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Books > Social sciences > Education > Higher & further education > Students / student organizations
Connect and Involve: How to Connect with Students and Involve Them
in Learning is a practical handbook of strategies and procedures
for teaching at all grade levels-elementary, middle, and high
school. The secret to increasing teaching effectiveness is to make
small changes in what teachers think and do-and to get their
students to make small changes in what they think and do. Every
time teachers connect with students and involve them in learning,
teachers engage them in powerful ways that make it more likely that
they will choose to learn and to do quality work. This book shows
how to be a more effective teacher through small changes in
planning and classroom procedures. Each chapter focuses on a key
strategy, and each chapter head and its subheads are an outline of
how to put the strategy into practice. Teachers can preview all the
ideas by reading the chapter titles, heads, and subheads. There are
no prescriptions here; teachers bring their expertise on the age
group, the subjects they teach, and the big ideas and key skills
students need to achieve on high-stakes testing. The strategies and
procedures provide ways for teachers to evaluate where small
changes can make a difference in achievement for their students.
This book feasibly translates validated research and best practices
in assessment so that the reader can incorporate the best practices
of assessment into practical routines in schools and the classroom.
Readers of this book will strengthen their knowledge and skills in
selecting, designing, and using assessments that enable all
learners to actively participate and monitor their own progress
towards learning objectives. This book is intended to be a hands-on
guide for educators and students on the best and most effective
practices for supporting students in their role as self-assessors.
It develops sequentially from ensuring that students are assessment
ready, to engaging students in assessment, and ultimately
empowering students as assessors. Readers can also rely on the book
to help them improve specific aspects of self-assessment that are
most important in their setting and for their students.
Inspire Integrity is addicting. It focuses on what it means to live
an authentic life. Its chapters encourage people of all ages and
circumstances to understand that authentic success comes from the
attainment of: (1) a sincere sense of contentment, (2) strong
personal relationships, and (3) a solid character. This is much
different from worldly success such as excessive wealth, fame and
popularity - things which, in and of themselves, do not have the
capacity to make a person happy. It is designed to help people look
critically at their life, think through their decisions, set
priorities and goals, develop a solid character, avoid serious
mistakes and discover their true passion in life. It draws on the
major ethical frameworks of Aristotle, Mill and Kant as well as the
Golden Rule as tools to avoid Benjamin Franklin's warning that
people tend to get old too soon and wise too late. It presents a
roadmap to accomplish this mission and advocates that each reader
start the journey to authentic success now! Inspire Integrity
focuses on the story of Cash, the racing greyhound, who is world
famous and has won tens of millions of dollars winning races. The
biggest race of his life is on the horizon and everyone is there,
including the press, to cover history in the making. If he wins the
race his owner will receive a million-dollar prize. The night
before the race, Cash reveals he's not going to race the next day
and that he is retiring completely. Shocked, the owner asks him
whether he is hurt, mad at her, or too old? He responds that it's
none of those things. In fact, he's been doing a lot of critical
thinking about his life and has come to the conclusion that all
he's ever done is run around dirt racetracks, and he just cannot do
it anymore. He finally understands that those little white rabbits
that everyone encourages him to chase day and night aren't even
real.
What does it mean to be a civic actor who is Black + Young + Female
in the United States? Do African American girls take up the civic
mantle in the same way that their male or non-Black peers do? What
media, educational, or social platforms do Black girls leverage to
gain access to the political arena, and why? How do Black girls
negotiate civic identity within the context of their racialized,
gendered, and age specific identities? There are scholars doing
powerful work on Black youth and civics; scholars focused on girls
and civics; and scholars focused on Black girls in education. But
the intersections of African American girlhood and civics have not
received adequate attention. This book begins the journey of
understanding and communicating the varied forms of civics in the
Black Girl experience. Black Girl Civics: Expanding and Navigating
the Boundaries of Civic Engagement brings together a range of works
that grapple with the question of what it means for African
American girls to engage in civic identity development and
expression. The chapters collected within this volume openly
grapple with, and disclose the ways in which Black girls engage
with and navigate the spectrum of civics. This collection of 11
chapters features a range of research from empirical to theoretical
and is forwarded by Black Girlhood scholar Dr. Venus Evans-Winters.
The intended audience for this volume includes Black girlhood
scholars, scholars of race and gender, teachers, civic advocacy
organizations, civic engagement researchers, and youth development
providers.
If we want our students to be prepared for a life involved with
artificial intelligence, global awareness, cultural understanding,
racial, religious and lifestyle diversity, and changing economic
and political realities, then we have to change what we are doing
in our schools from pre-school to graduate school. We can no longer
wait for large-scale reforms to develop, because those reforms will
only occur due to some kind of tragedy. If schools are going to
reform proactively, educators in each school and in each district
have to lead the way.
White teachers in multiracial schools are looking for ways to
understand how to make a difference with their students of color in
their classrooms. This book will help teachers make that
difference.
Researchers, higher education administrators, and high school and
university students desire a sourcebook like The Model Minority
Stereotype: Demystifying Asian American Success. This second
edition has updated contents that will assist readers in locating
research and literature on the model minority stereotype. This
sourcebook is composed of an annotated bibliography on the
stereotype that Asian Americans are successful. Each chapter in The
Model Minority Stereotype is thematic and challenges the model
minority stereotype. Consisting of a twelfth and updated chapter,
this book continues to be the most comprehensive book written on
the model minority myth to date.
Using assessment systems to improve student outcomes requires
shared understanding and collaboration among education stakeholders
at multiple levels. Assessment Education: Bridging Research,
Theory, and Practice to Promote Equity and Student Learning
presents a powerful call to action for an assessment system that
advances equity and offers educators practical applications that
promote sound instructional decision making. Each section outlines
a research-based approach that supports classroom teaching and
student learning. We then draw on the expertise of various
education leaders (most notably members of the National Taskforce
on Assessment Education) to provide case studies of on-the-ground
examples of what these strategies look like in different settings.
Every chapter includes stories from the field from various
perspectives-teachers, principals, district administrators, and
other educational leaders. We conclude with reflection questions
that provide an opportunity for readers to examine how the chapter
connects to their own context.
A major premise of the book is that teachers, school leaders, and
school support staff are not taught how to create school and
classroom environments to support the academic and social success
of Black male students. The purpose of this book is to help
champion a paradigmatic shift in educating Black males. This books
aims to provide an asset and solution-based framework that connects
the educational system with community cultural wealth and
educational outcomes. The text will be a sourcebook for in-service
and pre-service teachers, administrators, district leaders, and
school support staff to utilize in their quest to increase academic
and social success for their Black male students. Adopting a
strengths-based epistemological stance, this book will provide
concerned constituencies with a framework from which to engage and
produce success.
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