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Books > Social sciences > Education > Schools > General
This volume--the first edited book on the education of Puerto
Ricans written primarily by Puerto Rican authors--focuses on the
history and experiences of Puerto Rican students in the United
States by addressing issues of identity, culture, ethnicity,
language, gender, social activism, community involvement, and
policy implications. It is the first book to both concentrate on
the education of Puerto Ricans in particular, and to bring together
in one volume, the major and emerging scholars who are developing
cutting-edge scholarship in the field.
This volume grew out of a symposium on discourse, tools, and
instructional design at Vanderbilt University in 1995 that brought
together a small international group to grapple with issues of
communicating, symbolizing, modeling, and mathematizing,
particularly as these issues relate to learning in the classroom.
The participants invited to develop chapters for this book--all
internationally recognized scholars in their respective
fields--were selected to represent a wide range of theoretical
perspectives including mathematics education, cognitive science,
sociocultural theory, and discourse theory. The work is
distinguished by the caliber of the contributors, the significance
of the topics addressed in the current era of reform in mathematics
education, and the diversity of perspectives taken to a common set
of themes and issues.
This volume grew out of a symposium on discourse, tools, and
instructional design at Vanderbilt University in 1995 that brought
together a small international group to grapple with issues of
communicating, symbolizing, modeling, and mathematizing,
particularly as these issues relate to learning in the classroom.
The participants invited to develop chapters for this book--all
internationally recognized scholars in their respective
fields--were selected to represent a wide range of theoretical
perspectives including mathematics education, cognitive science,
sociocultural theory, and discourse theory. The work is
distinguished by the caliber of the contributors, the significance
of the topics addressed in the current era of reform in mathematics
education, and the diversity of perspectives taken to a common set
of themes and issues.
This book examines reform in American education over the past fifty
years and against this backdrop presents a compelling analysis of
why contemporary voucher plans and charter schools have yet to
fulfill the expectations of their advocates. It is the only book to
date to attempt a comprehensive synthesis and analysis of the
emerging research base on vouchers and charter schools. Suitable
for courses in school policy, school reform, school leadership, or
educational issues, it will also be of interest to anyone (parents,
teachers, policymakers) directly involved with the charter school
movement.
This volume presents the view that what matters most are learning processes in organizations and ways of enhancing the sophistication and power of these processes. Each contributor, therefore, explicitly addresses the meaning(s) of organizational learning which they have adopted themselves.
Research has shown that there is a correlation between academic achievement and the strength of community life and awareness within a school. The aim of this book is to introduce communitarian thought to classroom teachers and to those working in education. The book contextualizes the current debates within education around the many topical ideas being developed by communitarian thinkers, including: character-building; the role of parents; the community and the individual; values education and citizenship; community education; standards and ethos in schools. Throughout, the book makes specific reference to the practical implications for both primary and secondary schools as well as for further education colleges.
This text provides user friendly advice and support for school teachers and lecturers in further and higher education who need to know what information technology and computers can do for their work.
Schools are now seen as being one of the key agents which can help
redress society's most fundamental problems, create more cohesive
communities and promote citizenship and a sense of social
conscience in the young. Promoting Mental, Emotional and Social
Health: A Whole School Approach provides a clear and practical
overview of ways in which mainstream schools can promote the health
of all those who work and learn in them.
Communitarianism, as a movement, is clearly a dominant theme within New Labour's educational policy. How does this affect education and the life and work of schools? Research has shown that there is a correlation between academic achievement and the strength of community life and awareness within a school. The aim of this book, therefore, is to introduce communitarian thought to classroom teachers and to those working in education. The book contextualizes the current debates within education around the many topical ideas being developed by communitarian thinkers, including: character building; the role of parents; the community and the individual; values education and citizenship; community education; and standards and ethos in schools. Throughout, the book makes specific reference to the practical implications for both primary and secondary schools as well as for further education colleges. This is a timely book that should be of interest to all those working in schools and with children and young people. It aims to be a guide to this important and highly influential movement that is shaping our educational future.
The management of discipline is an essential element in educational practice, and at a time when teachers and managers are anxious about reported increases in violence and other forms of anti-social behaviour there's a need for practical guidance and a review of current thinking. Based on the author's experience and research in a range of secondary and primary schools, this book presents accessible summaries of relevant legislation and guides the reader through management theories towards effective practice. By placing the teacher at the centre of the management of discipline in schools and focusing on teacher and pupil esteem, a disciplined environment is not only desirable, but achievable too. Written in an accessible style, the book; * highlights the real problems and offers real solutions * includes case-studies, recent research and legislation * considers the classroom as well as the whole-school context * describes the support networks within education * provides a multi-agency approach. This book is aimed at trainee and practising teachers, managers, and all those who work with children.
This INSET-based book provides teachers and managers in schools with a practical guide to developing and maintaining high standards of behavior. Using their extensive experience, the authors emphasize planning policies which take account of the individual needs of the staff and pupils as well as whole-school administration. They encourage an experimental approach supported by many activities to guide the development process, and consider both the 'soft', human side of the development process, as well as the more predictable 'hard' side involving audit, planning, implementation and review.
What is the creative potential of the new technologies? How can
computers create new possibilities for artistic and creative work
in education?
The use of psychology in the classroom is a valuable tool for understanding and improving pupils' learning processes. This readable and informative book considers a range of contemporary issues including improving pupil motivation and understanding social dynamics in the classroom, and encourages teachers to conduct small-scale classroom investigations and to assess learning environments. It also provides a brief overview of the underlying psychological theory in each chapter and discusses the issues which are relevant to classroom practice, and provides practical examples and activities to support the text.
Rabbi Loew (the Maharal) of Prague remains one of the most influential and prolific Jewish thinkers of his time. Widely considered one of the fathers of Hassidic thought and a harbinger of Modern Jewish philosophy, his life and work have retained their influence and remain prevalent today. Adopting a multi-disciplinary approach, this book ranges from an analysis of the historical background to Maharal's thought, to examining the relevance of this thought in the modern era, before addressing the popular cultural and folkloristic reception of Maharal's impact on modern, Western culture. This book presents a new understanding of familiar material and will be an invaluable asset to students and scholars of Modern and Early-Modern Jewish History and Intellectual thought.
Using the accounts of mainstream pupils and pupils with SEN, the author explores the pupils' identities and experiences in relation to each other. In particular, mainstream pupils often function as "deciders" with regard to the inclusion of pupils with special educational needs. The research also shows how the pupils with SEN actively challenge these decisions and seek to influence perceptions of themselves and their inclusion experiences through the "practices of self". It argues that existing research has tended to focus upon the practices of integration and inclusion, without much attention being paid to what inclusion means to young people. Strategies for inclusion have to take into account both mainstream and SEN pupils, if they are to have a chance of succeeding. The research presented in this book should prove of value in helping teachers achieve inclusion in the classroom.
This text aims to raise levels of writing achievement for all children - particularly those with special educational needs - by helping teachers to coordinate the process of inclusion with national requirements for SEN and the National Literacy Strategy. The practical advice and information will enable teachers to: analyse children's difficulties with writing and identify the small steps of progression in spelling, handwriting and the ability to work at sentence and text level; match writing tasks to identified levels of attainment; integrate IEP targets for writing into normal classroom activities; assess all pupils' writing more effectively; teach writing for different purposes and for a range of audiences; reinforce good writing in other subject areas throughout the curriculum; develop children's confidence and motivation to write independently; and encourage team approaches to writing development through the coordinated support of learning support staff and parents.
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