Simply Notetaking and Speedwriting is a simple and effective notetaking program that is essential to student academic success. Notetaking is a major component in learning and understanding how to recognize and identify main ideas, key facts and details. Simply Notetaking and Speedwriting will also teach the student how to record notes in various formats and how to utilize notetaking when studying or reviewing for an exam. Worksheets and practices are included in many of the chapters. What makes Simply Notetaking and Speedwriting different from other notetaking curriculums is that it teaches a form of shorthand to notetaking. They will also be guided through developing their own, personal speedwriting system. Included at the back of the book is an extensive, alphabetized catalog of Commonly Used Words and Their Speedwriting Abbreviations. Taking effective notes, whether by hand or on a computer/tablet, helps the student to retain information on what has been said or written down long after the lecture or classroom lesson is over. Whether you are taking notes from a book, for research, from a lecture, from a recording or from media/online resources, Simply Notetaking and Speedwriting will give you the tools to retain information and master the skill of notetaking.

All school districts have written statements of the educational values and goals that members of the school community believe are important and worth pursuing. They display these on the front page of all school district public relations packets and on the walls of school and district offices. While all segments of the school community enthusiastically embrace the values and goals stated in the documents, rarely, if ever, do they practice these goals and values in classrooms or administrative offices. The gap between the educational ideals spoken from auditorium stages and the instructional regimes students experience in classrooms is the result of schools designed to achieve institutional goals-accountability, standardization, and efficiency-rather than educational goals-thoughtfulness, deep knowledge, and critically-informed citizens. This book is aimed at school administrators whose goal is restoring the why of schooling to the organizational structures and instructional routines that currently govern public schooling in this nation.

All school districts have written statements of the educational values and goals that members of the school community believe are important and worth pursuing. They display these on the front page of all school district public relations packets and on the walls of school and district offices. While all segments of the school community enthusiastically embrace the values and goals stated in the documents, rarely, if ever, do they practice these goals and values in classrooms or administrative offices. The gap between the educational ideals spoken from auditorium stages and the instructional regimes students experience in classrooms is the result of schools designed to achieve institutional goals-accountability, standardization, and efficiency-rather than educational goals-thoughtfulness, deep knowledge, and critically-informed citizens. This book is aimed at school administrators whose goal is restoring the why of schooling to the organizational structures and instructional routines that currently govern public schooling in this nation.

Skills in learning and studying are vital to ensure success in higher education study, whether at undergraduate or postgraduate level, in university, college or in the workplace. Skills are needed in reflection, analysis, communication and recording information to produce good work, to engage effectively in a group, to carry out a project or perform well in exams; personal skills are needed to handle time and pressure and to relate to others on a course or in the workplace. This new guide builds on the hugely successful materials the authors have developed over the last 15 years. Along with highly practical guidance on traditional learning skills, The Guide to Learning and Study Skills provides direction for students on learning in a blended environment; the increased use of personal and professional development planning, continuing professional development and work-based learning.

This book offers clear, actionable ways for parents and educators to create and strengthen relationships with teens during a key time of growth and development. With an emphasis on mindfulness, non-violent communication, and rooted in what we know about brain and social development during the adolescent years, this book is a great resource for anyone who is struggling to understand how to support and connect with young people. It includes practical information and activities designed to help spur adults to reflect on their goals as well as unearth their hidden biases about teens and how to direct them. Happy, Healthy Teens focuses on small ways to make a big difference in how teens see themselves and experience their interactions with us and it will help you be more intentional in your choices as you navigate the challenges of the adolescent years. Creating strong, foundational relationships with young people during these years has an enormous, lasting impact on their ability to become adults who are confident, compassionate, and part of a healthy community.

This book offers clear, actionable ways for parents and educators to create and strengthen relationships with teens during a key time of growth and development. With an emphasis on mindfulness, non-violent communication, and rooted in what we know about brain and social development during the adolescent years, this book is a great resource for anyone who is struggling to understand how to support and connect with young people. It includes practical information and activities designed to help spur adults to reflect on their goals as well as unearth their hidden biases about teens and how to direct them. Happy, Healthy Teens focuses on small ways to make a big difference in how teens see themselves and experience their interactions with us and it will help you be more intentional in your choices as you navigate the challenges of the adolescent years. Creating strong, foundational relationships with young people during these years has an enormous, lasting impact on their ability to become adults who are confident, compassionate, and part of a healthy community.

Teaching controversial issues in the classroom is now more urgent and fraught than ever as we face up to rising authoritarianism, racial and economic injustice, and looming environmental disaster. Despite evidence that teaching controversy is critical, educators often avoid it. How then can we prepare and support teachers to undertake this essential but difficult work? Hard Questions: Learning to Teach Controversial Issues, based on a cross-national qualitative study, examines teacher educators' efforts to prepare preservice teachers for teaching controversial issues that matter for democracy, justice, and human rights. It presents four detailed cases of teacher preparation in three politically divided societies: Northern Ireland, England, and the United States. The book traces graduate students' learning from university coursework into the classrooms where they work to put what they have learned into practice. It explores their application of pedagogical tools and the factors that facilitated or hindered their efforts to teach controversy. The book's cross-national perspective is compelling to a broad and diverse audience, raising critical questions about teaching controversial issues and providing educators, researchers, and policymakers tools to help them fulfill this essential democratic mission of education.

Teaching controversial issues in the classroom is now more urgent and fraught than ever as we face up to rising authoritarianism, racial and economic injustice, and looming environmental disaster. Despite evidence that teaching controversy is critical, educators often avoid it. How then can we prepare and support teachers to undertake this essential but difficult work? Hard Questions: Learning to Teach Controversial Issues, based on a cross-national qualitative study, examines teacher educators' efforts to prepare preservice teachers for teaching controversial issues that matter for democracy, justice, and human rights. It presents four detailed cases of teacher preparation in three politically divided societies: Northern Ireland, England, and the United States. The book traces graduate students' learning from university coursework into the classrooms where they work to put what they have learned into practice. It explores their application of pedagogical tools and the factors that facilitated or hindered their efforts to teach controversy. The book's cross-national perspective is compelling to a broad and diverse audience, raising critical questions about teaching controversial issues and providing educators, researchers, and policymakers tools to help them fulfill this essential democratic mission of education.

In recent years hundreds of high-profile 'free speech' incidents have rocked US college campuses. Jordan Peterson, Ben Shapiro, Ann Coulter and other right-wing speakers have faced considerable protest, with many being disinvited from speaking. These incidents are widely circulated as examples of the academy's intolerance towards conservative views. But this response is not the spontaneous outrage of the liberal colleges. There is a darker element manufacturing the crisis, funded by political operatives, and designed to achieve specific political outcomes. If you follow the money, at the heart of the issue lies the infamous and ultra-libertarian Koch donor network. Grooming extremist celebrities, funding media platforms that promote these controversies, developing legal organizations to sue universities and corrupting legislators, the influence of the Koch network runs deep. We need to abandon the 'campus free speech' narrative and instead follow the money if we ever want to root out this dangerous network from our universities.

"Almost every day you can read somewhere that a fundamental change is needed in schools and the education system..." Dr M Gloeckler. - How do we accompany and support the development of children and adolescents so that they can be motivated to face the challenges ahead? - What skills are needed to solve the global problems of social injustice and deal with the consequences of the ecological economic crisis creatively? - What must the education system be like, that it prepares us as adults to be less moulded to existing conditions and therefore better able to see what needs to be changed for the future? - Which activities in the classroom or necessary so that initiative and entrepreneurial will can develop for the realisation of new ideas? - What does an age-appropriate media education look like, for achieving maturity and competence in working with information technology? Regardless of what problem you are considering: what is needed are courage and confidence, health and a joy for life. But how can school and parental home create the conditions for these qualities to develop? In view of the increasing life expectancy worldwide this is an urgent need, because a healthy physical emotional spiritual maturation is the best prerequisite for a creative life into old age. This book is a plea for radically aligning upbringing and education with what is needed for the healthy development and well-being of children and adolescents - and not aligning at the wrong time with performance goals coming from business and government policy. The author, a paediatrician with many decades of experience, begins with a consideration of what is meant by age appropriate instruction, delving into a detailed discussion of the child as he or she grows through different stages of development, and how the child will grow in health, well-being and resilience if upbringing and education are aware of and an sync with this. As an example, the experiences of Waldorf schools are examined, looking in detail at the growth in each year of childhood and adolescence as it pertains to a holistic curriculum which incorporates education of body, soul and spirit. Dr Gloeckler then considers the effects on health and the causes for illness in adult life if age-appropriateness is not taken into account. She concludes with a discussion of teacher health and health engendering principles that can protect against teacher burnout. Education for the Future is a very informative book and will be of interest for educators as well parents who are interested in nurturing health and human potential in children.

Exploring Relationships and Connections to Others: Teaching Universal Themes through Young Adult Novels offers readers opportunities to explore the most common universal themes taught in secondary English Language Arts classrooms using contemporary young adult literature. Authors discuss adolescence and adolescent readers, young adult literature and its possibilities in the classroom, and ways to teach thematic analysis. The book provides context, traditional approaches to teaching, and examples of thematic explorations of each of the chosen themes. Chapters include developed teaching instructional units to study four universal themes: love and loss; friendship and betrayal; hate, its destructive consequences, and healing; and dreams and hope for tomorrow. Each instructional unit includes rationale, essential questions and objectives, calendar plans for up to five weeks, examples of introductory, reading and discussing, and enrichment activities and assessments. The activities target academic skills for ELA curricula and create safe spaces for exploring topics of relationships and connections to others, both of which are vital to adolescent growth and development. Each instructional chapter suggests a wide range of additional texts and resources for theme explorations.

Exploring Relationships and Connections to Others: Teaching Universal Themes through Young Adult Novels offers readers opportunities to explore the most common universal themes taught in secondary English Language Arts classrooms using contemporary young adult literature. Authors discuss adolescence and adolescent readers, young adult literature and its possibilities in the classroom, and ways to teach thematic analysis. The book provides context, traditional approaches to teaching, and examples of thematic explorations of each of the chosen themes. Chapters include developed teaching instructional units to study four universal themes: love and loss; friendship and betrayal; hate, its destructive consequences, and healing; and dreams and hope for tomorrow. Each instructional unit includes rationale, essential questions and objectives, calendar plans for up to five weeks, examples of introductory, reading and discussing, and enrichment activities and assessments. The activities target academic skills for ELA curricula and create safe spaces for exploring topics of relationships and connections to others, both of which are vital to adolescent growth and development. Each instructional chapter suggests a wide range of additional texts and resources for theme explorations.

Honoring Identities argues that creating culturally responsive learning communities is a process which begins with building community, cultivating certain student and teacher dispositions, nurturing social justice, leveraging the power of talk and dialogic exchange, using Cultural Identity Literature (CIL) to build bridges and to normalize difference, and fostering a culture of civil discourse. Honoring Identities provides both theory and practice to advance the important mission of building culturally responsive mindsets and to ensure that all students feel like they have a place at the learning table. CIL reflects and honors the lives of all young people, and GREEN APPLE questions focus their reading on key facets of identity, multiplying the effectiveness of the reading experience. GREEN APPLE questions also provide a lens for anyone else wishing to select CIL. The questions not only illuminate different perspectives of a text but make readers aware that individual experiences color the reading of a text.

Honoring Identities argues that creating culturally responsive learning communities is a process which begins with building community, cultivating certain student and teacher dispositions, nurturing social justice, leveraging the power of talk and dialogic exchange, using Cultural Identity Literature (CIL) to build bridges and to normalize difference, and fostering a culture of civil discourse. Honoring Identities provides both theory and practice to advance the important mission of building culturally responsive mindsets and to ensure that all students feel like they have a place at the learning table. CIL reflects and honors the lives of all young people, and GREEN APPLE questions focus their reading on key facets of identity, multiplying the effectiveness of the reading experience. GREEN APPLE questions also provide a lens for anyone else wishing to select CIL. The questions not only illuminate different perspectives of a text but make readers aware that individual experiences color the reading of a text.

The Economic and Opportunity Gap has a great deal of information, ideas and resources focused on children and families living in poverty. Specifically, how teachers and other professionals working with students can reflect, improve, and implement inclusive practices. The information in this book is based in research, such as the foundational starting piece that nearly one-fourth of our children in the United States are living in poverty, a whopping 21%. This number, one that is doubled in some communities and does not consider children in families near the poverty line, is striking when compared to other similarly situated countries. Understanding that many students and families are on the trajectory of poverty will come to light as readers make their way through from statistics, to research, to definitions, to action items.

The Economic and Opportunity Gap has a great deal of information, ideas and resources focused on children and families living in poverty. Specifically, how teachers and other professionals working with students can reflect, improve, and implement inclusive practices. The information in this book is based in research, such as the foundational starting piece that nearly one-fourth of our children in the United States are living in poverty, a whopping 21%. This number, one that is doubled in some communities and does not consider children in families near the poverty line, is striking when compared to other similarly situated countries. Understanding that many students and families are on the trajectory of poverty will come to light as readers make their way through from statistics, to research, to definitions, to action items.

Students and parents often have high expectations of the Christian college experience. They imagine professors who are spiritual mentors, roommates who are spiritual kin, and a host of other ideal relationships and environments which will combine to boost their growth to maturity. The truth is that a Christian college, like any other college or university, is an exciting, unpredictable and scary place. That's why Keith Anderson has put together this essential backpack companion. Including seasoned and straightforward advice on how to maintain a healthy spiritual life, building friendships and finding community, the dos and don'ts of dating, how to get involved in a new church, and much more, What They Don't Always Teach You at a Christian College will help students make the most of their college days.

Instead of following the Magna Charta Universitatum, the declaration of the principles of knowledge signed in 1988 in Bologna, the academic approach pursued in Europe and the other continents over the past 30 years has strictly employed a utilitarian model of higher education. This jeopardizes academic freedom, shared governance and tenure, the three pillars of the long-established model of universities. Scientific conformism and fragmentation, educational bias and authoritarianism are the major drawbacks, together with a poor readiness to meet the emerging challenges in the labor market and technology. In this book, Renzo Rosso presents a new model for countering these developments, e.g. by establishing novel democratic rules for university governance. The Slow University paradigm positions culture and education as essential tools for the long-term survival of humankind.

This book offers readers opportunities to explore the most common universal themes taught in secondary English Language Arts classrooms using contemporary young adult literature. Authors discuss adolescence and adolescent readers, young adult literature and its possibilities in the classroom, and ways to teach thematic analysis. The book provides context, traditional approaches to teaching and examples of thematic explorations of each of the chosen themes. Chapters include developed teaching instructional units to study three universal themes: a journey of self-discovery; good vs. bad, right vs. wrong, and making difficult choices, and developing positive self-perception. Each instructional unit includes rationale, essential questions and objectives, calendar plans for up to six weeks, examples of introductory, reading and discussing, and enrichment activities and assessments. The activities target academic skills for ELA curricula and create safe spaces for exploring topics of identity struggles and personal growth complicated by social issues, all of which adolescents face today. Each instructional chapter suggests a wide range of additional texts and resources for theme explorations.

This book offers readers opportunities to explore the most common universal themes taught in secondary English Language Arts classrooms using contemporary young adult literature. Authors discuss adolescence and adolescent readers, young adult literature and its possibilities in the classroom, and ways to teach thematic analysis. The book provides context, traditional approaches to teaching and examples of thematic explorations of each of the chosen themes. Chapters include developed teaching instructional units to study three universal themes: a journey of self-discovery; good vs. bad, right vs. wrong, and making difficult choices, and developing positive self-perception. Each instructional unit includes rationale, essential questions and objectives, calendar plans for up to six weeks, examples of introductory, reading and discussing, and enrichment activities and assessments. The activities target academic skills for ELA curricula and create safe spaces for exploring topics of identity struggles and personal growth complicated by social issues, all of which adolescents face today. Each instructional chapter suggests a wide range of additional texts and resources for theme explorations.

This book is a guide for students writing their college admissions essays, primarily the 650-word Common App essay and supplementary essays that many schools require as part of their admission applications. With more students applying to college, and those students applying to more schools than ever before, college admission selection is far more competitive than in the past and the college essay is a key component. We offer suggestions on good topics to write about without getting too specific (and just as importantly what not to write about), vital tips on writing approach, grammar, and usage. This guide can be for anyone who wants to write better, more clearly and crisply. If used properly, this book will help you craft a readable, interesting essay that will attract the college admissions reader by giving you a creative voice and the means to express yourself. No guarantees, but it just might make a difference in the final admission process.