Research on history instruction and learning is emerging as an exciting new field of inquiry. The editors prepared this volume because the field is at an important moment in its development -- a stage where there is research of sufficient depth and breadth to warrant a collection of representative pieces. The field of research on history teaching and learning connects with both traditional research on social studies and with recent cognitive analyses of domains such as mathematics and physics. However, the newer research goes beyond these activities as well. Where traditional research approaches to social studies instruction and learning have focused on curriculum, they have avoided the study of purely disciplinary features, the textual components of history and the concomitant demands, as well as the nature of various learners. Where recent cognitive analyses of mathematics and physics have dealt with misconceptions and knowledge construction, they have avoided topics such as perspective-taking, interpretation, and rhetorical layerings. The new work, by contrast, has been concerned with these issues as well as the careful analyses of the nature of historical tasks and the nature of disciplinary and instructional explanations. The lines of research presented in these chapters are both compelling and diverse and include a range of topical questions such as: * What affects the quality of teaching? * How are historical documents interpreted in the writing of history? * How is history explained? * What are the classroom demands on an elementary school social studies teacher? * What does text accomplish or fail to accomplish in educational settings? * How do teachers think about particular topics for history teaching? Although much of the research reflects a grounding in, or the influence of, cognitive psychology, not all of it derives from that tradition. Traditions of rhetoric, curriculum analysis, and developmental psychology are also woven throughout the chapters. The editors envision this volume as a contribution to educational research in a subject matter, and as a tool for practitioners concerned with the improvement of instruction in history. They also anticipate that it will contribute to cognitive science.

Research on history instruction and learning is emerging as an exciting new field of inquiry. The editors prepared this volume because the field is at an important moment in its development -- a stage where there is research of sufficient depth and breadth to warrant a collection of representative pieces.
The field of research on history teaching and learning connects with both traditional research on social studies and with recent cognitive analyses of domains such as mathematics and physics. However, the newer research goes beyond these activities as well. Where traditional research approaches to social studies instruction and learning have focused on curriculum, they have avoided the study of purely disciplinary features, the textual components of history and the concomitant demands, as well as the nature of various learners. Where recent cognitive analyses of mathematics and physics have dealt with misconceptions and knowledge construction, they have avoided topics such as perspective-taking, interpretation, and rhetorical layerings. The new work, by contrast, has been concerned with these issues as well as the careful analyses of the nature of historical tasks and the nature of disciplinary and instructional explanations.
The lines of research presented in these chapters are both compelling and diverse and include a range of topical questions such as:
* What affects the quality of teaching?
* How are historical documents interpreted in the writing of history?
* How is history explained?
* What are the classroom demands on an elementary school social studies teacher?
* What does text accomplish or fail to accomplish in educational settings?
* How do teachers think about particular topics for history teaching?
Although much of the research reflects a grounding in, or the influence of, cognitive psychology, not all of it derives from that tradition. Traditions of rhetoric, curriculum analysis, and developmental psychology are also woven throughout the chapters. The editors envision this volume as a contribution to educational research in a subject matter, and as a tool for practitioners concerned with the improvement of instruction in history. They also anticipate that it will contribute to cognitive science.

Hundreds of thousands of teachers have used this highly practical guide to help K-12 students enlarge their vocabulary and get involved in noticing, understanding, and using new words. Grounded in research, the book explains how to select words for instruction, introduce their meanings, and create engaging learning activities that promote both word knowledge and reading comprehension. The authors are trusted experts who draw on extensive experience in diverse classrooms and schools. Sample lessons and vignettes, children's literature suggestions, "Your Turn" learning activities, and a Study Guide for teachers enhance the book's utility as a classroom resource, professional development tool, or course text. The Study Guide can also be downloaded and printed for ease of use (www.guilford.com/beck-studyguide). New to This Edition *Reflects over a decade of advances in research-based vocabulary instruction. *Chapters on vocabulary and writing; assessment; and differentiating instruction for struggling readers and English language learners, including coverage of response to intervention (RTI). *Expanded discussions of content-area vocabulary and multiple-meaning words. *Many additional examples showing what robust instruction looks like in action. *Appendix with a useful menu of instructional activities. See also the authors' Creating Robust Vocabulary: Frequently Asked Questions and Extended Examples, which includes specific instructional sequences for different grade ranges, as well as Making Sense of Phonics, Second Edition: The Hows and Whys, by Isabel L. Beck and Mark E. Beck, an invaluable resource for K-3.

'Brokering Democracy in Africa' examines the achievements & limitations of democratization in Senegal, & Africa more broadly, as a result of the continuing political culture of clientelism.

Includes CD with 40 selections of music and chants. See Table of Contents for CD track playlist.

This innovative book explores religion through music, one of the most universally recognized forms of human experience. The only art form named after a divinity, music has been documented from prehistory to the present age in virtually all known cultures. For many, music is a vehicle for spiritual growth and community empowerment, whether it's understood as a gift of the gods or simply a practice for achieving mental states conducive to enlightenment.

Traditionally, when religious scholars talk about music, it's as a kind of aesthetic supplement to the important spiritual content of a religion, analogous to stained-glass windows or temple paintings. In contrast, "Sacred Sound: Experiencing Music in World Religions" acknowledges the critical role of musical activity in religious life. Music, including chant and vocal utterance, is not incidental in religious practice but a sacred treasure that is central to the growth and sustenance of religions throughout the world. Musical sound is sacred in most religions because it embodies the divine and can be shared by all participants, enduring among diverse communities of people despite theological differences.

Covering six of the major world religionsJudaism, Christianity, Islam, Hinduism, Sikhism, and Buddhism--the book is accompanied by a CD of forty selections of music and chant. Contributors are respected scholars in religious studies and musicology and provide insight from both disciplines. The first book of its kind, "Sacred Sound" is a milestone in the growing cross-disciplinary study of religion and music.

Bringing Words to Life has enlivened the classrooms of hundreds of thousands of teachers. Responding to readers' success stories, practical questions, and requests for extended examples, this ideal volume builds on the groundbreaking work of Bringing Words to Life. The authors present additional tools, tips, and detailed explanations of such questions as which words to teach, when and how to teach them, and how to adapt instruction for English language learners. They provide specific instructional sequences, including assessments, for grades K-2, 3-5, 6-8, and 9-12, as well as interactive lesson planning resources. Invaluable appendices feature engaging classroom activities and a comprehensive list of children's books and stories with suggested vocabulary for study. See also the authors' Bringing Words to Life, Second Edition: Robust Vocabulary Instruction, the authoritative guide to research-based vocabulary instruction, as well as Making Sense of Phonics, Second Edition: The Hows and Whys, by Isabel L. Beck and Mark E. Beck, an invaluable resource for K-3.

This book examines the achievements and limitations of democratization in Senegal - and Africa more broadly - as a result of the continuing political culture of clientelism.

This bestselling book provides indispensable tools and strategies for explicit, systematic phonics instruction in K-3. Teachers learn effective ways to build students' decoding skills by teaching letter-sound relationships, blending, word building, multisyllabic decoding, fluency, and more. The volume is packed with engaging classroom activities, many specific examples, and research-based explanations. It offers a complete phonics assessment and clear guidelines for sequencing instruction to give every student a strong foundation for reading. More than 30 reproducible forms and word lists are included in the appendices; the companion website features a wealth of supplemental teaching resources. New to This Edition Six additional chapters covering key topics, including assessment, phonemic awareness, orthography, and automaticity. A complete phonics assessment with administering and scoring guidelines. Companion website with rich supplemental resources, including word/syllable cards, assessment tools, and illustrated stories featuring target words, which teachers can project or print for classroom use. More classroom examples and Your Turn activities, plus expanded word lists.

This practical K-12 teacher resource explains the "whats," "whys," and "how-tos" of using Questioning the Author (QtA), a powerful approach for enhancing reading comprehension and engagement. Thorough yet concise, the book shows how to plan lessons using both narrative and expository texts, formulate open-ended Queries, and guide class discussions around them. The authors discuss how QtA has evolved over many years of classroom application and include innovative ideas for integrating vocabulary instruction and writing prompts into QtA lessons. Also provided are steps for gradually transitioning from teacher-led instruction to independent reading. The book features extended examples of teachers implementing QtA, as well as four complete texts that can be downloaded and printed for classroom use.

Halten Sie Ihr Fachwissen up-to-date 24 BeitrAge aktueller Themen aus der Facharztzeitschrift ""Der GynAkologe"" stellen die Grundlage fA1/4r Ihre Fort- und Weiterbildung dar, u.a.:
- Intrauterine Wachstumsretardierung;
- NotfAlle in der Geburtshilfe;
- AbklArung eines Adnexbefundes;
- Behandlung der gestArten Ovarialfunktion.
Mit diesen didaktisch hervorragend aufgearbeiteten BeitrAgen kAnnen Sie sich optimal auf die FacharztprA1/4fung vorbereiten: PrA1/4fer wie GeprA1/4fte. Ein Werk, das Ihre Fachkompetenz als GynAkologe in der tAglichen Arbeit unterstA1/4tzt.

Aus dem interdisziplinaren Gesprach zwischen Wissenschaftlern und Klinikern der Fachgebiete Anasthesiologie, Geburtshilfe, Gynakologie und Padiatrie entstanden die Beitrage dieses Buches, die den aktuellen Stand der geburtshilflich-gynakologischen Anasthesie und Intensivmedizin widerspiegeln. Die anasthesiologische Betreuung der Schwangeren zur Geburt oder zur operativen Entbindung erfordert Wissen um spezifische Probleme. Eine Absprache zwischen Geburtshelfer und Anasthesisten uber das Vorgehen im Normalfall und in Risikosituationen ist dringend erforderlich. Die Beurteilung und Erstversorgung des Neugeborenen schliesst das geburtshilfliche Kapitel ab. Die Besonderheiten der Anasthesie in der Gynakologie beziehen sich besonders auf Kurzeingriffe. Hier ist die rasche postoperative Kooperationsfahigkeit ebenso zu gewahrleisten wie die kurzfristig notwendige tiefe Narkose und Analgesie. Das Buch eignet sich hervorragend zur Weiter- und Fortbildung und beleuchtet auch offene Fragen, die fur weitere intensive klinisch-experimentelle Forschung Anregung geben.

Das in jtingster Zeit standig wachsende Interesse am Themenkreis der Anaesthesie in der Geburtshilfe betrifft vor allem das Ge- biet der Regionalanaesthesie. Die hierbei verwendeten Lokalanaesthetica treten je nach ihren pharmakologischen Eigenschaften und nach der Applikationsart in unterschiedlichem MaBe diaplazentar auf das Kind tiber und kan- nen z. T. betrachtliche Nebenwirkungen beim Fetus und Neugebo- renen hervorrufen. Das Bemtihen um graBere Sicherheit ftir Mutter und Kind richtete sich in den letzten Jahren vor allem auf technische Verbesserun- gen der angewandten Verfahren sowie auf die Entwicklung neuer Lokalanaesthetica. Dieses Bemtihen war auch das Hauptanliegen des Dtisseldorfer Symposiums, auf dem Pharmakologen, Anaesthesiologen sowie Gyna- kologen und Geburtshelfer gemeinsam die pharmakologischen und klinischen Fragestellungen der Regionalanaesthesie in der Ge- burtshilfe am Beispiel des neuen Lokalanaestheticums Carticain (Ultracain) erarbeiteten. Der vorliegende Bericht mage einen Beitrag dazu leisten, die Anaesthesie in der Geburtshilfe zu fardern und sie ftir Mutter und Kind gleichermaBen sicher zu machen.

Die Grunde, die zur Abtrennung der Abschnitte "Formen und Giessen" und damit zur Teilung des zweiten Bandes (Betriebstechnik) der ersten Auflage dieses Handbuches gefuhrt haben, sind bereits im Vorwort zum zweiten Band der zweiten Auflage dargelegt worden. So sind aus den drei Banden, auf die das ganze Werk ursprunglich angelegt war, deren vier geworden, und es wird der sich in Vorbereitung befindende vierte Band mit seinem in der Hauptsache den Entwurf von Giessereianlagen, die Kalkulation der Gussstucke und die Organisation der Giesserei angehenden Inhalt den Schlussband bilden. Der grossere Rest des zweiten Bandes der ersten Auflage ist im vorliegenden dritten Bande "Schmelzen, Nacharbeiten und Nebenbetriebe" zusammengefasst. Auch hier galt es, die zahlreichen Neuerungen des letzten Jahrzehnts ihrer Bedeutung gemass zu berucksichtigen, gleichzeitig den von der Kritik bei der ersten Auflage ausgesprochenen Wunschen gerecht zu werden, sowie die in abgerundeter Form geschriebenen Einzel abhandlungen aufeinander abzustimmen. Eine durchgreifende Neubearbeitung und Erganzung durch die ursprunglichen Ver fasser haben erfahren die Abschnitte uber das Schmelzen im Tiegel (I) und im Giesserei schachtofen (II), uber Kleinbessemerei (V), Gussputzerei (VIII), Behandlung der Ober flache und Veredlung der Eisengusswaren (IX), Aufbereitung und Mischung der Form stoffe (XII), und uber Modelle und ihre Anfertigung (XIII), wahrend die Abschnitte uber das Schmelzen im Flammofen (III), im Siemens-Martin-Ofen (IV) und im Elektro ofen (VI), dazu uber die Darstellung des Tempergusses (VII) von anderen Verfassern vollkommen neu geschrieben wurden. Hinzugekommen sind die Abschnitte uber Warme behandlung von Stahlguss (X) und uber Schweissen von Gusseisen- und Stahlguss stucken (XI)."