New Arrivals: LB 1024.2 - LB 1044.7999
Showing 1 - 25 of 52 new items.
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© 2015,Ideal for both beginners and more experienced storytellers, this exhaustive primer includes everything adults need to start sharing the wonder of stories with children, from babies to tweens. The lively text imparts easy-to-follow guidelines and practical advice on how, when, where, and why to tell stories. Each chapter incorporates a wealth of delectable folktales to read and tell, plus the authors' hand-selected, annotated lists containing hundreds of classic and cutting edge children's books, professional books, and relevant websites. -
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© 2016,This book is a step-by-step guide showing school counsellors how to evolve to intentional, data-driven, comprehensive school counselling and to use evidence-based interventions when possible.
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© 2016,Bringing Montessori to America traces in engrossing detail one of the most fascinating partnerships in the history of American education--that between Maria Montessori and S. S. McClure, from their first meeting in 1910 until their final acrimonious dispute in 1915. Born on the Adriatic, Montessori first entered the world stage in 1906 as the innovator of a revolutionary teaching method that creates an environment where children learn at their own pace and initiate skills like reading and writing in a spontaneous way. As her school in Rome swiftly attracted attention, curiosity, and followers, Montessori recruited disciples whom she immersed in a rigorous and detailed teacher-training regimen of her own creation. McClure was an Irish-born media baron of America's Gilded Age, best known as the founder and publisher of McClure's Magazine . Against the backdrop of Theodore Roosevelt's Bull Moose insurgency, the brilliant and mercurial McClure used his flagship publication as a vehicle to advance Progressive Party causes. After meeting in 1910, McClure and Montessori embarked on a five-year collaboration to introduce Montessori's innovative teaching style in the United States. Gerald and Patricia Gutek trace the dramatic arc of the partnership between the Italian teacher and American publisher united by a vision of educational change in the United States. After her triumphal lecture tour in 1913, Montessori, secure in her trust of her American partner, gave McClure her power of attorney and returned to Italy. The surge in popularity of Montessori education in America, however, deeply concerned Montessori, who had heretofore exerted total control over her method, apparatus, schools, and teacher training. The American entrepreneurial spirit, along with a desire to disseminate the Montessori Method quickly, led to major conflicts between the Italian educator and American businesspeople, particularly McClure. Feeling betrayed, Montessori ended her relationship with her erstwhile collaborator. Gutek and Gutek describe the fascinating story of this first wave of Montessori education in the United States, which did not sustain itself during Montessori's lifetime. It would not be until the 1950s that Montessori education was revived with the successful establishment of Montessori academies throughout the United States.
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© 2016,Story time is a popular activity in public libraries. Unfortunately, many librarians (and not just children s librarians) are thrust into the role of providing this service have not taken a course or had the necessary experience of performing story times. Story times are so popular that they are now offered to children of many ages, not just to preschoolers. This book will help librarians who have never done story time to learn to promote, plan, and perform story times, and will be useful to experienced librarians to build on their story time repertoires. Because story times are essential components of library service to children and in such demand, in many libraries, even librarians who have never done story time before are being asked to step into that role. Story Time Success: A Practical Guide for Librarians is comprehensive handbook which can help any librarian learn to promote, plan, and perform story times even with no prior training or experience. Key elements include: Customizable planning templates Hints for choosing appropriate books and other materials Suggestions for overcoming performance anxiety Troubleshooting for common story time problems and pitfalls Evaluation rubrics for performers and supervisors Veterans and beginners alike will find many useful pointers for establishing and improving their story time skills and repertoires."
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© 2010,In Teaching Critical Thinking, renowned cultural critic and progressive educator bell hooks addresses some of the most compelling issues facing teachers in and out of the classroom today. In a series of short, accessible, and enlightening essays, hooks explores the confounding and sometimes controversial topics that teachers and students have urged her to address since the publication of the previous best-selling volumes in her Teaching series, Teaching to Transgressand Teaching Community.The issues are varied and broad, from whether meaningful teaching can take place in a large classroom setting to confronting issues of self-esteem. One professor, for example, asked how black female professors can maintain positive authority in a classroom without being seen through the lens of negative racist, sexist stereotypes. One teacher asked how to handle tears in the classroom, while another wanted to know how to use humor as a tool for learning. Addressing questions of race, gender, and class in this work, hooks discusses the complex balance that allows us to teach, value, and learn from works written by racist and sexist authors. Highlighting the importance of reading, she insists on the primacy of free speech, a democratic education of literacy. Throughout these essays, she celebrates the transformative power of critical thinking. This is provocative, powerful, and joyful intellectual work. It is a must read for anyone who is at all interested in education today.
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© 2014,There is a growing recognition in the learning sciences that video games can no longer be seen as impediments to education, but rather, they can be developed to enhance learning. Educational and developmental psychologists, education researchers, media psychologists, and cognitivepsychologists are now joining game designers and developers in seeking out new ways to use video game play in the classroom. In Learning by Playing, a diverse group of contributors provide perspectives on the most current thinking concerning the ramifications of leisure video game play for academic classroom learning. The first section of the text provides foundational understanding of the cognitive skills and contentknowledge that children and adolescents acquire and refine during video game play. The second section explores game features that captivate and promote skills development among game players. The subsequent sections discuss children and adolescents' learning in the context of different types of gamesand the factors that contribute to transfer of learning from video game play to the classroom. These chapters then form the basis for the concluding section of the text: a specification of the most appropriate research agenda to investigate the academic potential of video game play, particularlyusing those games that child and adolescent players find most compelling. Contributors include researchers in education, learning sciences, and cognitive and developmental psychology, as well as instructional design researchers.
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© 2014,There is a growing recognition in the learning sciences that video games can no longer be seen as impediments to education, but rather, they can be developed to enhance learning. Educational and developmental psychologists, education researchers, media psychologists, and cognitivepsychologists are now joining game designers and developers in seeking out new ways to use video game play in the classroom. In Learning by Playing, a diverse group of contributors provide perspectives on the most current thinking concerning the ramifications of leisure video game play for academic classroom learning. The first section of the text provides foundational understanding of the cognitive skills and contentknowledge that children and adolescents acquire and refine during video game play. The second section explores game features that captivate and promote skills development among game players. The subsequent sections discuss children and adolescents' learning in the context of different types of gamesand the factors that contribute to transfer of learning from video game play to the classroom. These chapters then form the basis for the concluding section of the text: a specification of the most appropriate research agenda to investigate the academic potential of video game play, particularlyusing those games that child and adolescent players find most compelling. Contributors include researchers in education, learning sciences, and cognitive and developmental psychology, as well as instructional design researchers.
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© 2015,This volume brings together a collection of selected (and revised) articles that were presented at the 11th Learning and Technology Conference held by Effat University in Jeddah, Saudi Arabia, in February 2014. The conference is an annual event that explores the latest research and practice in innovative technologies and their impact on education. The contributions to this volume are all authored by practicing academics and research students, with the central theme the realisation that learning and teaching are strongly influenced by technology and innovation. Schools, colleges and academic institutes took the lead in harnessing this technology and created innovative opportunities for learning that did not exist before, one of which being the field of e-Learning. One of the latest innovations in education is the introduction of Massive Open Online Courses (MOOCs), which represents an interesting development in the use of technology and innovation by providing opportunities for learning to massive numbers of students (regardless of their location) at almost no cost. This phenomenon is subject to a great deal of analysis in this book, and will provide an interesting read for students, teachers, decision makers and ordinary people. A particular strength of this book is that the contributors are drawn from, and represent, a number of cultural backgrounds, which provides a range of insights that is often missing from other publications on such important subjects.
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© 2016,Many educators feel caught between mandates to meet literacy standards and the desire to respond to individual students' interests, skills, and challenges. This book illustrates how a dialogical approach to practice will enable teachers to meet the needs of today's diverse student population within a standardized curriculum. Chapters highlight the efforts of four high school teachers to create dialogical classroom space, documenting both the possibilities of and impediments to such an approach to teaching. Drawing on a theorectical framework and rationale for enagaged dialogical pracitce the authors present and analyze key classroom events that illustrate the productive and restrictive tensions for such work and suggest ways for teachers and schools to implement these ideas, especially for complementing and expanding the Common Core State Standards. This book features: examples of teachers using dialogue to engage students, as well as colleagues and adminsitrators, parents, policymakers, and other educational stakeholders; guidance for teachres in how to differentiate instruction to meet literacy standards; case studies illustrating how teachers navigate the tension between standardized and student-centered teacheing; an exemplary collaborative effort among a university researcher, doctoral students, and high school teachers; and the reflections and self-questioning of teachers who write honestly, engagingly, and insightfully about their dialogical practices.
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© 2016,The second edition of «Schools of Tomorrow,» Schools of Today: Progressive Education in the 21st Century documents a new collection of child-centered progressive schools founded in the first half of the twentieth century and provides histories of some contemporary examples of progressive practices. Part I discusses six progressive schools founded in the first part of the twentieth century (City and Country; Dalton; the Weekday School at Riverside Church; The Laboratory School at the Institute of Child Study; Alabama State Teachers College Laboratory High School; and Highlander), tracing them from their beginnings. Part II examines four more contemporary schools (Central Park East 1; Central Park East Secondary; Learning Community Charter School; and KIPP TEAM Academy), showing how progressive practices gained momentum from the 1960s onward. As a volume in the History of Schools and Schooling series, this book seeks to look to the past for what it can teach us today.
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© 2016,The second edition of «Schools of Tomorrow,» Schools of Today: Progressive Education in the 21st Century documents a new collection of child-centered progressive schools founded in the first half of the twentieth century and provides histories of some contemporary examples of progressive practices. Part I discusses six progressive schools founded in the first part of the twentieth century (City and Country; Dalton; the Weekday School at Riverside Church; The Laboratory School at the Institute of Child Study; Alabama State Teachers College Laboratory High School; and Highlander), tracing them from their beginnings. Part II examines four more contemporary schools (Central Park East 1; Central Park East Secondary; Learning Community Charter School; and KIPP TEAM Academy), showing how progressive practices gained momentum from the 1960s onward. As a volume in the History of Schools and Schooling series, this book seeks to look to the past for what it can teach us today.
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© 2003,Use this DVD to get everyone in your school focused on the research-based factors that are most apt to improve student achievement.
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© 2015,In an effort to address the problems confronting the American education system, the Obama administration has issued structural and systematic reforms such as Race to the Top. These initiatives introduce new statistics and accountability systems to gauge what constitutes "good" teaching, both from an administrative standpoint and the perspective of teacher training programs. This volume offers a direct critique of this approach, concluding that it does not respond adequately to the issues of education reform but rather raises new problems and actively stymies progress. The author argues that at the heart of the confusion lies a misguided and rationalistic view of teaching and learning. He draws on the philosophical strategies of Ludwig Wittgenstein to break down the guiding assumptions of Race to the Top, allowing both the positive and the negative aspects of the policies to be heard. The author then proposes a different view of teaching and learning which considers how to effectively address the problems Race to the Top seeks to confront.
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© 2014,"Rick and William Ayers renew their challenge to teachers to teach initiative, to teach imagination, to "teach the taboo" in the new edition of this bestseller. Drawing from a lifetime of deep commitment to students, teaching, and social justice, the authors update their powerful critique of schooling and present classroom stories of everyday teachers grappling with many of today's hotly debated issues. They invite educators to live a teaching life of questioning--to imagine classrooms where every established and received bit of wisdom, common sense, orthodoxy, and dogma is open for examination, interrogation, and rethinking."
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© 2005,Use this DVD program and accompanying workshop outlines to convey to staff members how cooperative learning helps schools fulfill content requirements and address achievement gaps in student learning.
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© 2015,Learning and the E-Generation examines the impact of new and emerging digital technologies-from computers and tablets to social media and video games-on learners in formal and informal settings. Assesses the psychological factors at play, including social, cognitive, and behavioral characteristics that are influenced by exposure to technology Addresses the risks and benefits of 21st century digital technology on children and young adults Written by two experts in the field who draw on the latest research and practice from psychology, neuroscience, and education Discusses the potential of technology to make the learning process more authentic and engaging, as well as the obstacles which can prevent this from happening effectively
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© 2015,Project based learning (PBL) is gaining renewed attention with the current focus on college and career readiness and the performance-based emphases of Common Core State Standards, but only high-quality versions can deliver the beneficial outcomes that schools want for their students. It's not enough to just "do projects." Today's projects need to be rigorous, engaging, and in-depth, and they need to have student voice and choice built in. Such projects require careful planning and pedagogical skill. The authors--leaders at the respected Buck Institute for Education--take readers through the step-by-step process of how to create, implement, and assess PBL using a classroom-tested framework. Also included are chapters for school leaders on implementing PBL systemwide and the use of PBL in informal settings.Examples from all grade levels and content areas provide evidence of the powerful effects that PBL can have, including* increased student motivation and preparation for college, careers, and citizenship; * better results on high-stakes tests; * a more satisfying teaching experience; and * new ways for educators to communicate with parents, communities, and the wider world.By successfully implementing PBL, teachers can not only help students meet standards but also greatly improve their instruction and make school a more meaningful place for learning. Both practical and inspirational, this book is an essential guide to creating classrooms and schools where students--and teachers--excel.
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© 2015,It's not what students know, but what they do with what they know that is important Schools are changing in response to this reality, and in Transforming Schools Through Project-Based Deeper Learning, Common Core Standards, and Performance Assessment, Bob Lenz, Justin Wells, and Sally Kingston draw on the example of the Envision Education schools, as well as other leading schools around the country, to show how the concept of deeper learning can meet the need for students who are both college and career ready and engaged in their own education. In this book, the authors explain how project-based learning can blend with Common Core-aligned performance assessment for deeper learning. You'll discover how many schools have successfully made the transition from traditional, teacher-centered learning to project-based, deeper learning and find many practical ideas for implementation. Companion DVD and website include videos showing how to implement deeper learning strategies in the classroom Evidence-based descriptions show why deeper learning is right for students Performance assessment experts explain how to align assessments with Common Core by shifting the emphasis from knowing to doing Extensive game plan section provides step-by-step guidance for change Schools are complex organizations, and transformation involves all of the stakeholders, from students to superintendents. But as this book shows, there are amazing benefits to be realized when everyone commits to diving deeper into learning.
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© 2014,In this new and practical contribution to the importance of imagination in learning, Kieran Egan and his colleagues demonstrate how individual contributions to a coherent large-scale project can produce enormous results of great educational value. Helping all participants to feel pride for more than just their own individual work, such Whole School Projects (WSPs) encourage appreciation for the abilities of others and enable everyone involved to recognize that all kinds of learning styles, intelligences, and ability levels play an important part in constructing the whole. Most important, WSPs invigorate student engagement and build community within a school. The authors describe a program for engaging a whole school in a particular project over a three-year period and outline the educational principles and benefits. Providing examples of schools successfully using WSPs, they examine the detailed practices needed to get such a project up and running in a typical school. While the Whole School Project is distinct from the regular curriculum, it can help achieve many of the year's curriculum objectives in mathematics, literacy, science and technology, social studies, art, and history. Finally, teachers can choose to incorporate their curriculum aims into the project study, even when those aims include meeting externally mandated achievement standards.
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© 2014,Authority and the Teacher seeks to overturn the notion that authority is a restrictive force within education, serving only to stifle creativity and drown out the voice of the student. William H. Kitchen argues that any education must have, as one of its cornerstones, a component which encourages the fullest development of knowledge, which serves as the great educational emancipator. In this version of knowledge-driven education, the teacher's authority should be absolute, so as to ensure that the teacher has the scope to liberate their pupils. The pupil, in the avoidance of ignorance, can thus embrace what is rightfully theirs; the inheritance of intellectual riches passed down through time.By invoking the work of three major philosophers - Polanyi, Oakeshott and Wittgenstein - as well as contributions from other key thinkers on authority, this book underpins previous claims for the need for authority in education with the philosophical clout necessary to ensure these arguments permeate modern mainstream educational thinking.
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© 2014,This powerful collection will inspire new and veteran teachers to "make space" for children's interests, for teaching as relational and intellectual work, and for new insights and ideas. The authors introduce the Prospect Center's Descriptive Review of Practice, a collaborative inquiry process that provides an opportunity for teachers to examine their practice and gain new perspectives from other participants. The contributors to this volume respond to each child's modes of thinking as they develop curriculum to find "wiggle room"; in curricula they are given. By demonstrating how it is possible to pursue careful knowledge of craft, this book offers ways of teaching that allow for continuing growth and change.
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© 2014,Testifying to the maturity of the youth literacy education field, this collection of papers displays the increasing sophistication of research on the subject, and at the same time offers pointers to its potential for development in the next decade. The contributors track the rapid proliferation of youth literacies in today's digital age, from video games to social media and film production. Drawing on detailed research and an intimate knowledge of youth communities in nations as diverse as Canada and Uganda, they provide notable examples of digital literacies in situ , and challenge conventional wisdom about literacy education. The chapters do more, however, than merely offer reportage of a crisis in literacy education. The authors embrace the core challenge faced by educators everywhere: how to incorporate and utilize new modes of literacy in education, and how to realize the potential benefits of heterogeneous modern media in youth literacy education, especially in marginalized, remote, and disadvantaged communities. This volume expands our view of digital communications technologies and digital literacies to include complex understandings of how media such as translated videos can serve as learning tools for youths whose access to literacy education is limited. In particular, a number of contributing scholars provide important new information about the praxis of teachers and the literacies adopted by young people in Africa, a continent largely neglected by literacy researchers. This book's global perspective, and its ground-level viewpoint of youth literacy practices in a variety of locations, problematizes normative assumptions about researching literacy as well as about literacy itself.