Thinking Like a Lawyer Seale, Colin
Prufrock Press Inc,
2021, 20210903, 2020, 2020-00-00, 2021-09-03, 2020-04-30
eBook, Book
Critical thinking is the essential tool for ensuring that students fulfill their promise. But, in reality, critical thinking is still a luxury good, and students with the greatest potential are too ...often challenged the least. Thinking Like a Lawyer :
Introduces a powerful but practical framework to close the critical thinking gap.
Gives teachers the tools and knowledge to teach critical thinking to all students.
Helps students adopt the skills, habits, and mindsets of lawyers.
Empowers students to tackle 21st-century problems.
Teaches students how to compete in a rapidly changing global marketplace.
Colin Seale, a teacher-turned-attorney-turned-education-innovator and founder of thinkLaw, uses his unique experience to introduce a wide variety of concrete instructional strategies and examples that teachers can use in all grade levels and subject areas. Individual chapters address underachievement, the value of nuance, evidence-based reasoning, social-emotional learning, equitable education, and leveraging families to close the critical thinking gap.
Acknowledgments Introduction PART I Closing the Critical Thinking Gap Chapter 1 The Autobiography of a Recovering Underachiever Chapter 2 Defining Critical Thinking Chapter 3 The Critical Thinking Gap PART II Thinking Like a Lawyer Chapter 4 A Critical Thinking Revolution Chapter 5 Introduction to thinkLaw Chapter 6 Analysis From Multiple Perspectives Chapter 7 The Power of Analysis From Multiple Perspectives Chapter 8 Mistake Analysis Chapter 9 Investigation and Discovery Chapter 10 Settlement and Negotiation Chapter 11 Competition PART III Practical Considerations for a Critical Thinking Revolution Chapter 12 Making thinkLaw Work Chapter 13 Avoiding Engagement for Engagement’s Sake Chapter 14 Critical Thinking: Classroom Management’s Secret Weapon Chapter 15 Beyond Test Prep: Hacking the “Big Test” Chapter 16 Leveraging Families to Unleash Critical Thinking Potential Conclusion: Future-Proofing Students With Critical Thinking References About the Author
Colin Seale is an educator, attorney, and critical thinking expert. He founded thinkLaw, an award-winning organization, to help educators leverage inquiry-based instructional strategies that can close the critical thinking gap and ensure they teach and reach all students.
Inclusive education is a platform that provides opportunities for students with special educational needs (SEN) to learn in a regular classroom with normal students. However, there are many ...challenges faced by students with SEN who learn in an inclusive setting, such as negative perception from the mainstream teachers and peers, being bullied and excluded by peers; facing academic issues because of following the regular curriculum like normal students, and lack of support from the parents. The problems occurred has affected the self-concept of students with SEN. Therefore, a study was conducted to explore the impact of inclusive education towards the self-concept of students with SEN in terms of identify the level of self-concept among students with SEN; identify the strongest and the weakest domains of self-concept; explores the differences of self-concept levels based on gender; and to study the relationship between the level of self-concept with the period of learning in an inclusive education. The respondents consisted of 52 students with SEN, aged between 8 to 15 years old who learn in inclusive settings from 10 schools in the district of Hulu Langat, Selangor. The study was conducted using a set of questionnaires that contains 80 items of Piers-Harris Children’s Self Concept Scale that respondents had to answer. The findings showed that the level of self-concept among the students with SEN is at moderate. The study also found that the strongest self-concept domain among the students with SEN is Happiness and Satisfaction (HAP), and the weakest self-concept domain is Popularity (POP). In addition, the results showed that there is no significant difference in the levels of self-concept based on gender, and there is no significant relationship between the levels of self-concept with learning periods in inclusive education.
This handbook represents the first comprehensive and evidence-based review of theory, research, and practice in the field of adapted physical education (APE). Exploring philosophical and foundational ...aspects of APE, the book outlines the main conceptual frameworks informing research and teaching in this area, and presents important material that will help shape best practice and future research.
Written by world-leading researchers, the book introduces the key themes in APE, such as historical perspectives on disability, disability and the law, language, and measurement. It examines the most significant theoretical frameworks for understanding APE, from embodiment and social cognitive theory to occupational socialization, and surveys current debates and practical issues in APE, such as teacher training, the use of technology, and physical inactivity and health. Acknowledging the importance of the voices of children, parents and peers, the book also explores research methods and paradigms in APE, with each chapter including directions for further research.
Offering an unprecedented wealth of material, the Routledge Handbook of Adapted Physical Education is an essential reference for advanced students, researchers and scholars working in APE, and useful reading for anybody with an interest in disability, physical education, sports coaching, movement science or youth sport.
This paper investigates the relationship between factors related to the educational qualifications of teachers who work with students with special educational needs and their self-perceived ...self-efficacy. The aim of this study was to define the latent structure of the characteristics associated with the educational background/qualifications of teachers who work with students with special educational needs based both on their initial education, as well as in-service training programs. We conducted a survey of 177 teachers from Istria County in Croatia. The self-efficacy subscale for inclusive teaching, which is an integral part of the Self-Efficacy for Inclusive Practice Questionnaire, was used as a measuring instrument. Data were analysed using one-way and multivariate analysis of variance and discriminant analyses. Our results indicate statistically significant differences between groups of teachers in their self-perceived self-efficacy for inclusive teaching based on differences in their initial education and participation in in-service training programs. These findings reveal that teachers who attended three or more courses aimed at working with students with special educational needs showed the highest level of self-efficacy for inclusive practices. Similarly, teachers who attended 20 or more hours of in-service training programs aimed at working with students with special educational needs had higher levels of self-efficacy for inclusive practices than those who attended up to 20 hours of such training programs or no training at all. Based on the discriminant analyses, we found two discriminant functions that significantly differentiate respondents in terms of the number of courses related to teaching students with special educational needs that they attended during their initial education, as well as the number of hours of in-service training programs attended.
The career transition programme is a programme implemented to prepare students with special needs (SSN) to face future working environment. Parents are among the factors contributing to the ...successful completion of SSN’s career transition programme. This survey was conducted to identify the level of involvement of SSN parents in the implementation of career transition programmes in schools. The instrument used in this study was a questionnaire consists of 48 items with five points Likert scale. This questionnaire was developed based on six elements of Epstein’s Parental Involvement Model: i) parenting, ii) communication, iii) decision making, iv) learning at home, v) collaboration with the community and vi) voluntary assistance. This study involved 30 respondents comprising parents of SSN who had undergone a career transition programme at Special Education Integrated Program (PPKI) at four secondary schools in Seremban, Negeri Sembilan. The data were analysed descriptively using SPSS software. The findings show that parents’ involvement is high in terms of communication and voluntary assistance while their involvement in parenting, decision-making, home-based learning, and collaboration with the community is at moderate level. Parents’ education level was found to have no significant relationship with the level of parental involvement except for communication and voluntary aspects. The findings of this study can give some insights to policy makers to increase parents’ level of involvement in the context of planning and the implementation of programmes to support SSN’s readiness for the career realm. Parents are encouraged to improve their advocacy skills and awareness on the importance of their roles in the career transition. DOI: http://dx.doi.org/10.17977/um029v5i12018p007
Lorella Terzi offers a philosophical conception of justice and equality in education, examining the demands of disability and special educational needs.
One of the five books in the Mental Health and Wellbeing Teacher Toolkit, this practical resource focuses on developing the skills necessary to build and maintain successful relationships. The book ...offers research-driven, practical strategies, resources and lesson plans to support educators and health professionals. Chapters span key topics including Communication, Respecting Yourself and Others, Resolving Conflict and Team Building. A complete toolkit for teachers and counsellors, this book offers: Easy-to-follow and flexible lesson plans that can be adapted and personalised for use in lessons, smaller groups or 1:1 work. Resources that are linked to the PSHE and Wellbeing curriculum for KS1, KS2 and KS3. New research, 'Circles for Learning', where the introduction of baby observation into the classroom by a teacher is used to understand and develop self-awareness, skills for learning, relationships, neuroscience and awareness of others. Sections on the development of key skills in communication, skills for learning, collaboration, empathy and self-confidence. Learning links, learning objectives and reflection questions. Offering research-driven, practical strategies and lesson plans, Positive Relationships in School is an essential resource book for practitioners looking to have a positive impact on the mental health and wellbeing of the children and young people in their care: both now and in the future.
Trust-based e-assessment systems are increasingly important in the digital age for both academic institutions and students, including students with special educational needs and disabilities (SEND). ...Recent literature indicates a growing number of studies about e-authentication and authorship verification for quality assurance with more flexible modes of assessment. Yet understanding the acceptability of e-authentication systems among SEND students is underexplored. This study examines SEND students’ views about the use of e-authentication systems, including perceived advantages and disadvantages of new technology-enhanced assessment. This study aims to shed light on this area by examining the attitudes of 267 SEND students who used, or were aware of, an authentication system known as adaptive trust-based e-assessment system for learning (TeSLA). The results suggest a broadly positive acceptability of these e-authentication technologies by SEND students. In the view of these students, the key advantages are the ability of proving the originality of their work, and trust-based e-assessment results; the key disadvantages are the possibility that the technology might not work or present wrong outputs in terms of cheating.
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