The author reports on a qualitative, action-research project on theories and practices in foreign language education. The goal of the study was to relate the knowledge of foreign language teaching, learning, and acquisition gained through research to the beliefs and experiences of expert foreign language teachers. The four participating teachers represent real teachers who distinguish themselves from their peers for their excellence in teaching foreign languages and their success in serving as clinical teachers. Four theoretical issues are discussed in detail: the proficiency movement; the role of input; teaching language in context; and class participation, motivation, and discipline. These aspects were selected because (1) they pose major challenges to foreign language interns and (2) they play an essential role in the learning-acquisition process of second language students.

The major contribution of this study is the integration of the theoretical and practical dimensions. The practical aspect is presented by the expert foreign language teachers who describe in their own words how and explain why they implement a given foreign language theory in their classrooms. This integration provides foreign language teachers with a realistic view of foreign language education and establishes a dialogue between the university and the school communities. A significant number of excerpts from discussion-interview sessions conducted with the teachers are included.

This book is written to enhance the possibilities of uncovering new ways to teach reading. This book, is addressing how teachers, college professors, community leaders, community business owners, officials and parent's should encourage and challenge their local school and local board of education to utilize the absolute best methods available to teach our children how to read. In the United States alone our children are completing Kindergarten, 1st, 2nd Grade and some even 3rd Grade, and these children are not able to read. Parents are expected to present inquiries to their child's teachers, school officials, and educational experts to design a learning method to improve our current system of teaching reading. The message, research and the structure of this book was written to encourage all parents, educators and school officials to think about "What If" there was a better and more effective way to teach a child how to read? Would you take on that challenge of giving a child the "Gift" of learning how to read? No matter the cost Do you spend your days working with students who struggle to comprehend reading in literacy and content classes? Are you looking for a better way to establish comprehensive literacy of instruction in your school, classroom or home so all students receive support in becoming a competent and confident reader? Hopefully, some readers will have more use for the practical strategies and/or perhaps some educators will want to have this book for their classroom and personal use.

A volume in International Social Studies Forum: The Series Series Editors Richard Diem, University of Texas at San Antonio and Jeff Passe, University of North Carolina, Charlotte The purpose of this volume is to provide a review and analysis of the theory, research, and practice related to geospatial technologies in social studies education. In the first section, the history of geospatial technologies in education, the influence of the standards movement, and the growth of an international geospatial education community are explored. The second section consists of examples and discussion of the use of geospatial technologies for teaching and learning history, geography, civics, economics, and environmental science. In the third section, theoretical perspectives are proposed that could guide research and practice in this field. This section also includes reviews and critiques of recent research relevant to geospatial technologies in education. The final section examines the theory, research, and practice associated with teacher preparation for using geospatial technologies in education.

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 sixth 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 shows how the practice of script writing can be used both as a pedagogical approach and as a research tool in mathematics education. It provides an opportunity for script-writers to articulate their mathematical arguments and/or their pedagogical approaches. It further provides researchers with a corpus of narratives that can be analyzed using a variety of theoretical perspectives.Various chapters argue for the use of dialogical method and highlight its benefits and special features. The chapters examine both "low tech" implementations as well as the use of a technological platform, LessonSketch. The chapters present results of and insights from several recent studies, which utilized scripting in mathematics education research and practice.

No cutting or stapling--just fold and they're ready to use! These adorable reproducible books give emergent readers plenty of practice reading and writing each of the top 100 sight words. Each mini-book teaches one high-frequency word and features an engaging rhyming poem that kids complete, then a word search to reinforce learning. Plus, teaching tips and extension activities!

At the centre of the methodology used in this book is STEM learning variability space that includes STEM pedagogical variability, learners' social variability, technological variability, CS content variability and interaction variability. To design smart components, firstly, the STEM learning variability space is defined for each component separately, and then model-driven approaches are applied. The theoretical basis includes feature-based modelling and model transformations at the top specification level and heterogeneous meta-programming techniques at the implementation level. Practice includes multiple case studies oriented for solving the task prototypes, taken from the real world, by educational robots. These case studies illustrate the process of gaining interdisciplinary knowledge pieces identified as S-knowledge, T-knowledge, E-knowledge, M-knowledge or integrated STEM knowledge and evaluate smart components from the pedagogical and technological perspectives based on data gathered from one real teaching setting. Smart STEM-Driven Computer Science Education: Theory, Methodology and Robot-based Practices outlines the overall capabilities of the proposed approach and also points out the drawbacks from the viewpoint of different actors, i.e. researchers, designers, teachers and learners.

To teach political issues such as political struggle, justice, interstate conflict, etc. educators rely mostly on textbooks and lectures. However, many other forms of narrative exist that can elevate our understanding of such issues. This innovative work seeks new ways to foster learning beyond the textbook and lecture model, by using creative and new media, including graphic novels, animated films, hip-hop music, Twitter, and more. Discussing the opportunities these media offer to teach and engage students about politics, the work presents concrete ways on how to use them, along with teaching and assessment strategies, all tested in the classroom. The contributors are dedicated educators from various types of institutions whose essays span a variety of political topics and examine how non-traditional "texts" can promote critical thinking and intellectual growth among students in colleges and universities. The first of its kind to discuss a wide range of alternative texts and media, the book will be a valuable resource to anyone seeking to develop innovative curricula and engage their students in the study of politics.

This edited volume brings closer two contemporary science education research areas: Nature of Science (NOS) and Social Justice (SJ). It starts a dialogue on the characteristics of NOS for SJ with the purpose of advancing the existing discussion and creating new avenues for research. Using a variety of approaches and perspectives, the authors of the different chapters engage in a dialogue on the construct of NOS for SJ, its characteristics, as well as ways of addressing it in science classrooms. Issues addressed are related to why a school science aiming at SJ should address NOS; what NOS-related content, skills and attitudes form the basis when aiming at SJ; and how school science can address NOS for SJ. Through a set of theoretical and empirical chapters, the authors suggest answers, but they also pose new questions on what NOS for SJ can mean, and what issues need to be taken into consideration in future research and practice. Chapter "Nature of Science for Social Justice: Why, What and How?" is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com

This edited collection addresses the institutional context and social issues in which teaching the women's studies introductory course is embedded and provides readers with practical classroom strategies to meet the challenges raised. The collection serves as a resource and preparatory text for all teachers of the course including experienced teachers, less experienced teachers, new faculty, and graduate student teaching assistants. The collection will also be of interest to educational scholars of feminist and progressive pedagogies and all teachers interested in innovative practices.

The contributors discuss the larger political context in which the course has become a central representative of women's studies to a growing, although less feminist-identified, population. Increased enrollments and changes in student population are noted as a result, in part, of the popularity of Introduction to Women's Studies courses in fulfilling GED and diversity requirements. New forms of student resistance in a climate of backlash and changes in course content in response to internal and external challenges are also discussed. Evidence is provided for an emerging paradigm in the conceptualization of the introductory course as a result of challenges to racism, heterosexism, and classism in women's studies voiced by women of color and others in the 1980s and 1990s. Sensationalist charges that women's studies teachers, including those who teach the Introduction to Women's Studies course, are the academic shock troops of a monolithic feminism are challenged and refuted by the collection's contributors who share their struggles to make possible classrooms in which informed dialogue and disagreement are valued.

Offers a comprehensive treatment of Holocaust education, blending introductory material, broad perspectives and practical teaching case studies. This work shows how and why pupils should learn about the Holocaust.>

This book presents a collection of critical thinking that concern cultural, social and political issues for science education in the Nordic countries. The chapter authors describe specific scenarios to challenge persisting views, interrogate frameworks and trouble contemporary approaches to researching teaching and learning in science. Taking a point of departure in empirical examples from the Nordic countries the collection of work is taking a critical sideways glance at the Nordic education principles. Critical examinations target specifically those who are researching in the fields of science education research to question whether conventional research approaches, foci and theoretical approaches are sufficient in a world of science education that is neither politically neutral, nor free of cultural values. Attention is not only on the individual learner but on the cultural, social and political conditions and contexts in science education. The different chapters review debates and research in teacher education, school teaching and learning including when external stakeholders are involved. Even though the chapters are contextualized in Nordic settings there will be similarities and parallels that will be informative to the international science education research community.

The Common Core's language standards can seem overwhelming-students need to learn specific, complex grammar rules at each grade level. The Common Core Grammar Toolkit to the rescue! In this comprehensive guide, author Sean Ruday shows how you can make grammar instruction fun and meaningful. You will learn how to... Teach the Common Core's language standards for grades 9-12 by presenting each grammar rule as a useful writing tool. Use mentor texts-excerpts from great literature-to help students understand grammar in action. Promote metacognition along the way, so that students become responsible for their own learning. The book thoroughly covers how to teach the Common Core's language standards for grades 9-12, on topics such as varying syntax for effect, using domain-specific words and phrases, analyzing nuances in word meanings, using semicolons to link related clauses, and more. You'll learn how to present each of these grammar rules to your students as tools that will help them improve their writing. You'll also find resources designed to provide you with extra support, including reproducible classroom-ready charts and forms, an annotated bibliography of suggested mentor texts for each grammar rule, and a guide for teachers and administrators interested in using the book for group-based professional development. With The Common Core Grammar Toolkit, you'll have a clear game plan for encouraging your students to use language more purposefully and effectively.

An educational resource pack to accompany the titles in the Library of Wales series. This pack has been designed to help teachers introduce classic Welsh writing in English; aimed at students studying English GCSE and A Level.

A detailed study of the education and training of information professionals in China, including the People's Republic, Hong Kong, Macau, and Taiwan, offering insights into history, the present situation, and future scenarios. Chapters concentrate on educational and pedagogical matters in an apolitical fashion. Subjects include history of library science education, employment conditions of library school educators, and international cooperation in library science education. Includes a directory of library and information programs of higher education and a list of library conferences in China.

In today's volatile law school environment, curriculum reform has emerged as a significant focus. It is commonly understood that law schools effectively teach certain analytical skills, but are less successful in other areas, and often scramble to adapt to evolving aims. This book demonstrates how law schools are successfully reforming their curriculum - and lays the framework to show how all schools of law can engage in a continuous reform model that proactively shapes our profession. It is expected that faculty and professional staff engaged in legal education will utilize this book as a primary resource to guide their respective reform efforts. Each contributed chapter presents a case study of a data-driven curriculum reform effort. The initial chapters set the conceptual context for the book, while the final chapter offers summative recommendations for considering legal education reform as derived from the earlier case study chapters. This book adds significantly to the literature in legal education, as we gain first hand insight into evidence based reform for the legal education community.

In this book various scholars explore the material in science and science education and its role in scientific practice, such as those practices that are key to the curriculum focuses of science education programs in a number of countries. As a construct, culture can be understood as material and social practice. This definition is useful for informing researchers' nuanced explorations of the nature of science and inclusive decisions about the practice of science education (Sewell, 1999). As fields of material social practice and worlds of meaning, cultures are contradictory, contested, and weakly bounded. The notion of culture as material social practices leads researchers to accept that material practice is as important as conceptual development (social practice). However, in education and science education there is a tendency to ignore material practice and to focus on social practice with language as the arbiter of such social practice. Often material practice, such as those associated with scientific instruments and other apparatus, is ignored with instruments understood as "inscription devices", conduits for language rather than sources of material culture in which scientists share "material other than words" (Baird, 2004, p. 7) when they communicate new knowledge and realities. While we do not ignore the role of language in science, we agree with Barad (2003) that perhaps language has too much power and with that power there seems a concomitant loss of interest in exploring how matter and machines (instruments) contribute to both ontology and epistemology in science and science education.

This book discusses a significant area of mathematics education research in the last two decades and presents the types of semiotic theories that are employed in mathematics education. Following on the summary of significant issues presented in the Topical Survey, Semiotics in Mathematics Education, this book not only introduces readers to semiotics as the science of signs, but it also elaborates on issues that were highlighted in the Topical Survey. In addition to an introduction and a closing chapter, it presents 17 chapters based on presentations from Topic Study Group 54 at the ICME-13 (13th International Congress on Mathematical Education). The chapters are divided into four major sections, each of which has a distinct focus. After a brief introduction, each section starts with a chapter or chapters of a theoretical nature, followed by others that highlight the significance and usefulness of the relevant theory in empirical research.

A volume in International Review of History Education Series Editor Peter Lee, Rosalyn Ashby, Stuart Foster As educators in the United States and Europe develop national history standards for K-12 students, the question of what to do with national history canons is a subject of growing concern. Should national canons still be the foundation for the teaching of history? Do national canons develop citizenship or should they be modified to accommodate the new realities of globalization? Or should they even be discarded outright? These questions become blurred by the debates over preserving national heritages, by so-called 'history wars' or 'culture wars,' and by debates over which pedagogical frameworks to use. These canon and pedagogical debates often overlap, creating even more confusion. A misconceived ""skills vs. content"" debate often results. Teaching students to think chronologically and historically is not the same as teaching a national heritage or a cosmopolitan outlook. But what exactly is the difference? Policy-makers and opinion leaders often confuse the pedagogical desirability of using a 'framework' for studying history with their own efforts to reaffirm the centrality of national identity rooted in a vision of their nation's history as a way of inculcating citizenship and patriotism. These are the issues discussed in this volume."" Today's students are citizens of the world and must be taught to think in global, supranational terms. At the same time, the traditionalists have a point when they argue that the ideal of the nation-state is the cultural glue that has traditionally held society together, and that social cohesion depends on creating and inculcating a common national culture in the schools. From an educational perspective, the problem is how to teach chronological thinking at all. How are we to reconcile the social, political and intellectual realities of a globalizing world with the continuing need for individuals to function locally as citizens of a nation-state, who share a common past, a common culture, and a common political destiny? Is it a duty of history education to create a frame of reference, and if so, what kind of frame of reference should this be? How does frame-of-reference knowledge relate to canonical knowledge and the body of knowledge of history as a whole?

The distinction between functional categories and lexical categories is at the heart of present-day grammatical theory, in theories on language acquisition, code-switching and aphasia. At the same time, it has become clear, however, that there are many lexical items for which it is less easy to decide whether they side with the lexical categories or the functional ones. This book deals with the grammatical behavior of such in- between-categories, which are referred to here as "semi-lexical categories."

Visuospatial processing is key to learn and perform professionally in the domains of health and natural sciences. As such, there is accumulating research showing the importance of visuospatial processing for education in diverse health sciences (e.g., medicine, anatomy, surgery) and in many natural sciences (e.g., biology, chemistry, physics, geology). In general, visuospatial processing is treated separately as (a) spatial ability and (b) working memory with visuospatial stimuli. This book attempts to link these two research perspectives and present visuospatial processing as the cognitive activity of two components of working memory (mostly the visuospatial sketch pad, and also the central executive), which allows to perform in both spatial ability and working memory tasks. Focusing on university education in the fields of health sciences and natural sciences, the chapters in this book describe the abilities of mental rotation, mental folding, spatial working memory, visual working memory, among others, and how different variables affect them. Some of these variables, thoroughly addressed in the book, are sex (gender), visualizations, interactivity, cognitive load, and embodiment. The book concludes with a chapter presenting VAR, a battery of computer-based tests to measure different tasks entailing visuospatial processing. With contributions by top educational psychologists from around the globe, this book will be of interest to a broad array of readers across the disciplines.