This volume focuses on issues such as the learning, use and assessment of languages in education, the age factor, the teaching of English as an international language and multilingualism at the ...university, in educational contexts in which several languages are taught either as subjects or languages of instruction. Jasone Cenoz proposes the 'Continua of Multilingual Education' as a tool to identify different types of multilingual schools and focuses on Basque educational research to discuss issues that are relevant for other contexts. 'Towards Multilingual Education: Basque Educational Research in International Perspective' is an up to date and comprehensive review of research involving Basque, Spanish and English in Basque schools. The book will be of great value to researchers, professionals and students interested in multilingualism and multilingual education all over the world.
Heritage studies necessarily must deal with strong emotions and political commitments. In this, it poses particular challenges for teachers and their students. Guided by a shared focus on these ..."sensitive pasts," the contributors to this volume draw on new theoretical and empirical research to provide valuable insights into heritage pedagogy.
The 14 essays in this collection reflect on how the major academic disciplines of economics, English, philosophy, and political science have changed in the decades since World War II. Following an ...introductory essay by the editors, essay titles are: (1) "Politics, Intellect, and the American University, 1945-1995" (Thomas Bender); (2) "How Did Economics Get That Way and What Way Did It Get?" (Robert M. Solow); (3) "Economics-the Current Position" (David M. Kreps); (4) "Reconfigurations in American Academic Economics: A General Practitioner's Perspective" (William J. Barber); (5) "The Transformation of English Studies: 1930-1995" (M.H. Abrams); (6) "The History of Literary Criticism" (Catherine Gallagher); (7) "Tracking English and American Literary and Cultural Criticism" (Jose David Saldivar); (8) "A Half Century of Philosophy, Viewed from Within" (Hilary Putnam); (9) "Trends in Recent American Philosophy" (Alexander Nehamas); (10) "Political Science in the 1940s and 1950s" (Charles E. Lindblom); (11) "Still Blowing in the Wind: The American Quest for a Democratic, Scientific Political Science" (Rogers M. Smith); (12) "The New Rigorism in the Human Sciences, 1940-1960" (Carl E. Schorske); (13) "From the Street to the Lecture Hall: The 1960s" (Ira Katznelson); and "The Disciplines and the Identity Debates, 1970-1995" (David A. Hollinger). (Individual chapters contain references.) (DB)
Bringing together multiple sources of data and combining existing theories across language teacher cognition, teacher education, second language motivation, and psychology, this empirically-grounded ...analysis of teacher development in action offers new insights into the complex and dynamic nature of language teachers' conceptual change. (Contains 16 figures and 6 tables.)
Abstract An interesting reading tends to be a summary of the dominant characteristics of each generation, which can be found in scientific and vocational publications as well as in media with ...popularization texts. Very often, we also identify among them our own characteristics and qualities, or those of our peers, children, and possibly other descendants. It is natural that the development of science and technology has a significant role in shaping the personality profile of the members of each generation during the historical development of society (for example, from the “lost” generation to the “alpha” generation). This factor influences the content, methodological and didactic aspects of the teaching process, i.e. what and how to teach. The authors of the paper have worked on several aspects of the preparation of teaching materials and their use in school physics, often with overlap with other science subjects. One of these aspects is, for example, the need to influence the emotional side of the student in learning processes, which is an important prerequisite for more permanent “inscriptions” of information in the student’s memory. For this process to work, knowledge of the dominant characteristics of the target group of students and the environment in which they grow up is essential.
North American universities depend on international teaching assistants (ITAs) as a substantial part of the teaching labor force, which has led to the idea of an 'ITA problem', a deficiency model ...which is framed as a divergence between ITAs' linguistic competence and undergraduates' and their parents' expectations. This outdated positioning of ITAs as deficient diminishes the invaluable role they play within the academy. This book argues instead for an approach to ITA which recognizes them as multilingual, skilled, migrant professionals who participate in and are discursively constructed through various participant frameworks, modalities and activities. The chapters in this volume offer state-of-the-art research into ITA using a variety of methods and approaches, and as such constitute a transdisciplinary perspective which argues for the importance of dialogue between research and practice.
"Teaching Gradually" is a guide for anyone new to teaching and learning in higher education. Written "for" graduate student instructors, "by" graduate students with substantive teaching experience, ...this resource is among the first of its kind to speak to graduate students as comrades-in-arms with voices from alongside them in the trenches, rather than from far behind the lines. Each author featured in this book was a graduate student at the time they wrote their contribution. Consequently, the following chapters give scope to a newer, diverse generation of educators who are closer in experience and professional age to the book's intended audience. The tools, methods, and ideas discussed here are ones that the authors have found most useful in teaching today's students. Each chapter offers a variety of strategies for successful classroom practices that are often not explicitly covered in graduate training. Overall, this book consists of 42 chapters written by 51 authors who speak from a vast array of backgrounds and viewpoints, and who represent a broad spectrum of experience spanning small, large, public, and private institutions of higher education. Each chapter offers targeted advice that speaks to the learning curve inherent to early-career teaching, while presenting tangible strategies that readers can leverage to address the dynamic professional landscape they inhabit. The contributors' stories and reflections provide the context to build the reader's confidence in trying new approaches in their his or her teaching. This book covers a wide range of topics designed to appeal to graduate student instructors across disciplines, from those teaching discussion sections, to those managing studio classes and lab sessions, to those serving as the instructor of record for their own course. Despite the medley of content, two common threads run throughout this volume: a strong focus on diversity and inclusion, and an acknowledgment of the increasing shift to online teaching. As a result of engaging with "Teaching Gradually," readers will be able to: (1) Identify best teaching practices to enhance student learning; (2) Develop a plan to implement these strategies in their teaching; (3) Expand their conception of contexts in which teaching and learning can take place; (4) Evaluate and refine their approaches to fostering inclusion in and out of the classroom; (5) Assess student learning and the efficacy of their own teaching practices; and (6) Practice professional self-reflection. Foreword written by Mathew L. Ouellett.
This anthology presents successful examples of "research work" by teacher education students. Seminar concepts from the fields of natural sciences, music, educational science, mathematics and art, ...applied social psychology and the subject of German are presented. The volume is framed by a comprehensive theoretical introduction to the concept of research-based learning and its implementation at Leuphana University Lüneburg.
In diesem Sammelband werden gelungene Beispiele von „Forschungsarbeiten“ von Studierenden der Lehrkräftebildung dargestellt. Dazu werden Seminarkonzepte aus den Bereichen Naturwissenschaften, Musik, Bildungswissenschaft, Mathematik und Kunst, der angewandten Sozialpsychologie sowie dem Unterrichtsfach Deutsch vorgestellt. Gerahmt wird der Band durch eine umfangreiche theoretische Einführung in das Konzept des forschenden Lernens und seiner Umsetzung an der Leuphana Universität Lüneburg
How Students Learn Bransford, John D; Donovan, M. Suzanne
National Academies Press,
12/2004
eBook, Book
Odprti dostop
How Students Learn: Science in the Classroom builds on the discoveries detailed in the best-selling How People Learn . Now these findings are presented in a way that teachers can use immediately, to ...revitalize their work in the classroom for even greater effectiveness.
Organized for utility, the book explores how the principles of learning can be applied in science at three levels: elementary, middle, and high school. Leading educators explain in detail how they developed successful curricula and teaching approaches, presenting strategies that serve as models for curriculum development and classroom instruction. Their recounting of personal teaching experiences lends strength and warmth to this volume.
This book discusses how to build straightforward science experiments into true understanding of scientific principles. It also features illustrated suggestions for classroom activities.
