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Books > Social sciences > Education > Teaching of a specific subject
As social studies standards shift to place a higher emphasis on
critical thinking, inquiry, interaction, and expression, many
teachers are scrambling to figure out how to appropriately shift
their instruction accordingly. This book provides examples and
ideas for working with elementary and middle school students to
build social studies skills and knowledge in order to become
independent learners and thinkers. Teaching these skills helps to
support students in ways which are important to them, and to
society at large. Real Classrooms, Real Teachers: The C3 Inquiry in
Practice is aimed at in-service and pre-service teachers, grades
3-8. This text includes six sections: an introduction, one section
for each of the four dimensions of the C3 Framework for Social
Studies State Standards (National Council for the Social Studies,
2013), and a conclusion. Each chapter begins with a vignette based
on a real-life social studies lesson authored by a practicing
teacher or researcher. This is followed by a sample lesson plan
associated with the vignette and suggestions for appropriate texts
and supporting materials, as well as suggestions for modifications.
These Edexcel GCE English Language resources support the new
specification and are written by an expert team including senior
examiners. Develop students' critical approaches to language in a
practical way through stimulating sources and activities,
supporting student success in examination and coursework units.
Provides a range of engaging extracts allowing students to
experience a wide variety of texts, and encouraging them to think
more widely about what constitutes a text. Develop students'
understanding of key concepts that they will use throughout their
course through an essential 'toolkit' for language which is
integrated into Unit 1. Clearly explains the assessment
requirements for each unit and offers guidance, so students
understand how they can achieve their best.
Give students the repeated practice they need to master the reading
skill of using context clues, and succeed on tests! Each of the 35
reproducible pages features a high-interest fiction and nonfiction
reading passage with bubble-test practice questions that target
this essential comprehension reading skill. Flexible and easy to
use--in school or at home--the book also includes model lessons,
pre- and post-assessments, and an answer key.
Teaching Reading in Spanish: A Linguistically Authentic Framework
for Emerging Multilinguals is an essential teacher instructional
guide to developmental biliteracy. It provides a comprehensive
reading framework for teachers who teach students to read Spanish
in K-12 dual language and bilingual programs. Anchored in
asset-based pedagogy, this framework applies a systematic Spanish
literacy approach to biliteracy by weaving together a tapestry of
relevant instructional components including phonemic and
phonological awareness, oracy, decoding, background knowledge,
vocabulary, language structures, verbal reasoning, and literacy
knowledge. What sets this Spanish developmental literacy framework
apart is its approach to Spanish reading instruction that is based
on linguistically-authentic pedagogy, not on English-language
practices. Teaching Reading in Spanish includes the DCC Leveling
Instrument, a standards-based, practical instructional tool that
guides teachers through the process of efficiently and accurately
determining the reading levels of authentic Spanish text. DCC
Lectura provides teachers with the tools that they need to guide
their students to become skilled readers through appropriately
challenging books that act as multicultural mirrors, windows, and
sliding-glass doors.
Due to the recent global pandemic, educators of science and
technology have had to pivot and adapt their delivery to create
alternative virtual means of delivery. The COVID-19 pandemic has
influenced a rapid change in teaching and learning in higher
education. It is reshaping curriculum demands, the 21st century
digital competence challenges, and learning technologies. These
changes in education are likely to endure well past the COVID-19
pandemic, making it crucial for educators to consider teaching and
learning under the perspectives of digital education and
innovation. Advancing STEM Education and Innovation in a Time of
Distance Learning highlights the contemporary trends and challenges
in science, technology, mathematics, and engineering education. The
chapters present findings and discussions of relevant research
studies and theoretical frameworks for the provision of science,
technology, engineering, and technical subjects. It not only
presents successful practice examples from before and during the
COVID-19 pandemic, but also provides useful information to assist
educators in understanding the demands and challenges of digital
education. Covering topics such as ethnically diverse students,
foreign language learning, and mobile gamification, this premier
reference source is an essential resource for educators and
administrators of both K-12 and higher education, pre-service
teachers, teacher educators, librarians, government officials,
researchers, and academicians.
Game-based resources provide opportunities to consolidate and
develop a greater knowledge and understanding of both mathematical
concepts and numeracy skills, which present opportunities and
challenges for both teachers and learners when engaging with
subject content. For learners for whom the language of instruction
is not their first or main language, this can present challenges
and barriers to their progress. This requires teachers to
reconsider and adapt their teaching strategies to ensure the needs
of these learners are fully addressed, thereby promoting inclusion
and inclusive practices. The Handbook of Research on International
Approaches and Practices for Gamifying Mathematics provides
relevant theoretical frameworks and the latest empirical research
findings in teaching and learning mathematics in
bilingual/plurilingual education by using active methodologies,
specifically gamification and game-based learning and teaching.
Covering a wide range of topics such as e-safety, bilingual
education, and multimodal mathematics, this major reference work is
ideal for policymakers, researchers, academicians, practitioners,
scholars, instructors, and students.
This Tutor Delivery Pack for Edexcel GCSE (9-1) Mathematics Higher
is curriculum matched and contains everything needed for a whole
academic year of private tutoring: 38 complete lessons, complete
with plans, activities and homework Detailed explanation on the use
of the pack Information for parents Specification guidance Needs
analysis for the parents and the students Mapping guide to the
Revise GCSE Series Progress and End-of-Lesson Report templates
Differentiation and extension ideas Customisable certificates in
the digital version of the pack
AMTE, in the Standards for Preparing Teachers of Mathematics
(SPTM), puts forward a national vision of initial preparation for
all Pre-K-12 teachers who teach mathematics. SPTM contains critical
messages for all who teach mathematics, including elementary school
teachers teaching all disciplines, middle and high school
mathematics teachers who may teach mathematics exclusively, special
education teachers, teachers of emergent multilingual students, and
other teaching professionals and administrators who have
responsibility for students' mathematical learning. SPTM has broad
implications for teacher preparation programs, in which
stakeholders include faculty and administrators in both education
and mathematics at the university level; teachers, principals, and
district leaders in the schools with which preparation programs
partner; and the communities in which preparation programs and
their school partners are situated. SPTM is intended as a national
guide that articulates a vision for mathematics teacher preparation
and supports the continuous improvement of teacher preparation
programs. Such continuous improvement includes changes to
preparation program courses and structures, partnerships involving
schools and universities and their leaders, the ongoing
accreditation of such programs regionally and nationally, and the
shaping of state and national mathematics teacher preparation
policy. SPTM is also designed to inform assessment practices for
mathematics teacher preparation programs, to influence policies
related to preparation of teachers of mathematics, and to promote
national dialogue around preparing teachers of mathematics. The
vision articulated in SPTM is aspirational in that it describes a
set of high expectations for developing a well-prepared beginning
teacher of mathematics who can support meaningful student learning.
The vision is research-based and establishes a set of goals for the
continued development and refinement of a mathematics teacher
preparation program and a research agenda for the study of the
effects of such a program. SPTM contains detailed depictions of
what a well-prepared beginning teacher knows and is able to do
related to content, pedagogy, and disposition, and what a strong
preparation program entails with respect to learning experiences,
assessments, and partnerships. Stakeholders in mathematics teacher
preparation will find messages related to their roles. Standards
for Preparing Teachers of Mathematics includes standards and
indicators for teacher candidates and for the design of teacher
preparation programs. SPTM outlines assessment practices related to
overall quality, program effectiveness, and candidate performance.
SPTM describes specific focal practices by grade band and provides
guidance to stakeholders regarding processes for productive change.
With the increasing amount of diversity taking place in the United
States and in our K-12 schools, this book will help school leaders
become prepared. It is the school principal who sets the tone for
the school culture and provides the vision as to the direction of
the organization. Therefore, school principals will ultimately have
a great impact in promoting cultural and social diversity. School
Leadership in a Diverse Society: Helping Schools Prepare all
Students for Success (2nd Edition) will help scholars and
practitioners have a better understanding of the increasing amount
of diversity that is occurring in American society. This book will
give them the tools needed to lead schools to ensure that all
students, regardless of their life circumstances and status, are
provided a school experience that promotes high academic
achievement and a sense of belonging. Today, multiculturalism and
diversity preparation are needed in our society, seemingly more so
than when schools first made an earnest effort to integrate twenty
years after Brown V. Board of Education. Just as it seemed the
United States was making significant progress dealing with issues
that have plagued this country for hundreds of years, recently,
there has been a surge in diversity-related issues (the killing of
unarmed African Americans, the unwarranted attacks on Asians,
immigration debates, the recent rise of groups thatsupport white
supremacy, blackface incidents, increasing wealth divide between
the ultra rich and the poor, religious backlash, etc.). These
issues should remind us that the struggle for social equity
continues into the present moment. Communities must work together
to help fight rising intolerance and prejudice within our country
and schools.
Population diversity is becoming more prevalent globally with
increasing immigration, emigration, and refugee placement. These
circumstances increase the likelihood that a child will be raised
speaking a different language in the home than the common language
used in each country. This necessitates the development of
comprehensive strategies that promote second language learning
through the adoption of new technological advancements. New
Technological Applications for Foreign and Second Language Learning
and Teaching is a scholarly publication that explores how the
latest technologies have the potential to engage foreign and second
language learners both within and outside the language classroom
and to facilitate language learning and teaching in the target
language. Highlighting a range of topics such as learning
analytics, digital games, and telecollaboration, this book is ideal
for teachers, instructional designers, curriculum developers, IT
consultants, educational software developers, language learning
specialists, academicians, administrators, professionals,
researchers, and students.
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