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Author: Frank Arthur Jones Publisher: Forgotten Books ISBN: 9781528179041 Category : Education Languages : en Pages : 108
Book Description
Excerpt from The Preparation of Teachers in Ontario and the United States In Ontario extensive provision is made for the preparation of teachers. Every position in the schools, from Kindergarten to University, must be filled by a trained teacher if such is available, and no one can receive a permanent certificate as a teacher Without Scholarship, pedagogical training, and experience. The academic and professional courses are distinctly separated; the professional training being acquired in special schools, after the acquisition of academic knowledge in the High Schools or Universities. Teachers of different qualifications are required for the various grades of schools, and hence there have been established three types of training schools for teachers; the Provincial Model Schools, the Provincial Normal Schools, and the Faculties of Education in the University of Toronto and in Queen's University, Kingston. In the High Schools, special courses are provided for those who are seeking to enter upon the work of teaching. Students who desire to attend a Model School must pass the examination known as Entrance to Model Schools, at the end of a two years' course. Those who wish to attend a' Normal School must Com plete this course and continue for two years longer, when they must pass the Entrance to Normal School examination. A further course Of two years prepares them for the Entrance to Faculty examination. There is still another way in which a student may proceed in his preparation; he may take the matriculation course in the High School and secure a degree in Arts from a University after an attendance of four years. This degree will admit him to the Faculty of Education. He may have specialized during his University career, and then upon graduating from the Faculty of Education, he may secure a Specialist professional certificate. A' holder of such a certificate usually becomes a teacher in a High School or Collegiate Institute. Prospective teachers who attend the Universities take their courses in Arts with students who will enter other professions. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Author: Frank Arthur Jones Publisher: Forgotten Books ISBN: 9781528179041 Category : Education Languages : en Pages : 108
Book Description
Excerpt from The Preparation of Teachers in Ontario and the United States In Ontario extensive provision is made for the preparation of teachers. Every position in the schools, from Kindergarten to University, must be filled by a trained teacher if such is available, and no one can receive a permanent certificate as a teacher Without Scholarship, pedagogical training, and experience. The academic and professional courses are distinctly separated; the professional training being acquired in special schools, after the acquisition of academic knowledge in the High Schools or Universities. Teachers of different qualifications are required for the various grades of schools, and hence there have been established three types of training schools for teachers; the Provincial Model Schools, the Provincial Normal Schools, and the Faculties of Education in the University of Toronto and in Queen's University, Kingston. In the High Schools, special courses are provided for those who are seeking to enter upon the work of teaching. Students who desire to attend a Model School must pass the examination known as Entrance to Model Schools, at the end of a two years' course. Those who wish to attend a' Normal School must Com plete this course and continue for two years longer, when they must pass the Entrance to Normal School examination. A further course Of two years prepares them for the Entrance to Faculty examination. There is still another way in which a student may proceed in his preparation; he may take the matriculation course in the High School and secure a degree in Arts from a University after an attendance of four years. This degree will admit him to the Faculty of Education. He may have specialized during his University career, and then upon graduating from the Faculty of Education, he may secure a Specialist professional certificate. A' holder of such a certificate usually becomes a teacher in a High School or Collegiate Institute. Prospective teachers who attend the Universities take their courses in Arts with students who will enter other professions. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Author: Bill Honig Publisher: Simon and Schuster ISBN: 1629140090 Category : Education Languages : en Pages : 252
Book Description
Studies of effective teaching practices have continued to validate the need for explicit and systematic instruction in basic reading skills, and Bill Honig uses this research to shed new light on an old problem—how to help all students become fluent readers. Teaching Our Children to Read grows out of the experiences of scores of dedicated teachers and their success in the classroom. This book explores current research from the leading experts in the field, and presents new instructional strategies that bring all students to higher levels of literacy. Highlights from Teaching Our Children to Read include: • Phonics instruction and fluency • Connected practice with decodable text • Multisyllabic word instruction • Spelling, vocabulary, and concept development • Strategic reading, book discussions, and text organization • Literacy benchmarks, assessment, and intervention This is an essential resource for educators, administrators, policymakers, and parents concerned about how to successfully teach our children to read. Teaching Our Children to Read points the way to implementing the best research-based practices in adopting reading materials, training teachers, and providing the necessary school leadership.
Author: Malcolm S. Knowles Publisher: Routledge ISBN: 1000072894 Category : Business & Economics Languages : en Pages : 407
Book Description
How do you tailor education to the learning needs of adults? Do they learn differently from children? How does their life experience inform their learning processes? These were the questions at the heart of Malcolm Knowles’ pioneering theory of andragogy which transformed education theory in the 1970s. The resulting principles of a self-directed, experiential, problem-centred approach to learning have been hugely influential and are still the basis of the learning practices we use today. Understanding these principles is the cornerstone of increasing motivation and enabling adult learners to achieve. The 9th edition of The Adult Learner has been revised to include: Updates to the book to reflect the very latest advancements in the field. The addition of two new chapters on diversity and inclusion in adult learning, and andragogy and the online adult learner. An updated supporting website. This website for the 9th edition of The Adult Learner will provide basic instructor aids including a PowerPoint presentation for each chapter. Revisions throughout to make it more readable and relevant to your practices. If you are a researcher, practitioner, or student in education, an adult learning practitioner, training manager, or involved in human resource development, this is the definitive book in adult learning you should not be without.
Author: Malcolm Knowles Publisher: Taylor & Francis ISBN: 1040229344 Category : Business & Economics Languages : en Pages : 324
Book Description
How do you tailor education to the learning needs of adults? Do they learn differently from children? How does their life experience inform their learning processes? These were the questions at the heart of Malcolm Knowles’ pioneering theory of andragogy which transformed education theory in the 1970s. The resulting principles of a self-directed, experiential, problem-centred approach to learning have been hugely influential and are still the basis of the learning practices we use today. Understanding these principles is the cornerstone of increasing motivation and enabling adult learners to achieve. The 10th edition of The Adult Learner has been revised to include: The two chapters on diversity, inclusion and belonging in adult learning, and andragogy and the online adult learner have been greatly expanded to reflect the importance of these topics to the field today. The accompanying Instructor and Student Resources website provides free digital materials designed to enhance student learning and save instructors time when preparing lessons. Resources include: • Ready-to-use PowerPoint slides to save instructor time when planning lessons • Learning objectives and part outlines for structured learning • Suggested class discussions, exercises, and scenario-based activities • Downloadable instruments for chapters 19 to 22 • Video explaining the Andragogy In Practice model • A chapter-by-chapter Instructor Manual and a corresponding Student Guide to enhance learning outcomes. If you are a researcher, practitioner, or student in education, an adult learning practitioner, training manager, or involved in human resource development, this is the definitive book in adult learning you should not be without.
Author: John Dewey Publisher: Createspace Independent Publishing Platform ISBN: Category : Juvenile Nonfiction Languages : en Pages : 456
Book Description
. Renewal of Life by Transmission. The most notable distinction between living and inanimate things is that the former maintain themselves by renewal. A stone when struck resists. If its resistance is greater than the force of the blow struck, it remains outwardly unchanged. Otherwise, it is shattered into smaller bits. Never does the stone attempt to react in such a way that it may maintain itself against the blow, much less so as to render the blow a contributing factor to its own continued action. While the living thing may easily be crushed by superior force, it none the less tries to turn the energies which act upon it into means of its own further existence. If it cannot do so, it does not just split into smaller pieces (at least in the higher forms of life), but loses its identity as a living thing. As long as it endures, it struggles to use surrounding energies in its own behalf. It uses light, air, moisture, and the material of soil. To say that it uses them is to say that it turns them into means of its own conservation. As long as it is growing, the energy it expends in thus turning the environment to account is more than compensated for by the return it gets: it grows. Understanding the word "control" in this sense, it may be said that a living being is one that subjugates and controls for its own continued activity the energies that would otherwise use it up. Life is a self-renewing process through action upon the environment.
Author: Joyce L. Epstein Publisher: Corwin Press ISBN: 1483320014 Category : Education Languages : en Pages : 508
Book Description
Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
Author: Frank Arthur Jones
Author: Frank Arthur Jones
Author: Bill Honig
Author: Malcolm S. Knowles
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Author: Malcolm Knowles
Author: John Dewey
Author: 
Author: 
Author: Joyce L. Epstein
Author: Alfred Emanuel Smith