|
Showing 1 - 25 of
103 matches in All Departments
Unlike some other reproductions of classic texts (1) We have not
used OCR(Optical Character Recognition), as this leads to bad
quality books with introduced typos. (2) In books where there are
images such as portraits, maps, sketches etc We have endeavoured to
keep the quality of these images, so they represent accurately the
original artefact. Although occasionally there may be certain
imperfections with these old texts, we feel they deserve to be made
available for future generations to enjoy.
Unlike some other reproductions of classic texts (1) We have not
used OCR(Optical Character Recognition), as this leads to bad
quality books with introduced typos. (2) In books where there are
images such as portraits, maps, sketches etc We have endeavoured to
keep the quality of these images, so they represent accurately the
original artefact. Although occasionally there may be certain
imperfections with these old texts, we feel they deserve to be made
available for future generations to enjoy.
Unlike some other reproductions of classic texts (1) We have not
used OCR(Optical Character Recognition), as this leads to bad
quality books with introduced typos. (2) In books where there are
images such as portraits, maps, sketches etc We have endeavoured to
keep the quality of these images, so they represent accurately the
original artefact. Although occasionally there may be certain
imperfections with these old texts, we feel they deserve to be made
available for future generations to enjoy.
Unlike some other reproductions of classic texts (1) We have not
used OCR(Optical Character Recognition), as this leads to bad
quality books with introduced typos. (2) In books where there are
images such as portraits, maps, sketches etc We have endeavoured to
keep the quality of these images, so they represent accurately the
original artefact. Although occasionally there may be certain
imperfections with these old texts, we feel they deserve to be made
available for future generations to enjoy.
Unlike some other reproductions of classic texts (1) We have not
used OCR(Optical Character Recognition), as this leads to bad
quality books with introduced typos. (2) In books where there are
images such as portraits, maps, sketches etc We have endeavoured to
keep the quality of these images, so they represent accurately the
original artefact. Although occasionally there may be certain
imperfections with these old texts, we feel they deserve to be made
available for future generations to enjoy.
The Heart and Mind in Teaching: Pedagogical Styles Through the Ages
provides an important historical context for an issue confronting
every American teacher, administrator, student, parent, and
citizen. As the art of teaching is rapidly replaced by formulas,
clinical studies, and one-size-fits-all scientific pedagogy, it is
important to ask the question, "How did we get here?" Authors
Alyssa Magee Lowery and William Hayes trace the history of teaching
from Greek philosophy to twenty-first century educational issues in
an effort to provide some perspective in the long art versus
science debate, ultimately finding that the two components may be
able to coexist peacefully.
The Heart and Mind in Teaching: Pedagogical Styles Through the Ages
provides an important historical context for an issue confronting
every American teacher, administrator, student, parent, and
citizen. As the art of teaching is rapidly replaced by formulas,
clinical studies, and one-size-fits-all scientific pedagogy, it is
important to ask the question, "How did we get here?" Authors
Alyssa Magee Lowery and William Hayes trace the history of teaching
from Greek philosophy to twenty-first century educational issues in
an effort to provide some perspective in the long art versus
science debate, ultimately finding that the two components may be
able to coexist peacefully.
All New Real-Life Case Studies for Teachers is an up-to-date series
of case studies or situations which can be used in both
undergraduate and graduate teacher education classes, either as a
main text or a supplementary text. In addition, it provides an
excellent tool for in-service opportunities for experienced
teachers at every level. Issues dealing with everything from the
impact of the federal laws to choosing a graduate's first teaching
job are included. Each situation outlines a problem that teachers
could face at any level or in any subject matter. Case studies have
proven to be an important element in the education of professionals
in areas such as law, accounting, business, as well as in school
administration. Using this teaching technique for future teachers
can only enhance their education.
While few would quarrel with the goal of the No Child Left Behind
legislation, the nation is badly divided over whether the law is
having a positive effect on our schools. At the same time, it is
also true that most Americans, including many professional
educators, have only a limited understanding of the content and
scope of the legislation. As we are currently engaged in a national
debate about the future role of the federal government in the field
of education, it is essential that people become better informed
about the history, content, and results of No Child Left Behind.
This book is a valuable tool informing the current discussion on
the reauthorization of the law. As a result, the reader will be
better able to make up his own mind as to the direction we should
take as a nation in pursuing the noble objective of ensuring that
no child is left behind.
It is the purpose of this book to examine the ever-changing meaning
of the term "liberal arts" and to trace its development from
antiquity to the present. In doing so, the text will compare and
contrast the values of such an education with the other important
objective of schools and colleges, which is to prepare students
with appropriate occupational training. The book will highlight the
arguments of both points of view. In doing so, attention will be
paid to the contributions to society of those who have been exposed
to a variety of educational curricula. As part of the study, the
impact of the community college will be considered, along with the
impact of recent initiatives such as the Nation at Risk Report, No
Child Left Behind, Race to the Top, and the Common Core. Finally,
the text will conclude with an attempt to suggest the direction
that will determine the fate of liberal arts in schools and
colleges.
It is the purpose of this book to examine the ever-changing meaning
of the term "liberal arts" and to trace its development from
antiquity to the present. In doing so, the text will compare and
contrast the values of such an education with the other important
objective of schools and colleges, which is to prepare students
with appropriate occupational training. The book will highlight the
arguments of both points of view. In doing so, attention will be
paid to the contributions to society of those who have been exposed
to a variety of educational curricula. As part of the study, the
impact of the community college will be considered, along with the
impact of recent initiatives such as the Nation at Risk Report, No
Child Left Behind, Race to the Top, and the Common Core. Finally,
the text will conclude with an attempt to suggest the direction
that will determine the fate of liberal arts in schools and
colleges.
For more than one hundred years, the United States has been the
scene of academic warfare between traditional and progressive
educators. During most of our nation's history, many Americans have
assumed that the primary purpose of school is to pass on to
children the information and skills necessary to survive in our
society. This traditional view accepts the fact that a teacher's
task is to inform children as to what they should know. Officials
at the state and local level determine the content of students'
education, and it is the teacher's job to ensure that the content
is taught. Even before the beginning of the twentieth century, John
Dewey and others introduced a different model. They believed that
students learn best "by doing" not by being passive listeners. For
progressive educators, the teacher's role was to be a facilitator
of learning in classrooms where students' interest helped to
provide appropriate developmental learning experience. This new
approach to education has greatly affected our schools during the
past century. More recently, we have seen the emergence in American
education of four initiatives that have threatened the continued
influence of progressive education. They include the "back to
basics movement," mandated state curriculum standards, high-stakes
testing, and school accountability. Despite these trends, there
appears to be several factors that might lead one to conclude that
progressive education is remaining a viable approach in the United
States. This book considers these factors as well as past, present,
and possible future of the progressive education movement.
As we consider the current status of educational reform, it is
clear that the United States lacks a clear vision as to how to
improve our schools. In the recent past, we have been able to gain
support for ideas such as the need for special education programs,
free and reduced lunches, pre-school programs, and equal
educational opportunities for both boys and girls. While programs
such as these were possible because of a national consensus, our
challenge today is to agree on the way to move forward. Although it
is most obvious in our inability to act on No Child Left Behind,
the failure to define a common vision is true of many other issues
in the field of education. Without an agreed-upon vision which
includes the support of those working in our schools, true reform
will be extremely difficult. The purpose of this book is to help
the reader understand our differences and to suggest a way that we
can reach a consensus on education reform.
As we consider the current status of educational reform, it is
clear that the United States lacks a clear vision as to how to
improve our schools. In the recent past, we have been able to gain
support for ideas such as the need for special education programs,
free and reduced lunches, pre-school programs, and equal
educational opportunities for both boys and girls. While programs
such as these were possible because of a national consensus, our
challenge today is to agree on the way to move forward. Although it
is most obvious in our inability to act on No Child Left Behind,
the failure to define a common vision is true of many other issues
in the field of education. Without an agreed-upon vision which
includes the support of those working in our schools, true reform
will be extremely difficult. The purpose of this book is to help
the reader understand our differences and to suggest a way that we
can reach a consensus on education reform.
What's Ahead in Education?: An Analysis of the Policies of the
Obama Administration illuminates the educational views of President
Barack Obama. This is done by studying his life to date, his
writings and speeches, as well as his initiatives thus far, in the
field of education. His unique educational background and public
service prior to assuming the presidency offers a number of clues
as to how he will perform as President. Attention is also paid to
those individuals such as his father, mother, his wife, Michelle,
and his Secretary of Education, Arne Duncan. By studying his early
steps in developing the stimulus package, the Race to the Top, and
a blue print for reauthorizing No Child Left Behind, readers can
better understand the likely future of the President's education
initiatives.
Case studies are a wonderful way to engage future educators in
real-life problem solving. Unlike most textbooks, which give the
students information and provide answers for future examinations,
case studies are open-ended and require active thinking and
learning forcing future educators to think and act like an actual
school administrator. All New Real-Life Case Studies for School
Administrators details topics that are paramount in today's schools
and provides educators advice in dealing with the issues. The case
studies in this book include: * Pressure caused by the testing
requirements of No Child Left Behind * Difficulties in meeting
federal requirements for handicapped children under the pressure of
providing the "least restrictive environment" * The challenge of
providing and maintaining effective security plans for school
buildings * Making sense out of contradictory educational research
studies * Establishing priorities when considering the importance
of electives and extra curricular activities * Poor teacher morale
as a result of testing pressures
Case studies are a wonderful way to engage future educators in
real-life problem solving. Unlike most textbooks, which give the
students information and provide answers for future examinations,
case studies are open-ended and require active thinking and
learning forcing future educators to think and act like an actual
school administrator. All New Real-Life Case Studies for School
Administrators details topics that are paramount in today's schools
and provides educators advice in dealing with the issues. The case
studies in this book include: _
For more than one hundred years, the United States has been the
scene of academic warfare between traditional and progressive
educators. During most of our nation's history, many Americans have
assumed that the primary purpose of school is to pass on to
children the information and skills necessary to survive in our
society. This traditional view accepts the fact that a teacher's
task is to inform children as to what they should know. Officials
at the state and local level determine the content of students'
education, and it is the teacher's job to ensure that the content
is taught. Even before the beginning of the twentieth century, John
Dewey and others introduced a different model. They believed that
students learn best 'by doing' not by being passive listeners. For
progressive educators, the teacher's role was to be a facilitator
of learning in classrooms where students' interest helped to
provide appropriate developmental learning experience. This new
approach to education has greatly affected our schools during the
past century. More recently, we have seen the emergence in American
education of four initiatives that have threatened the continued
influence of progressive education. They include the 'back to
basics movement, ' mandated state curriculum standards, high-stakes
testing, and school accountability. Despite these trends, there
appears to be several factors that might lead one to conclude that
progressive education is remaining a viable approach in the United
States. This book considers these factors as well as past, present,
and possible future of the progressive education movement.
Horace Mann has been labeled by historians as the 'father of the
public schools.' Just as judges and historians consult the views of
the nation's Founding Fathers for guidance on contemporary issues,
current educators can benefit by revisiting the original vision of
Horace Mann for publicly supported schools. Such a study will not
only be of interest to anyone interested in our schools, but it
will also offer guidance as we consider our current educational
issues. Much has changed since Horace Mann led the struggle to
establish the common or public schools in the mid-19th century.
Drastic changes in demographics, the emergence of teacher unions,
and more recently, the standards movement, high-stakes testing, and
accountability have greatly affected public schools. These factors,
along with the additional powers taken on by the state and federal
government have altered how schools function. The result has been
the creation of a system that currently fails to offer an equal
educational opportunity to all of our students.
Horace Mann has been labeled by historians as the "father of the
public schools." Just as judges and historians consult the views of
the nation's Founding Fathers for guidance on contemporary issues,
current educators can benefit by revisiting the original vision of
Horace Mann for publicly supported schools. Such a study will not
only be of interest to anyone interested in our schools, but it
will also offer guidance as we consider our current educational
issues. Much has changed since Horace Mann led the struggle to
establish the common or public schools in the mid-19th century.
Drastic changes in demographics, the emergence of teacher unions,
and more recently, the standards movement, high-stakes testing, and
accountability have greatly affected public schools. These factors,
along with the additional powers taken on by the state and federal
government have altered how schools function. The result has been
the creation of a system that currently fails to offer an equal
educational opportunity to all of our students. This book looks to
the educational ideas of Horace Mann to offer guidance as to how
this nation might preserve his original vision of a public school
system that will offer a free and equal educational opportunity to
all the children of this nation.
For the past twenty years, federal and state education departments
and school districts have been engaged in efforts that have touched
every phase of public education. We have seen the emergence of the
standards movement, "high-stake" testing, and an emphasis on school
accountability. Requirements for those entering the teaching
profession have become more stringent in order to provide "highly
qualified" teachers. School personnel on all levels must deal with
constantly changing requirements, often without the financial
support necessary. High school graduation requirements have been
changed, especially in the areas of technology, math, and science.
The ideas of school choice, charter schools, and school vouchers
are being experimented with in many forms. These changes have all
been accelerated with the passage of the No Child Left Behind Act
signed in 2002. This book is a study of the 1983 report A Nation at
Risk and its impact on public education. Hayes analyzes the impact
of this reform and suggests future priorities for public education
in the United States.
So You Want to be a Principal? describes the challenging and
positive aspects of the career of a school principal. At a time
when our society needs an ever increasing number of school building
leaders, Hayes writes for teachers who might wish to consider a
career in school administration. In addition, many chapters are
helpful to the aspiring administrator in finding a job and being
successful in the role of building principal. In So You Want to be
a Principal?, Bill Hayes provides valuable and unbiased information
about an important role in our society, helping readers analyze
their own future careers.
|
You may like...
Loot
Nadine Gordimer
Paperback
(2)
R398
R330
Discovery Miles 3 300
Hampstead
Diane Keaton, Brendan Gleeson, …
DVD
R66
Discovery Miles 660
|