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Books > Social sciences > Psychology > Cognition & cognitive psychology > Learning
In an age where we are inundated with information, the ability to
discern verifiable information to make proper decisions and solve
problems is ever more critical. Modern science, which espouses a
systematic approach to making "inferences," requires a certain
mindset that allows for a degree of comfort with uncertainty. This
book offers inspirations and ideas for cultivating the proper
mindset for the studying, teaching, and practicing of science that
will be useful for those new to as well as familiar with the field.
Although a paradigm shift from traditional instruction is suggested
in the National Framework for K-12 science, this volume is intended
to help educators develop a personal mental framework in which to
transition from a teacher-centered, didactical approach to a
studentcentered, evidence-guided curriculum. While the topics of
the book derive from currently published literature on STEM
education as they relate to the National Framework for K-12 Science
and the Three-Dimensional science instruction embedded in the Next
Generation Science Standards, this book also examines these topics
in the context of a new societal age posited as the "Age of
Inference" and addresses how to make sense of the ever-increasing
deluge of information that we are experiencing by having a
scientific and properly discerning mindset.
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Dyslexia
(Hardcover)
Jonathan Glazzard, Samuel Stones
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R3,758
R3,453
Discovery Miles 34 530
Save R305 (8%)
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This book tells the stories of South Asian Americans in K-12
schools, through a look at their perceptions, experiences, and
support needs in school, especially in context of teacher cultural
proficiency and belief in "the model minority myth" (the perception
of Asians as the perfect minority). This book mixes stories,
quotes, and anecdotes with quantitative research in order to paint
a multifaceted picture of the varied and complex experiences of
Asian Americans in schools. The book examines existing scholarly
and popular literature to offer deeper context, and to provide
guidance for how educators, policymakers, and the community might
improve experiences for South Asian American, and all students, in
increasingly diverse schools.
This book explores the evolution of the mental competence for
self-reflection: why it evolved, under what selection pressures, in
what environments, out of what precursors, and with what mental
resources. Integrating evolutionary, psychological, and
philosophical perspectives, Radu J. Bogdan argues that the
competence for self-reflection, uniquely human and initially
autobiographical, evolved under strong and persistent sociocultural
and political (collaborative and competitive) pressures on the
developing minds of older children and later adults.
Self-reflection originated in a basic propensity of the human brain
to rehearse anticipatively mental states, speech acts, actions, and
states of the world in order to service one's elaborate goal
policies. These goal policies integrate offline representations of
one's own mental states and actions and those of others in order to
handle the challenges of a complex and dynamic sociopolitical and
sociocultural life, calling for an adaptive intramental
self-regulation: that intramental adaptation is self-reflection.
This book chronicles the professional life of a career-long,
inclusive educator in New York City through eight different stages
in special and general education. Developing a new approach to
research as part of qualitative methodology, David J. Connor merges
the academic genre of autoethnography with memoir to create a
narrative that engages the reader through stories of personal
experiences within the professional world that politicized him as
an educator. After each chapter's narrative, a systematic analytic
commentary follows that focuses on: teaching and learning in
schools and universities; the influence of educational laws;
specific models of disability and how influence educators and
educational researchers; and educational structures and
systems-including their impact on social, political, and cultural
experiences of people with disabilities. This autoethnographic
memoir documents, over three decades, the relationship between
special and general education, the growth of the inclusion
movement, and the challenge of special education as a discrete
academic field. As part of a national group of critical special
educators, Connor describes the growth of counter-theory through
the inception and subsequent growth of DSE as a viable academic
field, and the importance of rethinking human differences in new
ways.
The Language of Mathematics: How the Teacher's Knowledge of
Mathematics Affects Instruction introduces the reader to a
collection of thoughtful works by authors that represent current
thinking about mathematics teacher preparation. The book provides
the reader with current and relevant knowledge concerning
preparation of mathematics teachers. The complexity of teaching
mathematics is undeniable and all too often ignored in the
preparation of teachers with substantive mathematical content
knowledge and mathematical teaching knowledge. That said, this book
has a focus on the substantive knowledge and the relevant pedagogy
required for preparing teachings to enter classrooms to teach
mathematics in K-12 school settings. Each chapter focuses on the
preparation of teachers who will enter classrooms to instruct the
next generation of students in mathematics. Chapter One opens the
book with a focus on the language and knowledge of mathematics
teaching. The authors of Chapters Two-Nine present field-based
research that examines the complexities of content and pedagogical
knowledge as well as knowledge for teaching. Each chapter offers
the reader an examination of mathematics teacher preparation and
practice based on formal research that provides the reader with
insight into how the research study was conducted as well as
providing the findings and conclusions drawn with respect to
mathematics teacher preparation and practice. Finally, Chapter 10
presents an epilogue that focuses on the future of mathematics
teacher preparation.
The purpose of this text is to elicit discussion, reflection, and
action specific to pedagogy within education, especially higher
education, and circles of experiential learning, community
organizing, conflict resolution and youth empowerment work.
Vulnerability itself is not a new term within education; however
the pedagogical imperatives of vulnerability are both
undertheorized in educational discourse and underexplored in
practice. This work builds on that of Edward Brantmeier in
Re-Envisioning Higher Education: Embodied Pathways to Wisdom and
Transformation (Lin, Oxford, & Brantmeier, 2013). In his
chapter, "Pedagogy of vulnerability: Definitions, assumptions, and
application," he outlines a set of assumptions about the term,
clarifying for his readers the complicated, risky, reciprocal, and
purposeful nature of vulnerability, particularly within educational
settings. Creating spaces of risk taking, and consistent mutual,
critical engagement are challenging at a moment in history where
neoliberal forces impact so many realms of formal teaching and
learning. Within this context, the divide between what educators,
be they in a classroom or a community, imagine as possible and
their ability to implement these kinds of pedagogical possibilities
is an urgent conundrum worth exploring. We must consider how to
address these disconnects; advocating and envisioning a more
holistic, healthy, forward thinking model of teaching and learning.
How do we create cultures of engaged inquiry, framed in
vulnerability, where educators and students are compelled to ask
questions just beyond their grasp? How can we all be better
equipped to ask and answer big, beautiful, bold, even uncomfortable
questions that fuel the heart of inquiry and perhaps, just maybe,
lead to a more peaceful and just world? A collection of
reflections, case studies, and research focused on the pedagogy of
vulnerability is a starting point for this work. The book itself is
meant to be an example of pedagogical vulnerability, wherein the
authors work to explicate the most intimate and delicate aspects of
the varied pedagogical journeys, understandings rooted in
vulnerability, and those of their students, colleagues, clients,
even adversaries. It is a work that "holds space."
Research from the neurosciences and behavioural sciences highlights
the importance of individual differences in explaining human
behaviour. Individual differences in core psychological constructs,
such as intelligence or personality, account for meaningful
variations in a vast range of responses and behaviours. Aspects of
chess have been increasingly used in the past to evaluate a myriad
of psychological theories, and several of these studies consider
individual differences to be key constructs in their respective
fields. This book summarizes the research surrounding the
psychology of chess from an individual- differences perspective.
The findings accumulated from nearly forty years' worth of research
about chess and individual differences are brought together to show
what is known - and still unknown - about the psychology of chess,
with an emphasis on how people differ from one another.
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