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Book
197 pages : illustrations ; 24 cm
  • Part 1: Evidence Informed Practice 1, Is Using Evidence to Inform Teaching Practice Rational? 2, Learning From Teachers' Perceptions of Research Use 3, The Vital Role of Trust and Relationships 4, The Power of Research Learning Communities Part 2: Evidence Informed Policy 5, The Limits of Evidence-Informed Policy Making 6, How Researchers can Better Inform Education Policy 7, Policy Learning Communities 8, Moving forward.
  • (source: Nielsen Book Data)9781787436411 20180122
The potential for research evidence to improve educational policy and practice is immense. Yet internationally, research used by teachers and governments is currently sporadic rather than systematic. In response, this book brings together seven chapters that encompass a range of research projects and ideas in relation to evidence-informed policy and practice (EIPP) in education. These projects and ideas all share a single overarching purpose: providing insight into how EIPP in education can be achieved. Underpinning each chapter is the notion that the world is complex. If we are to introduce change in any meaningful way into it, we therefore have to understand and respond to this complexity. This means then that we cannot simply assume that, because it seems rational or common sense for teachers and policy-makers to use research to help improve their decision making or acts of praxis, that they will do so. Correspondingly, the book represents a holistic journey of discovery and experimentation: of an engagement with the work of thinkers and authors from Eco to Flyvbjerg, via Habermas, Foucault and Aristotle; of ideas ranging from phronesis to trust and social relations; and with diverse research methodologies, including social network analysis and decision tree predictive modelling. The result is both descriptive and prescriptive: as well as outlining the research and its findings, practical suggestions and strategies for achieving evidence use both in educational policy and practice are provided throughout.
(source: Nielsen Book Data)9781787436411 20180122
Education Library (Cubberley)
Book
vii, 126 pages : illustrations ; 20 cm
  • Introduction: Why Merge Action Research and Professional Learning Communities? Part 1: What is Action Research? Description of Action Research Action Research vs. Educational Research What Action Research Is and Is Not Professional Benefits of Action Research The Process of Conducting Action Research The Process in Action - An Example Important Takeaways from Part 1 Part 2: Professional Learning Communities What is a Professional Learning Community? Characteristics of PLCs Shared Mission, Vision, Values, and Goals Collaborative Culture with a Focus on Learning Collective Inquiry into Best Practice and Current Reality Action Orientation: Learning by Doing Commitment to Continuous Improvement Orientation Focused on Results The Challenge of a Changing Culture Teaching and Assessing in a PLC Important Takeaways from Part 2 Part 3: The Action Research Model for Transformational Innovation What is the Action Research Model for Transformational Innovation? The Five Components of the Model Data-Driven Educational Decision Making Data, Data, and More Data Thinking Differently Collaboration Professional Reflection One Additional (Sub)Component... Implications of the Action Research Model for Transformational Innovation Important Takeaways from Part 3 Part 4: Putting It All Together: Action Research Communities TI-in-Ed + PLC = ARC Specifying the Purposes and Functioning of an ARC Roles for Teachers in ARCs Roles for Building Administrators in ARCs Roles for District Administrators in ARCs Important Takeaways from Part 4 Part 5: Where Do We Go From Here? Sustaining and Growing Your ARC Ways to Sustain ARCs Link Reform Efforts to Existing Practices Focus on "Why, " Then on "How" Align Actions with Words Be Flexible, but Firm Build a Coalition, But Don't Wait for Unanimity Expect Mistakes...and Learn from Them Learn by Doing, Not by Additional Training Short-Term Victories...and Celebrations Ways to Extend ARCs Integrating Technology Student Engagement Grant Funding Mini-Grants to ARC Participants Systems of Incentives Components of Personnel Evaluation Systems Action Research / Innovation Conferences Implementation of an ARC Represents a Process Important Takeaways from Part 5 Part 6: Using ARCs to Deepen Professional Learning and Improve Student Achievement Action Research Communities as Mechanisms for Professional Learning Action Research Communities as Mechanisms for Improving Student Achievement Important Takeaways from Part 6 References Appendix: Action Research Developmental Templates.
  • (source: Nielsen Book Data)9781138057951 20171023
Action Research Communities presents a new perspective on two current and proven educational practices: classroom-/school-based action research and professional learning communities. Implementation of one or the other of these practices often results in a variety of possible benefits for the teaching-learning process, for student achievement, and for overall school improvement. While these might seem to be separate, isolated practices, the author has taken the beneficial aspects of each practice and merged them into a cohesive and potentially powerful concept, coined "action research communities." Each of the two concepts or approaches (action research and professional learning communities) is presented and discussed in detail. Because they both focus on local-level improvement of educational practice and share several overlapping features, the two concepts are then merged into a single entity-action research communities, or ARCs. These professional learning communities, with action research at their core, hold an immense amount of power and potential when it comes to enhanced professional growth and development for educators, increased student achievement, school improvement, and educator empowerment. ARCs essentially capitalize on all the individualized benefits and strengths of action research and of professional learning communities, and merge them into a single educational concept and practice. ARCs have the potential to help educators everywhere experience: *a common and collective focus and vision; * sustained collaborative inquiry; *individualized, customizable-and meaningful-professional growth; and *true empowerment that comes with this form of collaborative, inquiry-based, and reflective practice. Practical guidance for the development and implementation of ARCs is also provided, by focusing on ways in which professional educators (teachers, administrators, support staff, etc.) can implement, sustain, and extend the impact of their respective action research communities. Specific roles for district administrators, building administrators, and teachers are presented and discussed in depth, as are ways that ARCs can be used both to deepen professional learning for educators and to improve student learning.
(source: Nielsen Book Data)9781138057951 20171023
Education Library (Cubberley)
Book
8 PDFs (viii, 173 pages) : color illustrations
  • Chapter 1. A brief history of concept maps
  • Chapter 2. The scientific revolution and its aftermath
  • Chapter 3. Verbal concept maps
  • Chapter 4. Tentative taxonomies
  • Chapter 5. Visual logic maps (vLms).
Concept mapping has often been acknowledged as an efficient instrument for aiding students in learning new information. Examining the impact this tool provides in STEM fields can help to create more effective teaching methods. Advanced Concept Maps in STEM Education: Emerging Research and Opportunities highlights both the history and recent innovations of concept maps in learning environments. Featuring extensive coverage of relevant topics including object maps, verbal maps, and spatial maps, this publication is ideal for educators, academicians, students, professionals, and researchers interested in discovering new perspectives on the impact of concept mapping in educational settings.
(source: Nielsen Book Data)9781522521846 20171211
Book
27 PDFs (xxviii, 375 pages).
  • Chapter 1. "If not me, then who?": an integrated model of advocacy for early childhood teacher education
  • Chapter 2. Elementary teacher candidates' perspectives on the teaching and learning of English learners
  • Chapter 3. Using counterstories and reflective writing assignments to promote critical pace consciousness in an undergraduate teacher preparation course
  • Chapter 4. Advocacy and teacher mentoring
  • Chapter 5. Advocacy in early childhood teacher preparation
  • Chapter 7. Advocacy and risk: race, class, and the outsider
  • Chapter 8. Effectively managing bias in teacher preparation
  • Chapter 9. Teacher education advocacy for multiple perspectives and culturally sensitive teaching
  • Chapter 10. Managing bias in teacher preparation in higher education
  • Chapter 11. Teaching in an anti-deficit pedagogical mindset
  • Chapter 12. Unveilings through transformative pedagogy: striving for realization of Du Bois' educational paradigm
  • Chapter 13. Studying the African American narrative in English Composition classes
  • Chapter 14. Someone like me: the impact of African American male instructors on African American male student success
  • Chapter 15. School bullying and advocacy
  • Chapter 16. Investing in the future: developing education lifelong learning tracks
  • Chapter 17. Value statements in web pages of Turkish state universities: a basic classification.
Due to changes in funding and legislation, educating as a career has become unstable. It is imperative to establish a culture that values education in order to encourage pursuing and preserving the profession of teaching. Advocacy in Academia and the Role of Teacher Preparation Programs is an essential reference source for the latest scholarly research on the need of support for students and faculty by examining policy, student engagement, professorial activism, and integrated allied services. Featuring extensive coverage on a broad range of topics such as student success, specialty programs, and service learning, this publication is ideally designed for academicians, researchers, and practitioners seeking current research on issues of advocacy in education.
(source: Nielsen Book Data)9781522529064 20171211
Book
x, 228 pages : illustrations ; 28 cm
  • 1. Introduction 2. Activities and Strategies 3. Cognitive Interventions 4. Executive Functions 5. Memory 6. Visual Motor Skills 7. Academic Interventions 8. Emotional Functions 9. Development of IEPs 10. Working with the Family.
  • (source: Nielsen Book Data)9781138238961 20180122
Neuropsychological and psychological evaluations in school settings are often rich in detail about a child's cognitive, academic and emotional functions, and come with specific recommendations to support the child's performance in school. However, there is often a gap between the assessment results and the implementation of the recommendations, since learning specialists and teachers frequently do not have the means to both interpret and implement the recommendations. This manual presents clear and specific guidelines for school counselors and teachers to decode and put into practice evaluation findings. The book begins by describing various functional domains that are assessed in a neuropsychological evaluation, and then notes how to recognize behavior and learning styles impacted by difficulty in one of more of the domains. Furthermore, it outlines activities that could be used in the classroom or other environments to support a child's weaknesses, develop new skills, or appear to particular strengths. Finally, ready-to-use worksheets and activities are offered. This is an essential tool for school psychologists, special education teachers, and learning specialists and counselors.
(source: Nielsen Book Data)9781138238961 20180122
Education Library (Cubberley)
Book
1 online resource.
The Art of Teaching Online: How to Start and How to Succeed as an Online Instructor focuses on professionals who are not teachers, but who wish to enter the online education field as instructors in their disciplines. This book focuses mainly on how potential online instructors can create and maintain the human aspect of live, face-to-face education in an online course to successfully teach and instruct their students. Included are interviews with experienced online instructors who use their emotional intelligence skills and instruction skills (examples included) to teach their students successfully.Includes interviews with experienced instructors.
Book
xvi, 273 pages : illustrations ; 23 cm
  • Acknowledgements 1. Introduction Melisa Cahnmann-Taylor and Richard Siegesmund 2. Celebrating Monkey Business in Art Education and Research Madeleine Grumet 3. Putting Critical Public Pedagogy into Practice: Reorienting the Career Path of the Teacher-Artist-Scholar Yen Yen Woo 4. Art, Agency, and Inquiry: Making Connections Between New Materialism and Contemporary Pragmatism in Arts-Based Research Jerry Lee Rosiek 5. Wild Imagination, Radical Imagination, Politics and the practice of Arts-Based Educational Research (ABER) and Scholartistry Donald Blumenfeld-Jones 6. Being Pregnant as an International Ph.D. Student: A Poetic Autoethnography Kuo Zhang 7. What is an Artist-Teacher When Teaching Second Languages? Yohan Hwang 8. Ethnographic Activist Middle Grades Fiction: Reflections on Researching and Writing "Dear Mrs. Naidu" Mathangi Subramanian 9. Misperformance Ethnography Monica Prendergast and George Belliveau 10. "Songwriting as Ethnographic Practice", or "How Stories Humanize" Kristina Jacobsen 11. The End Run: Art and the Heart of the Matter Dana Walrath 12. Expanding Paradigms: Art as Performance and Performance as Communication in Politically Turbulent Times Petula Sik-Ying Ho, Hoi-Yan Chan, and Sui-Ting Kong 13. HAPPENINGS: Allan Kaprow's Experimental, Inquiry-Based Art Education Charles R. Garoian 14. Turning Towards: Materializing New Possibilities Through Curating Brooke Hofsess 15. The Abandoned School as an Anomalous Place of Learning: A Practice-led Approach to Doctoral Research Natalie LeBlanc 16. Thinking in Comics: An Emerging Process Nick Sousanis 17. For Art's Sake Stop Making Art Jorge Lucero 18. Finding the Progress in Work-in-Progress: Liz Lerman's Critical Response Process in Arts-Based Research John Borstel 19. A Researcher Prepares: The Art of Acting for the Qualitative Researcher Kathleen R. McGovern 20. Learning to Perceive: Teaching Scholartistry Richard Siegesmund 21. Four Guiding Principles for Arts-Based Research Practice Melisa Cahnmann-Taylor.
  • (source: Nielsen Book Data)9781138235199 20180122
Presenting readers with definitions and examples of arts-based educational research, this text identifies tensions, questions, and models in the field and provides guidance for both beginning and more experienced practice. As arts-based research grows in prominence and popularity across education and the social sciences, the barriers between empirical, institutional, and artistic research diminish and new opportunities emerge for discussion, consideration, and reflection. This book responds to an ever increasing, global need to understand and navigate this evolving domain of research. Featuring a diverse range of contributors, this text weaves together critical essays about arts-based research in the literary, visual, and performing arts with examples of excellence in theory and practice. New to the Second Edition: Additional focus on the historical and theoretical foundations of arts-based educational research to guide readers through development of the field since its inception. New voices and chapters on a variety of artistic genres, including established and emerging social science researchers and artists who act, sing, draw, and narrate findings. Extends and refines the concept of scholartistry, introduced in the first edition, to interrogate excellence in educational inquiry and artistic processes and products. Integrates and applies theoretical frameworks such as sociocultural theory, new materialsm, and critical pedagogy to create interdisciplinary connections. Expanded toolkit for scholartists to inspire creativity, questioning, and risk-taking in research and the arts.
(source: Nielsen Book Data)9781138235199 20180122
Education Library (Cubberley)
Book
x, 191 pages : illustrations ; 25 cm.
  • Acknowledgments Introduction: Where I Come From: Emotions, Race and the Border 1. Becoming `Illegal': Compassion, Multicultural Love and Resentment 2. Failing to Be(come) `Ideal': Multiculturalism, Whiteness and the Politics of Resentment 3. Think Before You Travel: Urban Violence, Risk Management and the Territorialisation of the Australian Public Space 4. `Is Australia Racist?': Interpretive Denial and the Politics of Anger 5. Feeling like an International Student: Racial Grief, Compassion and National Sentimentality Conclusion: Fantasies of Multiculturalism: Whiteness, Emotions and the Border Index.
  • (source: Nielsen Book Data)9781472480484 20171106
This book offers a comprehensive and critical analysis of the tropes employed in the categorization of international students living and studying in Australia. Establishing the position of migrant students as 'subjects of the border', the author employs various models of emotion in an analysis of the ways in which public debates on migration and education in Australia have problematised international students as objects of national compassion or resentment in relation to other national concerns at the time, such as the country's place in the Asia-Pacific region, the integrity of its borders and the relative competitiveness of its economy. Applying an innovative methodology, which combines the breath of a diachronic study with the depth afforded by the close analysis of a diverse range of case studies - including the protests staged by Indian international students against a spate of violent attacks, which led to their labelling as `soft targets' in national discourses - Australia's New Migrantsã constitutes an important contribution to our understanding of the ways in which emotions shape national collectives' orientation towards others. As such, it will appeal to scholars of sociology, cultural studies and education with interests in migration, race and emotion.
(source: Nielsen Book Data)9781472480484 20171106
Education Library (Cubberley)
Book
xv, 114 pages ; 28 cm.
  • Acknowledgments About the Authors Introduction Part 1 - Academic Talk Artifacts, Realia, and Props Consultation Trios Conversation Extenders Finish the Thought Flip the Brainstorm Jumbled Sentences Key Word Lists Say It with Your Hands Take a Stance-Change Your Hat Turn on the Captions Part II - Energizers Ball Toss How Many Can You Name? Imagine That Stand, Stretch, and Breathe Stand When... Strike A Pose Table Top Memory Telephone The "Or" Game Who's Missing? Part III - Feedback A-Z Brainstorm Anchors Audio/Video Examples Checklists Conferencing Course Evaluations Find and Fix Post-Test Review Quick Quiz Ticket In the Door Part IV - Questioning Focal Points Here's the Answer, Find the Question "I wonder..." Narrated Think Time Open and Closed Questions Powerful Images Questions Only Says Who? What If...? Who Am I? Part V - Technology Annotated Images Backchannels Camera Scavenger Hunt Choice Boards Clickers Without Clickers Collaborative Sticky Notes Collage Digital Whiteboards Explain Your Thinking QR Hunt Part VI - Vocabulary Act it Out Banned Words Big Word Alert Concentration Plus Illustrated Vocabulary Jump In Vocabulary Magnet Words Plus Two, Minus Two Word Jar Word of the Day Part VII - Writing Three-Two-One Alter the Audience Expand the Sentence Fast Writing One-Word Summary Response Journal The Week in Review What, So What? Write On Write, Talk, Revise Part VIII - Student Engagement Strategies that Don't Work Academic Decathlon Answer Hunt Anything with a "Robin" in it Copying Extended Lecture Gotcha! Name First Rhetorical Questions Who Wants To...? References.
  • (source: Nielsen Book Data)9781138714762 20171211
Drive boredom out of your classroom-and keep it out-with the student engagement strategies in this book. In the first Battling Boredom, bestselling author Bryan Harris offered strategies on beginning a lesson, ending a lesson, small group work, and large group work. Now in Battling Boredom Part 2, Harris teams up with technology integration expert and former teacher Lisa Bradshaw to provide additional strategies on new topics such as academic talk, feedback, writing, classroom technology, and more. You'll learn how to: * Increase the quality and effectiveness of feedback to boost student performance. * Engage students in meaningful reflection with writing prompts and exercises. * Reenergize a lethargic class using movement-based activities. * Integrate technology to create a more enriching classroom experience for students. * Encourage students to speak up, share their ideas, and talk about their learning. With this toolbox of instructional strategies, you'll have even more ways to end student boredom before it begins, resulting in class time that's more efficient, more educational, and loads more fun!.
(source: Nielsen Book Data)9781138714762 20171211
Education Library (Cubberley)
Book
ix, 227 pages : illustrations ; 28 cm
Education Library (Cubberley)
Book
xiii, 177 pages : illustrations ; 25 cm.
  • AcknowledgmentsIntroduction Chapter 1: The Power, Promise, and Pitfalls of Executive Function Chapter 2: Attaining Conscious Control (#EF_ConsciousControl) Chapter 3: Moving From Compliance to Engagement (#EF_Engagement) Chapter 4: Mastering the Art of Collaboration (#EF_Collaboration) Chapter 5: Embracing Empowerment (#EF_Empowerment) Chapter 6: Developing Efficacy (#EF_Efficacy) Chapter 7: Demonstrating Leadership (#EF_Leadership) Chapter 8: Building Executive Function Through Teacher Facilitation Chapter 9: Not a Course, But a Culture Continuing the Conversation Appendix A Appendix B Appendix C Appendix D Appendix E Appendix F Appendix G Appendix H Appendix I Appendix J Appendix K.
  • (source: Nielsen Book Data)9781138632035 20171227
Educators clamor to provide top-notch lessons and resources for students, but if students lack executive function, even the best materials won't produce the desired results. If students haven't developed the brain-based skills to focus, catch and correct errors, identify cause-and-effect relationships, and more, they can't make sense of lessons. Executive function is the missing link to student achievement. But how can you develop this in the classroom? In this new book, bestselling author Nancy Sulla has the answers. She explains how building executive function requires a combination of activities, structures, and teacher facilitation strategies aimed at six increasingly complex life skills that should be the goal of any school: conscious control, engagement, collaboration, empowerment, efficacy, and leadership. She also offers a variety of examples, activities, and structures fit for every grade level and subject area. With the book's practical strategies and tools, you will be inspired, armed, and ready to establish a clear framework for building executive function in all your students.
(source: Nielsen Book Data)9781138632035 20171227
Education Library (Cubberley)
Book
xiii, 272 pages ; 22 cm.
  • Chapter 1. Introduction: The Problem of Integrating Classroom Management into the Lives of Those Learning to Teach Chapter 2. Teaching without Classroom Management Coursework: A Case Study-Methods II into Student Teaching Chapter 3. Teaching without Classroom Management Coursework: A Case Study-Student Teaching into Teaching Chapter 4. The Dynamic Classroom Management Approach (DCMA): What It Is and How It Can Be Integrated into Methods Courses Chapter 5. Teaching with Classroom Management Coursework: A Case Study-Methods II into Student TeachingChapter 6. Teaching with Classroom Management Coursework: A Case Study-Student Teaching into Teaching Chapter 7. Conclusion.
  • (source: Nielsen Book Data)9783319638492 20171204
This book investigates the impact of integrating culturally relevant and pedagogically dynamic classroom management strategies into the curriculum of an urban secondary education pre-service methods course. The book begins by framing the problem of integrating classroom management into the lives of those learning to teach impact. It then examines multiple case studies of students from the study's control cohort who did not have classroom management coursework in their methods course. After breaking down the challenges encountered by the control students, the book offers DCMA as a framework from which teacher educators might create an integrative methods course. The book then analyzes students from the study's experimental cohort and how they benefited from such an integrative course throughout their teacher preparation and into their first year of teaching.
(source: Nielsen Book Data)9783319638492 20171204
Education Library (Cubberley)
Book
130 pages : illustrations ; 20 cm.
  • Contents CHAPTER 1: INTRODUCTION TO HUMAN COGNITION Introduction and Overview Information Processing Model of Human Cognition Consciousness or Working Memory Long-term Memory * Declarative Memory * Procedural Memory Summary of Key Ideas CHAPTER 2: ATTENTION AND PREPARING TO LEARN Attention * Our attention is limited Attention and Learning * People focus their attention on things that are novel, emotional, or physically distinct * People focus their attention on relevant stimuli Using Knowledge of Attention: Student perspective Using Knowledge of Attention: Teacher perspective * Ensuring students pay attention to information helps them learn * Ensuring students avoid attending to distracting information Summary of Key Ideas CHAPTER 3: IMPROVING MEMORY Distributed Practice * Distributed practice is more beneficial when there is a time gap between study episodes * The distributed practice effect is more pronounced when there is a time gap between the last study episode and the final test Using Distributed Practice: Student perspective Using Distributed Practice: Teacher perspective Retrieval practice * Retrieving information from memory is beneficial for learning * When using retrieval practice, attempting to recall is more beneficial than attempting to recognize * How much time should pass between initial study and retrieval practice? Using Retrieval Practice: Student perspective Using Retrieval Practice: Teacher perspective Summary of Key Ideas CHAPTER 4: IMPROVING COMPREHENSION Comprehension Generating Questions * Generating high quality questions is beneficial for comprehension Elaborating and Explaining Text * Generating explanations is beneficial for learning * When encoding information, making information meaningful facilitates memory Graphic Organizers * Completing a graphic organizer is beneficial for learning Improving Comprehension: Student perspective Improving Comprehension: Teacher perspective Summary of Key Ideas Conclusions GLOSSARY REFERENCES.
  • (source: Nielsen Book Data)9781138229549 20171017
There is commonly-held belief that some people learn better than others because they are born that way. However, research indicates that many people who learn better are simply more strategic: they use effective strategies and techniques to improve their learning. Further, these strategies and techniques can be taught to students. Thus, understanding how we learn enriches our lives and the lives of others. Written by leading experts on learning, this book situates this topic within the broader context of educational psychology research and brings it to a wider audience. With chapters on how the mind works, evidence-based recommendations about how to enhance learning from both the perspective of students and teachers, and clear explanations of key learning concepts and ideas, this short volume is designed for any education course that includes learning in the curriculum. It is indispensable for pre- and in-service teachers and student researchers alike.
(source: Nielsen Book Data)9781138229549 20171017
Education Library (Cubberley)
Book
x, 242 pages : illustrations ; 23 cm
  • Dedication Table of Contents List of Figures List of Tables 1. Introduction 2. Align Assessments to Learning Objectives 3. Assessment Philosophy 4. Assessment Plan 5. Attendance 6. Beneficence 7. Borderline Grade Cases 8. Cheat Sheets or Crib Sheets 9. Cheating and Plagiarism 10. Collaborative Testing 11. Compensatory and Conjunctive Grading 12. Contract Grading and Learning Contracts 13. Criterion-Referenced Grading Approaches 14. Design Assessments First 15. Drop a Question 16. Drop the Lowest Grade 17. Effort 18. Equity 19. Evaluation Anxiety 20. Extra Credit 21. Fairness 22. Feedback 23. Feedback Timing 24. FERPA 25. Formative and Summative Assessments 26. Gatekeeping 27. Grade Explanation 28. Grade Feeding Frenzy 29. Grade Inflation 30. Groupwork 31. Humor 32. Incomplete Grades 33. Late Work 34. Learning-Oriented Assessment 35. Low Test Scores 36. Make-up Exams 37. Mastery Opportunities 38. Missing Assignments 39. Non-Cognitive Factors 40. Norm-Referenced Grading Approaches 41. Not Everything That Matters Must Be Graded 42. Online Assessment and Authentication 43. Online Discussions 44. Online Test Security 45. Open-book Exams 46. Our Policy on Policies 47. Participation 48. Peer Assessment 49. Personal Disclosures 50. Pop Quizzes 51. Prior Knowledge 52. Quizzing Frequency 53. Rubrics 54. Scoring Essay Tests, Papers, or Assignments 55. Selected- and Constructed-response Questions 56. Self-assessment 57. Student Choice 58. Take-Home Exams 59. Test Security 60. Zero Grades Resources References.
  • (source: Nielsen Book Data)9781138240261 20180122
The College Classroom Assessment Compendium provides new and seasoned instructors with comprehensive strategies, perspectives, and solutions for the daily challenges and issues involved in student assessment. Composed of cross-referenced, research-based entries organized for effective and immediate access, this book provides systematic explanations of assessment policies and practices, including guidelines for classroom implementation. Situated beyond the techniques covered in most instructor training and preparation, these practical entries draw from a variety of disciplines and offer an invaluable reference for college instructors interested in developing coherent, reliable classroom assessment climates.
(source: Nielsen Book Data)9781138240261 20180122
Education Library (Cubberley)
Book
xi, 154 pages : illustrations ; 26 cm.
  • Contents eResources Meet the Authors Acknowledgements Introduction What Should High School Grammar Instruction Look Like? Section One: Grammatical Concepts Aligned with Common Core Language Standards for Grades 9 and 10 Chapter One Purposefully Use Key Phrases to Convey Specific Meanings and Add Variety Chapter Two Purposefully Use Key Clauses to Convey Specific Meanings and Add Variety Chapter Three Use Semicolons to Link Closely Related Independent Clauses Chapter Four Interpret Figures of Speech and Understand their Roles in a Text Section Two: Grammatical Concepts Aligned with Common Core Language Standards for Grades 11 and 12 Chapter Five Vary Syntax for Effect Chapter Six Analyze Nuances in the Meanings of Words with Similar Denotations Chapter Seven Use Domain-Specific Words and Phrases Section Three: Putting it Together Chapter Eight Assessment Strategies Chapter Nine Final Thoughts and Tips for Classroom Practice Section Four: Resources References Annotated Bibliography Appendix A Reproducible Charts and Forms You Can Use in Your Classroom Appendix B A Guide for Book Studies ã ã ã .
  • (source: Nielsen Book Data)9781138302600 20180122
The Common Core's language standards can seem overwhelming-students need to learn specific, complex grammar rules at each grade level. The Common Core Grammar Toolkit to the rescue! In this comprehensive guide, author Sean Ruday shows how you can make grammar instruction fun and meaningful. You will learn how to... Teach the Common Core's language standards for grades 9-12 by presenting each grammar rule as a useful writing tool. Use mentor texts-excerpts from great literature-to help students understand grammar in action. Promote metacognition along the way, so that students become responsible for their own learning. ã The book thoroughly covers how to teach the Common Core's language standards for grades 9-12, on topics such as varying syntax for effect, using domain-specific words and phrases, analyzing nuances in word meanings, using semicolons to link related clauses, and more. You'll learn how to present each of these grammar rules to your students as tools that will help them improve their writing. You'll also find resources designed to provide you with extra support, including reproducible classroom-ready charts and forms, an annotated bibliography of suggested mentor texts for each grammar rule, and a guide for teachers and administrators interested in using the book for group-based professional development. With The Common Core Grammar Toolkit, you'll have a clear game plan for encouraging your students to use language more purposefully and effectively.
(source: Nielsen Book Data)9781138302600 20180122
Education Library (Cubberley)
Book
xvii, 254 pages : illustrations ; 22 cm
  • â Chapter 1. IntroductionChapter 2. Pathways from academe to industry: An empirical analysis of academic marketing to prospective studentsChapter 3. Marketing Context and Branding Content of Private Universities in Chile and MexicoChapter 4. Brand communication in Flemish higher education: A comparison between types of institutionsChapter 5. Using a mixed methods approach to examine the (re)imaging of higher education institutions in the Western Balkans<Chapter 6. Branding and the Search for Competitive Advantage in the Field of Mozambican Higher Education through the Use of WebsitesChapter 7. The impacts of educational brand on students' decision to enroll through advertising brochures for Higher Education Institutions in Surabaya IndonesiaChapter 8. The Notion of Branding in the Higher Education Sector: The Case of Hong KongChapter 9. Alumni Engagement in Higher Education: A Matter of Marketing and Leveraging Social IdentitiesChapter 10. Branding by Proxy? How hubs market (or not) higher education systems globally: the example of QatarChapter 11. Higher Education Institutional Rankings: Evaluating Their Credibility for Branding and MarketingChapter 12. Conclusions and Reflections on Branding and Marketing in Higher Education.
  • (source: Nielsen Book Data)9783319585260 20171211
This volume provides a critical examination of branding and marketing in higher education from national, regional, and global perspectives. Contributors with expertise in higher education, sociology, comparative and international education, marketing, rankings, and educational philanthropy use novel theoretical frameworks and cases from Africa, Asia, Europe, Latin America, and the US to map the brandscape of higher education. Empirical cases and literature analysis show that brand building is becoming a deliberate goal for higher education. This book illustrates student-institution dynamics, as well as the critical role of policy and professionalization to support branding and marketing strategies in higher education in relation to equity.
(source: Nielsen Book Data)9783319585260 20171211
Education Library (Cubberley)
Book
ix, 152 pages ; 23 cm.
  • AcknowledgmentsIntroduction1. A Historical Review2. Contemplative Practices in Higher Education3. Challenges and Replies to Contemplative Methods4. Contemplative Research5. The Contemplative Mind: A Vision of Higher Education for the 21st CenturyCodaReferencesIndex.
  • (source: Nielsen Book Data)9780253031778 20180115
In The Contemplative Mind in the Scholarship of Teaching and Learning, Patricia Owen-Smith considers how contemplative practices may find a place in higher education. By creating a bridge between contemplative practices and the Scholarship of Teaching and Learning (SoTL), Owen-Smith brings awareness of contemplative pedagogy to a larger audience of college instructors, while also offering classroom models and outlining the ongoing challenges of both defining these practices and assessing their impact in education. Ultimately, Owen-Smith asserts that such practices have the potential to deepen a student's development and understanding of the self as a learner, knower, and citizen of the world.
(source: Nielsen Book Data)9780253031778 20180115
Education Library (Cubberley)
Book
xv, 416 pages : illustrations ; 26 cm
  • Part I: Understanding Creative People and Processes Chapter 1 What is Creativity? Chapter 2 Models of the Creative Process Chapter 3 Theories of Creativity: The Individual Chapter 4 Theories of Creativity: Systems in Context Chapter 5 Creative People Part II: Creativity and Classroom Life Chapter 6 Teaching Creative Thinking Skills and Habits Chapter 7 Creativity in the Content Areas: Language Arts, Social Studies and the Arts Chapter 8 Creativity in the Content Areas: Science, Math, and General Teaching Strategies Chapter 9 Motivation, Creativity, and Classroom Organization Chapter 10 Assessment and Creativity.
  • (source: Nielsen Book Data)9781138228825 20171017
Creativity in the Classroom, 6th Edition helps teachers link creativity research and theory to the everyday activities of classroom teaching. This foundational textbook is relevant for any course dealing wholly or partially with creativity and teaching. The 6th Edition has been revised and updated throughout, informed by cutting edge research on neurobiology, curiosity and imaginative play, questioning, and motivation, particularly the relationship between intrinsic motivation and motivation to learn.
(source: Nielsen Book Data)9781138228825 20171017
Education Library (Cubberley)
Book
xxiii, 356 pages : illustrations ; 24 cm.
  • TOC Chapter 1: The Higher Education Conundrum Cope with two important demand-supply relations: Students to universities and universities to companies that hire graduatesAddress the needs of multiple customersFace accreditation by independent agencies that attempt to ensure high standardsHave a tri-partite mission of research, teaching, and service Amass and manage key resourcesAllocate resources among administration, faculty, and facilities Chapter 2: Identifying the Underlying Problems Costs are too high - rising much faster than the rate of inflationQuality while good can be improved Access is limited by high costs and poor preparation Low graduation rates Imbalance between supply of graduates and demand from companies in some programs Chapter 3: Understanding the Root Causes Reductions in state government support for public universities Increases in the percent of university budgets spent on administrationExpanding student expectations increase costsGeneral fund budgets are sometimes used to subsidize ancillary services such as sports.Funding finesse: The use of student fees as surrogates for tuition increasesUnclear understanding of who is the customer.Learning mechanism are largely unchanged for hundreds of yearsUniversities have no or limited responsibility to ensure that programs they offer lead to jobsStandards are more and more difficult to maintain Chapter 4: A Customer-Focused, Resource Management Resolution Understanding the customer: The demand-sideUnderstanding the resources: The supply-side Chapter 5: Focusing on the Ultimate Customer Chapter 6: Becoming Student-Centered Chapter 7: Determining Government's Role in Higher Education Chapter 8: Redesigning Curriculum and Pedagogy Chapter 9: Reshaping the Faculty Structure and Role Chapter 10: Creating High Technology Teaching Materials Chapter 11: Reforming Administration and Management Chapter 12: Revamping Relationships among High Schools, Community and Technical Colleges, and Universities Chapter 13: Framing and Implementing a Practical Solution Why and how is higher education different?The need for an integrated and comprehensive solutionImplementing a customer-focused resource management solution.
  • (source: Nielsen Book Data)9781138032538 20180122
While many students, parents, educators, and organizations who hire their graduates hold US universities in high regard, the cost of higher education has risen much faster than the rate of inflation. High costs, in turn, have severely limited access to higher education for large portions of the US population or caused graduates and those who fall short of graduation to face substantial student loan debt. This book examines the root causes of these underlying problems and offers a comprehensive, easy-to-understand, high-impact solution. The book identifies actions that improve higher education outcomes including lower tuition costs, better access for student from low and middle income homes, faster throughput, fewer dropouts, and better job opportunities for graduates. It links a real and implementable solution to the underlying problems and their root causes. Upon finishing this book, readers should understand why the performance of higher education needs to improve and have solid ideas about how to fix it. The book focuses on public universities, but the ideas discussed are also applicable to private for-profit and not-for-profit universities. The writing style is simple and direct.
(source: Nielsen Book Data)9781138032538 20180122
Education Library (Cubberley)
Book
25 PDFs (xxvii, 339 pages)
  • Chapter 1. Technology education teachers¿́¿ professional development review through community engagement: an action research inquest
  • Chapter 2. Action research and open innovation: a synergy?
  • Chapter 3. Action learning coaching: a practical model for novice and emergent leader development
  • Chapter 4. Synergising action research and technology education: a pedagogical perspective
  • Chapter 5. An action research study towards enhancing community engagement partnerships between ODL institutions and schools
  • Chapter 6. Trans-disciplinary approaches to action research for e-schools, community engagement, and ICT4D
  • Chapter 7. Anecdotes of action learning: initiations of sustainability lessons by an Indian B-school
  • Chapter 8. Anecdotes of action learning: realizations of an Indian B-school's sustainability lessons
  • Chapter 9. Teacher learning and effective professional development: how one school implemented, modified, stretched, and extended the principles of action learning
  • Chapter 10. Volunteer involvement in an academic camp in the Dominican Republic: an examination of participation in a CBPR project
  • Chapter 11. Action research driving a scaffolded soil science curriculum: within the context of post-first year academic underpreparedness
  • Chapter 12. Using transdisciplinary action research toward sustainable management of vineyard management and tourism in the Negev Highlands
  • Chapter 13. Participatory action research in supporting HIV/Aids infected and affected learners
  • Chapter 14. Participatory action research and learning in sustainable local economic development
  • Chapter 15. Conscientize learners with littering in environmental education by using action research activities
  • Chapter 16. Diversity, equity, and inclusion for learners with diverse needs: an action research approach.
An advanced reference source including the latest scholarly research on the examination of the development of a community practice of research in order to improve problem solving in various fields. Featuring extensive coverage on a broad range of topics such as social justice, organizational development, and global economy, this publication is ideally designed for academics, researchers, scholars, and managers seeking current research on the promotion of collaborative research and learning.