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Books > Social sciences > Education > Schools > General
The evil prosthesis of Captain Hook, the comical speech of Porky Pig, and the bumbling antics of Mr. Magoo are all examples of images in our culture which can become the basis of negative attitudes and subliminal prejudice towards persons with disabilities. These attitudes influence and underlie discriminatory acts, resulting in negative treatment and segregation. A teacher's ability to recognize and counter such images may well determine the success of inclusion and mainstreaming programs in our schools and society. Well-researched and well-written, this book offers practical guidance as grounded in solid research to schools that are wrestling with how to mainstream children with disabilities.
Mentoring is a compulsory teaching requirement. This volume provides a practical and up-to-date mentoring guide for all practising mentors working in schools at primary and secondary levels, as well as those responsible for initial teacher training.
Sambach brings together an ethnograhic study of a school and community in East Africa. Stambach focuses on the role school plays in the development of the children's identity and relationships to their parents and community, as well as in the development of the region. At issue here are the competing influences of Western modernity and the cultural traditions of East Africa-ideas about gender roles, sexuality, identity, and family and communal obligations are all at stake. Stambach looks at the controversial practice of female circumcision in the context of school and community teachings about girls' bodies and examines cultural signifiers like music, clothing and food to discuss the tensions in the region.
First Published in 2000. Routledge is an imprint of Taylor & Francis, an informa company.
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--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 text highlights the indispensable role of school counselors today, namely as change agents in an increasingly complex and fluctuating school system. Informed by emerging standards of practice and current research, the book adopts the salutary perspective of solution-focused brief therapy as its foundation. It outlines practical and time-sensitive strategies for school counselors to use with students, parents, teachers, and administrators. The Solution-Focused School Counselor encourages readers to envision and proactively construct interactions with students, families, and staff that contribute not only to the formation of an exceptional school, but to the shaping of an effective professional practice. Blending current theory into practice, the authors have consulted research across a variety of disciplines and have related it in an understandable format. School counselors will find this book useful either as a professional resource to be read from cover-to-cover, or as a reference tool from which specific sections may be consulted. This book is an excellent resource for school counselors and students alike. It is also useful for school psychologists and administrators as well as anyone interested in making a difference in the school setting.
Experiences of violence in schools are encountered much more frequently than they used to be. The shocking repercussions of these acts are felt nation-wide and particularly impact school populations, families and communities. This book undertakes to illuminate factors pertaining to the phenomenon of school violence. It is intended for professionals
There is an increasing focus on research-practice partnerships that adopt research designs aimed at improving educational practice while advancing research knowledge. There is now a need for books that provide a theoretical and practical account of successful research designs that have been tested and replicated over time and contexts. This book addresses this need by providing the first comprehensive account of the Learning Schools Model (LSM), a design-based research-practice partnership that has been tested over 15 years and across contexts and countries (n=5). This model has successfully built teacher and school capacity and improved valued student outcomes for primarily indigenous and ethnic minority students from lower socio-economic communities. The quality of research into the model has been recognised locally and internationally. The International Literacy Association reprinted a paper on the original model in their volume "Theoretical models and processes of Reading (6th Ed)". The authors won the University of Auckland's Research Excellence Award (2015), awarded for research of demonstrable quality and impact, for their research into the Model. This book addresses several gaps in the existing literature on research-practice partnerships. Firstly, understanding applications in contexts beyond the USA where much of the seminal work is located adds to our collective understanding of contexts in terms of constraints and enablers. Secondly, we provide a theoretical account of partnership development and demonstrate how these are practically developed in situ to address the known need for stronger theoretical understandings of partnership development and better training in developing partnerships. Finally, our book demonstrates how research can be both responsive to context and yet have robust and replicable research designs that improve valued student outcomes over time and contexts. This in turn provides an alternate research approach for countries where randomised control trials are often the "gold standard" for interventions.
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 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.
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.
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.
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 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.
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.
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.
Among the abundance of material available about death and dying,
there is a very limited amount that deals directly with the needs
of a school community when one of its members dies. In addition, a
great need exists for schools to develop an organized plan for
responding to the death of a student or staff member. "A Student
Dies, A School Mourns" aims to fill this gap. The book not only
examines and explains the grief reactions of students and school
staff members and the factors that affect these reactions, it also
provides a systematic guide for developing a death-related crisis
response plan.
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.
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