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Author: Bill Green Publisher: Routledge ISBN: 1317308557 Category : Education Languages : en Pages : 291
Book Description
Explicitly linking curriculum inquiry to English education via recurring themes of representation, democracy and knowledge, this book is a call for both researchers and practitioners to engage with curriculum, explicitly and deliberatively, as both a concept and a question. The approach is broadly conceptual and constitutes an exercise in theoretical and philosophical inquiry. While deeply informed by North American debates and developments, this book offers a distinctive counterpoint and a strategically ‘ex-centric’ perspective, being equally informed by the curriculum scene in Australia, as well as the UK and elsewhere. Divided into two sections, this book first addresses matters of general curriculum inquiry, while the second turns more specifically to English teaching and to associated questions of language, literacy and literature in L1 education. Green brings the two together through a critical examination of the Australian national curriculum, especially in its implications and challenges for English teaching, and with due regard for the project of transnational curriculum inquiry.
Author: Bill Green Publisher: Routledge ISBN: 1317308557 Category : Education Languages : en Pages : 291
Book Description
Explicitly linking curriculum inquiry to English education via recurring themes of representation, democracy and knowledge, this book is a call for both researchers and practitioners to engage with curriculum, explicitly and deliberatively, as both a concept and a question. The approach is broadly conceptual and constitutes an exercise in theoretical and philosophical inquiry. While deeply informed by North American debates and developments, this book offers a distinctive counterpoint and a strategically ‘ex-centric’ perspective, being equally informed by the curriculum scene in Australia, as well as the UK and elsewhere. Divided into two sections, this book first addresses matters of general curriculum inquiry, while the second turns more specifically to English teaching and to associated questions of language, literacy and literature in L1 education. Green brings the two together through a critical examination of the Australian national curriculum, especially in its implications and challenges for English teaching, and with due regard for the project of transnational curriculum inquiry.
Author: Aída Walqui Publisher: Teachers College Press ISBN: 0807776858 Category : Education Languages : en Pages : 257
Book Description
This book presents an ambitious model for how educators can design high-quality, challenging, and supportive learning opportunities for English Learners and other students identified to be in need of language and literacy support. Starting with the premise that conceptual, analytic, and language practices develop simultaneously as students engage in disciplinary learning, the authors argue for instruction that amplifies—rather than simplifies—expectations, concepts, texts, and learning tasks. The authors offer clear guidance for designing lessons and units and provide examples that demonstrate the approach in various subject areas, including math, science, English, and social studies. This practical resource will guide teachers through the coherent design of tasks, lessons, and units of study that invite English Learners (and all students) to engage in productive, meaningful, and intellectually engaging activity. “This book offers the most detailed guide available for designing instruction for students categorized as ELLs. Theoretically grounded and informed by years of implementation and study, this work is without equal in the field. I recommend the book enthusiastically as required reading in all teacher preparation programs.” —Guadalupe Valdés, Bonnie Katz Tenenbaum Professor of Education, Stanford Graduate School of Education “Reflecting its title, this book is an amplification of what it means to provide the best learning opportunities for English Language learners. Drawing on classroom-based research, Amplifying the Curriculum offers many practical examples of intellectually engaging units and tasks. This innovative book belongs on the bookshelves of all teachers.” —Pauline Gibbons, UNSW Sydney “This timely book is a call to educators across the nation to integrate language, literacy, and disciplinary knowledge to improve the education of our new American students.” —Tatyana Kleyn, The City College of New York
Author: Herbert R. Kohl Publisher: ISBN: 9781565840966 Category : Education Languages : en Pages : 153
Book Description
A collection of essays explore the educator's views on teaching, learning, and the value of public education, includes thoughts on learning refusal, and the value of optimism
Author: Brent Carnell Publisher: UCL Press ISBN: 1787350878 Category : Education Languages : en Pages : 304
Book Description
A complementary volume to Dilly Fung’s A Connected Curriculum for Higher Education (2017), this book explores ‘research-based education’ as applied in practice within the higher education sector. A collection of 15 chapters followed by illustrative vignettes, it showcases approaches to engaging students actively with research and enquiry across disciplines. It begins with one institution’s creative approach to research-based education – UCL’s Connected Curriculum, a conceptual framework for integrating research-based education into all taught programmes of study – and branches out to show how aspects of the framework can apply to practice across a variety of institutions in a range of national settings. The 15 chapters are provided by a diverse range of authors who all explore research-based education in their own way. Some chapters are firmly based in a subject-discipline – including art history, biochemistry, education, engineering, fashion and design, healthcare, and veterinary sciences – while others reach across geopolitical regions, such as Australia, Canada, China, England, Scotland and South Africa. The final chapter offers 12 short vignettes of practice to highlight how engaging students with research and enquiry can enrich their learning experiences, preparing them not only for more advanced academic learning, but also for professional roles in complex, rapidly changing social contexts.
Author: Brandy Yee Publisher: Palgrave Macmillan ISBN: 9783319526010 Category : Education Languages : en Pages : 0
Book Description
This book draws on detailed case studies from three very different countries and school systems to explore the early adolescent learner and the middle years of learning, both of which are often overlooked in the literature. An abundance of research shows the importance of the middle years in putting early adolescent learners on the path to success in further education, careers, and general wellbeing. By focusing on bringing current research to life through the sharing of practical examples and lived experiences of practitioners, this book explores how issues such as curriculum reform, inclusive philosophies, instructional design, and assessment practices are supporting the conditions in which effective middle years learning can unfold. A comparative approach, using data from Canada, Germany and Finland, is utilized to critically examine the effects of the pedagogical methods employed by teachers, and the learning environments in which formal education takes place. The book makes a compelling case for the importance of fostering student voice and choice, and developing new ways of engaging the school community as a whole, and makes a valuable contribution to the discourse concerning early adolescent learners and the middle years of schooling.
Author: Dennis G. Wiseman Publisher: Charles C Thomas Publisher ISBN: 0398085048 Category : Education Languages : en Pages : 318
Book Description
This text offers practical information and vicarious practice for both beginning as well as veteran teachers to become more knowledgeable, skilled, and effective in their work. Through study, application of what has been studied, and the analysis and evaluation of the end result of this application, teachers who care to improve can improve. And, teachers who are already successful in their teaching can be even more successful. Effective teachers are active learners themselves. This text therefore provides a specific context and focus for this active learning in the areas of student motivation and classroom management which are considered critical for best practice in teaching in classrooms today. The book reviews appropriate strategies when responding to specific types of student misbehavior and also discusses zero tolerance policies, expulsion, teaching special students, addressing diversity, violence, school uniforms, and drug abuse as related to management and motivation. It is highlighted with supporting case study examples, question and activity sections by chapter, and a helpful glossary. Also provided is an overview of ten popular models for classroom management with the theorists associated with their development. By reading this book, teachers will get their students to achieve at high levels in demonstrating what they have learned through the application of the most important, intertwined areas of motivation and classroom management.
Author: Michele Pollnow Publisher: Rowman & Littlefield ISBN: 1475835647 Category : Education Languages : en Pages : 173
Book Description
Success for Every Student: A Guide to Teaching and Learning contains research and evidence based classroom practices that maximize learning for all students. Throughout the book the authors deliver a common sense approach to proven teaching strategies that help learners reach their potential. Ultimately, it is the teacher behaviors that have the greatest impact on student behaviors. Success for Every Student is packed full of tools and tips in everything from classroom management to formative assessment that give busy teachers what they need to become more efficient and effective professionals in their classrooms and schools. At the end of each chapter are real life scenarios for readers to reflect and think about what they would do given the situation. As a bonus, the book has a companion website that provides more tools and covers current topics in the education news. This practical book provides sound suggestions and guidance to help create a culture of learning in classrooms and schools where high expectations are the norm and there is an opportunity of success for every student.
Author: Norman J Jackson Publisher: AuthorHouse ISBN: 1456793721 Category : Education Languages : en Pages : 388
Book Description
This book has been primarily written for people who are interested and involved in helping students maximise the learning and development they gain from their higher education experience. The authors contributing to this book hope that their attempt to examine and give practical meaning to the idea of lifewideness makes sense to you and helps you support and facilitate development of people in your professional context. We hope also that it might have meaning for you in your own life. The book is also written for people who are helping higher education institutions develop a better understanding of the ways in which students engage in and are shaped by their whole life experience while they are studying. And for those people who are trying to bring about change in institutional practice, particularly those who are finding it challenging, we hope the contributions in this book will reinforce your conviction that this is a worthwhile thing to do. In recent years, Universities in the UK have been encouraged to evaluate what they do through the lens of the students' experience. This has resulted in an increasing institutional interest and awareness in the way in which students integrate higher education with their life beyond the campus. Student Support Services in some universities have been inspired by the visionary report ‘Learning Reconsidered: A Campus-wide Focus on the Student Experience’ (NASPA and ACPA 2004). We hope that this book will encourage and be of value to those who make decisions or who create policies relating to the student experience.
Author: Edward P. St. John Publisher: JHU Press ISBN: 1421417871 Category : Education Languages : en Pages : 207
Book Description
This book argues that American cities have been engaged for the past three decades in a radical-but failing-effort to transform general and vocational high schools into college preparatory institutions. By examining the educational reforms in four urban charter schools across the United States and four public high schools in New York City, it reveals how educators contend with the challenge of developing new courses while providing social support for students to build college-going cultures.
Author: Bill Green
Author: Bill Green
Author: Bradley Summerhill
Author: Aída Walqui
Author: Herbert R. Kohl
Author: Brent Carnell
Author: Brandy Yee
Author: Dennis G. Wiseman
Author: Michele Pollnow
Author: Norman J Jackson
Author: Edward P. St. John