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A Self-Instructional Approach for Teachers and Clinicians
This 22-chapter text explores the structure of language and the meaning of words within a given structure. The text/workbook combination gives students both the theory and practice they need to understand this complex topic.
This 22-chapter text explores the structure of language and the meaning of words within a given structure. The text/workbook combination gives students both the theory and practice they need to understand this complex topic.
A New Framework for University Writing Instruction
Composition research consistently demonstrates that the social context of writing determines the majority of conventions any writer must observe. Still, most universities organize the required first-year composition course as if there were an intuitive set of general writing "skills" usable across academic and work-world settings.
In College Writing and Beyond: A New Framework for University Writing Instruction, Anne Beaufort reports on a longitudinal study comparing one student’s experience in FYC, in history, in engineering, and in his post-college writing. Her data illuminate the struggle of college students to transfer what they learn about "general writing" from one context to another. Her findings suggest ultimately not that we must abolish FYC, but that we must go beyond even genre theory in reconceiving it.
Accordingly, Beaufort would argue that the FYC course should abandon its hope to teach a sort of general academic discourse, and instead should systematically teach strategies of responding to contextual elements that impinge on the writing situation. Her data urge attention to issues of learning transfer, and to developmentally sound linkages in writing instruction within and across disciplines. Beaufort advocates special attention to discourse community theory, for its power to help students perceive and understand the context of writing.
This unequaled collection of international programs will enable educators worldwide to investigate special education practice within its social context to enhance their own initiatives with new ideas. Comparative Studies divides into five sections, each with an introduction to the chapters within. This thorough text begins with limited special education in such venues as South Africa and Senegal. Section Two addresses emerging special education in Nigeria, Brazil, and several other locales. Segregated special education in Japan, Russia, and other countries makes up Section Three, and Section Four explores countries that are approaching integration, such as Poland and Australia. Integrated special education is described in Scandinavia, New Zealand and other nations in the final section. More than 50 noted scholars have contributed to this important work, offering an indispensable, detailed frame of reference for assessing education programs worldwide for all special populations -- blind, deaf, physically and mentally disabled, and all others.
Schoolyard Habitats and Gardens for the Southwest
Schoolyards have come a long way from the barren playgrounds that many people remember. Today’s school campuses often feature gardens in which students can learn about native plants and wildlife, grow vegetables and fruit, explore cultural traditions, practice reading and math skills, and use their imaginations to create fun play spaces. And for a growing number of urban students, these schoolyard gardens offer the best, if not the only, opportunity to experience the natural world firsthand and enjoy its many benefits. This book is a practical, hands-on guide for creating a variety of learning environments in the arid Southwest. Filled with clear, easy-to-use information and illustrated with photographs, drawings, and plans, the book covers everything necessary to create schoolyard gardens: • An introduction to schoolyards as outdoor classrooms and several types of habitats, including art gardens, cultural history gardens, ecological gardens, literacy gardens, and vegetable gardens • Design theory, including a history of garden styles, and design principles and design elements • Beginning the design process, including identifying participants and writing a design program that sets out goals and requirements • Conducting site research and synthesizing design elements to arrive at a final design • Design essentials, including project funding and design features, maintenance, accessibility, safety, and project evaluation and revision • Wildlife ecology, including elements needed for survival such as food and shelter • Creating gardens for pollinators and other wildlife, including hummingbirds, butterflies, bees, moths, bats, and flies, as well as pest control • Lists of native plants for various kinds of habitats and nurseries that sell native plants, as well as books, web sites, and other resources for learning more about native plants and wildlife This guide will be essential for landscape architects, school personnel, parents, and students. Indeed, its principles can be used in designing schoolyard habitats across the country, while its information on gardening with native plants and wildlife will be useful to homeowners across the Southwest.
Liberalism, Ethics, and the Politics of Practice
On the basis of Dewey's principles, Paul G. Woodford explores the social foundation of current music education practices in the context of democratic values of freedom, creativity, and contribution to society. He then critiques the means by which this ideal is learned by teachers and taught to students. Woodford concludes with recommendations for acknowledging democratic and non-democratic values in music teaching, teacher training, and performance, and suggests steps toward a "liberal" music education.
Counterpoints: Music and Education -- Estelle R. Jorgensen, editor
Mediating a Remix of Learning
"Today there is massive interest in how digital tools and popular culture are transforming learning out of school and lots of dismay at how digitally lost our schools are. Jabari Mahiri works his usual magic and here shows us how to cross this divide in a solidly grounded and beautifully written book." ---James Paul Gee, Fulton Presidential Professor of Literacy Studies, Arizona State University "Digital Tools in Urban Schools is a profoundly sobering yet inspiring depiction of the potential for committed educators to change the lives of urban youth, with the assistance of a new set of technical capabilities." ---Mimi Ito, Professor in Residence and MacArthur Foundation Chair in Digital Media and Learning, Departments of Informatics and Anthropology, University of California, Irvine "An uplifting book that addresses a critical gap in existing literature by providing rich and important insights into ways teachers, administrators, and members of the wider community can work together with students previously alienated---even excluded---from formal education to enhance classroom learning with appropriate digital tools and achieve inspiring results under challenging circumstances." ---Colin Lankshear, James Cook University, and Michele Knobel, Montclair State University Digital Tools in Urban Schools demonstrates significant ways in which high school teachers in the complex educational setting of an urban public high school in northern California extended their own professional learning to revitalize learning in their classrooms. Through a novel research collaboration between a university and this public school, these teachers were supported and guided in developing the skills necessary to take greater advantage of new media and new information sources to increase student learning while making connections to their relevant experiences and interests. Jabari Mahiri draws on extensive qualitative data---including blogs, podcasts, and other digital media---to document, describe, and analyze how the learning of both students and teachers was dramatically transformed as they utilized digital media in their classrooms. Digital Tools in Urban Schools will interest instructional leaders and participants in teacher preparation and professional development programs, education and social science researchers and scholars, graduate and undergraduate programs and classes emphasizing literacy and learning, and those focused on urban education issues and conditions.
One of the most comprehensive and widely praised introductions to folklore ever written. Toelken's discussion of the history and meaning of folklore is delivered in straightforward language, easily understood definitions, and a wealth of insightful and entertaining examples.
Toelken emphasizes dynamism and variety in the vast array of folk expressions he examines, from "the biology of folklore," to occupational and ethnic lore, food ways, holidays, personal experience narratives, ballads, myths, proverbs, jokes, crafts, and others. Chapters are followed by bibliographical essays, and over 100 photographs illustrate the text. This new edition is accessible to all levels of folklore study and an essential text for classroom instruction.
Au cours de la dernière décennie, l’enseignement scolaire au Québec et en France a été profondément renouvelé et reconfiguré par des actions publiques en matière d’éducation et par les missions affectées à l’enseignement obligatoire. Les auteurs de cet ouvrage considèrent cette problématique en éducation scientifique et technologique. Ils montrent à la fois la diversité et la complémentarité des reconfigurations contemporaines de l’éducation scientifique et technologique dans la scolarité, touchant des sujets tels que l’enseignement général, l’enseignement agricole, la formation des enseignants, la formation citoyenne et l’éducation à l’environnement et au développement durable. Par les thématiques abordées, ils questionnent autant les curriculums dans leurs relations aux pratiques d’enseignement en classe que les impacts sur les objets et les questions de recherche en didactique. Avec des articles rédigés par Pierre Degret, Marc Boutet, André Giordan, Jean-Louis Martinand, Ghislain Samson et Laurence Simonneaux.
A Community of Practice
In a landmark collaboration, five co-authors develop a theme of ordinary disruptions ("the everyday") as a source of provocative learning moments that can liberate both student writers and writing center staff. At the same time, the authors parlay Etienne Wenger’s concept of "community of practice" into an ethos of a dynamic, learner-centered pedagogy that is especially well-suited to the peculiar teaching situation of the writing center. They push themselves and their field toward deeper, more significant research, more self-conscious teaching.
