Teaching and Learning the English Language is a practical guide for anyone seeking to improve their teaching, whether through formal study or on their own. Richard Badger explores teaching English as a problem-solving activity in which teachers must address three fundamental questions: * what aspect of language do students need to learn; * how might they learn this particular aspect of language; * and how can teachers support their learning. Offering a solid, research-based approach along with sound practical advice, this book equips teachers with skills needed to analyse their own contexts and develop their practice. It covers: * Fundamentals of English language * Psychological and social learning processes * TESOL teaching methods and approaches * Lesson planning and classroom management * Language evaluation and assessment * Teaching pronunciation, spelling, grammar, vocabulary and discourse * Teaching listening, reading, writing and speaking * English teacher professional development Pedagogical features include chapter summaries, activities for students and key readings recommendations, and the book is also supported by online resources: video case studies, additional exercises and multiple choice quizzes. Including numerous international lesson examples and case studies, Teaching and Learning English Language is suitable for both trainee and practising teachers who speak English as a first, second or foreign language.

A volume in Research on Women and Education (RWE) Series Editors Beverly Irby, Sam Houston State University and Janice Koch, Hofstra University Encouraging the participation of girls and women in science, technology, engineering and mathematics (STEM) remains as vital today as it was in the 1970s. ... hence, the sub-title: "A Never Ending Story." This volume is about ongoing advocacy on behalf of the future workforce in fields that lie on the cutting edge of society's future. Acknowledging that deeply embedded beliefs about social and academic entitlement take generations to overcome, the editors of this volume forge forward in the knowledge that these chapters will resonate with readers and that those in positions of access will learn more about how to provide opportunities for girls and women that propel them into STEM fields. This volume will give the reader insight into what works and what does not work for providing the message to girls and women that indeed STEM fields are for them in this second decade of the 21st century. Contributions to this volume will connect to readers at all levels of STEM education and workforce participation. Courses that address teaching and learning in STEM fields as well as courses in women's studies and the sociology of education will be enhanced by accessing this volume. Further, students and scholars in STEM fields will identify with the success stories related in some of these chapters and find inspiration in the ways their own journeys are reflected by this volume.

This book argues that integrating artistic contributions - with an emphasis on culture and language - can make Science, Technology, Engineering and Mathematics (STEM) subjects more accessible, and therefore promote creativity and innovation in teaching and learning at all levels of education. It provides tools and strategies for managing interdisciplinary learning and teaching based on successful collaborations between researchers, practitioners and artists in the fields of the Arts and STEM subjects. Based on contributions by educators, scientists, scholars, linguists and artists from around the globe, the book highlights how we can demonstrate teamwork and collaboration for innovation and creativity in STEAM subjects in the classroom and beyond. The book reflects the core of human rights education, using local languages and local knowledge through art as a tool for teaching human rights at school, and bringing to light questions on diversity, ecology, climate change, environmental issues, health and the future of human beings, as well as power relations between non-dominant (minorities) and dominant (the majority) groups in society.

This book offers a detailed look into the how and what of mathematics instruction in Singapore. It presents multiple aspects of mathematics instruction in schools, ranging from the unique instructional core, practices that promote mastery, development of conceptual knowledge through learning experiences, nurturing of positive attitudes, self-regulation of learning and development and use of instructional materials for making connections across mathematical ideas, developing mathematical reasoning, and developing fluency in applying mathematical knowledge in problem solving.The book presents a methodology that is successful in documenting classroom instruction in a comprehensive manner. The research findings illuminate instruction methods that are culturally situated, robust and proven to impact student learning. It demonstrates how a unique data source can be analysed through multiple lenses and provides readers with a rich portrait of how the school mathematics instruction is enacted in Singapore secondary schools.

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.

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.

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.

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.

The title of the book is Critique as Uncertainty. Thus Ole Skovsmose sees uncertainty as an important feature of any critical approach. He does not assume the existence of any blue prints for social and political improvements, nor that certain theoretical structures can provide solid foundations for a critical activities. For him critique is an open and uncertain activity. This also applies to critical mathematics education. Critique as Uncertainty includes papers Ole Skovsmose already has published as well as some newly written chapters. The book addresses issues about: landscapes of investigations, students' foregrounds, mathematics education and democracy, mathematics and power. Finally it expresses concerns of a critical mathematics education.

Skill Builders are great tools for keeping children current during the school year or preparing them for the next grade level. A variety of fun and challenging activities provides students with practice and helps introduce basic skills to new learners. This full-color workbook contains appropriate passages and exercises based on national standards for third grade to help ensure that children master reading comprehension skills before progressing. Skill Builders combines entertaining and interactive activities with eye-catching graphics to make learning and reviewing fun and effective. The compact 6" x 9" size makes this book perfect for school, at home, or on the go. It features 80 perforated, reproducible pages and an answer key.

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.

180 Days of Geography is a fun and effective daily practice workbook designed to help students learn about geography. This easy-to-use third 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 will explore a new topic focusing on map skills, applying information and data, and connecting what they have learned. Watch students build confidence as they learn about location, place, human-environment interaction, movement, and regions 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.

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.

Inquiry pedagogy was promoted heavily by John Dewey in the early 1900s as he described how students should not only learn about science, but also participate in problem-solving and scientific practices as part of their education. Sixty years later, the National Science Education Standards (NSES) were published (National Research Council, 1996) echoing Dewey's recommendations for educators to teach science less didactically and to include the development of critical thinking in a variety of ways - including scientific inquiry. The NSES (pg. 31) stated, "Inquiry into authentic questions generated from student experiences is the central strategy for teaching science." Despite emphasis placed upon inquiry teaching practices in the ebb and flow of conversations over the last century, science educators still struggle to move current and future educators to a place where inquiry pedagogy is a regular part of what happens as part of science learning in the classroom. This is a multifaceted issue facing us with factors inhibiting inquiry teaching practices including the lack of prior experiences learning through inquiry, the pressures of high-stakes standardized tests that seemingly do not support inquiry learning, and other school culture issues that exist. Most science majors who are inspired to become teachers of children learning science have experienced very didactic or traditional forms of learning throughout their educational careers. These science majors, a relatively small group of U.S. students, have experienced a type of success in learning about science that is not necessarily paralleled by their peers who were not successful in science classes. This dilemma poses a problem for science educators as we work to include science "for all Americans" making science accessible to all students -- not only the few who later enter science careers. These same science majors, some of who become preservice science teachers, are often resistant to new types of teaching as they have felt personal success in learning science traditionally through textbook reading and verification labs and are hesitant to teach in any other way than how they were taught. This book examines secondary science preservice teachers as they reflect upon their teaching practices, their educational philosophies, and their student teaching experiences as they attempt to teach using inquiry pedagogy. Little research literature exists that follows preservice teachers through their development in a science education program as they are challenged in learning how to teach using inquiry pedagogy. This book highlights the successes and struggles as told by preservice teachers through their writing and interviews. Additionally, as part of their student teaching, the preservice teachers were asked to submit a video showing evidence of inquiry pedagogy in their classrooms. The lesson plans and video data were analyzed to determine whether or not the preservice teachers were indeed attempting to teach science content through inquiry. The lessons learned include the importance of the influential teacher-mentor, as well as the need for science educators to provide repeated, sustained, and guided inquiry experiences for preservice science teachers. Inquiry Pedagogy and the Preservice Science Teacher is an important book for those who are studying and researching about inquiry pedagogy in science education.

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.