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Author: Renate Nummela Caine
Publisher: Association for Supervision & Curriculum Development
ISBN:
Category : Education
Languages : en
Pages : 294
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Book Description
In this book educators will find out what happened when authors took their theory of learning, which is based on a wholistic interpretation of brain research, and strived to bring it to life in two schools.
Author: Renate Nummela Caine
Publisher: Association for Supervision & Curriculum Development
ISBN:
Category : Education
Languages : en
Pages : 294
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Book Description
In this book educators will find out what happened when authors took their theory of learning, which is based on a wholistic interpretation of brain research, and strived to bring it to life in two schools.
Author: Renate Nummela Caine
Publisher: Association for Supervision & Curriculum Development
ISBN:
Category : Education
Languages : en
Pages : 292
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Book Description
In this book educators will find out what happened when authors took their theory of learning, which is based on a wholistic interpretation of brain research, and strived to bring it to life in two schools.
Author: Margaret Angermeyer Mangan
Publisher: Simon and Schuster
ISBN: 1632209659
Category : Education
Languages : en
Pages : 248
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Book Description
Gain fresh insights for teaching, learning, and assessing knowledge of critical science concepts through the exploration of research-based practices for science education.
![At the Edge of Possibility [microform] : Rethinking Teaching Practices with the Adolescent Learner PDF](https://books.google.com/books/content/images/frontcover/GR2FtgAACAAJ?fife=w80-h100)
Author: Judy Wynne Blaney
Publisher: Library and Archives Canada = Bibliothèque et Archives Canada
ISBN: 9780612952898
Category :
Languages : en
Pages : 220
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Book Description
A school-based action research project implemented in two stages over four years began as a collaboration between a grade 8 teacher committed to her students' meaningful engagement in and understanding of the substantially increased curriculum, and a university-based drama expert, committed to supporting the praxis of teachers at a time of vast change. Stage one explored the potential of integrating drama into the teaching of the intermediate history curriculum. In stage two, the teacher, on her own, as reflective practitioner, deepened her understanding of drama and liberatory practices and considered the voices of five students four years later as they reflected on their grade 8 experience and its enduring impact. The inquiry provided increased understanding about student learning within an integrative drama/history approach. However, upon critical reflection four years later, it revealed previously 'unseen' opportunities for learning by an inexperienced teacher of drama, unfamiliar with the concept of 'liberatory practices'---pedagogy that builds inclusive and democratic communities (Gallagher, 2003). Important implications about adolescence as it pertains to the middle school experience and preservice teacher education programs emerge from an analysis of the students' voices as they reflect on their grade 8 experience during this critical period of early adolescence.
Author: Geoffrey Caine
Publisher: R & L Education
ISBN:
Category : Educational change
Languages : en
Pages : 176
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Book Description
Interprets the tension between traditional public education and the technology that seeks to overtake it, and explains what can be done to promote a successful educational system.
Author: Tonya Huber
Publisher: IAP
ISBN: 1641138297
Category : Education
Languages : en
Pages : 347
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Book Description
International Education Inquiries is a book series dedicated to realizing the global vision of Education 2030. This vision involves “ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.” The founding editors seek to provide a forum for the diverse voices of scholars and practitioners from across the globe asking questions about transforming the vision of Education 2030 into a reality. Published chapters will reflect a variety of formats, free of methodological restrictions, involving disciplinary as well as interdisciplinary inquiries. We expect the series will be a leading forum for pioneers redefining the global discussion about the people, places and perspectives shaping Education 2030 outcomes. Education 2030 topics of interest include, but are not limited to, • Improving access to quality early childhood development, care, and pre-primary education; • Ensuring equal access for all women and men to affordable and quality education; • Increasing the number of youth and adults who have skills relevant for sustainable living and livelihoods; • Ensuring equal access for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations; • Achieving levels of literacy and numeracy required to engage in communities and employment; • Acquiring the knowledge and skills needed to promote sustainable development, including: * Human right * Gender equality, * Promotion of a culture of peace and non-violence, * Global citizenship education, * The appreciation of cultural diversity and of culture’s contributions to sustainable development, • Providing safe, non-violent, inclusive and effective learning environments for all; • Recruiting, preparing, supporting, and retaining quality teachers.
Author: Renate Nummela Caine
Publisher: Dale Seymour Publications
ISBN:
Category : Education
Languages : en
Pages : 236
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Book Description
Explains to educators the neuropsychological functions of the brain during learning and how the brain and learning are affected by health, stress, and teaching approaches. Also suggests how the information can be used to help design and run more effective learning experiences for students. Annotation copyright by Book News, Inc., Portland, OR
Author: Piet Van Avermaet
Publisher: Springer
ISBN: 1137548568
Category : Language Arts & Disciplines
Languages : en
Pages : 374
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Book Description
This book highlights the need to develop new educational perspectives in which multilingualism is valorised and strategically used in settings and contexts of instruction and learning. Situated in the current educational debate about multilingualism and ethno-linguistic minorities, chapter authors examine the polarised response to heightened linguistic diversity and how the debate is very much premised on binary views of monolingualism and multi- or bilingualism. Contributors argue that the diverse linguistic backgrounds of immigrant and minority students should be considered an asset, instead of being regarded as a barrier to teaching and learning. From its title through to its conclusion, this book underlines the current perspective of multilingualism as possessing cutting edge potential for transforming diverse classrooms into more inhabitable, more equitable and more efficiently organised spaces for learning. This book will be of interest to scholars and researchers in educational linguistics, applied linguistics, sociolinguistics, anthropological linguistics, pedagogics, educational studies, and educational anthropology.
Author: John R. Gram
Publisher: University of Washington Press
ISBN: 0295806052
Category : Social Science
Languages : en
Pages : 265
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Book Description
For the vast majority of Native American students in federal Indian boarding schools at the turn of the twentieth century, the experience was nothing short of tragic. Dislocated from family and community, they were forced into an educational system that sought to erase their Indian identity as a means of acculturating them to white society. However, as historian John Gram reveals, some Indian communities on the edge of the American frontier had a much different experience—even influencing the type of education their children received. Shining a spotlight on Pueblo Indians’ interactions with school officials at the Albuquerque and Santa Fe Indian Schools, Gram examines two rare cases of off-reservation schools that were situated near the communities whose children they sought to assimilate. Far from the federal government’s reach and in competition with nearby Catholic schools for students, these Indian boarding school officials were in no position to make demands and instead were forced to pick their cultural battles with nearby Pueblo parents, who visited the schools regularly. As a result, Pueblo Indians were able to exercise their agency, influencing everything from classroom curriculum to school functions. As Gram reveals, they often mitigated the schools’ assimilation efforts and assured the various pueblos’ cultural, social, and economic survival. Greatly expanding our understanding of the Indian boarding school experience, Education at the Edge of Empire is grounded in previously overlooked archival material and student oral histories. The result is a groundbreaking examination that contributes to Native American, Western, and education histories, as well as to borderland and Southwest studies. It will appeal to anyone interested in knowing how some Native Americans were able to use the typically oppressive boarding school experience to their advantage.
Author: John Dewey
Publisher: Createspace Independent Publishing Platform
ISBN:
Category : Juvenile Nonfiction
Languages : en
Pages : 456
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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.
