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!

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knowing the names and locations of places around the world or facts about their importance, knowledge that soon becomes out of date.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about spatial interractions than it is of specific bits and pieces of information which the passage of time will make out of date.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.

This book is one of the first to present a variety of carefully selected cases to describe and analyze in depth and considerable detail assessment in mathematics education in various interesting places in the world. The book is based on work presented at an invited international ICMI seminar and includes contributions from first rate scholars from Europe, North America, the Caribbean, Asia and Oceania, and the Middle East.
The cases presented range from thorough reviews of the state of assessment in mathematics education in selected countries, each possessing archetypical' characteristics of assessment, to innovative or experimental small or large scale assessment initiatives. All the cases presented have been implemented in actual practice.
The book will be particularly stimulating reading for mathematics educators -- at all levels -- who are concerned with the innovation of assessment modes in mathematics education, as well as everybody working in the field of mathematics education: in research and development, in curriculum planning, assessment institutions and agencies, mathematics specialists in ministries, teacher trainers, textbook authors, frontline teachers.

Spark scientific curiosity from a young age with this six-level course through an enquiry-based approach and active learning. Collins International Primary Science fully meets the requirements of the Cambridge Primary Science Curriculum Framework from 2020 and has been carefully developed for a range of international contexts. The course is organised into four main strands: Biology, Chemistry, Physics and Earth and Space and the skills detailed under the 'Thinking and Working Scientifically' strand are introduced and taught in the context of those areas. For each Workbook at Stages 1 to 6, we offer: A write-in Workbook linked to the Student's Book New language development activities help build science vocabulary Earth and Space content covers the new curriculum framework Thinking and Working Scientifically deepens and enhances the delivery of Science skills Actively learn through practical activities that don't require specialist equipment or labs Scaffolding allows students of varying abilities to work with common content and meet learning objectives Supports Cambridge Global Perspectives (TM) with activities that develop and practise key skills Provides learner support as part of a set of resources for the Cambridge Primary Science curriculum framework (0097) from 2020 This series is endorsed by Cambridge Assessment International Education to support the new curriculum framework 0097 from 2020.

A volume in Advances in Music Education Research Series Editors Linda K. Thompson, Lee University and Mark Robin Campbell, SUNY at Potsdam Diverse Methodologies in the Study of Music Teaching and Learning brings to the music research community an expansive collection of distinct and varied studies, reflecting a broad range of topics based on the authors' interests and experiences. Methodologies exemplified in the collection offer readers insight into the design and conduct of a whole range of distinctive research approaches: from personal narrative to speech-act theory, from social analysis of institutional practices and traditions to children-as-researchers, from case studies of learning to critical analysis of multiculturalism, and from human development to survey analysis studies. As a set of studies, Diverse Methodologies represents and reflects the music education research community at a truly unique moment. The collection demonstrates the profession's increased motivation, willingness, and desire to expand and enhance the research base and traditions in the study and practice of music education. This volume is an important addition to the libraries of Colleges of Education and Schools of Music, as well as music scholars and educators, researchers, and graduate students who are concerned with advancing both the scope and quality of research in the study of music teaching and learning.

Two maths coaches who have spearheaded the transition to remote learning in their district have distilled their experience of what works into a guide for teaching maths from a distance. Filled with ready-to-use strategies, this QRG in the new set of Strategies for Distance Learning Guides is organised by 4 priorities: mathematical identity growth mindset reasoning and problem-solving engaging activities Samantha Bennet and Alaina Barkley show how to incorporate routines into online learning that support these priorities, from connecting with students, to supporting their learning with games and problem-solving tasks, to assessing their work. Each 8.5" x 11" multi-panel guide is laminated for extra durability and 3-hole-punched for binder storage.

This volume is the first book to map a broad range of practices and critically examine the impact of education and outreach programmes in theatres and theatre companies around the globe. This innovative volume looks specifically at the manner in which theatres and theatre companies engage in educational, outreach and community work. An array of global case studies examines a wide range of existing and innovative practices, and scrutinises how this work achieves successful results and delivers impact and outcome on investment. The editors set the scene briefly in terms of the history of education in theatre organisations, and then move on to chart some of the difficulties and challenges associated with this work, as well as looking into the conceptual issues that need to be interrogated so that we may understand the impact of outreach and education work on the communities and audiences it aims to reach. A range of theatre practitioners and academics describe their work, its background, and what the authors understand to be successful outcomes for both the participants and the theatres. Finally, the book offers suggestions for both practitioners and researchers regarding further development in this work.

This book includes instructional design and practice of how immersive technology is integrated in discipline-based and interdisciplinary curriculum design. It focuses on pedagogical models and learning outcomes of immersive learning experiences and demonstrates how immersive learning can be applied in industries. This book brings scholars, researchers and educators together around an international and interdisciplinary consolidation and reflection on learning through immersion. The originality lies in how advanced technology and contemporary pedagogical models can integrate to enhance student engagement and learning effectiveness in higher education.

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.

Teaching Mathematics: Foundation to Senior Phase is the second edition of the first South African text on mathematics methodology. It includes reference to the South African mathematics syllabus as contained in the Curriculum and Assessment Policy Statement (CAPS) and focuses on typical challenges faced in the mathematics classroom in South Africa and southern African countries. Teaching Mathematics also contributes to the Africanisation of the discipline of mathematics education by stimulating thought and research about African perspectives and indigenous knowledge, including the language of location and the importance of using place-based examples in the classroom. The text makes use of African contexts in the teaching of mathematics, using African examples to which learners can relate, such as local names, artefacts, and elements of cultural heritage. Teaching Mathematics has a unique structure that takes readers through the stages of how learners learn mathem at ics, and how to teach mathematics, before drilling down to specific themes. The book provides practical pedagogy that will connect student teachers to the bigger picture of mathematics. This textbook will encourage student teachers to feel positive about mathematics and their role in teaching it, and to enter the classroom confident that they are equipped with the practical knowledge, skills and strategies for teaching mathematics.

Arithmetic Ninja for Ages 8-9 is the essential photocopiable maths resource for every Year 4 classroom from Andrew Jennings, the creator of Vocabulary Ninja, Comprehension Ninja and Write Like a Ninja. Split into 38 weeks, this book features over 680 question cards and is fully aligned to the Key Stage 2 National Curriculum for mathematics. With activities for each day of the week plus a bonus challenge, this book is the perfect resource for daily maths practice and quick lesson starters. The exercises in this book get progressively harder each week, and are divided into three Ninja levels to ensure differentiation. There are answers at the back to help with marking and cutting lines on each page so the activities can easily be cut out and stuck in exercise books. Perfect for SATs preparation, the multiplication tables check and mental maths practice, this book is ideal for busy primary teachers who only want to visit the photocopier once a week. The resources are flexible and high-quality, and will ensure all pupils are maths Ninjas by the end of the year. For more must-have Ninja books by Andrew Jennings (@VocabularyNinja), check out Vocabulary Ninja, Comprehension Ninja, Write Like a Ninja and Times Tables Ninja.

Arithmetic Ninja for Ages 7-8 is the essential photocopiable maths resource for every Year 3 classroom from Andrew Jennings, the creator of Vocabulary Ninja, Comprehension Ninja and Write Like a Ninja. Split into 38 weeks, this book features over 680 question cards and is fully aligned to the Key Stage 2 National Curriculum for mathematics. With activities for each day of the week plus a bonus challenge, this book is the perfect resource for daily maths practice and quick lesson starters. The exercises in this book get progressively harder each week, and are divided into three Ninja levels to ensure differentiation. There are answers at the back to help with marking and cutting lines on each page so the activities can easily be cut out and stuck in exercise books. Perfect for SATs preparation, the multiplication tables check and mental maths practice, this book is ideal for busy primary teachers who only want to visit the photocopier once a week. The resources are flexible and high-quality, and will ensure all pupils are maths Ninjas by the end of the year. For more must-have Ninja books by Andrew Jennings (@VocabularyNinja), check out Vocabulary Ninja, Comprehension Ninja, Write Like a Ninja and Times Tables Ninja.

This book presents an institutional study located at the intersection mathematics education and vocational education. Using the concept of technology as a unifying theme, it presents a critique of neoliberalist policies and their impact upon curriculum, teachers' work, and the apparent de-institutionalization of vocational education - with particular reference to mathematics education and the consequences for adult students as (potential) workers and citizens.

This bookprovides readers with an overview of recent international research and developments in the teaching and learning of modelling and applications from a variety of theoretical and practical perspectives. There is a strong focus on pedagogical issues for teaching and learning of modelling as well as research into teaching and practice. The teaching of applications of mathematics and mathematical modelling from the early years through primary and secondary school and at tertiary level is rising in prominence in many parts of the world commensurate with an ever-increasing usage of mathematics in business, the environment, industry and everyday life. The authors are all members of the International Community of Teachers of Mathematical Modelling and Applications and important researchers in mathematics education and mathematics. The book will be of interest to teachers, practitioners and researchers in universities, polytechnics, teacher education, curriculum and policy. "

Several aspects of informatics curricula and teaching methods at the university level are reported in this volume, including:
*Challenges in defining an international curriculum;
*The diversity in informatics curricula;
*Computing programs for scientists and engineers;
*Patterns of curriculum design;
*Student interaction;
*Teaching of programming;
*Peer review in education.

This book contains a selection of the papers presented at the Working Conference on Informatics Curricula, Teaching Methods and Best Practice (ICTEM 2002), which was sponsored by the International Federation for Information Processing (IFIP) Working Group 3.2, and held in Florian polis, Brazil in July 2002.

The working groups were organized in three parallel tracks. Working Group 1 discussed the "Directions and Challenges in Informatics Education." The focus of Working Group 2 was "Teaching Programming and Problem Solving." Working Group 3 discussed "Computing: The Shape of an Evolving Discipline." Each working group worked actively and prepared a report with the results of the discussions; these reports are included as the second part of this book.

Gifted education has come to be regarded as a key national programme in many coutnries, and gifted education in science disciplines is now being recognised to be of major importance for economic and technological development. Despite these initiatives and developments internationally, there are very few discussions on gifted education in science drawing upon practices and experiences in different national contexts. In support of an international dialogue between researchers and practitioners, often working within isolated traditions, this book offers information on key influential approaches to science education for gifted learners and surveys current policy and practice from a diverse range of educational contexts. The volume offers an informative introduction for those new to studying gifted science education, as well as supporting the development of the field by offering examples of critical thinking about key issues, and accounts of the influences at work within education systems and the practical complexities of providing science education for the gifted. The contributions draw upon a variety of research approaches to offer insights into the constraints and affordancxes of working within particular policy contexts, and the strengths and challenges inherent in different approaches to practice. Chapters include: Teaching science to the gifted in English state schools: locating a compromised 'gifted & talented' policy within its systemic context Models of education for science talented adolescents in the United States: Past, present, and likely future trends Navigating the shifting terrain between policy and practice for gifted learners in Tanzania Science education for female indigenous gifted students in the Mexican context Gifted Science Education in the Context of Japanese Standardization This book will appeal to scholars, practitioners and policy makers who are in the field of gifted science education.

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.

This book examines the various areas of mathematics education and neighboring disciplines that have recently contributed to a better understanding of the still vague construct of diagnostic competence. The work addresses the nature, development and effect of diagnostic competence in mathematics instruction, with a focus on the professional development of teachers.

Civics and Citizenship Education in Australia provides a comprehensive analysis of teaching and learning in this field in Australian schools, drawing on case study material to demonstrate the current practice in the field. Reflecting on the issues and possibilities raised by the inclusion of civics and citizenship education in the new national Australian curriculum, leading national and international scholars analyse the subject's theoretical, curricular and pedagogical bases and approaches. Placing civics and citizenship education within historical and contemporary contexts, the book critically explores a range of issues concerning the development, organisation and teaching of the subject. These include how the subject might include indigenous, global and Asian perspectives, and how it may help students to engage with issues around sustainability, active citizenship, diversity, religion and values. The final chapters written by scholars from England, the USA, Canada, Hong Kong and Singapore adopt a comparative approach situating Australian civics and citizenship education in the wider international context.

This book takes a theoretical perspective on the study of school algebra, in which both semiotics and history occur. The Methodological design allows for the interpretation of specific phenomena and the inclusion of evidence not addressed in more general treatments. The book gives priority to "meaning in use" over "formal meaning." These approaches and others of similar nature lead to a focus on competence rather than a user 's activity with mathematical language.