Programs like philosophy for children, reciprocal teaching, problem based learning and computerized games can help students’ critical and creative thinking skills, but which are most effective? This research-to practice book showcases how you can improve the thinking (cognition) of your students, across the curriculum and beyond. Each chapter focuses on a particular program, describes the method and background research, offers examples, and explains key processes in implementation. You'll learn about thinking programs within a subject, across the curriculum, outside the curriculum, and those which can be either within or outside the curriculum, so you can choose a program which suits your context. You’ll also find out what to consider when evaluating a thinking skills program. And finally, you’ll discover shared features of the methods—such as peer interaction, discourse, argumentation, scaffolding, and transfer—so you can see the commonalities of the programs and think about designing your own approaches. Whether you’re a classroom teacher, department head, or other key stakeholder, this powerful resource will help you determine what really works for teaching thinking, so your students can apply such skills and thrive long after they’ve left school. Note: This book is part of a set; a companion book focuses on programs for teaching metacognition, or thinking about thinking.

Programs like philosophy for children, reciprocal teaching, problem based learning and computerized games can help students’ critical and creative thinking skills, but which are most effective? This research-to practice book showcases how you can improve the thinking (cognition) of your students, across the curriculum and beyond. Each chapter focuses on a particular program, describes the method and background research, offers examples, and explains key processes in implementation. You'll learn about thinking programs within a subject, across the curriculum, outside the curriculum, and those which can be either within or outside the curriculum, so you can choose a program which suits your context. You’ll also find out what to consider when evaluating a thinking skills program. And finally, you’ll discover shared features of the methods—such as peer interaction, discourse, argumentation, scaffolding, and transfer—so you can see the commonalities of the programs and think about designing your own approaches. Whether you’re a classroom teacher, department head, or other key stakeholder, this powerful resource will help you determine what really works for teaching thinking, so your students can apply such skills and thrive long after they’ve left school. Note: This book is part of a set; a companion book focuses on programs for teaching metacognition, or thinking about thinking.

In the early 1980s, concern about disruptive behaviour in secondary schools had grown, being variously regarded as a symptom of a decaying society or as a failure on the teachers' part. One response was to 'throw money' at the problem and various different kinds of special schools and units had been devised to deal with disruptive adolescent pupils. Yet there was little systematic evaluation of the different options - particularly in terms of cost effectiveness. Originally published in 1983, this book reviews all the available research on 21 alternative systems for the education of disruptive adolescents at the time. These range from the highly expensive residential special schools to on-site adaptations which involve no extra cost. Most are based on developments in Britain and the United States and the author concludes in favour of many of the less sophisticated systems. This book will be interesting historical reading for workers and students in educational psychology, special education and educational policy.

This volume is the record of a workshop on differential equations and the Stokes phenomenon, held in May 2001 at the University of Groningen. It contains expanded versions of most of the lectures given at the workshop. To a large extent, both the workshop and the book may he regarded as a sequel to a conference held in Groningen in 1995 which resulted in the book The Stokes Phenomenon and Hilbert's 16th Problem (B L J Braaksma, G K Immink and M van der Put, editors), also published by World Scientific (1996).

Both books offer a snapshot concerning the state of the art in the areas of differential, difference and q-difference equations. Apart from the asymptotics of solutions, Painleve properties and the algebraic theory, new topics addressed in the second book include arithmetic theory of linear equations, and Galois theory and Lie symmetries of nonlinear differential equations.

A Teacher's Guide to Philosophy for Children provides educators with the process and structures to engage children in inquiring as a group into 'big' moral, ethical and spiritual questions, while also considering curricular necessities and the demands of national and local standards. Based on the actual experiences of educators in diverse and global classroom contexts, this comprehensive guide gives you the tools you need to introduce philosophical thinking into your classroom, curriculum and beyond. Drawing on research-based educational and psychological models, this book highlights the advantages gained by students who regularly participate in philosophical discussion: from building cognitive and social/emotional development, to becoming more informed citizens. Helpful tools and supplementary online resources offer additional frameworks for supporting and sustaining a higher level of thinking and problem-solving among your students. This practical guide is essential reading for teachers, coaches and anyone wondering how you can effectively teach philosophy in your classroom.

This little book is written in the first place for students in technical colleges taking the National Certificate Courses in Applied Physics; it is hoped it will appeal also to students of physics, and pernaps chemistry, in the sixth forms of grammar schools and in the universltIes. For wherever experimental work in physics, or in science generally, is undertakcn the degree of accuracy of the measurements, and of the res, lts of the experiments, must be of the first importance. Every teacher of experimental physics knows how "results" given to three or four decimal plaees are often in error in the first place; students suffer from "delusions of accuracy. " At a higher level too, more experieneed workers sometimes claim a degree of accuracy which cannot be justified. Perhaps a considera tion of the topics discussed in this monograph will stimulate in students an attitude to experimental results at onee more modest and more profound. The mathematical treatment throughout has been kept as simple as possible. It has seemed advisable, however, to explain the statistical concepts at the basis of the main considerations, and it is hoped that Chapter 2 contains as elementary an account of the leading statistical ideas involved as is possible in such small compass. It is a necessary link between the simple introduction to the nature and estimation of errors given in Chapter 1, and the theory of errors discussed in Chapter 3."

Three large-scale field experiments were conducted on the Colorado River downstream from Glen Canyon Dam in 1996, 2004, and 2008 to evaluate whether artificial (that is, controlled) floods released from the dam could be used in conjunction with the sand supplied by downstream tributaries to rebuild and sustainably maintain eddy sandbars in the river in Grand Canyon National Park. Higher suspended-sand concentrations during a controlled flood will lead to greater eddy-sandbar deposition rates. During each controlled flood experiment, sediment-transport and bed-sediment data were collected to evaluate sediment-supply effects on sandbar deposition. Data collection substantially increased in spatial and temporal density with each subsequent experiment. The suspended- and bed-sediment data collected during all three controlled-flood experiments are presented and analyzed in this report. Analysis of these data indicate that in designing the hydrograph of a controlled flood that is optimized for sandbar deposition in a given reach of the Colorado River, both the magnitude and the grain size of the sand supply must be considered. Because of the opposing physical effects of bed-sand area and bed-sand grain size in regulating suspended-sand concentration, larger amounts of coarser sand on the bed can lead to lower suspended-sand concentrations, and thus lower rates of sandbar deposition, during a controlled flood than can lesser amounts of finer sand on the bed. Although suspended-sand concentrations were higher at all study sites during the 2008 controlled-flood experiment (CFE) than during either the 1996 or 2004 CFEs, these higher concentrations were likely associated with more sand on the bed of the Colorado River in only lower Glen Canyon. More sand was likely present on the bed of the river in Grand Canyon during the 1996 CFE than during either the 2004 or 2008 CFEs. The question still remains as to whether sandbars can be sustained in the Colorado River in Grand Canyo

This is a practical handbook for teachers and parents which demonstrates the Paired Maths method for parental involvement and peer tutoring with children aged four to fourteen years. It provides a brief introduction to the rationale, materials, organization and evaluation of the method and many photocopiable resources. The photocopiable mathematics games included are particularly suitable for children aged nine to twelve years, especially when involved in cooperative learning or peer tutoring in schools or study centers, but they are also useful for parental involvement with younger children and with older children who have difficulty with mathematics.

The fifth edition of General, Organic, and Biochemistry is designed to help undergraduate health-related majors, and students of all other majors, understand key concepts and appreciate the significant connections between chemistry, health, disease, and the treatment of disease. This text continues to strike a balance between theoretical and practical chemistry, while emphasizing material that is unique to health-related studies..

Designed for the one- or two-semester course, the text has an easy-to-follow problem-solving pedagogy, vivid illustrations, and engaging applications. The updating of the art program throughout, along with many new questions, problems, and discussion topics, continues to make this book appealing to students and instructors alike..