This book reviews research on elementary & middle schools students' historical thinking.Grounded in the theoretical context of mediated action,it addresses the breadth of social practices, settings, ...purposes & tools that influence students.
Utopian pedagogy Day, Richard J. F; De Peuter, Greig; Coté, Mark
Utopian pedagogy,
c2007, 2007, 20070310, 2019, 2000, 2007-12-31
eBook, Book
Utopian Pedagogyis a challenge to the developing world order that will stimulate debate in the fields of education and beyond, and encourage the development of socially sustainable alternatives.
Reorganized for easy use, this book provides an up-to-date reference to the tools, techniques, and science for predicting oil reservoir performance even in the most difficult fields. Topics covered ...in the handbook include: Processes to enhance production, Well modification to maximize oil and gas recovery, and Completion and evaluation of wells, well testing, and well surveys. This book provides solid information and insight for engineers and students alike on maximizing production from a field in order to obtain the best possible economic return. With this handbook, professionals will find a valuable reference for understanding the key relationships among the different operating variables. Examples contained in this reference demonstrate the performance of processes under forceful conditions through a wide variety of applications.
This book analyzes the notions that are "fashionable" in the humanities today, arguing against the orthodoxy that has installed race, gender, and class perspectives at the center of college ...humanities curricula. The book contends that humanistic education today, far from being historically aware, relies on anachronistic thinking; far from being skeptical of Western values, represents a "ruthless and unskeptical" Western extremism; far from being valuable in bringing political perspectives to bear, presents politics that are "unreal"; far from being sophisticated in matters of "theory," is largely "ignorant" of the range and history of critical theory; and far from valuing diversity, is unable to respond to the great sweep of literature. Following an introduction, the book's chapters are titled: (1) The Origins of Political Correctness; (2) The Diversity of Literature; (3) Gender, Politics, and Criticism; (4) The Academic Politics of Race; (5) Class and Perfect Egalitarianism; (6) Activism and Knowledge; (7) Power, Objectivity, and PC Logic; (8) Is Theory to Blame?; and (9) How Did It All Happen--And What Comes Next? The conclusion examines the prospects for future change. (NKA)
In the literature, there are many piano etudes written for various levels by different composers. However, when study books are examined, it is often observed that technical studies are not listed ...systematically. Piano teachers consider the difficult techniques in the etudes they give to their students and choose the etudes to be practiced by taking into account their students' levels. In the study, the studies were examined in terms of the technical studies they contained. This research was carried out with the aim of creating a database according to the technical difficulties in the studies. The main problem of the study is the characteristics of the study books Czerny op.599, Czerny op.299, Czerny op.136, Czerny op.636, Duvernoy op.176, Berens op.61, Burgmüller op.100 used in piano education. The research basically consists of scanning and document review. The study was limited to the designated etude books and 354 etudes were examined. The research started by examining all the basic features of the works in the study books. Then, the studies were grouped according to the techniques they included. After this grouping, each etude is divided into three levels according to its technical difficulty: beginner (1), intermediate (2) and advanced (3). It has been observed that some studies contain more than one technical difficulty, and in these types of studies, the study on which the focus is on is included in that study group. Since the studies are grouped and leveled according to their technical difficulties, it is thought that the study will be a frequently used reference work in piano education and will provide convenience for both students and teachers. The most frequently used techniques in all these books used at the beginner level are right hand practice, chord practice, 3rd interval practice, staccato, left work and scale studies, and works from all levels are included in the Czerny op.139 etude book, Czerny op.299 and Czerny op. It has been determined that the Czerny op.636 books contain advanced level works, the Czerny op.599 book concentrates on the intermediate level, the Duvernoy op.176 and Burgmüller op.100 books contain intermediate level studies, and the Berens op.100 contains advanced level studies. It has been determined that the etudes containing the most technical studies are in the Czerny op.299 book, and the etude containing the most technical studies is etude number 38 in the Czerny op.299 book. Among all these books, the most arpeggio-studied tones are C Major, D Major, G Major and E flat Major, E Major and A Major. It has been determined that the tones most practiced arpeggio are C Major, F Major and G Major.
This book provides a theoretical basis and practical strategies to counter resistance to learning to teach for diversity (in culturally and gender-inclusive ways), and resistance to teaching for ...understanding (using student-centered and inquiry-based pedagogical approaches). Teacher educators from across the United States present rich narratives of their experiences in helping prospective and practicing teachers learn to teach for diversity and for understanding in a variety of mathematics and science contexts.
Mathematics and science education has been slow to respond to issues of diversity and equity. Preparing Mathematics and Science Teachers for Diverse Classrooms: Promising Strategies for Transformative Pedagogy helps to begin a network for support and collaboration among teacher educators in science and mathematics who work for multicultural education and equity.
A unique and much-needed contribution, this book is an essential resource for teacher educators, K-12 teachers who work as student teacher supervisors and cooperating teachers, and graduate students in mathematics and science education, and a compelling text for science and mathematics methods courses.
Contents: Foreword. Preface. A.J. Rodriguez, Teachers' Resistance to Ideological and Pedagogical Change: Definitions, Theoretical Framework, and Significance. A.J. Rodriguez, Using Sociotransformative Constructivism to Respond to Teachers' Resistance to Ideological and Pedagogical Change. R.S. Kitchen, Making Equity and Multiculturalism Explicit to Transform Mathematics Education. M.B. Barnes, L.W. Barnes, Using Inquiry Processes to Investigate Knowledge, Skills, and Perceptions of Diverse Learners: An Approach to Working With Prospective and Current Science Teachers. J. Leonard, S.J. Dantley, Breaking Through the Ice: Dealing With Issues of Diversity in Mathematics and Science Education Courses. A. Luykx, P. Cuevas, J. Lambert, O. Lee, Unpacking Teachers' "Resistance" to Integrating Students' Language and Culture Into Elementary Science Instruction. T.K. Dunn, Engaging Prospective Teachers in Critical Reflection: Facilitating a Disposition to Teach Mathematics for Diversity. P.W.U. Chinn, "Eh, Mus' Be Smart Class": Race, Social Class, Language, and Access to Academic Resources. J. Moore, Transformative Mathematics Pedagogy: From Theory to Practice, Research, and Beyond. R. Yerrick, Seeing IT in the Lives of Children: Strategies for Promoting Equitable Practices Among Tomorrow's Science Teachers. J. Ensign, Helping Teachers Use Students' Home Cultures in Mathematics Lessons: Developmental Stages of Becoming Effective Teachers of Diverse Students. C. Brandt, Examining the "Script" in Science Education: Critical Literacy in the Classroom.
"Much has been written about teachers’ resistance to change and practices that "work." In contrast to books that describe teachers’ experiences, Preparing Mathematics and Science Teachers for Diverse Classrooms: Promising Strategies for Transformative Pedagogy provides models that can be used by methods and content instructors to elicit conversations about supporting diverse students in the classroom. "-- Jo Clay Olson, Journal for Research in Mathematics Education , July 2009
Fake news and misinformation is everywhere. Learn how to teach elementary students to locate reliable information, evaluate sources, and develop their writing skills in the classroom and in the ...library.Empower students to find and evaluate information with this practical guide to supporting classroom writing and research instruction. You'll learn ways to teach students to evaluate information for accuracy and to collect information from credible sources such as library journals. Additionally, you'll learn how to incorporate writing into your makerspace, encourage curiosity through the inquiry process, and help students to find their voice. Along the way, you'll discover how to support various writing genres including technical writing and the research project and how to teach prewriting for digital media such as websites, blogs, and social media.Lesson plans, which can be adapted from year to year as a part of the classroom and library curriculum, explain how students can use databases, search engines, books, and expert testimony to gather information. Also included are student samples and hands-on activities that will get students excited about learning.
By delving into the complex, cross-generational exchanges that characterize any political project as rampant as empire, this thought-provoking study focuses on children and their ambivalent, intimate ...relationships with maps and practices of mapping at the dawn of the "American Century." Considering children as students, map and puzzle makers, letter writers, and playmates, Mahshid Mayar interrogates the ways turn-of-the-century American children encountered, made sense of, and produced spatial narratives and cognitive maps of the United States and the world. Mayar further probes how children's diverse patterns of consuming, relating to, and appropriating the "truths" that maps represent turned cartography into a site of personal and political contention. To investigate where in the world the United States imagined itself at the end of the nineteenth century, this book calls for new modes of mapping the United States as it studies the nation on regional, hemispheric, and global scales. By examining the multilayered liaison between imperial pedagogy and geopolitical literacy across a wide range of archival evidence, Mayar delivers a careful microhistorical study of U.S. empire.
This book presents different practices and strategies for the English as an additional language classroom as well as units that could be adapted to various grade levels, English language proficiency ...levels, and linguistic and cultural backgrounds. The research, lessons, and concepts included in the book present innovative ideas in EAL education.The chapters are the result of a professional learning program for 30 English as a Foreign Language (EFL) teachers from Brazil, held at the University of Miami's School of Education and Human Development in the Spring semester of 2018. The program, entitled "Six-Week English Language Certificate Program for High School English Teachers from Brazil (PDPI)," contained several components related to language development and methodology, including orality, reading, writing, linguistic and grammatical knowledge, and interculturality. The program was guided by the principle of multiliteracies, with a focus on English language development through new possibilities to participate in meaning making that incorporates verbal, visual, body language, gestures, and audiovisual resources.