Building Kids' Citizenship Through Community Engagement offers a compelling, empirically-based argument for giving young people opportunities to grow through productive involvement with their local community. Drawing on John Dewey's pragmatic frame of experience and concepts of bildung that inform educational practice in Europe, the book speaks directly to teachers and parents who are looking for a way to support young people in their efforts to become confident, self-directed citizens. Throughout, the book offers a paradigm for growth that counters the limits of narrow visions of schooling and equally thin out-of-school learning opportunities which serve to limit young people's potential. In framing the argument, veteran educator Bob Coulter draws on more than 30 years of experience that includes extensive work with youth as a classroom teacher and in a variety of other community-based efforts, as well as 18 years of work as a mentor to teachers and parents. Key themes running through Building Kids' Citizenship Through Community Engagement include a cogent argument in support of young people assuming an active, age-appropriate role as citizens, as well as a modern updating of Dewey's concept of experience that is suitable for a technological age. These theoretical ideas are made tangible through specific recommendations for productive uses of digital technology and a critical review of several frameworks that have proven useful for designing and evaluating the quality of kids' community-based learning experiences.

Building Kids' Citizenship Through Community Engagement offers a compelling, empirically-based argument for giving young people opportunities to grow through productive involvement with their local community. Drawing on John Dewey's pragmatic frame of experience and concepts of bildung that inform educational practice in Europe, the book speaks directly to teachers and parents who are looking for a way to support young people in their efforts to become confident, self-directed citizens. Throughout, the book offers a paradigm for growth that counters the limits of narrow visions of schooling and equally thin out-of-school learning opportunities which serve to limit young people's potential. In framing the argument, veteran educator Bob Coulter draws on more than 30 years of experience that includes extensive work with youth as a classroom teacher and in a variety of other community-based efforts, as well as 18 years of work as a mentor to teachers and parents. Key themes running through Building Kids' Citizenship Through Community Engagement include a cogent argument in support of young people assuming an active, age-appropriate role as citizens, as well as a modern updating of Dewey's concept of experience that is suitable for a technological age. These theoretical ideas are made tangible through specific recommendations for productive uses of digital technology and a critical review of several frameworks that have proven useful for designing and evaluating the quality of kids' community-based learning experiences.

Mobile Media Learning shares innovative uses of mobile technology for learning in a variety of settings. From camps to classrooms, parks to playgrounds, libraries to landmarks, Mobile Media Learning shows that exciting learning can happen anywhere educators can imagine. Join these educator/designers as they share their efforts to amplify spaces as learning tools by engaging learners with challenges, quests, stories, and tools for investigating those spaces.

The book of Revelation is one of the most intriguing books ever written. It contains many strange imageries. Unfortunately, most writers have given a literal interpretation to these imageries, causing much confusion. Instead of making the book more understandable, for multitudes of people writers have made the book more frightening. Consequently, the overwhelming majority of people don't believe we will ever understand the original intended message of the book of Revelation. This is unfortunate because God WANTS us to understand His message. That is why it exists. Revelation 1:1 says 'God sent and signified'. The greek word for signified (semaino) literally means 'to cause to be specific and clear'. God has something to say to us and He WANTS His message to be specific and clear. This book will accomplish that for you.We use imageries every day, expressions like 'thrown under the bus', 'step up to the plate', or 'smoking gun'. Imagine the confusion that would result if we tried to literalize these expressions in our conversations. The context of our conversation helps us to rightly apply these expressions. That is why this book will help you to understand the book of Revelation. This book begins by scripturally identifying the context of the book, then progresses forward to scripturally unravel the metaphoric meanings of the symbolic imageries. The result is a practical, understandable, relevant message from God pertaining to our day.This book deals specifically with the book sealed with seven seals. It will help you to understand what the seven-sealed book is and what God has to say to us through each seal, again both 'specifically and clearly', more specific and clear than you ever imagined. This book is going to help you to understand more of the book of Revelation than you ever thought possible. I guarantee it

"Network Science, A Decade Later"--the result of NSF-funded research that looked at the experiences of a set of science projects which use the Internet--offers an understanding of how the Internet can be used effectively by science teachers and students to support inquiry-based teaching and learning. The book emphasizes theoretical and critical perspectives and is intended to raise questions about the goals of education and the ways that technology helps reach those goals and ways that it cannot. The theoretical perspective of inquiry-based teaching and learning in which the book is grounded is consistent with the current discipline-based curriculum standards and frameworks.
The chapters in Part I, "State of the Art," describe the history and current practice of network science. Those in Part II, "Looking Deeply," extend the inquiry into network science by examining discourse and data in depth, using both empirical data and theoretical perspectives.
In Part III, "Looking Forward," the authors step back from the issues of network science to take a broader view, focusing on the question: How should the Internet be used--and not used--to support student learning? The book concludes with a reminder that technology will not replace teachers. Rather, the power of new technologies to give students both an overwhelming access to resources--experts, peers, teachers, texts, images, and data--and the opportunity to pursue questions of their own design, increases the need for highly skilled teachers and forward-looking administrators. This is a book for them, and for all educators, policymakers, students involved in science and technology education.
For more information about the authors, an archived discussions space, a few chapters that can be downloaded as PDF files, and ordering information, visit teaparty.terc.edu/book/