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Author: Marc A. Pugliese Publisher: Oxford University Press ISBN: 0190677570 Category : Religion Languages : en Pages : 369
Book Description
In Teaching Interreligious Encounters, Marc A. Pugliese and Alexander Y. Hwang have gathered together a multidisciplinary and international group of scholar-teachers to explore the pedagogical issues that occur at the intersection of different religious traditions. This volume is a theoretical and practical guide for new teachers as well as seasoned scholars. It breaks the pedagogy of interreligious encounters down into five distinct components. In the first part, essays explore the theory of teaching these encounters; in the second, essays discuss course design. The parts that follow engage practical ideas for teaching textual analysis, practice, and real-world application. Despite their disciplinary, contextual, and methodological diversity, these essays share a common vision for the learning goals and outcomes of teaching interreligious encounters. This is a much-needed resource for any teacher participating in these conversations in our age of globalization and migration, with its attendant hopes and fears.
Author: Carol A. Tomlinson Publisher: ASCD ISBN: 0871205122 Category : Education Languages : en Pages : 128
Book Description
Offers a definition of differentiated instruction, and provides principles and strategies designed to help teachers create learning environments that address the different learning styles, interests, and readiness levels found in a typical mixed-ability classroom.
Author: Phillip C. Wankat Publisher: Allyn & Bacon ISBN: 9780205337118 Category : College teaching Languages : en Pages : 0
Book Description
"The Effective, Efficient Professor: Teaching, Scholarship and Service" develops methods to improve the proficiency and time management skills of faculty in all areas of their careers. Most faculty are discipline experts but have not studied methods to improve their teaching, scholarship or service. This book applies efficiency and time management methods to academe. Throughout the book, the author shows how student learning and academic productivity can be improved by being aware of effective time management techniques. A variety of efficient and effective teaching methods are explored. Scholarship, service, and working with graduate students are also discussed. This book will help college faculty at all levels of instruction take charge of their careers! For college professors in all disciplines.
Author: Norma Gonzalez Publisher: Routledge ISBN: 1135614059 Category : Education Languages : en Pages : 332
Book Description
The concept of "funds of knowledge" is based on a simple premise: people are competent and have knowledge, and their life experiences have given them that knowledge. The claim in this book is that first-hand research experiences with families allow one to document this competence and knowledge, and that such engagement provides many possibilities for positive pedagogical actions. Drawing from both Vygotskian and neo-sociocultural perspectives in designing a methodology that views the everyday practices of language and action as constructing knowledge, the funds of knowledge approach facilitates a systematic and powerful way to represent communities in terms of the resources they possess and how to harness them for classroom teaching. This book accomplishes three objectives: It gives readers the basic methodology and techniques followed in the contributors' funds of knowledge research; it extends the boundaries of what these researchers have done; and it explores the applications to classroom practice that can result from teachers knowing the communities in which they work. In a time when national educational discourses focus on system reform and wholesale replicability across school sites, this book offers a counter-perspective stating that instruction must be linked to students' lives, and that details of effective pedagogy should be linked to local histories and community contexts. This approach should not be confused with parent participation programs, although that is often a fortuitous consequence of the work described. It is also not an attempt to teach parents "how to do school" although that could certainly be an outcome if the parents so desired. Instead, the funds of knowledge approach attempts to accomplish something that may be even more challenging: to alter the perceptions of working-class or poor communities by viewing their households primarily in terms of their strengths and resources, their defining pedagogical characteristics. Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms is a critically important volume for all teachers and teachers-to-be, and for researchers and graduate students of language, culture, and education.
Author: Grant P. Wiggins Publisher: ASCD ISBN: 1416600353 Category : Education Languages : en Pages : 383
Book Description
What is understanding and how does it differ from knowledge? How can we determine the big ideas worth understanding? Why is understanding an important teaching goal, and how do we know when students have attained it? How can we create a rigorous and engaging curriculum that focuses on understanding and leads to improved student performance in today's high-stakes, standards-based environment? Authors Grant Wiggins and Jay McTighe answer these and many other questions in this second edition of Understanding by Design. Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have greatly revised and expanded their original work to guide educators across the K-16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks. Readers will learn why the familiar coverage- and activity-based approaches to curriculum design fall short, and how a focus on the six facets of understanding can enrich student learning. With an expanded array of practical strategies, tools, and examples from all subject areas, the book demonstrates how the research-based principles of Understanding by Design apply to district frameworks as well as to individual units of curriculum. Combining provocative ideas, thoughtful analysis, and tested approaches, this new edition of Understanding by Design offers teacher-designers a clear path to the creation of curriculum that ensures better learning and a more stimulating experience for students and teachers alike.
Author: Marc A. Pugliese Publisher: Oxford University Press ISBN: 0190677570 Category : Religion Languages : en Pages : 369
Book Description
In Teaching Interreligious Encounters, Marc A. Pugliese and Alexander Y. Hwang have gathered together a multidisciplinary and international group of scholar-teachers to explore the pedagogical issues that occur at the intersection of different religious traditions. This volume is a theoretical and practical guide for new teachers as well as seasoned scholars. It breaks the pedagogy of interreligious encounters down into five distinct components. In the first part, essays explore the theory of teaching these encounters; in the second, essays discuss course design. The parts that follow engage practical ideas for teaching textual analysis, practice, and real-world application. Despite their disciplinary, contextual, and methodological diversity, these essays share a common vision for the learning goals and outcomes of teaching interreligious encounters. This is a much-needed resource for any teacher participating in these conversations in our age of globalization and migration, with its attendant hopes and fears.
Author: Management Association, Information Resources Publisher: IGI Global ISBN: 1799877507 Category : Education Languages : en Pages : 1673
Book Description
The issue of social justice has been brought to the forefront of society within recent years, and educational institutions have become an integral part of this critical conversation. Classroom settings are expected to take part in the promotion of inclusive practices and the development of culturally proficient environments that provide equal and effective education for all students regardless of race, gender, socio-economic status, and disability, as well as from all walks of life. The scope of these practices finds itself rooted in curriculum, teacher preparation, teaching practices, and pedagogy in all educational environments. Diversity within school administrations, teachers, and students has led to the need for socially just practices to become the norm for the progression and advancement of education worldwide. In a modern society that is fighting for the equal treatment of all individuals, the classroom must be a topic of discussion as it stands as a root of the problem and can be a major step in the right direction moving forward. Research Anthology on Instilling Social Justice in the Classroom is a comprehensive reference source that provides an overview of social justice and its role in education ranging from concepts and theories for inclusivity, tools, and technologies for teaching diverse students, and the implications of having culturally competent and diverse classrooms. The chapters dive deeper into the curriculum choices, teaching theories, and student experience as teachers strive to instill social justice learning methods within their classrooms. These topics span a wide range of subjects from STEM to language arts, and within all types of climates: PK-12, higher education, online or in-person instruction, and classrooms across the globe. This book is ideal for in-service and preservice teachers, administrators, social justice researchers, practitioners, stakeholders, researchers, academicians, and students interested in how social justice is currently being implemented in all aspects of education.
Author: Bottom, Karin A. Publisher: Edward Elgar Publishing ISBN: 1800375697 Category : Political Science Languages : en Pages : 375
Book Description
Compiling the experience and expertise of over 50 leading international scholars, this Handbook of Teaching Public Administration offers critical insights into the questions, issues, and challenges raised by teaching practitioners and aspiring professionals. Its global scope provides a comprehensive overview of the diversity of current practice in teaching public administration.
Author: Emily St.Denny Publisher: Edward Elgar Publishing ISBN: 1800378114 Category : Political Science Languages : en Pages : 565
Book Description
Pragmatic, progressive and global in its approach, this Handbook centres around the key question: How can we teach public policy? Presenting a wide variety of theoretical and methodological perspectives, it expertly examines current approaches to teaching public policy and critically reflects on potential future developments in the field.
Author: Marc A. Pugliese
Author: Carol A. Tomlinson
Author: Phillip C. Wankat
Author: Norma Gonzalez
Author: Jim Fay
Author: Grant P. Wiggins
Author: Marc A. Pugliese
Author: A. W Bates
Author: Management Association, Information Resources
Author: Bottom, Karin A.
Author: Emily St.Denny