Economics teachers often work by themselves or in small departments. This can mean they are forced to plan a lot of lessons from scratch with limited scope for shared planning or collaboration. Even as teaching becomes more research-informed, there is still the problem of having to work out how this best applies when teaching Economics, especially when there has been limited training in this. This can mean teachers are forced to adopt a trial-and-error approach, attempting to implement generic teaching and learning tips into economics lessons. Teachers plan each explanation individually, only learning what common misconceptions are through the painstaking experience of seeing puzzled expressions on multiple pupils' faces over the years. This book aims to change that. By looking at what the latest cognitive science research tells us about how pupils learn and crucially how that can be implemented in economics lessons, this book provides a short-cut to that trial-and-error approach. While the book summarises what the research tells us about pupil learning, this is fundamentally a 'doing' book. It is packed with practical examples of how research can be implemented in Economics lessons looking at explanations, misconceptions, assessment, curriculum and much more.

""Choosing Schools" is a valuable contribution to the highly contentious, emotionally charged debate about school choice. Schneider, Teske, and Marschall have written a careful, reasonable, balanced and fair assessment of the evidence. Their quietly persuasive book deserves a wide readership."--Diane Ravitch, former Assistant Secretary of Education in the U.S. Department of Education and author of "The Troubled Crusade: American Education, 1945-1980"

"The authors' careful and judicious reading of their evidence will be greatly appreciated by those who are frustrated by the selective and inflated claims that more typically have dominated the school choice debate. While the published articles of these authors are familiar to those who have followed the school choice debate carefully, the integration of the various pieces into this book gives that content a sense of freshness, greater complexity, and added empirical horsepower."--Jeffrey Henig, author of "Rethinking School Choice" and coauthor of "The Color of School Reform"

"There is not much empirical evidence on how school choice programs work in practice--which is perhaps the central concern in the debate over choice, political and intellectual. This book provides interesting new evidence on a wide range of choice-related topics, and ties it together with theories from economics, social psychology, sociology, and public opinion. In so doing, it offers a firm basis for gaining perspective on the performance of school choice and judging its prospects. There is nothing like it in the literature. It is a tour de force."--Terry M. Moe, Hoover Institution and Stanford University

In The Sweet Spot, Michael Chiles explores the art of teacher explanation and modelling in teaching students what they need to know. Delving into the research, Michael sets out the reasons why the art of telling and showing students underpin effective teaching and learning. Armed with research-based evidence, Michael looks at a range of efficient and effective strategies teachers can use in their own classrooms to expertly explain and model their subject. In the final part of the book, Michael is joined by teachers across the broad range of subjects in the primary and secondary phases to share how they teach one difficult concept within their own subject.

At a time of heightened interest in Jewish supplementary schooling, this volume offers a path-breaking examination of how ten diverse schools have remade themselves to face the new challenges of the twenty-first century. Each written by an academic observer with the help of an experienced educator, the chapters bring these schools vividly to life by giving voice to students, parents, teachers, school directors, lay leaders, local rabbis and other key participants.
The goal of the book is to uncover the building blocks each school put into place to improve its delivery of a Jewish education. Employing qualitative research, Learning and Community is filled with moving and inspiring human-interest stories. Collectively, these portraits offer models of how schools of different sizes and configurations can maximize their impact, and in the process revitalize the form of religious and cultural education that engages the majority of Jewish children in the United States.

Mit der Einfuhrung der Bildungs- und Orientierungsplane fur die fruhe Bildung in Kindertagesstatten wird die Bedeutung von (inter)religiosen und philosophischen Kompetenzen von ErzieherInnen mit Nachdruck betont. Wie aber erleben die Professionellen in der fruhpadagogischen Praxis selbst die damit verbundenen Inhalte und Anforderungen? Am Beispiel baden-wurttembergischer Kindergarten wird dieser Frage in der vorliegenden Studie empirisch nachgegangen. Dabei ist ein Kennzeichen der Arbeit der Blick von der Eerziehungswissenschaft aus."

These lectures are an excellent, inspiring introduction to Waldorf education. With freshness, immediacy, and excitement, Steiner outlines the goals and intentions of the new Free Waldorf School and gives a talk to prospective parents. He explains the school's guiding principles and describes how parents must participate, with understanding and interest, in the awakening of their children's creative forces so that a healthier society can come about. Contents include "The Intent of the Waldorf School", "The Spirit of the Waldorf School", "Spiritual Science and Pedagogy", and an essay "The Pedagogical Objective of the Waldorf School in Stuttgart".

Hiermit wird der Vortrag, den ich am 20. Januar 1971 in der Klasse fur Geisteswissenschaften der Rheinisch-Westfalischen Akademie der Wissen schaften gehalten habe, im Druck vorgelegt. Die ursprungliche Fassung ist betrachtlich erweitert und der Gang der Untersuchung stellenweise modi fiziert worden. Gemass einer mit dem damaligen Sekretar der Klasse, Herrn Prof. Kotting, und seinem Nachfolger im Amt, Herrn Prof. Dihle, getrof fenen Absprache sind hierbei auch die Beitrage zu der dem Vortrag folgenden Diskussion verwertet worden. An ihr haben sich als Mitglieder der Akade mie oder geladene Gaste die Herren Professoren Dihle, Hegel, Klinkenberg, Kotting, Landgrebe, Lausberg, Lubbe, Ohly und Schall er beteiligt, denen fur ihre kritischen Hinweise und erganzenden Ausfuhrungen auch hier herz lich zu danken ist. Die von Dieter Schaller in freundschaftlicher Weise ge botene Moglichkeit, mit ihm die Ergebnisse unmittelbar vor der Drucklegung erneut zu erortern, ist fur mich ein willkommener Anlass, um ihm meine dankbare Verbundenheit an dieser Stelle zu bezeugen. Die Veroffentlichung geht zufallig in einem Zeitpunkt zum Druck, in dem sich die Erhebung Gregors VII. auf den papstlichen Stuhl zum neunhundert sten Male jahrt. Anders als in der Sturmzeit des Kulturkampfs vor hundert Jahren, hat unsere Gegenwart von dem weltgeschichtlich folgenreichen Ereig nis, das sich am 22. April 1073 vollzogen hat, auffallend wenig Notiz ge nommen."

There is a growing realization that religion plays a major role in development, particularly in the Global South. Whereas theories of secularization assumed that religion would disappear, the reality is that religion has demonstrated its tenacity. In the specific case of Zimbabwe, religion has remained a positive social force and has made a significant contribution to development, particularly through the Zimbabwe Council of Churches. This has been through political activism, contribution to health, education, women's emancipation, and ethical reconstruction. This volume analyzes the contribution of the Zimbabwe Council of Churches to development in the country.

In a conservative educational climate that is dominated by policies like No Child Left Behind, one of the most serious effects has been for educators to worry about the politics of what they are teaching and how they are teaching it. As a result, many dedicated teachers choose to avoid controversial issues altogether in preference for "safe" knowledge and "safe" teaching practices. Diana Hess interrupts this dangerous trend by providing readers a spirited and detailed argument for why curricula and teaching based on controversial issues are truly crucial at this time. Through rich empirical research from real classrooms throughout the nation, she demonstrates why schools have the potential to be particularly powerful sites for democratic education and why this form of education must include sustained attention to authentic and controversial political issues that animate political communities. The purposeful inclusion of controversial issues in the school curriculum, when done wisely and well, can communicate by example the essence of what makes communities democratic while simultaneously building the skills and dispositions that young people will need to live in and improve such communities.

The ethnographic experience is an indelible venture that continuously redefines one's life. Bringing together important cross-currents in the national debate on education, this book introduces the student or practitioner to the challenges, resources, and skills informing ethnographic research today. From the first chapter describing the cultural foundations of ethnographic research, by George Spindler, the book traces both traditional and new approaches to the study of schools and their communities. Emphasis on discourse, critical pedagogy, and ethnicity are among the many aspects of methodology and educational change emphasized by the contributors.

Teaching and Learning in the Intermediate Multiage Classroom describes in practical detail a creative and effective teaching practice in multiage elementary classrooms, one that integrates challenging academics with personalized teaching and learning. Written by David Marshak, an educator who has studied multiage classrooms for over 12 years, and Alice Leeds, who has taught in multiage classrooms for over a decade, this book describes methods for teaching in this type of environment that provide a better form of education than the conventional age-graded classroom. Leeds and Marshak examine the benefits of multiage classrooms by exploring how such classrooms function and provide a detailed description of an individual unit designed to maximize the potential of this non-traditional form of intermediate education. By describing the benefits multiage classrooms provide in terms of personal, social, and academic achievement, plus outlining a process for teachers to become successful in this environment, this book is bound to interest administrators, teachers, and researchers in education.

Die hier vorgelegte Untersuchung ist Teil meiner Arbeit am Athanasius-Text, die ich in der Patristischen Arbeitsstelle Bochum der Nordrhein-Westfalischen Akademie der Wissenschaften ausfuhrte. Dabei wurde ich von Spezialisten fur den Text des Neuen Testaments uncl der Septuaginta beraten. Dafur mochte ich an dieser Stelle Frau Prof. Aland und Herrn Witte (Institut fur neutestamentliche Textforschung), Herrn Prof. Hanhart und Herrn Fraenkel (Septuaginta-Unter- nehmen) meinen Dank aussprechen. Ich hoffe, daB meine Studie sowohl dem Interesse an der Geschichte des Bibeltextes wie an Athanasius als Bibelexegeten dienlich ist. Ausdriicklich danken mochte ich hier dem Leiter der Patristischen Arbeits- stelle, Herrn Prof. Martin Tetz, der dieses Skript mit Rat und Hilfe gefordert hat. Seit dem AbschluB des Manuskripts ist die eine cler hier behandelten Schriften, die epistula ad episcopus Aegypti et Libyae, im Druck erschienen: Athanasius (Alexandrinus), Werke. Bd 1, 1. Teil: Die dogmatischen Schriften, 1. Lfg.: Epistula ad episcopus Aegypti et Libyae, Edition vorbereitet von Karin Metzler, besorgt von Dirk Uwe Hansen und Kyriakos Savvidis, Berlin/New York 1996. Die hier benutzten Stellenangaben nach Migne sind in dieser Ausgabe leicht zu finden. In der Beurteilung cler Handschriften hat sich geandert, daG die Handschrift A als Vorlage der Gruppe c erkannt wurde. Auch fur die Arianerreden wird sich dadurch die Angabe der Lesarten andern; dies wurde hier bereits durchgefiihrt.

"I'm stuck, feel unfulfilled, I am not succeeding. I don't know where to start, I'm not sure what to fix and I really not sure what to do or which direction to take."

This dilemma can happen to us at any age – and this is when we need to find the tools to create a clearer picture about who we are, what we want and how to go about reaching our true potential.

This is the work of Linda Dirmeik, creator of Attimo – Attitude - Image – Motivation. "AIM For What You Want" is a Workbook developed and nurtured from Linda's own life experience and research, grew from her observations and concern that somewhere along the way, we lose the power to be all we can be. Negative reinforcements about who we are and what we can do – from the home, school or work environment – add layers of negativity, which seep into our attitude and approach to life. We eventually believe these thoughts, stories and attitudes and use them over and over again, eroding the courage, confidence and belief that we can be any different.

The "AIM For What You Want" workbook creates a reality (devoid of the thinking that limits our potential) around five key areas of life: our social circle, our family, our physical being our ethical being and our career/education.

Creating this reality is a powerful mechanism towards change, growth and unlocking our potential. Linda encourages moms and educators to explore these life management skills for the people whose lives they influence.

Good mental health is essential for students to manage the challenges that university life presents. This book offers pragmatic guidance to support academic and student services staff in engaging with this critical issue, both in terms of being proactive within their role to promote a positive approach to wellbeing, and understanding how to care appropriately for students who may not be flourishing in the university environment. Key topics include: * The pressure points and transitions of student life * The crucial role of departmental and academic staff * How to make mental health policies work * The legal obligations and limits of student support * Creating the conditions for confident support

Hymni magici minime contemnendi sunt (Wilamowitz, Kl.Schr. IV 658) Es gibt wertvolle Untersuchungen zu den griechischen magischen Papyri, und seit 1928/31 liegt das Preisendanz'sche Corpus dieser Texte vor, durch welches das Gebiet iibersehbar gemacht worden ist. Man wird dennoch sagen diirfen, dass wir von einem wirklichen Verstiindnis noch weit entfemt sind. Aus welchen AnUissen wurden die Zeremonien vollfiihrt und die Gebete gesprochen, welche wir in den Papyri lesen? Welchen Zweck haben die Menschen verfolgt, welchen Empfindungen haben sie Ausdruck gegeben, als sie die magisch-religiosen Handlungen durchfiihrten, die in den Papyri beschrieben werden? Dies sind die Fragen, welche wir angesichts der uns vorliegenden Texte stellen; und wir hoffen, wenigstens fiir einen Teil von ihnen zu Antworten gekommen zu sein. In welcher Richtung wir die Antwort suchen, wird der Leser am besten dem einleitenden Kapitel "Drei magische Hymnen" entnehmen, in dem der Altere der heiden Bearbeiter unser V erfahren fUr einen nicht allzu exklusiven Kreis von Fachgenossen beschrieben hat; der Inhalt dieses Kapitels wurde im November 1988 in Munster und im Mai 1989 in Oxford vorgetragen. In den nachfolgenden Kapiteln dieses Bandes werden dann einige Abschnitte aus den "magischen" Papyri abgedruckt und kommentiert, in denen Gebete vorkommen; in einigen Hillen wird versucht, eine ungefahre Grundform des behandelten Gebets zu rekonstruieren. Im zweiten Band sollen weitere Gebete folgen. In diesem Buch steht also die inhaltliche Erklarung der Texte im Vordergrund; wir bieten keine kritischen Editionen, sondern nur Lesetexte.