Because school history often relies on reading and writing and has its own discipline-specific challenges, it is important to understand the language demands of this content area, the typical writing requirements, and the language expectations of historical discourse. History uses language in specialized ways, so it can be challenging for students to construct responses to historical events. It is only through a focus on these specialized ways of presenting and constructing historical content that students will see how language is used to construe particular contexts. This book provides the results of a qualitative study that investigated the language resources that 8th and 11th grade students drew on to write an exposition and considered the role of writing in school history. The study combined a functional linguistic analysis of student writing with educational considerations in the underresearched content area of history. Data set consisted of writing done by students who were English language learners and other culturally and linguistically diverse students from two school districts in California. The book is an investigation of expository school history writing and teachers' expectations for this type of writing. School history writing refers to the kind of historical writing expected of students at the pre-college levels. The audience for the book includes researchers and students in advanced undergraduate and graduate courses in applied linguistics and education. The book is particularly valuable for those interested in applications of systemicfunctional linguistics in education. The issues covered in the book make it appropriate for those concerned with the expectations and challenges of literacy development in secondary content area classes.

Addressing social justice issues in a physical education context is necessary both at the higher education and PK-12 settings. Limited undergraduate and graduate programs educate their students about social justice issues, thus, resulting in licensed teachers who lack the content knowledge, comfort level and pedagogical tools on how to educate students about issues related to social justice. Grounded in the transformative pedagogy theoretical framework, this book will offer practical lessons and strategies on a wide variety of social issues (e.g., body, race, self-identity, immigration) that can be used in teacher education and the PK-12 setting. The goal is for teacher educators and practitioners to feel more comfortable with teaching about and for social justice and believe this resource will enhance their content and pedagogical knowledge in the quest to achieve that goal. The purpose of this book is to provide physical education teacher educators and PK-12 physical education teachers with lesson plans and resources on how to address social justice issues in a physical education setting. This book will include sample lesson plans/activities that address a wide variety of social issues - the what, the how and the challenges and possibilities that the author(s) encountered when teaching such a lesson/activity. Addressing social justice issues has been limited in physical education, both in higher education and PK-12, especially in the United States. Numerous scholars, internationally, have engaged in research studies that explored how social justice issues are addressed in physical education teacher education. Although we have research to support the limitations and complexities of teaching about sociocultural issues and for social justice, a more practical resource for teacher educators and inservice teachers is needed. The market for this book will be physical education teacher educators and PK-12 physical education teachers throughout the world.

Teaching English language learners has long presented challenges for teachers tasked with bringing these students to a level of language comprehension comparable to that of native speakers. These challenges and issues can lead to difficulty comprehending core academic topics for those learning the English language. Optimizing Elementary Education for English Language Learners is a critical scholarly publication that explores the importance of English as a Second Language (ESL) education as well as the challenges that can arise in striving for effective and engaging learning environments for the students involved. Featuring a broad scope of topics, such as effective lesson plans, teacher education and preparation, and the education achievement gap, this book is geared toward academicians, practitioners, and researchers seeking current research on effective teaching strategies for teachers of English language learners.

(Book). The first complete music educators' guide to harnessing the power of YouTube for students, YouTube in Music Education teaches instructors how to tap into the excitement of YouTube with students by creating, posting, and promoting videos on the most popular media service in the world. Explaining how to record and edit videos, add effects, and upload content, Dr. Tom Rudolph and Dr. James Frankel describe everything from the basics of video production to advanced applications for use in the classroom. The authors explain how teachers can use YouTube privately with their students and integrate it with websites and blogs. Educators can use YouTube for applications that include creating instrument and software tutorials, evaluating group and individual performances, sharing content with students, and other uses. * More than 50 strategies for integrating YouTube into the music curriculum * Tutorials on video and audio production and preparing and uploading content Music educators selected this book as "The Best Web Tool" in the Tools for Schools poll at the 2010 NAMM show

The goal of this book is twofold. On the one hand we want to offer a discussion of some of the more important properties of the nominal projection, on the other hand we want to provide the reader with tools for syntactic analysis which apply to the structure of DP but which are also relevant for other domains of syntax. In order to achieve this dual goal we will discuss phenomena which are related to the nominal projection in relation to other syntactic phenomena (e.g. pro drop will be related to N-ellipsis, the classification of pronouns will be applied to the syntax of possessive pronouns, N-movement will be compared to V-movement, the syntax of the genitive construction will be related to that of predicate inversion etc.). In the various chapters we will show how recent theoretical proposals (distributed morphology, anti-symmetry, checking theory) can cast light on aspects of the syntax of the NP. When necessary, we will provide a brief introduction of these theoretical proposals. We will also indicate problems with these analyses, whether they be inherent to the theories as such (e.g. what is the trigger for movement in antisymmetric approaches) or to the particular instantiations. The book cannot and will not provide the definitive analysis of the syntax of noun phrases. We consider that this would not be possible, given the current flux in generative syntax, with many new theoretical proposals being developed and explored, but the book aims at giving the reader the tools with which to conduct research and to evaluate proposals in the literature. In the discussion of various issues, we will apply the framework that is most adequate to deal with problems at hand. We will therefore not necessarily use the same approach throughout the discussion. Though proposals in the literature will be referred to when relevant, we cannot attempt to provide a critical survey of the literature. We feel that such a survey would be guided too strongly by theoretical choices, which would not be compatible with the pedagogical purposes this book has. The book is comparative in its approach, and data from different languages will be examined, including English, German, Dutch (West-Flemish), Greek, Romance, Semitic, Slavic, Albanian, Hungarian, Gungbe.

Mathematics and Science education have both grown in fertile directions in different geographic regions. Yet, the mainstream discourse in international handbooks does not lend voice to developments in cognition, curriculum, teacher development, assessment, policy and implementation of mathematics and science in many countries. Paradoxically, in spite of advances in information technology and the "flat earth" syndrome, old distinctions and biases between different groups of researcher's persist. In addition limited accessibility to conferences and journals also contribute to this problem. The International Sourcebooks in Mathematics and Science Education focus on under-represented regions of the world and provides a platform for researchers to showcase their research and development in areas within mathematics and science education. The First Sourcebook on Asian Research in Mathematics Education: China, Korea, Singapore, Japan, Malaysia and India provides the first synthesized treatment of mathematics education that has both developed and is now prominently emerging in the Asian and South Asian world. The book is organized in sections coordinated by leaders in mathematics education in these countries and editorial teams for each country affiliated with them. Thepurpose of unique sourcebook is to both consolidate and survey the established body of research in these countries with findings that have influenced ongoing research agendas and informed practices in Europe, North America (and other countries) in addition to serving as a platform to showcase existing research that has shaped teacher education, curricula and policy in these Asian countries. The book will serve as a standard reference for mathematics education researchers, policy makers, practitioners andstudents both in and outside Asia, and complement the Nordic and NCTM perspectives.

A Creative Approach to Teaching Science is filled with exciting and innovative ways to teach and meet the objectives for primary physics, chemistry and biology from Years 1-6. Each idea has been tried and tested, used in the classroom with children of the relevant age range, and all are deep rooted in practical enquiry with clear links to the statutory requirements for primary science. This book is jam-packed full of strategies and ready made ideas with a creative edge, aimed at engaging children and encouraging them to think critically and scientifically, and to consider key scientific topics in real life scenarios. This book is a must-have for teachers looking to inspire their pupils, and making sure they have fun along the way.

Apply high-quality project-based learning strategies to create lessons and units that help students solve a variety of urgent environmental problems. Environmental science (ES) education is essential to providing students with opportunities for hands-on investigations to find solutions to complex environmental problems. But the recent COVID-19 crisis has dramatically curtailed student access to ES-focused experiences, particularly affecting students of color and those from low-income communities. At the same time, changes in pollution and air quality levels, as well as a resurgence of wildlife, have created new avenues for students to connect with the revitalized world through technology and social-emotional learning (SEL) strategies. Project-based learning (PBL), with its emphasis on inquiry and authentic challenges, can be an effective approach to teaching ES. Those new to PBL may not feel they have adequate training. Likewise, teachers who haven't taught ES may question how to incorporate it into their curriculum. This book addresses both situations, providing practical guidance for teachers, along with examples of technology-rich, learner-centered student projects covering a range of timely and cross-curricular topics such as endangered animal populations, maintenance of oceans, rebounding of bee populations and urban air quality. This book: Helps teachers design learning experiences that model authentic problems and processes practiced by scientists and engineers, to prepare students for future careers in science. Provides strategies to develop students' SEL skills and instill in them a renewed empathy for the environment as they get a glimpse of what a better, cleaner and more sustainable world can look like. Introduces facilitation techniques that redefine the teacher's traditional role as one that supports increased student agency, the development of critical thinking skills and an expanded awareness of their place in the global community. Includes a chapter that focuses on applying the principles and strategies shared in the book in an online learning environment. Addresses Next Generation Science Standards (NGSS) topics in environmental science and is aligned to the ISTE Standards for Educators. PBL is one of the best ways for students to explore complex processes and concepts, and this book will help teachers leverage this approach to empower students to take action toward a better future and world.

This collection of essays and reflections starts from an analysis of the purposes of foreign language teaching and argues that this should include educational objectives which are ultimately similar to those of education for citizenship. It does so by a journey through reflections on what is possible and desirable in the classroom and how language teaching has a specific role in education systems which have long had, and often still have, the purpose of encouraging young people to identify with the nation-state. Foreign language education can break through this framework to introduce a critical internationalism. In a 'globalised' and 'internationalised' world, the importance of identification with people beyond the national borders is crucial. Combined with education for citizenship, foreign language education can offer an education for 'intercultural citizenship'.

The best way to teach democracy has been the subject of an ongoing debate for 2,500 years. Unlike most books about teaching democracy, this one spends more time on how to teach democracy than the what and why of teaching democracy. It punctures the irony of teaching democracy by lectures and superior teachers. In its place, this book provides a variety of illustrations for the teaching of democracy in an experiential and egalitarian fashion. The introduction presents a theoretical and analytical framework of democracy and democratic pedagogy. The six chapters cover topics such as structuring a democratic classroom; democratic practices that empower students; problem solving and community service that make the classroom a laboratory for democracy; and university-based programs of democratic alternatives that serve the community. The volume's treatment of community organization, students as collaborators, personal empowerment, the community of need and response, and the democratic organization expresses its preference for direct democratic participation.

Teach fifth grade students close reading strategies that strengthen their fluency and comprehension skills! Students will read and analyze various types of texts to get the most out of the rich content. Their reading skills will improve as they answer text-dependent questions, compare and contrast texts, and learn to use close reading strategies on their own! The lessons are designed to make close reading strategies accessible, interactive, grade appropriate, and fun. The lesson plans are easy to follow, and offer a practical model built on research-based comprehension and fluency strategies.

Teaching Off Trail describes Peter Dargatz's, a national board certified teacher and public school coordinator, transformation from an anxious assessor to a fair and fun facilitator of learning. It shares the his personal professional journey detailing his evolution as an educator while simultaneously offering strategies for readers to implement Peter's unique teaching philosophy to increase opportunities for play, creative expression, and personalization in both the indoor and outdoor classroom. In his own classroom Peter brought learning outside by creating a nature kindergarten program that emphasizes community partnerships, service learning, and meaningful and memorable experiences in the outdoors. Teaching Off Trail aims to inspire educators, administrators, and parents across all levels to turn their outrage for today's educational system into outreach that promotes passionate and purposeful problem-solving.

Descriptive and evaluative annotations of more than 1,000 books and articles in religious education and related fields are featured in this guide. Since religious education draws necessary guidance from other disciplines, pertinent literature is canvassed from theology, philosophy, and history of education; behavioral studies of religion and education; and multidisciplinary treatments. Special care has been taken to include materials that represent the interfaith and international aspects of the field. A bibliographical essay that interprets and evaluates positions and trends is included in each category. A resource for scholars, students, historians, and researchers.

Educational theory is explored as it has influenced and provided insights for religious education. The vast literature in the theory and practice of religious education is dealt with in several categories. The section on theory explores basic issues, important positions, and major figures. The section on administration deals with planning, organization, management, and supervision. Program, curriculum, and method are considered together because they so often overlap in the literature. Since religion is a persistent concern in schools and in institutions of higher education, special sections are devoted to the issues involved and the proposals put forward. A final section covers reference works.

The Routledge Encyclopedia of Language Teaching and Learning is an authoritative handbook dealing with all aspects of this increasingly important field of study. It has been produced specifically for language teaching professionals, but can also be used as a reference work for academic studies at postgraduate level. It offers a comprehensive range of articles on contemporary language teaching and its history. Themes covered include: methods and materials assessment and testing contexts and concepts influential figures related disciplines, such as psychology, anthropology and sociolinguistics. It covers the teaching of languages, in particular Japanese, Chinese and Arabic, as well as English, French, German and Spanish. There are thirty-five overview articles dealing with issues such as communicative language teaching, early language learning, teacher education and syllabus and curriculum design. A further 160 entries focus on topics such as bilingualism, language laboratories and study abroad. Numerous shorter items look at language and cultural institutions, professional associations and acronyms. Multiple cross-references enable the user to browse from one entry to another, and there are suggestions for further reading. Written by an international team of specialists, the Routledge Encyclopedia of Language Teaching and Learning is an invaluable resource and reference manual for anyone with a professional or academic interest in the subject.

Diversity in Information Technology Education: Issues and Controversies sheds light on the status of diversity in the field of IT education. It identifies a wide range of problems that educators face on a daily basis, and gives practical, applicable solutions, mainly by showcasing successful and replicable examples. The chapters in ""Diversity in Information Technology Education: Issues and Controversies"" present research and introspection on race, gender, national origin, disability and other diversity categories. The examples, success stories from retention efforts, and strategies in assessment that account for diversity, and all supplement the topics with practical examples. If an instructor is planning on infusing diversity topics into the curriculum, this book contains pertinent information on how to identify problems and face issues.

Teaching with primary sources can be overwhelming to teachers who have minimal time to teach social studies. Turn your classroom into a primary source learning environment with this easy-to-use resource that has everything you need to incorporate primary sources into today s classrooms. Primary sources provide firsthand accounts of history that will capture students curiosity about the past. Students who observe, reflect on, and question primary sources understand history at a deeper level than students who only learn about social studies through textbooks. With more than 100 digital primary sources, this book by Kathleen Vest delves deeply into a wide variety of primary sources and details how they can be used in any K 12 classroom. Model lessons for three grade ranges (K 3, 4 8, 9 12) reduce teacher prep time. With fun and engaging activities and a chapter devoted to strategies for using social media posts as primary sources in the classroom, this resource is essential for today s social studies classrooms.

American science education is in trouble. As the United States continues to lag behind other nations in science achievement, the question is asked: how can we better get our students excited and inspired by science? This is the science teacher's duty. The irony of the education profession is that some of the most important aspects of it are the hardest to measure and replicate. The things that matter most can be the hardest to quantify. Some teachers can know the different learning styles, intelligences, and brain preferences of their students. They can know best practices of how to deliver instruction. They can do all these things and more, but still not convey imagination and passion for science to their students. But some science teachers do inspire. These special teachers seem to possess something the others don't, but what is it? Exceptional science teachers make us feel better about ourselves through their teaching of science, and bring us to a higher quality of life as a result, while some science teachers can be the leading researchers in their fields, yet leave us flat. What is the recipe for this unique, special teacher? And why is it so hard to explain and describe? The objective of this book is to uncover these aspects of teaching that are so hard to measure and quantify. This is achieved through interviewing people who are either current or retired teachers, or who were positively affected by a teacher, and also through case studies of exceptional teachers in order to quantify and explain the exact traits and personality quirks of these exceptional people. The contribution to the field of education this book hopes to achieve is the examination of the question; why do some teachers have that "X" factor, what, exactly is it, and how can we all have it?

Dialogue as a Means of Collective Communication offers a cross-disciplinary approach to examining dialogue as a communicative medium. Presented in five parts, the book takes the reader on a journey of exploring the power and potential of dialogue as a means for communication. In particular, this volume comes at a time when the global society's attention has been directed to creating more productive conversations in the name of world peace and harmony. It provides a unique new work on dialogue that brings the reader into a "dialogue with dialogue," offering an opportunity to understand the communicative potential of dialogue.
In the book, readers are introduced to five sections: Section I examines the historical and cultural perspectives of conversation. This examination helps to create a foundation for a deeper study of the emergent and salient aspects of conversation as it relates to cultural creativity and human systems design. Sections II offers the reader an examination of dialogue through different philosophical and theoretical perspectives as well as methodological ideas related to conversation. Section III explores different modalities of conversation and the application of design conversation within and across various types of design settings and human experiences. Section IV examines the field of practice as related to use of different forms of conversation. Here various authors will share their different approaches to conversation and their reflections and insights in using conversation in a variety of settings. Concluding the book, Section V reflectively examines the authors' contributions to the book and provides the reader with a focus on the future.