 6. Good-byes: Ending the Tutoring Relationship Twenty-Five Final Pointers for Tutors To the Reader Bibliography

Read more less

Book SynopsisThe authoritative manual for both the aspiring and seasoned tutorTrade Review"For the past ten years, my students repeatedly cited Tutoring Matters-in their journals, papers, and course evaluations-as their single most helpful tutoring resource. With the timely addition of so many field-tested and practical tips, this second edition will certainly prove itself to be even more valuable." -Joseph A. Galura, University of MichiganTable of ContentsPreface to the Second Edition and Acknowledgments Preface to the First Edition and Acknowledgments Introduction 1. Attitudes, Anxieties, and Expectations 2. Building Relationships 3. Teaching Techniques 4. Race, Gender, Class, and Background Differences 5. Other Adults: Parents, Teachers, and Administrators 6. Good-byes: Ending the Tutoring Relationship Twenty-Five Final Pointers for Tutors To the Reader Bibliography

Read more less

Book SynopsisHow teachers and parents can cultivate competent, happy children using a few simple principles as their guideTrade Review"Greenspan offers a guided discussion on an affective-aware approach to disciplinary practices for both school and home. Throughout the book, Greenspan diligently explains key principles critical to understanding the rationale for incorporating a positivistic approach to discipline and the inherent benefits to children, adolescents, and adults. A thorough discussion is meticulously crafted to offer an explanation of concepts, application, and theoretical connections to existing emotional/behavioral perspectives... A well-rounded index of theories, terminology, and common behavioral practices to assist readers in developing a more comprehensive understanding to successful discipline completes the book. Summing Up: Recommended."--Choice, May 2013Table of ContentsForeword, by Arnold J. Sameroff Preface Acknowledgments 1 In Search of Balance: Domains of Discipline and Long-Term Outcomes 2 The Affective Approach to Discipline: Underpinnings and Three Principles 3 The Behavioral Approach to Discipline: Underpinnings and Three Principles 4 The Cognitive Approach to Discipline: Underpinnings and Three Principles 5 Case Studies in Discipline: Using the Three Approaches to Address Behavioral Challenges 6 The ABC Model of Discipline: Linking Domains, Principles, and Outcomes 7 The ABC Tool Kit: Using the Nine Principles to Deal with Discipline Problems 8 Developing an Effective Discipline Style: Using the ABC Model to Refine the Caregiver's Approach to Discipline Appendix A: Glossary Appendix B: Using the ABC Model to Evaluate Discipline Advice References Index

Read more less

Book SynopsisBecoming a History Teacher is a collection of thoughtful essays by history teachers, historians, and teacher educators on how to prepare student teachers to think historically and to teach historical thinking.Trade Review'The book offers practical illustrations on how to best learn and cultivate historical thinking in schools...Rich in information, I know how I would incorporate some of the book's ideas into my own work...This book will have an impact.' -- Paul Zanazanian Historical Studies in Education Spring 2016 'Becoming a History Teacher is an excellent book ... Ruth Sandwell and Amy von Heyking have made a compelling argument about the general failure of history departments in Canada to teach their undergraduates how to think historically.' -- Adam Chapnick Canadian Historical Review vol 96:02:2015Table of ContentsPART I: Introduction Chapter 1. Introduction (Ruth Sandwell and Amy von Heyking) Chapter 2. Moving from the Periphery to the Core: The Possibilities for Professional Learning Communities in History Teacher Education (Alan Sears) Chapter 3. "The Teacher is the Keystone of the Educational Arch": A Century and a Half of Lifelong Teacher Education in Canada (Penney Clark) Chapter 4. The Poverty and Possibility of Historical Thinking: An Overview of Recent Research into History Teacher Education (Scott A. Pollock) PART II: Nurturing Historical Thinking Before Entering Teacher Education Program Chapter 5. On Historians and their Audiences: An Argument for Teaching (and not just writing) History (Ruth W. Sandwell) Chapter 6. Canadian History for Teachers: Integrating Content and Pedagogy in Teacher Education (Amy von Heyking) PART III: History and Social Studies' Teacher Education Programs in Canada Research and Reflection Chapter 7. What is the Use of the Past for Future Teachers? A Snapshot of Francophone Student Teachers in Ontario and Quebec Universities (Stephane Levesque) Chapter 8. Through the Looking Glass: An Overview of the Theoretical Foundations of Quebec's History Curriculum (Catherine Duquette) Chapter 9. Troubling Compromises: Historical Thinking in a One-Year Secondary Teacher Education Program (Peter Seixas and Graeme Webber) Chapter 10. Engaging Teacher Education Through a Re-writing That History We Have Already Learned (Kent den Heyer) Chapter 11. "Walking the Talk": Modeling the Pedagogy We Preach in History and Social Studies Methodology Courses (Roland Case and Genie MacLeod) Strategies and Practices Chapter 12. Teaching Student Teachers to Use Primary Sources When Teaching History (Lindsay Gibson) Chapter 13. Learning to Learn in New Brunswick Teacher Preparation: Historical Research as a Vehicle for Cultivating Historical Thinking in the Context of Social Studies ducation (Theodore Christou) Chapter 14 When In Doubt, Ask: Student Teacher Insights into Research and Practice (John J C Myers) PART IV: Boundary Work: Sustaining Communities of Practice Research and Reflections Chapter 15. Can Teacher Education Programs Learn Something from Teacher Professional Development Initiatives? (Carla L. Peck) Chapter 16. On the Museum as a Practiced Place: or, Reconsidering Museums and History Education (Brenda Trofanenko) Strategies and Practices Chapter 17. Teaching History Teachers in the Classroom (Jan Haskings-Winner) Chapter 18. Engendering Power and Legitimation: Giving Teachers the Tools to Claim a Place for History Education in their Schools (Rose Fine-Meyer) Chapter 19. Telling the Stories of the Nikkei: A Place-based History Education Project (Terry Taylor and Linda Farr Darling) Chapter 20. Conclusion (Amy von Heyking and Ruth Sandwell) Bibliography List of Contributors Endnotes

Read more less

Book SynopsisUnderstanding School Choice in Canada provides a nuanced and theoretical overview of the formation and rise of school choice policies in Canada.Table of ContentsAcknowledgments List of Tables Introduction Chapter 1 - Philosophical Frameworks for Understanding School Choice in Canada Chapter 2 - Educational Accommodations for National Minorities Chapter 3 - Educational Accommodations for Immigrant Minorities Chapter 4 - Evolution of School Choice in Canada and the Rise of Parental Rights and Freedoms Chapter 5 - School Choice as Concerted Cultivation: Middle Class Anxiety and Advantage Chapter 6 - Ethical Principles to Guide School Choice Policies in Canada References Notes

Read more less

Book SynopsisTeacher Education in a Transnational Worlddiscusses the historical, sociological, and philosophical issues associated with teacher education in a global context.Trade Review'Each chapter contributes valuable insights into the complexities of educating in a globalizing and transnational world. The recurring themes in history, sociology, and philosophy across the chapters provide stimulating ideas that inform and intrigue.' -- Lynn Lemisko Historical Studies in Education Spring 2016Table of ContentsIntroduction. Emerging Critical Issues in Teacher Education within the Context of a Globalizing and Transnational World (Dr. Rosa Bruno-Jofre and Dr. James Scott Johnston) FOCAL POINT I: Socio-Political, Cultural and Intellectual Spaces in which Teacher Education is Located: A Historical, Sociological, and Philosophical Approach Chapter 1. Globalization, Higher Education, and Teacher Education: A Sociological Approach (Dr. Roger Dale) Chapter 2. Theorizing Globalization: Rival Philosophical Schools of Thought (Dr. James Scott Johnston) Chapter 3. To Serve and yet be Free: Historical Configurations and the Insertions of Faculties of Education in Ontario (Dr. Rosa Bruno Jofre and Josh Cole) Chapter 4. Cosmopolitanism, Patriotism, and Ecology (Dr. Nel Noddings) FOCAL POINT II: Paradigmatic Changes in Teacher Education Chapter 5. From the Sacred Nation to the Unified Globe: Changing Leitmotifs in Teacher Training in the Western World, 1870-2010 (Dr. Anne Rohstock and Dr. Daniel Trohler) Chapter 6. Transnationalization of Teacher Education: A New Paradigm for Ontario? (Dr. LeRoy Whitehead) Chapter 7. Paradigmatic Changes in Teacher Education: The Perils and Pitfalls of the "Reflective Practitioner" (Dr. Tom Russell) Chapter 8. Ubiquitous Learning and the Future of Teaching (Dr. Nick Burbules) FOCAL POINT III: Aboriginal Teacher Education in the Globalizing Context Chapter 9. Autochthonous Ed: Deep, Indigenous, Environmental Learning (Dr. Chris Beeman) Chapter 10. Exploring Teacher Preparation Programs and Policies in Chilean Universities and their Commitment to Intercultural Insertion (Dr. Maria Eugenia Merino-Dickinson) Chapter 11. Indigenous Spaces in Contemporary Learning Institutions: Theoretical and Methodological Frameworks in Approaching Maori Education (Dr. Te Tuhi Robust) FOCAL POINT IV: The European Setting: Erasmus, Bologna, and the European Higher Education Area Chapter 12. The European Program Erasmus on Mobility and its Impact on the European Dimension of Higher Education (Dr. Sylviane Toporkoff) Chapter 13. Harmonizing the Disparate? Bologna's Implementation in Secondary Teachers' Education in Germany and Spain: A Contrasting View to Neo-Institutional Theory (Dr. Carlos Martinez Valle) Chapter 14. Bologna Process and Teacher Education Reforms in Eastern Europe: Exploring the Changing Policy Terrain in Ukraine (Dr. Ben Kutsyuruba) Chapter 15. Transnationalization of Higher Education Teaching and Learning at European Universities: Rethinking the Way to Wisdom (Dr. Gonzalo Jover and Dr. Jose Luis Gonzalez Geraldo) Chapter 16. Guilded Youth: The Returns of Practical Education (Dr. Andrew Robinson) FOCAL POINT V: Transnationalization and State Policies Chapter 17. Teacher Education Policies in Chile: From Invitation to Prescription (Dr. Cristian Cox, Lorena Meckes, and Martin Bascope) Chapter 18. Internationalization in Canadian Higher Education: The Ontario Experience (Ken Snowdon) Conclusion. Reflection on Knowledge for Contemporary Understandings and Future Directions of Teacher Education in a Transnational World: Concluding Comments, Theoretical and Methodological Considerations (Dr. Yvonne Hebert) Bibliography Contributors

Read more less

Book SynopsisThe last twenty-five years have seen unprecedented growth in the application of science in critical areas of human endeavor. Explosive acceleration in the rate of growth of learning has created unquestioned benefits but it has also served as a catalyst for social, economic, and political changes of a disturbing nature. Too often there has not been time enough to assimilate the new learning or to reach agreement on the use of powerful new technologies.How have educators responded to the need to prepare young people to live with, create, and control change? In Ontario the response was unique and dramatic. Teachers and academics, school trustees, administrators, and inspectors as well as the provincial government and private philanthropy came together to create the Ontario Curriculum Institute, chartered as a non-profit organization in January 1963. Its objectives were to study all phases of the curriculum in the schools and universities of Ontario and to disseminate the results

Read more less

Book SynopsisThis book shows how community groups can work in partnership with universities to imagine better futures and make them happen, co-producing knowledge to achieve positive change.Trade Review"This coherent and stimulating book brings academic and community perspectives together detailing the challenges and opportunites faced in mobilising multiple knowledges through a community development approach." Irene Hardhill, Professor of Public Policy, Northumbria UniversityTable of ContentsChapter 1: Co-producing research: A community development approach, Sarah Banks, Angie Hart, Kate Pahl, Paul Ward Part I: Forming communities of inquiry and developing shared practices Chapter 2: Between research and community development: Negotiating a contested space for collaboration and creativity, Sarah Banks, Andrea Armstrong, Anne Bonner, Yvonne Hall, Patrick Harman, Luke Johnston, Clare Levi, Kath Smith and Ruth Taylor Chapter 3: A radical take on co-production? Community partner leadership in research, Susanne Martikke, Andrew Church and Angie Hart Chapter 4: Community-university partnership research retreats: a productive force for developing communities of research practice, Josh Cameron, Bev Wenger-Trayner, Etienne Wenger-Trayner, Angie Hart, Lisa Buttery, Anne Rathbone, Elias Kourkoutas and Suna Eryigit-Madzawamuse Part II: Co-creating through and with the arts Chapter 5: How does arts practice inform a community development approach to the co-production of research? David Bell, Steve Pool, Kim Streets, Natalie Walton with Kate Pahl Chapter 6: Co-designing for a better future: re-making co-production, Prue Chiles with Louise Ritchie and Kate Pahl Chapter 7: On not doing co-produced research: the methodological possibilities and limitations of co-producing research with participants in a prison, Elizabeth Hoult Part III: Co-producing outputs Chapter 8: Co-production as a new way of seeing: Using photographic exhibitions to challenge dominant stigmatising discourses, Ben Kyneswood Chapter 9: `Who controls the past controls the future’: Black history and community development, Shabina Aslam, Milton Brown, Onyeka Nubia, Natalie Pinnock-Hamilton, Elizabeth Pente, Mandeep Samra and Paul Ward Conclusion: Imagining different communities and making them happen, Paul Ward, Sarah Banks, Angie Hart, Kate Pahl

Read more less

Book SynopsisThis book shows how community groups can work in partnership with universities to imagine better futures and make them happen, co-producing knowledge to achieve positive change.Trade Review"This coherent and stimulating book brings academic and community perspectives together detailing the challenges and opportunites faced in mobilising multiple knowledges through a community development approach." Irene Hardhill, Professor of Public Policy, Northumbria UniversityTable of ContentsChapter 1: Co-producing research: A community development approach, Sarah Banks, Angie Hart, Kate Pahl, Paul Ward Part I: Forming communities of inquiry and developing shared practices Chapter 2: Between research and community development: Negotiating a contested space for collaboration and creativity, Sarah Banks, Andrea Armstrong, Anne Bonner, Yvonne Hall, Patrick Harman, Luke Johnston, Clare Levi, Kath Smith and Ruth Taylor Chapter 3: A radical take on co-production? Community partner leadership in research, Susanne Martikke, Andrew Church and Angie Hart Chapter 4: Community-university partnership research retreats: a productive force for developing communities of research practice, Josh Cameron, Bev Wenger-Trayner, Etienne Wenger-Trayner, Angie Hart, Lisa Buttery, Anne Rathbone, Elias Kourkoutas and Suna Eryigit-Madzawamuse Part II: Co-creating through and with the arts Chapter 5: How does arts practice inform a community development approach to the co-production of research? David Bell, Steve Pool, Kim Streets, Natalie Walton with Kate Pahl Chapter 6: Co-designing for a better future: re-making co-production, Prue Chiles with Louise Ritchie and Kate Pahl Chapter 7: On not doing co-produced research: the methodological possibilities and limitations of co-producing research with participants in a prison, Elizabeth Hoult Part III: Co-producing outputs Chapter 8: Co-production as a new way of seeing: Using photographic exhibitions to challenge dominant stigmatising discourses, Ben Kyneswood Chapter 9: `Who controls the past controls the future’: Black history and community development, Shabina Aslam, Milton Brown, Onyeka Nubia, Natalie Pinnock-Hamilton, Elizabeth Pente, Mandeep Samra and Paul Ward Conclusion: Imagining different communities and making them happen, Paul Ward, Sarah Banks, Angie Hart, Kate Pahl

Read more less

Book SynopsisFocuses on how school facilities can affect children's learning outcomes, identifying parameters that can inform the design, implementation, and supervision of future educational infrastructure projects. The book reflects on aspects for which the evidence could be strengthened, and identifies areas for further exploratory work.

Read more less

Book SynopsisAddresses the need for a practical guide to teaching public history now. In twelve essays by esteemed public historians teaching at colleges and universities across the United States, this volume details class meetings, student interactions, field trips, group projects, grading, and the larger aims of a course.Trade ReviewA practical, honest look at university-level public history courses and different ways to teach them. . . . Highly recommended. . . . Faculty members will find much of interest here."—Library Journal

Read more less

Book SynopsisAddresses the need for a practical guide to teaching public history now. In twelve essays by esteemed public historians teaching at colleges and universities across the United States, this volume details class meetings, student interactions, field trips, group projects, grading, and the larger aims of a course.Trade ReviewA practical, honest look at university-level public history courses and different ways to teach them. . . . Highly recommended. . . . Faculty members will find much of interest here."—Library Journal

Read more less

Book SynopsisThe Little Orange Book II: Student Voices on Excellent Teaching is an anthology of essays on the topic of excellent teachers, teaching, and learning, written by students, university presidents, and faculty from across the University of Texas System's eight academic institutions. Unlike the essays in the Academy's first publication, The Little Orange Book: Short Lessons in Excellent Teachingwhich can be downloaded for free on Apple iBooksthe essays in The Little Orange Book II focus less on strategies for effective teaching and more on students' perspectives on what elements combine to create the unique constellation of characteristics that excellent teachers possess. The result is a mosaic of voices that call attention to a range of relevant topics, from the role educators play in improving the mental health of students, to the unique university experiences of nontraditional students and student athletes, to the need for empathy when dealing with students. This book offers extraordinTable of Contents Introduction GREAT TEACHERS Great Professors Help Make Great Students How to Impact a Life Pure Learning Real-Time Teaching in Three Dimensions The Highest Calling A Meaningful and Lasting Impression A Professor's Inspiration GREAT STUDENTS Staying Amazed: The Secret to Being a Great Student Grades Are Not the Only Measure Characteristics of an Excellent Student Recipe for a Great Student Determining What Makes a Good Student: A Good Person Shaping the Future Striving for Excellence How Learning Flourishes HEALTHY MINDS, HEALTHY STUDENTS Making Mental Health a Priority How to Help Recognizing Students in Need What Makes a Student Fail or Struggle? Helping Students Overcome Self-Doubt Perspectives from a Former Student Athlete STUDENTS OF ANY AGE The Diversity Index Is Old Hat: It Needs More Old Hats The New Normal Pay It Forward: Inspire Your Students to Strive Higher Perspectives from a Non-Traditional Student Energize the Learning Atmosphere Challenge Us EMPATHY: THE CARE OF AND FOR STUDENTS Empathy Is Essential in Teaching The Walls That Divide Our Classrooms Caring Teachers What It Takes to Be Memorable What Makes a Great Teacher The Integral Role of the Professor Teachability Teaching to the Moment Encourage Honest Discussion THE CREATIVE CLASSROOM So Much to Learn, No Time to Think! The Curious Student Classrooms Full of Curiosity True Education Learning How to Learn The Signature of a Great Professor Think Inside the Box LIFE LESSONS Our Reach as Instructors Is Further Than We Will Ever Know Crossing Paths and Tying Threads The Opportunity to Change the Future Students of the World Herald of Discovery Repeat After Me Connect Their Future to the Class OUR CAMPUS PRESIDENTS Faculty and Teaching Excellence No Greater Opportunity The Day I Became a Good Student The Road to Social Mobility The Life-Changing Power of a Single Conversation The Teacher Who Wouldn’t Answer My Questions “Dream No Small Dreams”: Inspiring Students to Reach for the Stars Making a Difference Academy Contributors’ Biographies List of Students by Institution

Read more less

Book SynopsisThe teaching of theology with a global awareness has to wrestle with the nature and scope of the theological curriculum, teaching methods, and the context of learning. This book directly addresses both method and content by identifying local resources, successful pedagogies of inclusion, and best practices for teaching theology in a global context.Trade ReviewThis book, suited best for graduate studies and incorporation into upper level undergraduate lectures, is an admirable and recommended resource for any theological educator's library. It delivers in its commitment to integrating a wide variety of ecumenical voices around teaching theology and globalization. -- Mark Chung Hearn -- Horizons in Biblical TheologyThis book is of great interest as it relates the discussion of postcolonial reconstruction of theology to the field of theological education. It should inspire new discussions about the reformation not only of the content of theological curricula, but also of their methods and subjects. -- Stefan Silber -- Mission StudiesTable of Contents Introduction PART I: WHAT IS GLOBAL THEOLOGY AND WHY IT MATTERS 1. Teaching Theology from a Global Perspective 2. Listening for Fresh Voices in the History of the Church 3. Teaching Global Theology in a Comparative Mode PART II: IDENTITY, POWER, AND PEDAGOGY 4. The Good of Education: Accessibility, Economy, Class, and Power 5. Identity Cross-Dressing While Teaching in a Global Context 6. Teaching Global Theology with Local Resources: A Chinese Theologian's Strategies 7. Pedagogy for Being Human in Global Comparison PART III: PRAXIS AND RESPONSIBILITY 8. Teaching to Transform: Theological Education, Global Consciousness, and the Making of Global Citizens 9. Hablando Se Entiende la Gente: Tower of Babble or Gift of Tongues? 10. The Geopolitical and the Glocal: Situating Global Theological Voices in Theological Education

Read more less

Book SynopsisCo-Teaching in Higher Education, edited by Daniel Jarvis and Mumbi Kariuki, brings together an international group of educators and scholars to examine the theoretical frameworks and practical experiences relating to co-planning, co-teaching, and co-assessing at the post-secondary level.Trade Review"The authors reflect on the benefits of engaging in dialogic community as a co-teaching practice without underestimating the effort involved, and they set the stage for additional research to be done in the co-teaching area. They also reinforce the realities of administrative support and workload issues. At times the insights gained from the chapters are repetitive, but when linked together and brought into a theory-toco-practice overview at the end there is a wealth of information, research, lived experience and expertise that realistically reinforces key considerations for both faculty and administrators that need attention before moving into interdisciplinary work or co-teaching practice." -- Linda Pardy, University of the Fraser Valley * Canadian Journal of Higher Education, vol 49 *Table of ContentsList of Figures ii List of Tables iii About the Contributors iv Introduction Daniel Jarvis & Mumbi Kariuki 1 Dialogue and Team Teaching Ann Game & Andrew Metcalfe 2 Complex Collaborations: Co-Creating Deep Interdisciplinarity for Undergraduates Sal Renshaw & Renee Valiquette 3 Undisciplined Debate: Coursing through Dialogue Susan Srigley & Sarah F. Winters 4 Forming ICE in Pre-Service Teacher Education Blaine E. Hatt & Rob Graham 5 From Shafts to Drifts: Collaborating to Strengthen Integrated Teaching and Learning Astrid Steele & Elizabeth Ashworth 6 Visual Art and Mathematics Integration: An Interdisciplinary Co-Teaching Experience Roberta LaHaye & Irene Naested 7 Co-Teaching in Undergraduate Education: Capacity Building for Multiple Stakeholders Jennifer C. Wilson & Jacqueline Ferguson 8 Co-Teaching and Co-Assessment in a Geometry Course for In-Service Teachers Dorit Patkin & Ilana Levenberg 9 Co-Teaching in Graduate Education Mumbi Kariuki & Daniel Jarvis 10 Coda: From Theory to Co-Practice in Higher Education Daniel Jarvis & Mumbi Kariuki Index

Read more less

Book SynopsisDrawing from theory and case studies, Pop Culture and Power takes apart popular culture and reassembles it in ways that empower students to develop analytical sensibilities and design the socially just world they want to live in.Table of ContentsIllustrations Tables 1. Teaching for Social Justice: Pop Culture in the Classroom 2. Agency and Power as Media Engagement 3. Pop Culture and Power: Teaching as Research 4. The Monopoly Project: Meaning Making through Board Game Production 5. The Hunger Games: Using Popular Film to Learn about Power 6. Celebrity Marketing: Gender Performances in Popular Music 7. Are You Being Hailed? Advertising as a Venue for Critical Media Literacy 8. Agency Revisited: Pop Culture in a Participatory Classroom 9. Power Revisited: Harnessing Media Engagement to Social Change Appendices Appendix A: Course Syllabus for CSL Seminar Appendix B: Writing and Other Homework Activities – CSL Seminar 2012 Appendix C: Ethics and Example of Parent/ Guardian Informed Consent Letter Appendix D: Details from the Hunger Games Project Lesson Plan References Notes

Read more less

Book SynopsisUniversities across North America and beyond are experiencing growing demand for off-campus, experiential learning. Exploring the foundations of what it means to learn out there, Out There Learning is an informed, critical investigation of the pedagogical philosophies and practices involved in short-term, off-campus programs or field courses. Bringing together contributors’ individual research and experience teaching or administering off-campus study programs, Out There Learning examines and challenges common assumptions about pedagogy, place, and personal transformation, while also providing experience-based insights and advice for getting the most out of faculty-led field courses. Divided into three sections that investigate aspects of pedagogy, ethics of place, and course and program assessment, this collection offers voices from the field highlighting the experiences of faculty members, students, teaching assistants, and community members engaTrade Review"Out There Learning poses fundamental questions about the nature of education in the twenty-first century, especially at a time in which the virtual has brought new challenges and possibilities to the fore. The editors and authors invite us to ponder on the rationale and consequences of field schools on peoples and places and to be aware of the potential for perpetuating neoliberal arrangements that have permeated higher education, bringing a slew of ethical questions about motivations, methods, and implications." -- Hélène B. Ducros * Europe Now Journal, April 2020 *Table of ContentsSECTION 1: THE PROCESSES OF LEARNING OUT THERE Section Overview Where the past and present intersect … Sam Kerr CHAPTER ONE "You cannot avoid all of this past, present, and future when it’s everywhere around you": Reflecting Relational Thinking in Field Study Experiences Kacy McKinney Living in the moment ... Emily Halvorsen CHAPTER TWO An Integrative, Thematic Approach to International Field Study Programs Aaron Williams Being part of something bigger … Kathleen O’Reilly CHAPTER THREE The Enlivened Classroom: Bringing the Field Back to Campus Nakanyike B. Musisi There is no front of the classroom here … Rob Cook CHAPTER FOUR Settlers Unsettled: Using Field Schools and Digital Stories to Transform Geographies of Ignorance About Indigenous Peoples in Canada Heather Castleden, Kiley Daley, Vanessa Sloan Morgan, and Paul Sylvestre Discovering traces of the past … Sara Lax SECTION 2: IMPLICATIONS OF PLACE Section Overview Connecting with the community … Aisling Kennedy CHAPTER FIVE Outsider Education: Indigenous Law and Land-Based Learning John Borrows Live life with significance … Freya Selander CHAPTER SIX Putting Law in its Place: Field School Explorations of Indigenous and Colonial Legal Geographies Deborah Curran Mysteries remain … Laura Buchan CHAPTER SEVEN Power in Place: Dilemmas in Leading Field Schools to the Global South Elizabeth Vibert and Kirsten Sadeghi-Yekta What you can’t get from a textbook … Sarah Elwood SECTION 3: ASSESSING THE VALUE OF THE JOURNEY Section Overview Kuala Lumpur & Singapore Comparison I and II Bonny Fu CHAPTER EIGHT Getting beyond "It changed my life": Assessment of Out-There Transformation Janelle S. Peifer and Elaine Meyer-Lee 9:14 AM: Saturday, May 14, 2016 "The world moves through us" … Jake Noah Sherman CHAPTER NINE Assessing Learning "Out There": Four Key Challenges and Opportunities Cameron Owens and Maral Sotoudehnia Embracing complexities … Liah Formby CHAPTER TEN Transformation in the Field: Short-Term Study Abroad and the Pursuit of Changes Michael R. Glass Education can be empowering … Emily Tennent

Read more less

Book SynopsisThe Craft of University Teaching makes the case for a craft perspective on university teaching. In making this case, it examines what university teaching looks like when viewed under the lens of craftwork.Table of ContentsPreface Introduction The Moments Chapter One What is Teaching? Chapter Two Teaching Personas Chapter Three Words that Teach Chapter Four Slow Teaching: Technology, the Senses and Learning Chapter Five Why you should ignore cheating Chapter Six Conclusion Works Cited Notes

Read more less

Book SynopsisThis book brings notions of play and place as cultural constructions into conversations about language and literacy.Table of ContentsList of Figures 1. Introduction: Playce-Based Language and Literacy Learning in Early Childhood Shelley Stagg Peterson and Nicola Friedrich 2. Valuing Rural and Indigenous Social Practices: Play as Placed Learning in Kindergarten Classrooms Karen Eppley, Shelley Stagg Peterson, and Denise Heppner 3. Seven Directions Early Learning for Indigenous Land Literacy Wisdom Sharla Mskokii Peltier 4. Sámi Children’s Language Use, Play, and the Outdoors Through Teachers’ Lens Kristina Belancic 5. Young Children Exploring Identities, Languages, and Cultures in a Multicultural Place Maria Cooper and Helen Hedges 6. Placing the Child’s Hands on the Land: Conceptualizing, Creating, and Implementing Land-Based Teachings in a Play Space Lori Huston and Stephanie Michano-Drover 7. Negotiating a Place to Belong in an Aotearoa New Zealand Playgroup Mary M. Jacobs 8. The Importance of the Land, Language, Culture, Identity, and Learning in Relation for Indigenous Children Jeffrey Wood 9. If Writing Floats “on a Sea of Talk,” How Best to Harness the Waves and Currents of Place and Play? Judy M. Parr 10. Scaffolding Community Literacy Practices in Kindergarten Classrooms Nicola Friedrich 11. Children’s Engagement and Inquiry in Outdoors Contexts as Play- and Place-Based Learning Gisela Wajskop 12. Enriching Learning with the Richness Around Us Christine Portier 13. Exploring Urban Place-Based Play as a Stimulus for "Language in Action" and "Language as Reflection" Janet Scull and Kim O’Grady 14. The Key Role of the Educator as a Conversational Partner in Play- and Place-Based Learning Janice Greenberg and Sharon Walker 15. Language Learning in the Garden: Discoveries from a Collaboration in a North-Central Saskatchewan Indigenous Community Laureen J. McIntyre, Laurie-ann M. Hellsten, and Tyler Bergen 16. Conclusion: Questions and Implications Arising from Playce-Based Learning in Communities across Four Continents Shelley Stagg Peterson 17. Places and Players: An Afterword Michael Corbett Contributors Index

Read more less

Book SynopsisDominant assumptions about place tend to be defined in relation to urban communities. To assume a singular construction of urban places misrepresents the experiences, perspectives, and identities of urban children, making their identities become invisible to researchers, educators, and curriculum developers. Sharing a wide range of perspectives, The Role of Place and Play in Young Children’s Language and Literacy sheds light on language and literacy learning in play-based early childhood settings where place plays an important role in teaching and learning. Drawing on geographic contexts, including northern rural and Indigenous communities, and giving voice to educational leaders in Indigenous professional learning contexts, as well as speech-language pathologists, this book joins forces with literacy and early childhood education researchers to create an interdisciplinary collage of theory, research, and practice. Bringing play and place together, a coTable of ContentsList of Figures 1. Introduction: Playce-Based Language and Literacy Learning in Early Childhood Shelley Stagg Peterson and Nicola Friedrich 2. Valuing Rural and Indigenous Social Practices: Play as Placed Learning in Kindergarten Classrooms Karen Eppley, Shelley Stagg Peterson, and Denise Heppner 3. Seven Directions Early Learning for Indigenous Land Literacy Wisdom Sharla Mskokii Peltier 4. Sámi Children’s Language Use, Play, and the Outdoors Through Teachers’ Lens Kristina Belancic 5. Young Children Exploring Identities, Languages, and Cultures in a Multicultural Place Maria Cooper and Helen Hedges 6. Placing the Child’s Hands on the Land: Conceptualizing, Creating, and Implementing Land-Based Teachings in a Play Space Lori Huston and Stephanie Michano-Drover 7. Negotiating a Place to Belong in an Aotearoa New Zealand Playgroup Mary M. Jacobs 8. The Importance of the Land, Language, Culture, Identity, and Learning in Relation for Indigenous Children Jeffrey Wood 9. If Writing Floats “on a Sea of Talk,” How Best to Harness the Waves and Currents of Place and Play? Judy M. Parr 10. Scaffolding Community Literacy Practices in Kindergarten Classrooms Nicola Friedrich 11. Children’s Engagement and Inquiry in Outdoors Contexts as Play- and Place-Based Learning Gisela Wajskop 12. Enriching Learning with the Richness Around Us Christine Portier 13. Exploring Urban Place-Based Play as a Stimulus for "Language in Action" and "Language as Reflection" Janet Scull and Kim O’Grady 14. The Key Role of the Educator as a Conversational Partner in Play- and Place-Based Learning Janice Greenberg and Sharon Walker 15. Language Learning in the Garden: Discoveries from a Collaboration in a North-Central Saskatchewan Indigenous Community Laureen J. McIntyre, Laurie-ann M. Hellsten, and Tyler Bergen 16. Conclusion: Questions and Implications Arising from Playce-Based Learning in Communities across Four Continents Shelley Stagg Peterson 17. Places and Players: An Afterword Michael Corbett Contributors Index

Read more less

Book SynopsisThis collection aims to develop and provide new platforms and strategies for making social justice education more accessible.Table of ContentsList of Illustrations Acknowledgments Preface 1. Editor’s Introduction Katrina Sark 2. Resurgent Mobilizations and Decolonial Practices in Education Sage Lacerte 3. Social Justice Pedagogy: Memorial Work in Action Helga Thorson 4. It Takes a Village – New Pedagogical Approaches to Collaborative Inquiries with Holocaust Survivors and Their Descendants Charlotte Schallié 5. Historical Objects as Tools for Social Justice: How Holocaust Artefacts Can Bridge Social Justice and Human Rights Pedagogies Braden Russell 6. Fostering Justice in Learning Relationships among Social Work Students Sarah Todd 7. Paying Attention to Everyday Discourse: Critical Pedagogies for Disrupting Language and Power Beth Buyserie and Ashley S. Boyd 8. Writing Fictional Narratives to Promote Social Justice Education: Towards a Heuristic-Dialogic Model of Didactic Design Franco Passalacqua 9. Teaching Mental Illness through Film and Film through Mental Illness Tobias Dietrich 10. Future Perfect: Teaching the Power of Emancipatory Imagination Nina Belmonte 11. Experiencing Social (In-)Justice and Empathy through Drama Pedagogy: Lessons from a Student Theatre Production of G.E. Lessing’s Nathan the Wise Elena Pnevmonidou 12. Teaching Politically Relevant Authentic Texts: Integrating Social Justice Pedagogies and Literacy-Based Approaches in the Beginning Language Classroom Kathryn Sederberg and Magda Tarnawska Senel 13. Transnational Hip-Hop and Social Justice Pedagogy: Approaches to Race and Belonging in the Media Studies Classroom Didem Uca, Kate Zambon, and Maria Stehle 14. Podcast Pedagogy: Addressing Populism and Social Justice as Vocal Justice Peter Schweppe and Adrian Richard Wagner 15. The Integration of Social Justice Pedagogy through Virtual Exchange Diane Ceo-DiFrancesco 16. Intercultural Telecollaboration as Social Pedagogy Jennifer Ruth Hosek 17. Fashion and Social Justice – Teaching and Questioning Otto von Busch 18. Getting Beyond Alterity: Building a Just Post-Fashion Curriculum Sandra Niessen 19. Social Justice, Intersectionality, and Decoloniality Katrina Sark Contributors

Read more less

Book SynopsisRichard Mulcaster’s Positions was originally published in 1581 during a very active period in the history of education in England. Dedicated to Queen Elizabeth I, it was an ambitious bid to change the direction of English schooling. Mulcaster, who taught Edmund Spenser and Lancelot Andrewes, sets down propositions for a uniform political reformation of English schools. In arguing for public over private education, he promotes physical education, a closer control of the students admitted into schools, and ways to improve both the training and careers of teachers. He also discusses the teaching of women, school location, the role of parents in teaching manners and morals, and the need for uniform instruction and textbooks.This is the first authoritative edition of the text and an important primary source for the study of Elizabeth language and culture. It includes an extensive introduction with biography and background to Mulcaster’s wide-ranging ideas. The notes pr

Read more less

Book SynopsisThe essays in Contagious Imagination study the pedagogy of Lynda Barry’s work and its application academically and practically. Examining Barry’s career and work from the point of view of research-creation, the book applies Barry’s unique mixture of teaching, art, learning, and creativity to the very form of the volume.

Read more less

Book SynopsisThe essays in Contagious Imagination study the pedagogy of Lynda Barry’s work and its application academically and practically. Examining Barry’s career and work from the point of view of research-creation, the book applies Barry’s unique mixture of teaching, art, learning, and creativity to the very form of the volume.

Read more less

Book Synopsis Music education in Canada is a vast enterprise that encompasses teaching and learning in thousands of public and private schools, community groups, and colleges and universities. It involves participants from infancy to the elderly in formal and informal settings. Nevertheless, as post-secondary faculties of music and programs are growing significantly, academic books and materials grounded in a Canadian perspective are scarce. This book attempts to fill that need by offering a collection of essays that look critically at various global issues in music education from a Canadian perspective. Topics range from a discussion of the roots of music education in Canada and analysis of music education practices across the country to perspectives on popular music, distance education, technology, gender, globalization, Indigenous traditions, and community music in music education. Foreword by composer R. Murray Schafer. Trade Review``Anyone committed to music education would profit greatly from this book. But clearly it is a call for change and therefore must be a topic of discussion among policy makers.'' -- John J. Picone -- Canadian Association of Music Libraries Review, 41, no. 3, November 2013``The examination of the work of school music teachers ... is incisive, thoughtful, and exciting. A foreword by R. Murray Schafer sets the tone, as he points out that many of the difficulties encountered in the school system cannot be solved by purchases and possessions, but will be swept aside by the excitement of creative activity.... Passion and commitment to sharing a love for music underlies each of the essays. The authors question attitudes about popular music, Canadian music, gender roles in bands, e-teaching of music, music in non-European establishment traditions, native transmission of musical knowledge, the place of choral groups in society, the role of class and gender stereotypes in the choice of instrumental and voice options, the need for music specialists, and the tentative nature of the support given to music programs.... The Canadian perspective comes through loud and clear in each article and is necessary to understanding the points of view presented. It also allows for the kind of attitude that will best serve young musicians. In the words of R. Murray Schafer, ââ¬ÅAllowing children to become creative does not require genius; it requires humility.'' -- E.A. Breen -- The Music Times, July-August 2012Table of ContentsTable of Contents for Critical Perspectives in Canadian Music Education, edited by Carol A. Beynon and Kari K. VeblenForeword: Questioning Traditional Teaching and Learning in Canadian Music Education R. Murray SchaferPreface and Acknowledgments Carol Beynon and Kari VeblenChapter 1: The “Roots” of Canadian Music Education: Expanding Our Understanding Betty HanleyChapter 2: Cross-Country Checkup: A Survey of Music Education in Canada’s Schools Benjamin BoldenChapter 3: Canadian Music in Education: “Sounds Like Canada” Patricia Martin ShandChapter 4: Manitoba’s Success Story: What Constitutes Successful Music Education in the Twenty-First Century? Wayne D. BowmanChapter 5: Traditional Indigenous Knowledge: An Ethnographic Study of Its Application in the Teaching and Learning of Traditional Inuit Drum Dances in Arviat, Nunavut Mary PierceyChapter 6: Looking Back at Choral Music Education in Canada: A Narrative Perspective Carol BeynonChapter 7: Re-Membering Bands in North America: Gendered Paradoxes and Potentialities Elizabeth GouldChapter 8: Community Music Making: Challenging the Stereotypes of Conventional Music Education Kari VeblenChapter 9: Still Wary after All These Years: Popular Music and the School Music Curriculum June CountrymanChapter 10: E-Teaching and Learning in Music Education: A Case Study from Newfoundland and Labrador Andrea Rose, Alex Hickey, and Andrew MercerChapter 11: Focusing on Critical Practice and Insights in the Music Teacher Education Curriculum Betty Anne YounkerChapter 12: Marching to the World Beats: Globalization in the Context of Canadian Music Education Carol Beynon, Kari Veblen, and David ElliottChapter 13: Epistemological Spinning: What Do We Really Know about Music Education in Canada? Carol Beynon, Kari Veblen, and Anne KinsellaAbout the AuthorsIndexContributors’ BiosCarol Beynon is Associate Vice Provost of the School of Graduate and Postdoctoral Studies and former Acting Dean of Education at the University of Western Ontario. She is the founding co-artistic director of the renowned and award-winning Amabile Boys and Men's Choirs. Her research focuses on teacher development, teacher identity, and gender issues in music education; she is the first author of the book Learning to Teach (Pearson, 2001). She is currently a co-investigator on two federally funded SSHRC funded projects in music education and singing. Carol was named the Woman of Excellence in Arts, Culture and Heritage 2007. Benjamin Bolden, music educator and composer, is an Assistant Professor of music education at Queen's University. His research interests include the teaching and learning of composing, community music, and Web 2.0 technologies in education. As a teacher, Ben has worked with preschool, elementary, secondary, and university students in Canada, England, and Taiwan. An associate composer of the Canadian Music Centre, Ben has seen his works performed by a variety of professional and amateur performing ensembles. He is editor of the Canadian Music Educator, official journal of the Canadian Music Educators' Association/L'Association canadienne des musiciens éducateurs. Wayne D. Bowman's work is extensively informed by pragmatism, critical theory, and conceptions of music and music education as social practices. He is particularly concerned with music's socio-political power and ethically informed understandings of musical practice. His publications include Philosophical Perspectives on Music (1998), the Oxford Handbook of Philosophy in Music Education (2012), numerous book chapters, and articles in prominent scholarly journals. The former editor of the journal Action, Criticism, and Theory [ACT] for Music Education, his university teaching experience includes positions at Brandon University (Manitoba), Mars Hill College (North Carolina), the University of Toronto, and New York University. June Countryman teaches aural skills and music education courses in the Music Department at UPEI. She holds B.Mus., B.A., and B.Ed. degrees (Mount Allison), M.Mus. (UWO), and Ed.D (OISE/UT). She has lengthy experience as an elementary music teacher, a curriculum writer and program consultant, and a high school choral teacher. Her research interests include improvisation as a tool for musical growth, children's informal musicking on school playgrounds, sharing power in teaching contexts, and teacher professional development. Dr. Countryman was awarded UPEI's Hessian Award for Teaching Excellence in 2008. David J. Elliott joined NYU in 2002 after twenty-eight years as Professor and Chair of Music Education at the University of Toronto. He has also served as a Visiting Professor of Music Education at Northwestern University, the University of North Texas, Indiana University, the University of Cape Town, and the University of Limerick. He is the author of Music Matters: A New Philosophy of Music Education (1995) and editor of Praxial Music Education: Reflections and Dialogues (2005/2009). He has published numerous journal articles and book chapters and presented more than 200 invited lectures and conference papers worldwide. Elizabeth Gould serves as Associate Professor at the University of Toronto Faculty of Music. Her research in gender and sexuality in the context of feminisms and queer theory has been published widely, including Philosophy of Music Education Review, Women and Music: A Journal of Gender and Culture, Educational Philosophy and Theory, and the Brazilian journal labrys: études féministes estudos feministas. She served as lead editor for the book Exploring Social Justice: How Music Education Might Matter (2009) and organized the conference musica ficta: A Conference on Engagements and Exclusions in Music, Education, and the Arts (2008). Betty Hanley is Professor Emeritus at the University of Victoria, BC, Canada. An outstanding contributor to arts and music education in Canada, Dr. Hanley has organized symposia and conferences, written and edited books, and conducted research in music pedagogy and arts policy. She has published articles in the Canadian Music Educator, British Journal of Music Education, Arts Education Policy Review, Canadian Journal of Education, International Journal of Community Music, Journal of Music Teacher Education, and Journal of the Canadian Association for Curriculum Studies. She is an honorary member of the Canadian Music Educators Association and has received its Jubilate Award. Alex Hickey has a broad scope of experience in K-12 education and teaches part-time in the Faculty of Education at Memorial University. He has worked as a sole-charge teacher in a one-room school, as a high school art teacher, as an art and technology education coordinator at the school district level, and as a curriculum consultant at Department of Education. He is a former Director of Program Development (English and French) for the Department of Education in Newfoundland and Labrador and is currently Coordinator of the Virtual Teacher Centre, an online professional development entity for teachers. Alex is a practising visual artist with a fascination for digital technology, media education, and peering over the horizon of invisibility. Elizabeth Anne Kinsella is Associate Professor in the Faculty of Health Sciences and the Faculty of Education at the University of Western Ontario, Canada. Her work draws on social science perspectives in the study of professional education and practice, with a particular focus on the health professions, epistemologies of practice, and reflexivity in professional life. Andrew Mercer has taught music in Newfoundland and Labrador since 1994 and has been involved with Internet-based music education since 1995. In 2004 he joined the Centre for Distance Learning and Innovations, where he pioneered the practice of teaching of high school music via the Internet. His work on Internet-based music education has been featured in Canadian Music Educator, Popular Science, The Wall Street Journal, CNN, Nippon TV, and elsewhere. He has presented his work on web-based music education at numerous conferences, including the 2008 ISME Conference, the MTNA National Conference, and the MENC. Andrew's most recent work explores the educational uses of such new technologies as Second Life and Apple's iPhone. Mary Piercey is a Ph.D candidate in Ethnomusicology at Memorial University of Newfoundland. Her research explores how the Inuit of Arviat, Nunavut, use their musical practices to negotiate social diversity within the community in response to the massive sociocultural changes caused by resettlement in the 1950s. Ms. Piercey lived and taught music at Qitiqliq High School in Arviat, Nunavut, founding and directing the Arviat Imngitingit Community Choir, a mixed-voiced group specializing in traditional and contemporary Inuit music originating from the Kivalliq region of Nunavut. Mary now lives in Iqaluit, Nunavut, where she directs the Inuksuk Drum Dancers and teaches music at Inuksuk High School. Andrea Rose is Professor of Music Education at the Faculty of Education at Memorial University of Newfoundland, Canada. Artistic Director of Festival 500 International Choral Festival and Co-Director of The Phenomenon of Singing International Symposia, Dr. Rose is active as musician, educator, lecturer, and collaborator. Her primary research interests include the development of critical pedagogy, leadership, and citizenship in music/ arts education, the nature and role of indigenous music/arts in school curricula, the development of web-based contexts for music/arts education and dialogue-based education. R. Murray Schafer is a noted Canadian composer of interdisciplinary works performed worldwide. Author, iconoclast, and founder of soundscape ecology, R. Murray Schaefer has contributed to educational thought and practice. Murray's books The Composer in the Classroom (1965), Ear Cleaning (1967), The New Soundscape (1969), The Tuning of the World (1977), A Sound Education, and The Thinking Ear: On Music Education continue to catalyze educational thinking in Canada and elsewhere. Patricia Martin Shand taught at the University of Toronto Faculty of Music from 1968 to 2011. She has published ten books and more than fifty articles on Canadian music in education, music curriculum, string pedagogy, and music performance. She has served on the boards of OMEA, CMEA, and ISME, and has chaired the ISME Music in Schools and Teacher Education Commission. She received the Jubilate Award of Merit for outstanding contribution to music education in Canada, and the Friends of Canadian Music Award for lifetime achievement in Canadian music scholarship. Kari Veblen, Assistant Dean of Research, teaches cultural perspectives in music education, elementary methods, and graduate courses at the Don Wright Faculty of Music, University of Western Ontario. Musician and educator, Veblen studies international trends in Community Music. She also pursues a twenty-five-year fascination with transmission of traditional Irish/Celtic/diasporic musics. Lectures and learning have taken her worldwide. Betty Anne Younker is Dean and Professor of Music Education of the Don Wright Faculty, University of Western Ontario. Previously, Betty Anne was Associate Dean for Academic Affairs and Associate Professor of Music Education at the University of Michigan. Her research interests include critical and creative thinking within the disciplines of music philosophy and psychology. Publications include articles in national/international journals and chapters in several books. Dr. Younker was teacher in band, choral, and general music settings in the public school system. Presently she serves on several editorial boards and committees for a variety of professional organizations.

Read more less

Book SynopsisA practical, proven method for engaging adult learners Adding accountability to the learning process has been shown to engage students more deeply and get them invested in their own outcomes. Using Learning Contracts provides practical guidance on implementation in the classroom or corporate setting, helping instructors individualize and add structure to the learning experience. With real-world tips and expert advice from a leader in adult learning, this guide is an invaluable resource packed with insight on using learning contracts effectively.Table of ContentsPrefaceThe Author Part One: Understandng Contract Learning 1. The Contract Learning Experience 2. How Contract Learing Evolved and How It Works 3. Introducing Contract Learning in an Organization orProgram Part Two: Developing and Using Learning Contracts in VariousSettings 4. IndepAndent Study 5. Academic Classrooms 6. Clinical Courses, Graduate Assistantships, and Internships 7. Professional and Management Development 8. Degree Programs 9. Practical Hints in Achieving Success with ContractLearning ReferencesIndex

Read more less

Book Synopsis"Addressing parents and teachers, this straightforward explorationof motivation for learning as a lifelong trait is a significantcontribution to the understanding of a complex process."--Publishers Weekly "A succinct and thought-provoking book for parents, teachers,and educators." --Library JournalTable of ContentsPart One: How Children Become Motivated to Learn. 1. Motivation: The Key to Learning. 2. Family, School, Culture: Powerful Influences. 3. Eagerness to Learn: Cultivating the Desire. 4. Grades, Homework, and Television: Thorny Concerns. Part Two: How to Support a Child's Learning and SolveMotivational Problems. 5. Building a Positive Parent-Teacher Relationship. 6. Fostering Success in Learning. 7. Reducing Anxiety Over Tests and Grades. 8. Overcoming Boredom and Indifference. 9. Encouraging Effort and Perseverance. Epilogue: Creating Friendship Between a Child and Learning.

Read more less

Book SynopsisLeading experts on teaching and policy research provide concrete illustrations of what teaching for understanding entails.Table of Contents1. Introduction: New Visions of Teaching(Milbrey W. McLaughlin,Joan E. Talbert) Part One: Views from the Classroom 2. Collaboration as a Context for Joining Teacher Learning withLearning about Teaching(Deborah L. Ball, Sylvia S. Rundquist) 3. Learning to Hear Voices: Inventing a New Pedagogy of TeacherEducation(Ruth M. Heaton, Magdalene Lampert) 4. Deeply Rooted Change: A Tale of Learning to TeachAdventurously(Suzanne M. Wilson with Carol Miller and CarolYerkes) 5. Creating Classroom Practice Within the Contexts of aRestructured Professional Development School(Sarah J. McCarthey,Penelope L. Peterson) Part Two: Enabling Teaching for Understanding 6. Understanding Teaching in Context(Joan E. Talbert, Milbrey W.McLaughlin) 7. Pedagogy and Policy(David K. Cohen, Carol A. Barnes) 8. Conclusion: A New Pedagogy for Policy?(David K. Cohen, Carol A.Barnes)

Read more less

Book SynopsisChanging College Classrooms provides useful ideas on the four hottest issues in higher education today: active learning, diversity, technology, and assessment. Every faculty member will find at least one chapter well worth reading. :?Wilbert J. McKeachie, emeritus research scientist, The Center for Research on Learning and TeachingTrade Review"Changing College Classrooms provides useful ideas on the four hottest issues in higher education today: active learning, diversity, technology, and assessment. Every faculty member will find at least one chapter well worth reading." --Wilbert J. McKeachie, Emeritus Research Scientist, The Center for Research on Learning and Teaching "Halpern's book is a great source of wisdom about the newest approaches to teaching and learning. It is an essential resource for anyone searching for ways to make classrooms engaging and challenging. It should be in every department office and used to stimulate discussions by faculty members." --Jerry G. Gaff, vice president, Association of American CollegesTable of ContentsInstructional Strategies That Promote Active Learning. Developing Multicultural Understanding. Teaching With and About New Technologies. Assessing Teaching Effectiveness and Learning Outcomes.

Read more less

Book SynopsisAn immensely valuable book for young college teachers... and it has much to say to teachers of all levels and ages. ?Choice Eble's book dispenses wisdom in the form of practical advice to both beginning and seasoned professors. He believes that people can learn to be better teachers through the examination and 'unbundling' of the craft itself. ?ChangeTrade Review``An immensely valuable book for young college teachers.. and it has much to say to teachers of all levels and ages.'' ``Eble's book dispenses wisdom in the form of practical advice to both beginning and seasoned professors. He believes that people can learn to be better teachers through the examination and `unbundling' of the craft itself.'' (Change)Table of ContentsTEACHING AND LEARNING. The Author's Stance. The Mythology of Teaching. Getting Students to Think. THE SKILLS OF TEACHING. Why the Classroom? Making Classes Work. The Lecture as Discourse. Discussion. Seminars, Tutorials, Advising, and Mentoring. Teaching Without Teachers. GRUBBY STUFF AND DIRTY WORK. Texts. Assignments. Tests. Grades. Cheating, Confrontations, and Other Situations. Motivating Students and Faculty. LEARNING TO TEACH. Preparing College Teachers. Being a Teacher.

Read more less

Book SynopsisGreen Chimneys is a nationally renowned US nonprofit organisation that helps improve the lives of at-risk urban children by incorporating animals and environmental activities into their educational experiences. Founded by Dr. Samuel (Rollo) B. Ross, Jr.,“Green Chimneys Farm for Little Folk” opened its doors in 1948 with just eleven students. The property has since expanded to cover nearly seven hundred fifty acres in New York, and the school now serves almost two hundred students. Recognised as a worldwide leader in animal-assisted therapy and activities, Green Chimneys provides innovative and caring services for children and their families, as well as the animals with which they spend time. It targets its services at restoring emotional well-being and fostering independence. For over sixty years, Ross developed and operated this innovative and experimental year-round school, and he still remains integrally involved. This book recounts his experiences, sharing a lifetime of practical learning and insights to benefit and inspire all those who work with troubled children, and who believe in the healing power of the natural world.

Read more less

Book SynopsisThe majority of professors have never had a formal course in education, and the most common method for learning how to teach is on-the-job training. This represents a challenge for disciplines with ever more complex subject matter, and a lost opportunity when new active learning approaches to education are yielding dramatic improvements in student learning and retention.This book aims to cover all aspects of teaching engineering and other technical subjects. It presents both practical matters and educational theories in a format useful for both new and experienced teachers. It is organised to start with specific, practical teaching applications and then leads to psychological and educational theories. The ""practical orientation"" section explains how to develop objectives and then use them to enhance student learning, and the ""theoretical orientation"" section discusses the theoretical basis for learning/teaching and its impact on students.Written mainly for PhD students and professors in all areas of engineering, the book may be used as a text for graduate-level classes and professional workshops or by professionals who wish to read it on their own. Although the focus is engineering education, most of this book will be useful to teachers in other disciplines. Teaching is a complex human activity, so it is impossible to develop a formula that guarantees it will be excellent. However, the methods in this book will help all professors become good teachers while spending less time preparing for the classroom.This is a new edition of the well-received volume published by McGraw-Hill in 1993. It includes an entirely revised section on the Accreditation Board for Engineering and Technology (ABET) and new sections on the characteristics of great teachers, different active learning methods, the application of technology in the classroom (from clickers to intelligent tutorial systems), and how people learn.

Read more less

Book SynopsisIn this fascinating book, you'll travel into the homes and schools of over 70 young children from diverse backgrounds and observe parent-child and teacher-child interactions. Through research gathered in the Home School Study of Language and Literacy Development, the authors share with you the relationship they've found between these critical, early interactions and children's kindergarten language and literacy skills.You'll explore both the home and school environments of children at ages 3, 4, and 5 and see how families talk to their young children during everyday activities like book reading, toy play, and mealtimes. You'll also examine children's conversations throughout the classroom day and consider how teachers strive to support children's development. In each chapter, you'll: see how the data was collected read actual transcripts of parent-child and teacher-child interactions recognize how these interactions relate to later development get suggestions for supporting children's language and literacy development learn how these findings play out in the lives of four of the children in the study Find out how young children's home and classroom experiences during the preschool years are related to their kindergarten language and literacy skills, and discover the kinds of conversations that make a difference.

Read more less

Book SynopsisOne of the few research-based resources to explore the effect of temperament on educational experience, this book shows readers how individual temperaments of students and teachers influence behaviour and achievement.

Read more less

Book SynopsisEach year hundreds of thousands of children in the United States experience trauma - such as abuse, neglect, or community violence - that creates tough obstacles to academic achievement and social success. Now there's a practical, strategy-filled book that shows educators how to reach and teach students exposed to trauma. Through clear and readable explanations of current research and enlightening vignettes, educators will understand how violence and other forms of trauma affect the key elements of a child's school and social success, including behavior, attention, memory, and language.Then they'll find dozens of simple, creative ideas - easy to use in any classroom, on any budget - that show them how to: adapt instruction to address the learning characteristics of children exposed to trauma; help students develop the most important skills they need to succeed in school; use positive behavior supports so children can stay calm and focused on learning; build meaningful, appropriate, and supportive teacher-student relationships; encourage positive peer relationships through cooperative games, group projects, and buddy systems; provide predictable routines that instill a sense of safety and control; avoid burnout and reduce the effects of 'compassion fatigue'; and, integrate a trauma-sensitive perspective across an entire school. Throughout this book, realistic sample scenarios demonstrate how teachers can make the strategies work in their classroom, and challenging What Would You Do? quizzes sharpen educators' instincts so they can respond skillfully in difficult situations.

Read more less

Book SynopsisNow with 27 new handouts and the Spanish translations users have been asking for, the revised edition of this popular book offers a fresh, practical approach to teaching struggling students in elementary through high school. Applying their expert knowledge of how children learn, the authors developed more than 75 highly effective intervention handouts - ideal for teachers to use in the classroom and share with parents for use at home. This second edition is set up like the first: there is a short questionnaire that helps school psychologists pinpoint students' strengths and needs, and teachers use the handouts to address the areas that need work. Photocopiable and easy to print from the convenient new CD-ROM, the handouts in this edition: fit perfectly with RTI - give teachers a clear and easy way to help struggling students and take next steps if more intervention is needed; help students with a wide range of learning challenges, including learning disabilities, sensory issues, and emotional or behavioral problems; and, enhance the home - school connection - both teachers and parents can use the handouts to help children make progress in areas of concern. Each intervention handout is ready to use: it clearly describes the skill involved, indicates which children should use the intervention, and suggests easy-to-implement strategies. And because the handouts were developed around the four cognitive areas in Dr. Naglieri's well-respected PASS theory - Planning, Attention, Simultaneous processing, and Successive processing - users can be sure they're getting proven, reliable approaches to solving students' academic challenges.

Read more less

Book SynopsisThis book is one of the most comprehensive texts discussing the design, selection and adoption of expository textbooks.Table of ContentsPreface. Foreword. 1. Today's Textbooks, Tomorrow's Minds: The Importance of Textbooks. Part I: The Characteristics of Well-Designed Textbooks:. 2. Designing the Ideal Text. 3. The Design of Curriculum and Instruction. 4. Designing the Ideal Textbook. 5. Finding the Design in Textbook Materials. Part II: Well Designed Textbook Publishing, State Adoption, and District Selection:. 6. Current Practices: Publishers, States, and Districts. 7. Creating a Design for Publishing, Adopting and Selecting. Part III: Stepping into the Future:. 8. A New Approach to Textbook Design: Instructional Support Systems. 9. Bringing about the Ideal: Leaders and Collaborators. References.

Read more less

Book SynopsisSchool-based practitioners usually refer to collaboration as a team meeting or teacher assistance rather than as an interactive team process focused on student success and influenced by personal and environmental factors. Designed for advanced-level, school-based occupational therapists, Collaborating for Student Success will help you empower students to thrive in any circumstance or setting. Discover the most effective ways to join forces with family and education partners and link collaboration to the mandates in the Individuals With Disabilities Education Improvement Act (IDEA) and No Child Left Behind Act (NCLB).

Read more less

Book SynopsisPart epistolary memoir, part handbook, ""Teaching Life"" reflects on more than three decades of teaching literature and touching the lives of students. Both a reflection on a life in literature and a primer on teaching as a vocation, this soul-stirring work also provides behind-the-scenes stories of many of the authors who have influenced Dale Salwak's career.Written in response to the sudden death of one of his students, who died tragically in an automobile accident on her way to Salwak's office to talk over her career plans, ""Teaching Life"" is an effort to impart lessons to the next generation of teachers: ""It was the suddenness of her death, I think, along with the utter loss of so much potential, which struck me forcibly, and I found myself wondering if anything I had said in class had made a difference in her too-short life or, for that matter, in the lives of any of my students.""By turns analytical, reflective, and exhortatory, ""Teaching Life"" unselfconsciously captures the fascination, enlightenment, and sheer joy that literary studies can offer professors and students. It also implicitly speaks to society's prevailing - and disturbing - prejudice against the profession.Trade ReviewI loved all of the incidents from Salwak's own experience as a teacher. They are richly described. There is a lively sense throughout of a working classroom instructor, a passionate man, and a well-educated one, a committed reader who communicates his love of literature to his students. I was applauding as I read these (numerous) passages. - Jay Parini, author, The Art of Teaching ""Dale Salwak has written a profoundly thoughtful and moving meditation on the joys and sorrows of the teaching profession. This book should interest all who teach and all who have had the privilege of learning from a caring teacher."" - John Halperin, University of San Diego

Read more less

Book SynopsisA volume in Research on Religion and Education Series Editors Stephen J. Denig, Niagara University and Lyndon G. Furst, Andrews University Two major real-world problems prompted this study: maintaining the Catholic identity of the Catholic schools, and increasing interest in character education. Traditionally, Catholic schools in the United States were staffed exclusively by priests, sisters, and brothers. Today, they are predominately staffed by laypersons. This change has influenced the essential religious character and culture of Catholic schools. While Religious filter their teachings through their own religious training and emphasize the mission and charisma of Catholic education, lay staff often lack the same intensely religious experiences to bring to the teaching/learning environment. This qualitative interview study explored the influence that a series of spirituality and virtue seminars had on lay teachers' perceptions of the Catholic school and character education.

Read more less

Book SynopsisThis insightful book blends theoretical and practical information from the knowledge bases of teachers and occupational therapists to help all education professionals work together and better meet the needs of K-3 students. This book addresses the need for professional dialog between K-3 teachers and occupational therapists in public schools. It presents research from numerous academic sources, including studies on stress in children, the movement - learning link, the development of children's drawings, the writing - drawing link, play, fitness and academics, sensory processing, and evidence-based information on handwriting and its link with the writing process, as well as dynamic assessment and its application to the collaborative relationship between teachers and OTs in the public schools. The final chapter addresses collaborative effort at several levels, presenting the implementation of a model for team collaboration and a 'starter kit' for the development of educational strategies that will meet grade-level expectations without sacrificing the learning-readiness of young children. Overall, the contents of the book offer a blend of broad perspectives and practical guidance. Some content is designed to inform the school-based OT who typically is not cognizant of the theoretical foundations of education, which have quiet but significant impact on their own interventions with children. The primary content informs the K-3 teacher of the links between the knowledge bases of both professions and the need to consider all domains of occupational/educational performance in supporting core and targeted instruction.

Read more less

Book SynopsisStudents with strong executive function skills hold the keys to school and social success--from attention and impulse control to time management and organization. Now K-12 teachers have a practical, highly readable guide to enhancing these critical skills for all students, with and without learning disabilities. Through the author's memorable metaphors, classroom examples, and crystal-clear explanations of brain functioning, teachers will immediately grasp what executive function is and how it affects their students' learning and behavior. Then they'll get the explicit, research-based guidance they need to: improve executive function skills in specific academic subjects: reading, math, and writing; choose effective assessment methods to pinpoint the strengths and weaknesses in students' executive function; adapt their instruction and classroom structure to enhance students' executive skills and improve ""trouble spots""; implement an executive function coaching process that helps students plan, organize, and complete their assignments; develop individual behavior support plans that address underlying executive function challenges. An unparalleled practical resource on one of today's most critical education topics, this sourcebook equips teachers with everything they need to detect and solve their students' executive function challenges. They'll get a wide range of ready-to-use strategies based on best practices, visual aids that make new concepts instantly understandable, and photocopiable forms to help students improve in specific executive function areas. A perfect resource for effective, affordable professional development, this teacher-friendly guide lays a clear and simple path to stronger executive skills for all students --and lasting academic and social success.

Read more less

Book SynopsisFor all K-12 students and staff to benefit from positive behaviour interventions and supports (PBIS), effective, evidence-based practices need to be in place schoolwide. Now there’s a valid and reliable tool that checks the effectiveness of your whole school’s PBIS efforts—without any need for an outside evaluator. SAPR™-PBIS is the most efficient, comprehensive way to compare your current PBIS efforts with evidence-based practices and benchmarks. Six to ten team members from your school fill out individual self-assessments, rating themselves on key building blocks of successful PBIS. Then your whole team comes together to discuss results, set clear goals for improvement, and assess progress. Proven in pilot studies to improve students’ social outcomes and staff satisfaction, SAPR™-PBIS gives your team the critical information you need to Strengthen all three tiers of schoolwide PBIS Link assessment results with step-by-step, evidence-based action items Boost teamwork and build consensus Track progress toward your PBIS goals Troubleshoot stalled progress toward goals Reduce time spent managing behaviour issues With this highly reliable, easy-to-use tool, you can be confident that your school is implementing evidence-based PBIS practices that help improve all students’ social and academic outcomes.

Read more less

Book SynopsisIf your programme is among the thousands using the evidence-based Pyramid Model for Promoting Social Emotional Competence in Infants and Young Children, this is the one tool you need to support teachers to effectively use the practices. Developed by highly respected creators of the Pyramid Model for classrooms enrolling children 2–5 years of age, the TPOT™ is an in-depth tool that provides information on how well teachers are implementing practises related to universal, targeted, and individualised supports. A trained administrator conducts a classroom observation and teacher interview, uncovering detailed information about the quality of 14 key teaching practises, noting red flags that indicate areas for immediate support, and observing how teachers respond to challenging behaviors. TPOT™ results show which practises are being implemented successfully - and what teachers need to focus on to ensure positive social-emotional outcomes for young children.TPOT™ helps programmes: Support effective implementation of the proven PBIS-based Pyramid model Promote social-emotional competence in young children Implement strategies to prevent and address challenging behaviour Compare implementation across classrooms, teachers, and programmes Identify where teachers need extra professional development and support Guide coaching efforts This is the one tool you need to make sure teachers are effectively putting the evidence-based Pyramid Model for Promoting Social Emotional Competence in Infants and Young Children into practice. Learn more about TPOT.

Read more less