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Books > Social sciences > Education > Organization & management of education > General
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Index; 1949
(Hardcover)
University of Massachusetts at Amherst
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R888
Discovery Miles 8 880
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Ships in 10 - 15 working days
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This book is intended for prospective secondary teachers,
university education and human development faculty and students,
and in-service secondary school teachers. The text focuses on the
current environment of adolescents. Physical growth, sexuality,
nutrition, exercise, and substance abuse receive attention. Social
development depends on consideration of advice given by peers and
adults. Neuroscience insights are reported on information
processing, attention and distraction. Detection of cheating, cyber
abuse, and parental concerns are considered. Career exploration
issues are discussed. Visual intelligence, creative thinking, and
Internet learning are presented with ways to help students gauge
risks, manage stress, and acquire resilience. Peers become the most
prominent influence on social development during adolescence, and
they recognize the Internet as their greatest resource for locating
information. Teachers want to know how to unite these powerful
sources of learning, peers and the Internet, to help adolescents
acquire teamwork skills employers will expect of them. This goal is
achieved by implementing Collaboration Integration Theory. Ten
Cooperative Learning Exercises and Roles (CLEAR) at the end of
chapters allow each student to choose one role per chapter.
Insights gained from these roles are shared with teammates before
work is submitted to the teacher. This approach enables students to
select assignments, expands group learning, and makes everyone
accountable for instruction. The adult teacher role becomes more
creative as they design exercises and roles that differentiate team
learning. Using Zoom or other platforms a teacher can observe or
record cooperative team sharing. Involvement with CLEAR can enable
prospective teachers to apply this system to empower their
secondary students.
If all humor does indeed come from pain, then American educational
policymaking has been a petri dish brimming with hilarity. Even
before Betsy DeVos ascended to her perch atop the U.S. Department
of Education, her predecessors had offered up an excruciating
decade of fodder for satire. Ably assisted by a bevy of
billionaires, foundations, and advocacy think tanks, these
policymakers unleashed a torrent of rhetorical gibberish and
evidence-free "innovations" on the nation's children and their
schools. Potential Grizzlies: Making the Nonsense Bearable is one
researcher's attempt to laugh instead of cry. The book will bring
back memories of policymakers from more innocent times, from
Michelle Rhee to Arne Duncan to Chris Christie. Sit back and relax
with fond thoughts of your favorite policies, from testing to
school choice to "parent trigger." Or maybe just smile and imagine
a day when policymakers turn to research evidence and knowledgeable
educators to build a sound future for our children.
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Index; 1962
(Hardcover)
University of Massachusetts at Amherst
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R981
Discovery Miles 9 810
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Ships in 10 - 15 working days
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Because everyone from policymakers to classroom teachers has a role
in achieving greater equity for children from poverty, this book
provides a sweeping chronicle of the historical turning
points-judicial, legislative, and regulatory-on the road to greater
equity, as background to the situation today. It provides succinct
policy recommendations for states and districts, as well as
practical curricular and instructional strategies for districts,
schools, and teachers. This comprehensive approach-from the
statehouse to the classroom-for providing children who come to
school from impoverished environments with the education in which
they thrive, not merely one that is comparable to others, truly
enlists everyone in the quest for opportunity and performance. The
next step toward equity may be taken by a governor, but it may also
be taken by a teacher. One need not wait for the other.
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