180 Days of Language is a fun and effective daily practice workbook designed to help students improve their grammar skills. This easy-to-use first grade workbook is great for at-home learning or in the classroom. The engaging standards-based activities cover grade-level skills with easy to follow instructions and an answer key to quickly assess student understanding. Students will practice punctuation, capitalization, and spelling with daily activity pages. Watch as students improve their grammar and writing skills with these quick independent learning activities.Parents appreciate the teacher-approved activity books that keep their child engaged and learning. Great for homeschooling, to reinforce learning at school, or prevent learning loss over summer.Teachers rely on the daily practice workbooks to save them valuable time. The ready to implement activities are perfect for daily morning review or homework. The activities can also be used for intervention skill building to address learning gaps.

ConieD is the biannual Congress on Computers in Education, organised by the Spanish Association for the Development of Computers in Education (ADIE). The last Congress, held in Puertollano (Ciudad Real), brought together researchers in different areas, ranging from web applications, educational environments, or Human-Computer Interaction to Artificial Intelligence in Education. The common leitmotiv of the major part of the lectures was the World Wide Web. In particular, the focus was on the real possibilities that this media presents in order to make the access of students to educational resources possible anywhere and anytime. This fact was highlighted in the Conclusions of the Congress following this Preface as the Introduction. From the full 92 papers presented to the Programme Committee we have selected the best 24 papers that we are presenting in this book. The selection of papers was a very difficult process, taking into account that the papers presented in the Congress (60) were all good enough to appear in this book. Only the restrictions of the extension of this book have limited the number of papers to 24. These papers represent the current high-quality contributions of Spanish research groups in Computers in Education. Manuel Ortega Cantero Jose Bravo Rodriguez Editors xiii Introduction ConieD'99 (1st National Congress on Computers in Education) has brought together a very important group of Spanish and Latin American researchers devoted to studying the application and use of computers in education."

A research-based, practical, comprehensive guide to teaching literacy in K-8 classrooms In an era of rigorous standards, Teaching Children to Read provides the essential information and strategies pre-service and new teachers need to help their students develop into capable and confident readers. The importance of the teacher's role is emphasized in every chapter using seven pillars of effective reading instruction: Teacher Knowledge; Classroom Assessment; Evidence-Based Teaching Strategies; Response to Intervention (or Multi-Tiered Systems of Support); Motivation and Engagement; Technology and New Literacies; and Family and Community Connections. Filled with recommendations made by the Institute of Education Sciences' What Works Clearinghouse and links to IRIS Center instructional modules (in Revel (TM)), the 8th Edition provides the research-based tools and knowledge needed to plan and deliver up-to-date, effective reading instruction in today's classrooms. Teaching Children to Read, 8th Edition is also available via Revel, an interactive learning environment that enables students to read, practice, and study in one continuous experience.

A practical guide to Sylvia Plath's works for middle and secondary school students One of the most dynamic and admired poets of the 20th century, Sylvia Plath wrote work about war, motherhood, jealousy, rage, grief, death, and mental illness that challenged preconceptions about what poetry should be about. The enduring power of Plath's poetry and prose continues to attract and fascinate a multitude of readers. Best known for her poems "Daddy" and "Lady Lazarus" and the novel The Bell Jar, Plath starkly expressed a sense of alienation closely linked to both her personal experiences and the to the wider situation of women throughout mid-twentieth-century America. With an eye towards demythologizing Plath and focusing on her achievements, Breaking Down Plath aims to contextualize Plath's work in the larger scheme of Cold War-era gender politics, debates about mental health, and anxiety about global conflict. Breaking Down Plath informs readers of essential facts about Sylvia Plath's life and explores the works of the influential and controversial American poet, novelist, and short-story writer. Author Patricia Grisafi contextualizes and clarifies important underlying themes in Plath's works while providing insight into how interest in Plath's work developed, how the story of Plath's life has been told, what we still need to discover about her, and why her life and art matter. Breaking Down Plath: Presents a critical biography of Plath's life Offers a thematic tour through Plath's, short fiction, journals, and letters Explores the recurrent themes in Plath's poetry Features an overview of the reception of Plath's work Discusses the role of Plath in contemporary popular culture This book is a primer for younger or new Plath readers and a welcome addition to the toolbox used by educators, parents, and anyone interested in or studying Plath's life and work.

Learning Theory and Online Technologies offers a powerful overview of the current state of online learning, the foundations of its historical roots and growth, and a framework for distinguishing between the major approaches to online learning. It addresses pedagogy (how to design an effective online environment for learning), evaluation (how to know that students are learning), and history (how past research can guide successful online teaching and learning outcomes). An ideal textbook for undergraduate Education and Communication programs as well as Educational Technology Masters, Ph.D., and Certificate programs, Learning Theory and Online Technologies provides a synthesis of the key advances in online education learning theory and the key frameworks of research, and clearly links theory and research to successful learning practice. This revised second edition updates data on digital media adoption globally, adds a new chapter on connectivism as a learning theory, and updates the chapter on online collaborative learning, renaming the theory as collaborativism and considering the challenges that arise with the growth of artificial intelligence.

According to John Dewey, Seymour Papert, Donald Schon, and Allan Collins, school activities, to be authentic, need to share key features with those worlds about which they teach. This book documents learning and teaching in open-inquiry learning environments, designed with the precepts of these educational thinkers in mind. The book is thus a first-hand report of knowing and learning by individuals and groups in complex open-inquiry learning environments in science. As such, it contributes to the emerging literature in this field. Secondly, it exemplifies research methods for studying such complex learning environments. The reader is thus encouraged not only to take the research findings as such, but to reflect on the process of arriving at these findings. Finally, the book is also an example of knowledge constructed by a teacher-researcher, and thus a model for teacher-researcher activity.

New aspects of human resource management and organizational behavior have emerged in recent years. As such, it has become imperative to facilitate proper educational initiatives for professionals entering these fields. Teaching Human Resources and Organizational Behavior at the College Level is an essential reference source for the latest empirical research on emerging teaching strategies for business-oriented frameworks. Featuring coverage on a broad range of topics and perspectives such as talent development, curriculum development, and career competencies, this book is ideally designed for students, practitioners, and managers seeking current research on learning methodologies and conceptual developments in human resources management.

From time immemorial, culture, education, and training have been assigned an essential role in preserving and developing common values that tie the international community together. Distinguished documents of international conferences and in various treaty texts and protocols show how cultural policy is the pre-eminent driving force for improvement of the intangible quality of individual and social life. Culture and education make an immeasurable contribution to the integration of a person in society and to the European society as such. Also from time immemorial, the principles of freedom and equality find their application in cultural and educational policy. Both support the rights to social multiformity and to protection of minorities; both also remind us that certain human values transgress every "local" culture. This volume considers in detail not only the recent trends in the organization and structure of art education, but also the interplay between the two within standard education, the application of the principle of freedom of movement and mobility of teachers and students, the equivalence of diplomas, and so forth.

This book discusses essential approaches and methods in connection with engineering education for sustainable development. Prepared as a follow-up to the 2015 Engineering Education in Sustainable Development (EESD) Conference held in British Columbia, Canada, it offers the engineering community key information on the latest trends and developments in this important field. Reflecting the need to address the links between formal and informal education, the scholars and professionals who contribute to this book show by means of case studies and projects how the goal of fostering sustainable development in the context of engineering education can be achieved. In particular, they discuss the need for restructuring teaching at engineering-focused institutions of higher education and provide practical examples of how to do so. The book places special emphasis on state-of-the art descriptions of approaches, methods, initiatives and projects from around the world, illustrating the contribution of engineering and affiliated sciences to sustainable development in various contexts, and at an international scale.

Now in its third edition, History 5-11 aims to make teaching about the past exciting and stimulating for both teachers and children. Focusing on the English National Curriculum for History (2013), and with an emphasis on the importance of learning about the past through the processes of historical enquiry, History 5-11 contains case studies, lesson planning guidance and methods to develop pupils' historical understanding. It offers creative and innovative ways to teach the subject of history, refreshing teachers' confidence in teaching the 2013 curriculum, and is illustrated by new case studies and research. This fully updated third edition includes: References to the 2013 National Curriculum, its aims and purposes, and its content and processes for Key Stages 1 & 2 Guidance on making local, national and global connections between societies over time Planning for assessment and progression New research and illustrative case studies New sections on local history and links to oracy Updates to all existing chapters Reflection on practice and research: undergraduate, Masters level and PhD. This textbook is an invaluable resource to all trainee and practising primary teachers interested in teaching history in an accessible, dynamic and above all, enjoyable way.

* An original volume that comprehensively addresses principles, strategies, and techniques of teaching Arabic * Brings together renowned TAFL scholars from around the world to present a range of perspectives * Presents both research findings and pedagogical techniques on teaching Arabic as a second or foreign language * Covers both Arabic grammar and SLA (second language acquisition) research and theory

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.

This anthology contains selected papers from the 'Science as Culture' conference held at Lake Como, and Pavia University Italy, 15-19 September 1999. The conference, attended by about 220 individuals from thirty countries, was a joint venture of the International History, Philosophy and Science Teaching Group (its fifth conference) and the History of Physics and Physics Teaching Division of the European Physical Society (its eighth conference). The magnificient Villa Olmo, on the lakeshore, provided a memorable location for the presentors of the 160 papers and the audience that discussed them. The conference was part of local celebrations of the bicentenary of Alessandro Volta's creation of the battery in 1799. Volta was born in Como in 1745, and for forty years from 1778 he was professor of experimental physics at Pavia University. The conference was fortunate to have had the generous financial support of the Italian government's Volta Bicentenary Fund, Lombardy region, Pavia University, Italian Research Council, and Kluwer Academic Publishers. The papers included here, have or will be, published in the journal Science & Education, the inaugural volume (1992) of which was a landmark in the history of science education publication, because it was the first journal in the field devoted to contributions from historical, philosophical and sociological scholarship. Clearly these 'foundational' disciplines inform numerous theoretical, curricular and pedagogical debates in science education. Contemporary Concerns The reseach promoted by the International and European Groups, and by the journal, is central to science education programmes in most areas of the world.

180 Days of Social Studies is a fun and effective daily practice workbook designed to help students build social studies content knowledge. This easy-to-use fourth grade workbook is great for at-home learning or in the classroom. The engaging standards-based activities cover grade-level skills with easy to follow instructions and an answer key to quickly assess student understanding. Each week students explore a new topic focusing on one of the four social studies disciplines: history, civics, geography, and economics. Watch student s confidence soar as they build analytic skills with these quick independent learning activities.Parents appreciate the teacher-approved activity books that keep their child engaged and learning. Great for homeschooling, to reinforce learning at school, or prevent learning loss over summer.Teachers rely on the daily practice workbooks to save them valuable time. The ready to implement activities are perfect for daily morning review or homework. The activities can also be used for intervention skill building to address learning gaps. Supports the C3 Framework and aligns to the NCSS curriculum standards.

This book proposes an alternative strategy to improve and sustain prosperity, through the creation of an entrepreneurial culture in learning cities or city regions. The edited collection provides insights into how entrepreneurship, education, job creation and social inclusion can be aligned through entrepreneurial learning, in the context of territorial development. With rich and varied contributions from a wide field, including policy makers, entrepreneurs, an investment banker, leaders of universities and councils, the voluntary sector, scientists, educators and students, it reviews and assesses how learning cities and regions may become more prosperous by investing in the development of entrepreneurial skills throughout lifelong learning. Reinforced by examples on developing and retaining entrepreneurial people, this book contributes to our understanding of how entrepreneurial learning can be fostered in different city and city-region contexts. It makes an interesting contribution to the field in terms of mapping out complex issues and testing the practical validity of the concept, while also providing rich and insightful case studies centred on the Welsh experience with entrepreneurial learning city regions. The high quality international contributions demonstrate the new worldwide interest in developing an entrepreneurial culture for the benefit of a city or region, rather than an entrepreneurial mind-set for individual benefit. This fascinating subject will be of interest to many social scientists, policymakers, and practitioners. It will be found especially valuable for professionals involved in economic, inclusive and sustainable city or regional development.

This work includes a state-by-state survey of direct or indirect aid for parochial and other non-public schools, and discusses the controversy in American education on church and state.

This book is divided into seven chapters including: a broad overview of mathematical cognition; development of mathematical cognition; working memory, automaticity and mathematical problem solving; mathematical problem solving; and methematical learning disabilities.

A Volume in International Perspectives on Mathematics Education - Cognition, Equity & Society Series Editor Bharath Sriraman, The University of Montana and Lyn English, Queensland University of Technology This volume represents a serious attempt to understand what it is that structures the pedagogical experience. In that attempt there are two main objectives. One is a theoretical interest that involves examining the issue of the subjectivity of the teacher and exploring how intersubjective negotiations shape the production of classroom practice. A second objective is to apply these understandings to the production of mathematical knowledge and to the construction of identities in actual mathematics classrooms. To that end the book will contain substantial essays that draw on postmodern philosophies of the social to explore theory's relationship with the practice of mathematics pedagogy. Unpacking Pedagogy takes new ideas seriously and engages readers in theory development. Groundbreaking in content, the book investigates how our thinking about classroom practice in general, and mathematics teaching (and learning), in particular, might be transformed. As a key resource for interrogating and understanding classroom life, the book's sophisticated analyses allow readers to build new knowledge about mathematics pedagogy. In turn, that new knowledge will provide them with the tools to engage more actively in educational criticism and to play a role in educational change.

Excite and engage your students with this instructional guide for Hamilton: An American Musical. This classroom resource provides rigorous activities and questions for students studying Lin-Manuel Miranda's hit Broadway musical. This resource provides engaging activities that incorporate the following research-based literacy skills: close reading tasks; text-based vocabulary practice; cross-curricular activities; text-dependent questions; reader response writing prompts; leveled comprehension questions; story elements comprehension tasks; diverse and relevant assessments. Strengthen your students' literacy skills by implementing this high-interest resource in your classroom!

How do teachers inspire students to learn to appreciate different Englishes? Has anyone tried to teach world Englishes? If so, what do they do and how do they feel about it? Most importantly, do students see the benefits in learning about world Englishes? This book responds to these questions by 1) offering a clear and solid foundation for the development of English as an International Language (EIL)-oriented curricula in an English Language program and a teacher education program, 2) critically reviewing the current pedagogical principles and practices of teaching EIL, and 3) offering an alternative way of conceptualising and teaching EIL. Using a three-year undergraduate program of EIL in an Australian university as a research site, this book provides a detailed account of actual classroom practices that raise students' awareness of world Englishes and engage them in learning how to communicate interculturally. This book is the first of its kind that explores the teaching of EIL in a country where English is a predominant and national language.

Teaching and Learning Chinese in Higher Education deals with the current issues and challenges faced by teachers and learners of Chinese. Written by leading professionals and academics, the book is the first collection of research articles based on data collected in higher education institutions in the UK. The studies focus on concerns related to learners of Chinese as a foreign language (CFL) and aim to establish studies on teaching Chinese as a foreign language (TCFL) as part of the mainstream of applied linguistics The contributors have applied their theoretical backgrounds in applied linguistics and education to tackle issues such as how to benchmark the Chinese written language with CEFR, how to integrate standardised Chinese proficiency tests with institutional assessments and teaching methodologies. Teaching and Learning Chinese in Higher Education will be invaluable to professionals, academics and students seeking theoretical frameworks in applied linguistics for TCFL.

Provides an annoted listing of fiction and nonfiction titles.

There is widespread belief, confirmed by research, that geographic literacy levels are unacceptably low. This book brings to teachers and others concerned about enlivening the place of geography in the school curriculum information in the several dimensions that must be considered if the contribution of geography to one's general education is to be reasonably understood. Included are (1) the history of geography in the school curriculum, along with why and how this strand has come to occupy the place it does in the modern school curriculum; (2) information about the evolution of modern-day geographic thinking (including a brief review of its history as a unifying form of intellectual inquiry); (3) reviews of research relating to the development of spatial abilities and the ability to read maps; (4) discussion of the way the teaching of geographic concepts may be incorporated across the curriculum; (5) analyses of the problem of evaluating progress in teaching geographic ideas and of the problems raised by recent technological developments. Geographic literacy is not simply a desirable educational goal but a most important one for today's schools. But today's geography is much more than knowing the names and locations of places around the world or facts about their importance, knowledge that soon becomes out of date. Today's geography emphasizes becoming knowledgeable about the interrelationships that characterize the human occupancy of physical environments-it is more a way of thinking about spatial interractions than it is of specific bits and pieces of information which the passage of time will make out of date. Educational caregivers-teachers, school supervisors and administrators, school board members-will find here a book that integrates our knowledge about the discipline of geography over time, its place in the school curriculum, research data about how students acquire spatial concepts, and how they learn to read maps, providing throughout discussions of meanings for teaching. Teachers teach what they know; they need up-to-date information if they are to become more effective in teaching students how to think about spatial interactions, to think geographically. School leaders need to be sensitive to the nature of geographic inquiry if they are to interpret to teachers and the public what constitutes geographic literacy and, in the process, assist teachers in becoming more effective in helping students achieve the kind of knowledge a broad segment of society agrees is important to citizenship in the 21st century.

This book presents the perspectives of nanotechnology educators from around the world. Experts present the pressing challenges of teaching nanoscience and engineering to students in all levels of education, postsecondary and informal environments. The book was inspired by the 2014 NSF workshop for Nanoscience and Engineering Education. Since nanotechnology is a relatively new field, authors present recommendations for designing nanotechnology education programs. The chapters describe methods to teach specific topics, such as probe microscopy, size and scale, and nanomaterial safety, in classrooms around the world. Other chapters describe the ways that organizations like NNIN and the NISE Network have influenced informal nanotechnology education. Information technology plays a growing role in all types of education and several chapters are devoted to describing ways how educators can use online curricula for teaching nanotechnology to students from preschool to graduate school.