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Book
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Education Library (Cubberley)
Book
pages cm
Education Library (Cubberley)
Book
pages cm.
Education Library (Cubberley)
Education Library (Cubberley), SAL3 (off-campus storage)
Book
pages cm
Education Library (Cubberley)
Book
xxx, 207 pages : illustrations ; 20 cm
Education Library (Cubberley)
Book
pages cm
Education Library (Cubberley)
Book
xiii, 173 pages : illustrations ; 24 cm
  • Acknowledgements List of tables and figures Chapter 1: The social and biological entanglements of learning Chapter 2: When biology and the social meet Chapter 3: Optimizing humans Chapter 4: Being human: brain-body-environment entanglements Chapter 5: Feeling the classroom Chapter 6: Biosocial assemblage: the case of Attention Deficit-Hyperactivity Disorder Chapter 7: Biosocial learning References Index.
  • (source: Nielsen Book Data)9780415787109 20180917
In this groundbreaking text, Youdell and Lindley bring together cutting-edge research from the fields of biology and social science to explore the complex interactions between the diverse processes which impact on education and learning. Transforming the way we think about our students, our classrooms, teaching and learning, Biosocial Education draws on advances in genetics and metabolomics, epigenetics, biochemistry and neuroscience, to illustrate how new understandings of how bodies function can and must inform educational theory, policy and everyday pedagogical practices. Offering detailed insight into new findings in these areas and providing a compelling account of both the implications and limits of this new-found knowledge, the text confronts the mechanisms of interaction between multiple biological and social factors, and explores how educators might mobilize these `biosocial' influences to enhance learning and enable each child to attain educational success. By seeking out transdisciplinary and multi-factor answers to the question of how education works and how children learn, this book lays the foundations for a step-change in the way we approach learning. It is an essential read for researchers, teachers and practitioners involved in educational policy and practice at any level.
(source: Nielsen Book Data)9780415787109 20180917
Education Library (Cubberley)
Book
xv, 201 pages ; 26 cm
  • Contents Preface Acknowledgments Chapter 1-Learning via the Case Method Chapter 2-Organizational Vision Chapter 3-Curriculum, Instruction, and Assessment Chapter 4-School, Family, and Community Partnerships, Involvement, and Engagement Chapter 5-School Climate, Culture, and Professional Community Chapter 6- Equity and Opportunity Chapter 7-Improvement, Innovation, and Reform Chapter 8-Ways Forward and Lessons Learned.
  • (source: Nielsen Book Data)9781138091061 20180903
A Case Study Approach to Educational Leadership takes on six core areas of school leadership-organizational vision; curriculum, instruction, and assessment; school and external community; school climate and culture; equity; and improvement, innovation, and reform. Using a case learning approach, this volume introduces salient theoretical and empirical literature in each core area and provides illustrative cases designed for individual and group analysis. Written for aspiring educational leaders, this book facilitates the discussion and reflection of individual and collective professional judgment and helps developing leaders make sense of the challenges school leaders face today. Special Features: Featured Cases direct readers toward the issues of practice embedded within the theoretical content area Linkage to relevant Professional Standards for Educational Leaders (PSEL) standards ground each chapter in the latest guidelines for the field Discussion Questions foster reflection of content and practical applications Leadership Activities and Web-Based Resources support leaders in making further connections to practice.
(source: Nielsen Book Data)9781138091061 20180903
Education Library (Cubberley)
Book
xix, 199 pages : illustrations ; 28 cm
  • List of Figures The Challenging Learning Story Preface Acknowledgements About the Authors PART I WHAT IS MINDSET? Chapter 1: A Tale of Two Mindsets 1.0. Definition of Mindset 1.1. A Comparison of Fixed and Growth Mindsets 1.2. What Difference Does Mindset Make? 1.3. Mindset Is Not Black and White 1.4. Mueller and Dweck Results 1.5. We Are All a Mix of Mindsets 1.6. A Fixed Mindset Might Be More Common Than We Care to Admit PART II WHAT IS THE IMPACT OF MINDSET? Chapter 2: Growth Mindset Implementation Is Not There (Yet) 2.0. Growth Mindset Effect Size 2.1. Reduced Efficacy 1: Third-hand Knowledge 2.2. Reduced Efficacy 2: Mindset Is Made to Sound Too Easy 2.3. Reduced Efficacy 3: Too Much Performance-Focus, Not Enough Time 2.4. Reduced Efficacy 4: Influences Are Complex 2.5. Reduced Efficacy 5: Mindset Affects Qualities Other Than Achievement 2.6. What Are the Criticisms of Growth Mindset? Chapter 3: When Does Mindset Work Best? 3.0. Goals, Strategies and Expectations 3.1. Mindset Works Best When Goals Are Learning-Orientated 3.2. Mindset Works Best When There Is Challenge 3.3. Mindset Works Best When There Is a Chicken and an Egg! 3.4. Mindset for Lifelong Learning 3.5. Mindset Without Shame PART III HOW DOES MINDSET INTERACT WITH EDUCATION? Chapter 4: Mindset in Education 4.0. Introducing Alisha and Zack 4.1. Alisha and Zack's Backgrounds 4.2. Alisha and Zack Start School 4.3. Alisha and Zack Meet Their Teachers 4.4. Alisha and Zack Discover Their Talents PART IV WHAT IS YOUR CURRENT REALITY? Chapter 5: Do You Have a Growth Mindset Culture? 5.0. What Are We Aiming to Achieve? 5.1. How Much Progress Have We Made So Far? 5.2. Collecting Your Evidence 5.3. What Next? PART V HOW CAN YOU BUILD A GROWTH MINDSET? Chapter 6: Privilege Progress 6.0. The Origins of Intelligence Testing 6.1. Administering Tests the Growth Mindset Way 6.2. Draw Attention to Progress 6.3. Progress-Achievement Quadrants 6.4. Different Forms of Progress 6.5. Your Students Are Already Making Progress Chapter 7: Use the Power of Yet 7.0. The Power of Yet 7.1. The Power of Yetis Chapter 8: Choose Challenge 8.0. Mindset Matters Most When There Is Challenge 8.1. When Students Pick the Easier Path 8.2. Encouraging Students to Choose the Challenging Path 8.3. Mindset Through the Learning Pit Chapter 9: Be Careful with Praise 9.0. Different Types of Praise 9.1. To Praise or Not to Praise? 9.2. Praise and Cheating 9.3. Praise and Self-Efficacy 9.4. Praise, Rewards and Mindset 9.5. When to Praise 9.6. Praise in Practice Chapter 10: Flopped Learning 10.0. Flops Lead to Enhanced Learning 10.1. Flopped Products 10.2. Flopped Feedback 10.3. Flopped Parents 10.4. Effort Is Not Enough 10.5. Resilience and Grit 10.6. Flopped Previews 10.7. Flopped Leading PART VI WHAT NEXT? Chapter 11: Growth Mindset Lessons 11.0. Learning Challenge Lessons 11.1. How Much Can Emily Influence Her Future? 11.2. Was Usain Bolt Born to Be an Olympic Champion? 11.3. Is Challenge Interesting? References Index.
  • (source: Nielsen Book Data)9781506376622 20180917
Create the right conditions for a growth mindset to flourish in your school and your students Mindset doesn't matter when things are easy; it is only when faced with challenges that working from a growth mindset influences learning. But what is a `growth mindset'? Why are mindset interventions not working in schools (yet)? What can be done to change this? Challenging Mindset answers key questions about Carol Dweck's theory of Mindset and shares proven strategies for putting mindset theory into practice. A nuanced understanding of mindset is critical for fostering a growth mindset in yourself, your classroom, and your students.
(source: Nielsen Book Data)9781506376622 20180917
Education Library (Cubberley)
Book
xxix, 189 pages : illustrations ; 24 cm.
  • Series Foreword Book Foreword Preface Introduction: Encountering the Chinese "Wind" and "Body" Aporia as a Starting Point PART ONE: OVERCOMING "EPISTEMICIDE" IN CROSS-CULTURAL EDUCATIONAL STUDIES 1."Epistemicide" as an Effect of Comparative Paradigms and Globalized Discourses 2. An Archaeological-Historical Mode of Inquiry 3. An Ontological Language-Discourse Perspective PART TWO: PARADIGMATIC UNPACKINGS OF CHINA'S LANGUAGE, KNOWLEDGE, AND EDUCATION 4. Beyond Representation: Yijing Thought and Confucius' Wind-Pedagogy 5. Beyond Conceptual Thinking: Chinese Body-Thinking and Educational Body 6. Beyond Identity vs. Difference Division: A Daoist Teacher-Student (Re)Ordering PART III: REVISITNG MY RESEARCH-LEARNING JOURNEY AS A POST-FOUDNATIONAL CASE STUDY 7. Daoist Onto-Un-Learning Way & Post-foundational Study.
  • (source: Nielsen Book Data)9780415787543 20180917
With a focus on the role of discourse and language in education, this book examines China's educational reform from an original perspective that avoids mapping on Westernized educational sensibilities to a Chinese environment. Zhao untangles the tradition-modernity division expressed in China's educational language about the body and teacher-student difference. Exploring the historical and cultural implications of the ways China's schooling is talked about and acted upon, Zhao argues that Chinese notion "wind" (feng) is a defining aspect of Chinese teaching and learning. Incorporating Western and Chinese literature, this book explores the language of education, curriculum, and knowledge on a cross-cultural landscape and as cultural inscriptions.
(source: Nielsen Book Data)9780415787543 20180917
Education Library (Cubberley)
Book
pages cm
Education Library (Cubberley)
Book
viii, 189 pages : illustrations ; 25 cm.
  • Introduction / Yasushi Tanaka
  • Cooperative education practice in China / Tengag Xu
  • History, present state, and future issues of cooperative and work-integrated education in Japan / Yasushi Tanaka
  • Korea's cooperative education experience : focusing on the design, operation, and proliferation of KOREATECH's cooperative education programme / Chang Heon Oh and Kiyong Om
  • Cooperative and work-integrated education in Hong Kong and work-integrated education at Hong Kong Polytechnic University / Yasushi Tanaka and Melina Lai
  • The education system and cooperative and work-integrated education system in Vietnam : an overview / Van N.B. Nguyen, Huyen T.H. Nguyen, and Thao T. Phan
  • Development of cooperative and work-integrated education in Thailand : looking back, looking now, and looking forward / Wichit Srisa-an and Issra Pramoolsook
  • University-industry collaboration : Malaysia skills development for producing employable graduates / Nor Idayu binti Mahat, Mohd Sobri bin Don, Mohamed Mustafa Ishak, and Hartini Hamad
  • The history and development of CWIE in Singapore with a Nanyang Technological University Case Study / Kelvin Lee
  • Cooperative education in the Asian region : future development and direction / Karsten E. Zegwaard.
Education Library (Cubberley)
Book
xviii, 167 pages : illustrations ; 24 cm.
  • Foreword By Bianca Williams Preface Chapter 1: Introduction By Manya C. Whitaker and Eric Anthony Grollman PART I: Resisting Convention: Counternarratives to Conventional Norms and Practices in the Academy Chapter 2: Leading as a Chicana Feminist in a Predominantly White Institution By Yolanda Flores Niemann Chapter 3: What Looks Like Bravery in the Academy: Reflections of an African-American Woman Engineer By Gilda Barabino Chapter 4: Being Brave in the Ivory Towers as "Zape-tah-hol-ah" (Sticks with Bow) By Robin Zape-tah-hol-ah Starr Minthorn Chapter 5: "Working the Cracks" in Academia and Beyond: Cultivating "Race" and Social Justice Convergence Spaces, Networks and Liberation Capital for Social Transformation in the Neoliberal University By Nancy Lopez Chapter 6: Resisting Sexual Harassment in Academia By Tayler J. Mathews Chapter 7: Un-Disciplined: A Conversation Between Two Sisters Who Left Graduate School By Aph Ko and Syl Ko Chapter 8: "You're Doing What?!?": Leaving Academia to Answer the Call By Roxanna Harlow PART II. Collective Resistance: Counternarratives to the Ethos of Individualistic Meritocracy in the Academy Chapter 9: Love Note By Robbin Chapman Chapter 10: La Colectiva: Peer Mentoring on the Path to Thrival By Mariela Nunez-Janes, Amelia M. Kraehe, Alicia Re Cruz, Valerie Martinez-Ebers, Bertina H. Combes, and Andrea Silva Chapter 11: Fiery Mind, Full Heart, Brave Soul: A Model for Women of Color to Thrive in Historically White Colleges and Universities By Robbin Chapman Chapter 12: Courageous Xicanas: Living Legacies of Comadrazgo in the Academy By Kandace Creel Falcon Chapter 13: "We Got You": What Raising Up the Next Generation of Scholar-Activists Has Taught Me By Janelle M. Silva Chapter 14: On the Wings of Communal Bravery By Nelli Sargsyan PART III. Embodied Resistance: Counternarratives to Hegemonic Identities in the Academy Chapter 15: a letter for Auntie Lorde By Aja Lenae Johnson Chapter 16: On Being Powerfully Vulnerable and Why I Love My Black Woman's Tears By Kelsey Jones Chapter 17: Vulnerability: The New Brave By Natanya Ann Pulley Chapter 18: Undocumented in the Ivory Tower By Alessandra Bazo Vienrich Chapter 19: A Latinx Testimonio of Motherhood in Academia By Patricia Herrera Chapter 20: On Desiderata By Alta Mauro Afterword By Archana A. Pathak List of Contributors.
  • (source: Nielsen Book Data)9781138610903 20181001
This book documents the lived experiences of women of color academics who have leveraged their professional positions to challenge the status quo in their scholarship, teaching, service, activism, and leadership. By presenting reflexive work from various vantage points within and outside of the academy, contributors document the cultivation of mentoring relationships, the use of administrative roles to challenge institutional leadership, and more. Through an emphasis on the various ways in which women of color have succeeded in the academy-albeit with setbacks along the way-this volume aims to change the discourse surrounding women of color academics: from a focus on trauma and mere survival to a focus on courage and thriving.
(source: Nielsen Book Data)9781138610903 20181001
Education Library (Cubberley)
Book
xvii, 249 pages : illustrations ; 23 cm
  • Contents Foreword: Reflections on Research that is Humanizing Maisha T. WinnPreface Ashley N. Gaskew, Jamile Lee-Johnson, and Rachelle Winkle-Wagner Section I The Need for Partnering Critical Theory and Data Analysis in Education Chapter 1 The Missing Link in Data Analysis: An Introduction to the Use of Critical Theory to Guide Data Analysis Rachelle Winkle-Wagner, Ashley Gaskew, and Jamila Lee-Johnson Chapter 2 The Missing Infinite Phil Frances Carspecken Chapter 3 Trouble the Translating: Border Thinking, Indigenous Knowledges, and Undoing Method Nathaniel Beck Chapter 4 De-Norming the Syllabus: An Analysis Situated in Critical and Caring Pedagogies Virginia M. Schwarz Section II Critical Theory and Analysis with Marginalized Populations Section Introduction Keon M. McGuire Chapter 5 Illuminating Systemic Inequality in Educations: Using Bourdieu in Critical Qualitative Data Analysis Tangela Blakely Reavis Chapter 6 "Wanna Be Startnin' Somethin:" Answering the Methodological "Call" To Position Complex Blackness in Conversation with Hermeneutic Phenomenology Steve D. Mobley, Jr. Chapter 7 Thinking with Queer of Color Critique: A Multidimensional Approach to Analyzing and Interpreting Data Reginald A. Blockett Chapter 8 Globalization, Higher Education, and Crisis: A Model for Applying Critical Geography toward Data Analysis Chelsea A. Blackburn Cohen Chapter 9 Context and Materiality: Inclusive Appropriations of New Materialism for Qualitative Analysis Barbara Dennis Section III Critical Theories and Data Analysis in Institutions and Policies Section Introduction Christina W. Yao Chapter 10 A Culture of Values: Rethinking School Quality and Culture through Fanonian Critical Theory Jacqueline M. Forbes Chapter 11 Discourse, Representation, and "Othering": Postcolonial Analysis of Donald Trump's Education Reform Mercy Agyepong Chapter 12 Analyzing Policy Critically: Using Critical Race Theory to Analyze Rachelle Winkle-Wagner, Thandi Sule, and Dina C. Maramba Chapter 13 Habermas and Data Analysis in For-Profit Higher Education Institutions Ashley Gaskew Chapter 14 Sistahs' are Doin' it for themselves: Using Social Media to (Re)Center Black Women's Voices in Educational Research Jamila Lee-Johnson and Lora Henderson Afterword Jamila Lee-Johnson, Ashley Gaskew, and Rachelle Winkle-Wagner Contributor Bios.
  • (source: Nielsen Book Data)9781138067004 20180917
Critical Theory and Qualitative Data Analysis in Education offers a path-breaking explanation of how critical theories can be used within the analysis of qualitative data to inform research processes, such as data collection, analysis, and interpretation. This contributed volume offers examples of qualitative data analysis techniques and exemplars of empirical studies that employ critical theory concepts in data analysis. By creating a clear and accessible bridge between data analysis and critical social theories, this book helps scholars and researchers effectively translate their research designs and findings to multiple audiences for more equitable outcomes and disruption of historical and contemporary inequality.
(source: Nielsen Book Data)9781138067004 20180917
Education Library (Cubberley)
Book
xxv, 331 pages : illustration ; 26 cm
  • Preface to the Fourth Edition Foreword to the Third Edition Foreword to the Second Edition Foreword to the First Edition Acknowledgments About the Authors PART I. UNDERSTANDING CULTURAL PROFICIENCY 1. Cultural Proficiency Cultural Proficiency: An Inside-Out Approach to Difference The Four Tools A Historical Context Why Would I or My School Want to Engage? Learning and Educating Effectively Living in a Global Community Participating in the Community Culturally Proficient Leadership: Diversity "Is" Resources for Developing Culturally Proficient Leaders Read the Text First Cultural Proficiency Books' Essential Questions Going Deeper: Reflection Going Deeper: Dialogic Questions 2. A Cultural and Historical Context for Our Unfolding Democracy An Inside-Out Approach What It Takes Culture Is . . . What Happened to Race? The Legacy of Segregation and Exclusion A History of Caste in the United States Labels for Historically Oppressed People From Segregation to Cultural Proficiency Culture and History Provide Perspective Going Deeper: Reflection Going Deeper: Dialogic Questions 3. Leadership for Today's Schools Our Journey With Culturally Proficient Leaders Culturally Proficient Leadership: Exploring Deeply Held Values for Equity Shared Vision Long-Term, Systemic Change: Finding Leverage Points for Acti Limitations of Local School Change Initiatives Inside-Out Approach to Change: Why Leaders Ask Why? Cultural Proficiency as a Frame for Change Reflection Culturally Proficient Leadership Is Transformative Continuum as a Guide: Creating Initial Awareness Is Cultural Precompetence Tools for Change Formal and Nonformal Leaders Reflection Culturally Proficient Leaders Focus on Inequities Going Deeper: Reflection Going Deeper: Dialogic Questions 4. Framing Your Work With the Tools of Cultural Proficiency The Important First Step: Inside-Out Change Cultural Proficiency Conceptual Framework The Four Tools of Cultural Proficiency Going Deeper: Reflection Going Deeper: Dialogic Questions PART II. USING THE TOOLS OF CULTURAL PROFICIENCY 5. The Tool: Overcoming Barriers Barriers to Cultural Proficiency This Chapter Is for Everyone Caveat: Systemic Oppression Caveat: Privilege and Entitlement Caveat: Unawareness of the Need to Adapt Changing Educational Practices Culturally Proficient Educators Overcoming Resistance Very Good News Going Deeper: Reflection Going Deeper: Dialogic Questions 6. The Tool: The Guiding Principles of Cultural Proficiency Cultural Proficiency as an Expression of Values Principle: Culture Is Ever Present Principle: People Are Served in Varying Degrees by the Dominant Culture Principle: People Have Group Identities and Personal Identities Principle: Diversity Within Cultures Is Important Principle: Each Group Has Unique Cultural Needs That Must Be Respected Principle: The Family, as Defined by Each Culture, Is the Primary System of Support in the Education of Children Principle: People Who Are Not a Part of the Dominant Culture Have to Be at Least Bicultural Principle: Inherent in Cross-Cultural Interactions Are Social and Communication Dynamics That Must Be Acknowledged, Adjusted to, and Accepted Principle: The School System Must Incorporate Cultural Knowledge Into Practice and Policymaking Make It Count Going Deeper: Reflection Going Deeper: Dialogic Questions 7. The Tool: The Cultural Proficiency Continuum Macro- and Microaggressions The Continuum Going Deeper: Reflection Going Deeper: Dialogic Questions 8. The Tool: The Essential Elements The Essential Elements of Cultural Proficiency Finding Leverage for School Leadership Going Deeper: Reflection Going Deeper: Dialogic Questions PART III. MAKING THE COMMITMENT TO CULTURAL PROFICIENCY 9. Commit to Action So Where Do You Start? You Are Here Action Through Transformative Collaborative Inquiry Design the Inquiry Going Deeper: Reflection Going Deeper: Dialogic Questions 10. A Note to Those Preparing School Leaders Preamble Introduction Historical Overview Legacy in Part Transformative Leadership Is Inclusive Leadership Systemic Leadership and Tools of Cultural Proficiency Achievement Gaps, Disproportionality, and Our Preparation Programs Call to Action References Resources Introduction to Learning Strategies Do Your Own Work Believe It Be Able to Work Without the Script Set the Tone Take Time to Process Use Small Groups Work in Teams Develop Your Own Style Be Prepared for Trouble Have Fun Resource A: Understanding Diversity Learning Strategy 1: Telling Your Stories Learning Strategy 2: Diversity in Your Life Learning Strategy 3: Stand Up Learning Strategy 4: Line Up Resource B: Getting to Know Myself Learning Strategy 1: Journaling Learning Strategy 2: Diversity Lifeline Learning Strategy 3: Name Five Things Learning Strategy 4: Who Are You? Learning Strategy 5: Who Am I? Learning Strategy 6: Cultural Portrait Learning Strategy 7: Identities Learning Strategy 8: Group Stereotypes Learning Strategy 9: The Process of Personal Change Learning Strategy 10: Seven Dynamics of Change Learning Strategy 11: Paradigms Learning Strategy 12: Strength Bombardment Resource C: Getting to Know Your Colleagues and Your Organization Learning Strategy 1: Introductory Grid Learning Strategy 2: Cultural Perceptions Learning Strategy 3: What's in a Name? Learning Strategy 4: Totems or Crests Learning Strategy 5: Family Portrait Learning Strategy 6: Group Stereotypes Learning Strategy 7: Circle of History Learning Strategy 8: Storytelling Learning Strategy 9: Voices That Resonate Learning Strategy 10: Needs Assessment Resource D: Understanding Power and Privilege Learning Strategy 1: Barriers to Cultural Proficiency Learning Strategy 2: Describe a Culturally Incompetent Organization Learning Strategy 3: A Survey of Privilege and Entitlement Learning Strategy 4: Listening and Hearing Learning Strategy 5: Seven-Minute Day Resource E: Going Deeper With the Principles Learning Strategy 1: Guiding Principles Discussion Starters Learning Strategy 2: Family Values Learning Strategy 3: My Work Values Learning Strategy 4: Examining Your Organizational Values Resource F: Going Deeper With the Continuum Learning Strategy 1: Cultural Proficiency Continuum Learning Strategy 2: Exploring Behaviors Along the Continuum Resource G: Going Deeper With the Essential Elements Learning Strategy 1: Using the Essential Elements Learning Strategy 2: Essential Elements of Culturally Proficient Leaders Learning Strategy 3: Cultural Competence Self-Assessment Resource H: Book Study Guide Resource I: Cultural Proficiency Books' Essential Questions Suggested Foundational Readings References Index.
  • (source: Nielsen Book Data)9781506390543 20181008
What leaders love most is the way Cultural Proficiency lays the groundwork for powerful organizational growth with resources to: Engage colleagues in collaborative dialogue about creating powerful teaching and learning environments Recognize and respond to both individual and group differences to break down barriers Use the Cultural Proficiency Continuum to assess the limitations of school practices and identify opportunities to shift the culture.
(source: Nielsen Book Data)9781506390543 20181008
Education Library (Cubberley)
Book
98 pages : illustrations ; 28 cm
  • Part 1: Why Jump-Start Routines? The First Few Minutes of Mathematics Class Why the Traditional Warmup Doesn't Work The Problem with Going Over Homework Jump-start Routines: New Warmups for a New Era Routines for Reasoning in Mathematics Routines for Improving Number Sense and Reasoning 10,000 Hours of Practice Routines that Satisfy the Need for Quality Practice Routines for Achieving Improved Performance Routines for Rehabilitating Number Pluckers, Pluggers, and Crunchers Routines for Growth Mindset Routines to Honor and Leverage Errors Routines to Actively Develop Confidence Implementing Jump-Start Routines Routines that are Ready for Use Flexible Use Timing of Routines: How Long? When? Which Routines to Use? Plan for the Routine Select the Routine Use Routines to Set the Stage for Meaningful Discourse Practical Advice for Routines Modify, Modify, Modify Identify or Create the Content or Topics Use Routines Formatively Be Committed and Creative Part 2: Jump-Start Routines Routine #1: Missing Numbers Algebra Number and Quantity Geometry Routine #2: Order Me On the Number Line Algebra Functions Geometry Data Analysis Routine #3: More or Less Algebra Geometry Data Analysis Routine #4: Two Wrongs and a Right Algebra Geometry Routine #5: A or B Algebra Geometry Part 3: Where to Go Next Make a Plan Identify Content for Routines Identify Routines Determine the Rotation Give It Time Set Goals Adjust to Their Adjustments Further Modifying Routines Design Your Own Routines Work Collaboratively and Share the Load Jumpstart Mathematics Engagement, Number Sense, and Reasoning.
  • (source: Nielsen Book Data)9781544316932 20180917
The routines in this book will help students: Frequently revisit essential mathematical concepts Foster and shore up conceptual understanding Engage in mental mathematics, leading to efficiency and fluency Engage in mathematical discourse by constructing viable arguments and critiquing the reasoning of others Reason mathematically, and prepare for high stakes assessments Move learning beyond "correctness" by valuing mistakes and discourse and encouraging a growth mindset.
(source: Nielsen Book Data)9781544316932 20180917
Education Library (Cubberley)
Book
pages cm
Education Library (Cubberley)
Book
vii, 179 pages : illustrations (chiefly color) ; 25 cm
  • Acknowledgements About the authors Overview of the book 1. The nature of creativity 2. The nature of curiosity and imagination 3. The Forest School background 4. Communication in the natural world Part One: Listening and speaking Part Two: Storytelling 5. Creative structures and design in the natural world 6. Movement outdoors 7. Colour, shape, pattern and form in the natural world 8. Music and sound outdoors 9. Conclusion Index.
  • (source: Nielsen Book Data)9781138097216 20180828
This accessible guide will inform, prompt and inspire practitioners as they develop their own creativity and seize the rich opportunities offered by outdoor environments to cultivate and encourage the creative skills of the young children in their care. Including information on Forest School, Developing Creativity and Curiosity Outdoors builds on theories of creative learning and development, and offers a wealth of ideas and activities for application in a range of outdoor settings. From designing and building structures, to making music and exploring colour, shape and pattern, this book illustrates how engagement in and with the natural world might extend children's creative development, encouraging them to speak, listen, move freely, play and learn. Case studies demonstrate good practice and each chapter concludes with questions, encouraging the reader to reflect on and develop their own practice. Practical ideas can be adapted for use in more urban environments, and further reading, online resources and lists of suppliers make Developing Creativity and Curiosity Outdoors an essential resource for those looking to maximise the natural curiosity of children. This book will give early years practitioners and students the confidence and knowledge they need to embark on an exciting journey of outdoor discovery with young children.
(source: Nielsen Book Data)9781138097216 20180828
Education Library (Cubberley)
Book
xix, 239 pages ; 22 cm
  • 1. Chapter One: Right to Development and Education an Introductory Note 2. Chapter Two: Theoretical Framework and Benefits of Basic Education 3. Chapter Three: Obstacles Affecting Access to Basic Education 4. Chapter Four: Beyond Nomenclature: Special Education or Inclusive Education: Advocating Quality Basic Education 5. Chapter Five: African Perspective of Education: A Catalyst for the Desired Africa of Tomorrow? 6. Chapter Six: Human Right or Human Capital Approach: Walking the Path to Actualization of Access to Basic Education in Africa 7. Chapter Seven: Comparative Analysis of Jurisprudence Governing Basic Education 8. Chapter Eight: The African Human Rights Response to Access to Basic Education 9. Chapter Nine: Repositioning Institutions for Realisation of the Right to Basic Education 10. Chapter 10: Conclusions and Recommendations.
  • (source: Nielsen Book Data)9783319903347 20180813
This book is about the right to basic education and its impact on development in Africa. It focuses on the elusive subject of litigating the right to education by examining jurisprudence from select African countries and India. The project further analyses the various challenges that impede access to education, with the attendant lack of political will to curb corruption, and calls for the building of strong institutions and the involvement of both state and non-state actors in driving development via education. It also covers the scope for legal practitioners and policy makers, and supports institutional framework in realizing the right to basic education.
(source: Nielsen Book Data)9783319903347 20180813
Education Library (Cubberley)