Автор: Muhs Mary Название: Family Engagement in Early Childhood Settings ISBN: 1605546054 ISBN-13(EAN): 9781605546056 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 1751.00 р. 2502.00-30% Наличие на складе: Есть (1 шт.) Описание: Following a strengths-based approach, Family Engagement in Early Childhood Settings offers all programs, including family child care, center-based programs, and school-based programs, strategies for building or enhancing interactions, engagement, expectations, communication, and participation with families.
Автор: Fullan M et al Название: New Pedagogies for Deep Learning ISBN: 1506368581 ISBN-13(EAN): 9781506368580 Издательство: Sage Publications Рейтинг: Цена: 5067.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: New Pedagogies for Deep Learning (NDPL) provides a comprehensive strategy for systemwide transformation. Using the 6 competencies of NDPL and a wealth of vivid examples, Fullan re-defines and re-examines what deep learning is and identifies the practical strategies for revolutionizing learning and leadership.
Автор: Costigan, Arthur T. Название: An Authentic english language arts curriculum ISBN: 0815348428 ISBN-13(EAN): 9780815348429 Издательство: Taylor&Francis Рейтинг: Цена: 6430.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This book provides ways of thinking for preservice and new teachers to transition from the theory behind curricular design to engaged teaching and learning in the classroom. It offers a comprehensive framework for the creation and implementation of one`s own authentic and effective ELA curriculum.
Автор: Attanayake, Asantha U. Название: Post-colonial curriculum practices in south asia ISBN: 0815355521 ISBN-13(EAN): 9780815355526 Издательство: Taylor&Francis Рейтинг: Цена: 22202.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Post-colonial Curriculum Practices in South Asia gives a conceptual framework for curriculum design for English Language Teaching, taking into account context specific features in the teaching-learning settings of post-colonial South Asia
Описание: Makes the case that COVID-19 has exposed deficiencies in much of the traditional narrative found in textbooks and state curriculum standards. The authors offer guidance for how educators can use the pandemic to pursue a more justice-oriented, critical examination of contemporary society.
Автор: Macalister John Название: Language Curriculum Design ISBN: 0367196506 ISBN-13(EAN): 9780367196509 Издательство: Taylor&Francis Рейтинг: Цена: 6430.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Now in its second edition, this book describes the steps in the curriculum design process, elaborates and justifies these steps, and provides opportunities for practicing and applying them. Comprehensive yet concise, the steps are laid out at a general level and can be applied in a wide range of circumstances.
Описание: The book suggests a transition from a relational worldview premised on the socio-political ethos of adaptation towards a transformative worldview premised on the ethos of solidarity and equality. Expansively developing Vygotsky's revolutionary project, the Transformative Activist Stance integrates insights from a vast array of critical and sociocultural theories and pedagogies and moves beyond their impasses to address the crisis of inequality. This captures the dynamics of social transformation and agency in moving beyond theoretical and political canons of the status quo. The focus is on the nexus of people co-creating history and society while being interactively created by their own transformative agency. Revealing development and mind as agentive contributions to the 'world-in-the-making' from an activist stance guided by a sought-after future, this approach culminates in implications for research with transformative agendas and a pedagogy of daring. Along the way, many key theories of mind, development and education are challenged and radically reworked.
Автор: Ventista, Ourania Maria Название: How to evaluate the effectiveness of a school-based intervention ISBN: 1800430035 ISBN-13(EAN): 9781800430037 Издательство: Emerald Рейтинг: Цена: 13213.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание:
Evaluations of school-based interventions are and should be conducted in order to examine the programme effectiveness and whether and how these programmes should be implemented in schools. Over the last century Randomised Controlled Trials (RCTs) have been seen as the 'gold standard' for evaluation, however How to Evaluate the Effectiveness of a School-Based Intervention presents a multi-dimensional evaluation framework, which is not only based on measurable outcomes. According to this framework, the evaluation of a programme should combine different methods and perspectives, and should examine the impact of the programme on many student's skills prior to reaching a conclusion of whether and how a programme should be implemented.
Suggesting a cost-effective method of conducting a multi-dimensional evaluation research study, in order to include the examination of the impact of the programme on students' thinking skills, this book investigates how these skills can be defined and assessed effectively and presents a step-by-step guide by demonstrating how the multi-dimensional evaluation of the Philosophy for Children programme was conducted.
Evaluating the programme from an independent standpoint, this book is essential reading for researchers conducting evaluations in education; researchers who are interested in Philosophy for Children research; and teachers and trainers who internationally implement P4C in their classrooms.
Автор: Koopman Oscar Название: Science Education and Curriculum in South Africa ISBN: 3319821776 ISBN-13(EAN): 9783319821771 Издательство: Springer Рейтинг: Цена: 3213.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This book explores the impact of the socio-historical, political, and economic environment in South Africa, both during and after Apartheid. The book also investigates the dialectical tensions between the science curriculum and the role of the teacher as an active implementer of the curriculum.
Автор: Mueller Michael P., Tippins Deborah J., Stewart Arthur J. Название: Animals and Science Education: Ethics, Curriculum and Pedagogy ISBN: 3319859005 ISBN-13(EAN): 9783319859002 Издательство: Springer Рейтинг: Цена: 20962.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Foreword: Wild Awakedness and Animalistic Inquiry: Introducing a Book on the Role of Animals with/in Science Education, Michael P. Mueller (University of Alaska Anchorage), Arthur J. Stewart (Oak Ridge Associated Universities), and Deborah J. Tippins (University of Georgia).- Chapter 1: Worm Spit: Integrating Curriculum through a Study of Silk and the Amazing Silk Worm, Michael L. Bentley (Virginia Museum of Natural History) and Teresa Auldridge (Full Option Science System).- Chapter 2: You Can Give a Bee Some Water, But You Can't Make Her Drink: A Socioscientific Approach to Honey Bees in Science Education, Jonathan Snow and Maria S. Rivera Maulucci (Barnard College).- Chapter 3: Engineering a Solution for Fish Waste Management, Alexandra E. West (University of Alaska Anchorage).- Chapter 4: Learning Science in Aquariums and on Whalewatching Boats-The Hidden Curriculum of the Deployment of Other Animals, Teresa Lloro-Bidart (California State Polytechnic University at Pomona) and Connie Russell (Lakehead University).- Chapter 5: Tracing the Anthrozoological Landscape of Central Iowa: Place and Pedagogical Possibilities, Cori Jakubiak (Grinnell College).- Chapter 6: Life After the Fact(ory)-Pedagogy of Care at An Animal Sanctuary, Christopher Bentley and Steve Alsop (York University).- Chapter 7: Ethical-Ecological Holism in Science Pedagogy-In Honor of Sea Urchins, Lee Beavington, Heesoon Bai, (Simon Fraser University)and Serenna Celeste Romanycia.- Chapter 8: A Story of Chicks, Science Fairs and the Ethics of Biomedical Research, Sophia Jeong, Deborah Tippins (University of Georgia), Shakhnoza Kayumova (Dartmouth University).- Chapter 9: Spiders, Rats, and Education, Jimmy Karlan (Antioch University New England).- Chapter 10: Leave the Pets Alone, Eduardo Dopico and Eva Garcia-Vazquez (University of Oviedo).- Chapter 11: Using Object-based Learning to Understand Animal Evolution, Paul Davies and Joanne Nicholl (University College London).- Chapter 12: Death in a Jar-The Study of Life, Mary Rebecca Warbington Wells (Armstrong State University).- Chapter 13: Socio-Scientific Issues for Scientific Literacy - The Evolution of an Environmental Education Program with a Focus on Birds, Andrew T. Kinslow and Troy D. Sadler (University of Missouri).- Chapter 14: Hawaiian Citizen Science-Journeys of Self Discovery and Understanding of Scientific Concepts through Culture and Nature Study in School Science Classes, Jennifer Kuwahara (University of Hawaii).- Chapter 15: Care-based Citizen Science: Nurturing an Ethic of Care to Support the Preservation of Biodiversity, Renйe Lyons, Cassie Quigley and Michelle Cook (Clemson University).- Chapter 16: Mapping Conceptions of Wolf Hunting onto a Worldview ConceptualFramework-Hunting for a Worldview Theory, Teresa J. Shume (North Dakota State University).- Chapter 17: A Framework within which to Determine How We Should Use Animals in Science Education, Michael J. Reiss (University College London).- Index.
Описание: Establishing a student-centered classroom environment where learning puts students' interests first is essential for middle school students to learn and thrive. Student success does not simply rely on instruction; it relies on external factors such as school and classroom climate, positive relationships with their teachers and other adults, and a strong sense of belonging with their peers. The young adolescent learner is at a turning point where the need for love, belonging, and acceptance is heightened. Research studies indicate that large percentages of students lack social-emotional competence and believe their teachers do not care about them. Social-emotional learning skills are vital for young adolescents, as are 21st century skills and competencies to prepare them for an information- and technology-driven world.
Aligning Social-Emotional and 21st Century Learning in the Classroom: Emerging Research and Opportunities shows teachers practical ways to combine the skills that young adolescents need (social-emotional) and the 21st century skills that they learn to create a culture of success in their middle school classrooms. This book also provides examples of education technologies that teachers can use to promote 21st century learning in their classroom. Highlighting a wide range of topics such as communication skills, critical thinking, social media, and emotional intelligence, this book is crucial for teachers, school administrators, instructional designers, K-12 educators, curriculum developers, academicians, researchers, and students.
This book is a theoretical inquiry into alternative pedagogies that challenge current standardized practices in the field of science education. Through Mandy Hoffen, a fictional persona, Dana McCullough, the author, explores how stories of Henrietta Lacks become part of a conspiracy to change science education. Mandy Hoffen, however, never expected to find herself in the middle of a conspiracy. As a science teacher of 20 plus years, she worked diligently to meet the needs of her charges, who are currently ninth and tenth grade biology students in an age of standardized testing. The author also creates imaginary dialogues which serve as the theoretical framework for each chapter. Each chapter unfolds in a form of a play with imaginary settings and events that bring Henrietta Lacks back from the grave to participate in conversations about science, society, and social justice. The imaginary conversations are based on the author's experiences in graduate courses, direct quotations from philosophers of science, historians of science, science educators, curriculum theorists, and stories of students in their study of Henrietta Lacks in a high school biology classroom. The play describes the journey of a graduate student/high school teacher as she researches the importance of the philosophy of science, history of science, science curriculum and social justice in science education. Through reflections on fictional conversations, stories of Henrietta Lacks are examined and described in multiple settings, beginning in an imaginary academic meeting, and ending with student conversations in a classroom. Each setting provides a space for conversations wherein participants explore their personal connections with science, science curriculum, issues of social justice related to science, and Henrietta Lacks.
This book will be of interest to graduate students, scholars, and undergraduates in curriculum studies, educational foundations, and teacher education, and those interested in alternative research methodologies. This is the first book to intentionally address the stories of Henrietta Lacks and their importance in the field of curriculum studies, science studies, and current standardized high school science curriculum.
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