Struggling readers need personalized, focused, and assessment-driven instruction. In other words, they need interventions that work. Cooper, Chard, and Kiger provide those interventions in this essential resource. Covering the most important aspects of literacy-- oral language, phonemic awareness, word recognition, vocabulary, fluency, comprehension, and writing--the authors organize the interventions around a classroom-tested framework for assessing students, diagnosing their needs, teaching them based on findings, and reassessing them to determine whether more instruction, practice, or application are needed.

Students climb to new heights in reading and writing with these fun, engaging, reproducible word-building games! Students read clues on each rung, then change and rearrange letters to create words until they reach the top. All the while, they're analyzing sound-symbol relationships, broadening their vocabulary, and building spelling skills to become better readers. For use with Grades 1-2.

A volume in Research on Technology and the Teaching and Learning of Mathematics: Syntheses, Cases, and Perspectives According to NCTM's Principles and Standards for School Mathematics, ""Technology is essential in teaching and learning of mathematics; it influences the mathematics that is taught and it enhances students' learning."" How does research inform this clarion call for technology in mathematics teaching and learning? In response to the need to craft appropriate roles for technology in school mathematics new technological approaches have been applied to the teaching and learning of mathematics, and these approaches have been examined by researchers world-wide. The first volume provides insight into what research suggests about the nature of mathematics learning in technological environments. Included in this volume are syntheses of research on technology in the learning of rational number, algebra, elementary and secondary geometry, mathematical modeling, and calculus. Additional chapters synthesize research on technology in the practice of teaching and on equity issues in the use of technology in mathematics instruction.Instead of simply reporting achievement scores of students who use technology in their learning, authors provide thoughtful analyses of bodies of research with the goal of understanding the ways in which technology affects what and how students learn. Each of the chapters in this volume is written by a team of experts whose own research has provided important guidance to the field.

Part of the Research in Second Language Learning series, this book is divided into two parts: interdisciplinary perspectives on culture teaching and learning in the second language curriculum; and integrating culture into the second language curriculum.

Originally published in 1957, the first part of this volume examines physical education in classical Greece and Imperial Rome during the first and second centuries A.D. and in Italy and England during the Renaissance. Each of these periods witnessed remarkable developments in the practice and theory of physical education: developments which still have present-day significance. The second part of the book traces the simultaneous development of physical education in different parts of the USA and Europe from the end of the eighteenth century onwards.

This volume is originally published in 1972. 1900-1970 saw extensive changes in the teaching of English in schools. The volume studies English instruction as it developed at junior and secondary level over this period. Using textbooks, method books, Board and Ministry Reports and other contemporary opinion, the book examines the basic questions arising from this historical survey. Whilst the main emphasis is on changes in actual classroom methods, the volume also examines the wider social pressures which have modified the school system in the UK as well as English as a subject in that system.

"The Philosophy for Teens series offers an in-depth, teenager-friendly look at the philosophy behind everyday issues. The authors examine some of life's biggest topics, such as lying, cheating, love, beauty, the role of government, hate, and prejudice, in these casual and engaging books, written directly for and field-tested with teenagers. Both sides of the debate are covered on every issue, with information from some of the world's most noted philosophers included in a conversational style that teenagers will love. Examining life's big ideas and discovering their own opinions have never been easier or more exciting for today's teens. In Philosophy for Teens, readers explore questions like: ""What is love?"", ""Is lying always wrong?,"" ""Is beauty a matter of fact, or a matter of taste?,"" and ""What is discrimination?"" In More Philosophy for Teens, readers explore questions like: ""Is knowledge the greatest virtue?,"" ""What is it like to be somebody else?,"" ""What if tomorrow never comes?,"" and ""Is the world around us real?"" Your students will be asking these challenging questions and more after reading and completing the activities. Each book includes a useful teacher's guide and glossary, and is organized topically, rather than historically, in order to emphasize the connection between ideas. Relevant historical details are offset from the main text. Each chapter illustrates two philosophical positions on an issue for students to explore and features comprehension questions, exercises, and references for further reading. "

In our contemporary learning society, expectations about the contribution of education and training continue to rise. Moreover, the potential of information and communication technology (ICT) creates many challenges. These trends affect not only the aims, content and processes of learning, they also have a strong impact on educational design and development approaches in research and professional practices. Prominent researchers from the Netherlands and the USA present their latest findings on these issues in this volume. The major purpose of this book is to discuss current thinking on promising design approaches and to present innovative (computer-based) tools. The book aims to serve as a resource and reference work that will stimulate advancement in the field of education and training. It is intended to be useful in academic settings as well as for professionals in design and development practices.

If there is one area of business education that requires out-of-the-box, creative thinking it is sustainability. Business sustainability, because of its relative newness (and hence uncertainty), its dependence on interdisciplinary thinking, its need to work with different stakeholders and its non-traditional operating approaches, demands that we train our managers in wholly new ways. This need for new and non-traditional teaching approaches is reflected in this collection of unorthodox teaching pedagogies. The underlying philosophy behind them is that deep learning for sustainability needs ultimately to be experiential: that is, learning while doing rather than a passive absorption of facts and figures. While much of the underlying theory of sustainability may be taught using more traditional lecture and reading approaches, the implementation of true business sustainability requires students to experiment - to win and lose - while grappling with the myriad challenges and frustrations posed by sustainability: the same challenges and frustrations, one might add, that companies intent on implementing sustainability face on a daily basis in the world in which they operate. The aim is to create a learning environment where students themselves take control over their own learning. This book - a companion volume to Teaching Business Sustainability 1: From Theory to Practice (Greenleaf Publishing, 2004) - focuses on four main categories of experiential pedagogy: case studies, hands-on exercises, role-play simulations and active learning teaching exercises. It includes contributions from a range of experts in global sustainability education who provide their expertise with class-hardened teaching materials. Teaching Business Sustainability 2 will be an invaluable resource both for educators working in a wide range of academic disciplines, looking for inspiration and guidance on how to teach business sustainability, as well as for organisations looking to reinvigorate internal management education programmes to factor in corporate responsibility and sustainability issues.

Following on from Foundations of Foreign Language Teaching, this set charts the progress of the nineteenth century movement, which was instrumental in establishing international guidelines for the teaching of modern languages. It was during this period that for the first time, co-operation between phoneticians and teachers culminated in the publication of works that were instrumental in establishing the 'applied linguistic' approach to language teaching in the Twentieth Century. For the first time, too, the new science of psychology influenced a scientific theory of second language acquisition. The Reform Movement attracted support across Europe, spurring the development of new professional associations and journals. In turn, the publication in these journals of reports of innovative practice contributed to a greater sense of autonomy and professionalism among modern language teachers, who had hitherto tended to live under the shadow of classical language teaching. The practical innovations and theoretical suggestions for the foreign language teaching, although rooted in the nineteenth century, still have relevance today.

An updated, expanded, edition of the popular textbook for student and practising teachers of religious education. It is a book for and about teaching and learning religious education in schools, which is a lively and open-ended subject, ideal for those wanting to explore how people understand the world, and how they live their lives. A wide range of religious and non-religious ways of life are explored. New to this edition are descriptions of more recent research on teaching and learning religious education from the UK, Europe, America, Asia, Africa and Australia. Also included are personal accounts written by pupils, teachers and researchers, giving voice to those learning and researching religious education in practice. As well as revising and extending every chapter of the first edition, there are brand-new chapters on: - the real lives of teachers and pupils in religious education - religious education around the world - spirituality - thinking about philosophy, truth, and religious education - ethics, rights, values and virtues - creativity and religious education. A key feature of the book is the 33 classroom activities for learners aged 7 to 18, which are also designed for use by student and practising teachers. These activities enable those studying and teaching religious education to be active researchers.

Politics, Planning and the City is designed to introduce the complex political processes and problems of the modern city. The author begins by setting the theoretical context and discusses models of democracy, power and the nature of policy. Next he examines change and the city, by focusing on actual decision-making. Three major policy areas affecting the city - housing, planning and the social services - are then reviewed and the post-war experiences analysed. The author concludes by discussing the consequences, intended and unintended, for the city adn asks whether city governments can cope with the future. This book was first published in 1980.

Syntax of Cities was first published in 1977.

Since its emergence in 1998, the concept of Network Centric Warfare (NCW) has become a central driver behind America's military 'transformation' and seems to offer the possibility of true integration between multinational military formations. Even though NCW, or variations on its themes, has been adopted by most armed services, it is a concept in operational and doctrinal development. It is shaping not only how militaries operate, but, just as importantly, what they are operating with, and potentially altering the strategic landscape.

This paper examines how the current military dominance of the US over every other state means that only it has the capacity to sustain military activity on a global scale and that other states participating in US-led coalitions must be prepared to work in an 'interoperable' fashion. It explores the application of computer networks to military operations in conjunction with the need to secure a network's information and to assure that it accurately represents situational reality. Drawing on an examination of how networks affected naval operations in the Persian Gulf during 2002 and 2003 as conducted by America's Australian and Canadian coalition partners, the paper warns that in seeking allies with the requisite technological capabilities, but also those that it can trust with its information resources, the US may be heading towards a very secure digital trap.

The rise of cities in the United States from the early seventeenth century to the 1960s is the subject of this sophisticated and witty appraisal by a Pulitzer Prize historian. Constance McLaughlin Green traces the forces - economic, political, social - that led to today's urban civilization, beginning with the growth of colonial seaports and local government, the rise of new cities that competed for wealth and power with the older cities, the spread of industrialization, transportation and communications that made complex city life possible. She discussed the influence of city life on art and architecture, the impact of depression and prosperity upon urban centres, and analyses present-day problems - race-relations, the population explosion, automation, the rise of suburbia, and the development of the 'megapolis' that links city with city in one vast urban interstate region. This book was first published in 1966.

Government and Misgovernment of London was first published in 1939.

This book was first published in 1969.

Management Extra brings all the best management thinking together in one package.
The series fuses key ideas with applied activities to help managers examine and improve how they work in practice.
Management Extra is an exciting, new approach to management development. The books provide the basis for self-paced learning at level 4/5. The flexible learning structure allows busy participants to study at their own convenience, minimising time away from the job.
The programme allows trainers to quickly plan and deliver high quality, business-led courses. Trainers can select materials to meet the needs of their delegates, clients, and budget.
Each book is divided into themes of ideal length for delivering in a training session. Each theme has a range of activities for delegates to complete, putting the training into context and relating it to their own situation and business.
The books' lively style will stimulate further interest in the subjects covered. Guides for further reading and valuable web references provide a lead-in to further research.
Management Extra is based on the NVQ framework to ease the creation of Diploma, Post Graduate Diploma or NVQ programmes for managers. It is accredited with all leading awarding bodies.
Authoritative but accessible and lively material
New, exciting and flexible approach to management development

Teaching Poetry Writing: A Five Canon Approach is a comprehensive alternative to the full-class workshop approach to poetry writing instruction. In the five canon approach, peer critique of student poems takes place in online environments, freeing up class time for writing exercises and lessons based on the five canons of classical rhetoric: invention, arrangement, style, memory, and delivery.

The development of knowledge is never easy. One doesn't want to go over old ground again, but yet one needs to establish the new in the context of the old. One is also anxious about the novelty of the ideas are they new enough, or are they too 'way out' to be acceptable? In some fields perhaps these criteria are less important than in others. In education, I sense that 'novelty' is a tricky criterion, varying in value from society to society. In some societies the new ideas have to justify their adoption in the face to the old, tried and tested ideas. (Better the devil you know than the devil you don't!) In other societies the old ways have to justify their continuation in the face of the new, promising and exciting ideas. (I can't find a good proverb for this! Perhaps proverbs are all about preserving the past?) In any case, some people will argue, there is nothing new to be said about education anyway the problems are the same and it is only the context which changes. Mellin Olsen develops the reader's knowledge through this book in ways that are both novel and challenging. Their novelty is not in question, judging by reactions to them which vary from "they have nothing to do with mathematics education" to "they concern everything that is done in mathematics education".

Educators in the professions have always had unique demands placed upon them. These include the need to keep pace with rapidly evolving knowledge bases, developing skills and attitudes appropriate to practice, learning in the workplace and fostering public confidence.

For twenty years, these new demands have created additional educational imperatives. Public accountability has become more intensive and extensive. Practitioners practice in climates more subject to scrutiny and less forgiving of error. The contexts in which professionals practice and learn have changed and these changes involve global issues and problems. Often, professionals are the first responders who are required to take an active stance in defining and solving problems.

This book explores the pedagogic implications of these challenges internationally for a wide range of professions which include: accountants, military company commanders, surgeons, nurse practitioners, academic, managers, community physicians and dentists. The established view of professional development is about what the professional knows and can do. The authors broaden this view to include the systemic and contextual factors that affect learning, and the conditions necessary for effective practice and identity development across the professional lifespan.

Authors examine the unique particularities and requirements of diverse professional groups. The editors emphasize new ideas and learning that emerges across the professions. As readers use this book as a pathway to their own innovations in scholarship and pedagogic research, they join their colleagues in supportingnew directions in learning, teaching and assessment across professions.

"