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Learning to Trust describes a constructivist approach to classroom management and discipline that was developed by the Child Development Project, a multiyear research and development project that applied attachment theory, care, and self-determination theories to the elementary school classroom. In this book, Marilyn Watson provides an overview of the research on attachment theory and a detailed description of its implications for teaching and classroom management, while chronicling one teacher, Laura Ecken, and her second-third grade class in a high poverty school across two years as she implements the Child Development Project and manages the class, guided by attachment theory. Watson documents in detail Laura’s day by day and week by week efforts to build caring, trusting relationships with and among her students and describes the many steps Laura takes to guide the class into becoming a caring, learning community while also meeting her students’ individual needs for autonomy and competence. Of course, not all goes well in this very real classroom and the ways Laura manages the pressures of competition and students’ many misbehaviors, ordinary and serious, are clearly and sometimes humorously described. Such teaching is not easy, and is counter to more controlling management approaches common in many schools. The book concludes with a chapter on how teachers might find support in their current schools for this more collaborative approach to classroom management, as well as a chapter that includes reflections from a number of the students seven years after leaving the class.
Object Lessons: How Nineteenth-Century Americans Learned to Make Sense of the Material World examines the ways material things–objects and pictures–were used to reason about issues of morality, race, citizenship, and capitalism, as well as reality and representation, in the nineteenth-century United States. For modern scholars, an “object lesson” is simply a timeworn metaphor used to describe any sort of reasoning from concrete to abstract. But in the 1860s, object lessons were classroom exercises popular across the country. Object lessons helped children to learn about the world through their senses–touching and seeing rather than memorizing and repeating–leading to new modes of classifying and comprehending material evidence drawn from the close study of objects, pictures, and even people. In this book, Sarah Carter argues that object lessons taught Americans how to find and comprehend the information in things–from a type-metal fragment to a whalebone sample. Featuring over fifty images and a full-color insert, this book offers the object lesson as a new tool for contemporary scholars to interpret the meanings of nineteenth-century material, cultural, and intellectual life.
This practical nuts-and-bolts guide provides future, beginning and seasoned crisis workers or those working in crisis situations with the skills necessary to handle any crisis situation. The book presents the comprehensive ABC Model of Crisis Intervention, which can be used as effectively for day-to-day interactions as for emergency situations. A GUIDE TO CRISIS INTERVENTION, 6th Edition, addresses such crises as drug abuse, secondary PTSD, crisis worker burnout, AIDS, suicide, death and dying, Alzheimer’s and victimization and abuse. Readers also learn how to conduct suicide assessments and mental status exams, and practice their interviewing and helping skills in case vignettes for role-play. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.
Activating the Learner’s Brain promotes a “Learner’s Brain Model,” using brain research to understand the nature to the learner. This book goes beyond lesson planning as it addresses instructional delivery, use of assessments, Consolidation for Closure, reflection and includes rubrics for professional growth. The first chapter is devoted to addressing planning and executing instructional delivery answering the question: do I teach for competency or performance? Following lesson execution, the subsequent chapter discusses assessments. Are assessments of learning or for learning, or both? Assessments are used to collect data as well as a strategy called “Consolidation for Closure” Once the data is collected, the data is analyzed and used for subsequent lessons. A critical component for success is reflection and the last chapter provides reflective questions teachers and students can use.
The basic purpose of this book is to help policy makers at all levels of government understand that (1) widespread adolescent under-achievement is not susceptible to solution by educational interventions no matter how much money is allocated to public education; and (2) there are unidentified educational and civic costs to focusing on low achievement and to expecting public institutions of education (for K-12 and college) to solve a growing social problem. Many policy makers seem to think (1) that all Hispanic and African American students are low achievers even though only 25 percent of this country’s 15 year-olds are designated by tests as low achievers and Hispanic and African American children constitute 41% of our public school population; (2) that most children in low-income families are Hispanic or African American even though more “white” children are; or (3) that teachers/schools are the cause of low achievement. Educational institutions still cannot solve a non-education-caused problem and haven’t done so for over 50 years despite all the public and private money that has been allocated.
In today’s education climate, parents, teachers and school leaders are often confused about the direction of education and what and how children are learning. For anyone interested in the minefields that young people navigate in schools today, this book exposes the ills, questions the status quo, engages the reader in a common-sense way, and provides solutions to the confusion created in schools. The culmination of over exposure of young children to Lesbian, Gay, Transgender, Queer/Questioning, Intersex, and Asexual (LGBTQIA) topics, the banning of religion in schools, and the runaway train of illegal immigration creates confusion that won’t soon pass. In addition, the trend for politicians to appoint superintendents of schools, commissioners of education (at state and federal levels), and other education leaders who do not have experience or formal training in education is confusing and disturbing. Would anyone visit a doctor who was not experienced in medicine? It’s not likely. There are gray areas in schools that are becoming standard practice. This top–down confusion leads everyone to ask the question: Is Gray the New Pink in Education?
Technology and multimodal texts must be included as part of the literacies we teach in 21st century schools. Implementing multiple modes of literacy requires that teachers shift their focus toward multiple genres and modes of text. This shift to the visual requires that teachers consider how students read images in the classroom, address visual literacy, and engage students in constructing visual texts. Students already live and communicate in a virtual world connected by expansive networks, and many also read young adult literature. Given this, researchers and practitioners in the field examine ways texts written for students can be combined with digital tools to craft more critical conversations around literary response and digital media consumption and production. This book explores ways adolescents read, engage, and construct meaning within the world around them and examines how teachers can leverage the use of young adult literature with digital practices within their classrooms.
Families as Partners: The Essential Link in Children’s Education is a useful guide for families and a resource for education professionals who want to promote increased parental involvement at home and school. The book examines research and includes examples, illustrations, case studies, practices, policy issues, and successful projects that schools have accomplished with a community of families and students. These situations provide information to develop productive family-school partnerships with families, schools, and communities, to advance student achievement.
Language, Literacy and Early Childhood Education is also available as an ebook.Language, Literacy and Early Childhood Education is a comprehensive textbook for pre-service and practising educators. Focusing on language and literacy development and learning in children from birth to the age of eight, the book encompasses four main early childhood settings: the family and community, childcare, the preschool years, and the early years of school. Making explicit links to the Early Years Learning Framework and the Australian Curriculum, this text is based on current research and theoretical perspectives, and includes practical strategies and activities to equip educators with the knowledge and skills they need to effectively support young children’s learning of language and literacy.Key FeaturesEmphasis on the key areas of oral language, reading, writing and children’s literatureClearly presented links to the Early Years Learning Framework and the Australian CurriculumToolboxes of teaching strategies and ideas that can be implemented in a range of settingsReview questions and activities for each topic, to encourage self-assessment.New to this editionAppendix A: Compendium of Teaching Strategies and Activities for Language and LiteracyAppendix B: Test Your Language and Literacy KnowledgePause and reflect sections: questions to prompt readers to stop and reflect on important topicsProfessional insights features: relevant examples from theory, research and practiceAdditional learning activities and questions to promote deeper understanding and improved practiceNew references to international research in all chaptersAdditional material on children from diverse linguistic and cultural backgroundsCoverage of contemporary trends in literacy education such as visual literacy, multimodal and digital literacyRevised chapters on ICT and Children’s Literature.
Language is at the heart of the learning process. We learn through language. Our knowledge about the world is constructed in language—the worlds of home and the community, the worlds of school subjects, the worlds of literature, the worlds of the workplace, and so on. It is through language that we interact with others and build our identities. Teachers’ explanations, classroom discussions, assessment of student achievement, and students’ understanding, composition, and evaluation of texts are all mediated through language. In this book, we will be exploring how an explicit understanding of how language works enables students to make informed choices in their use and understanding of texts.
As educators, our job is to make sure that all students have a good command of the language needed to succeed in school and beyond. In order to do this, teachers need to know about language and how it works. This book is intended as an introduction to the language that students encounter in the various curriculum areas as they move through the years of schooling, and it will enable teachers to:
– plan units of work that are sensitive to the language demands placed on students
– design activities with a language focus
– select texts for reading at an appropriate level
– analyse texts to identify relevant language and visual features
– create teaching materials that integrate an awareness of language
– help students to access meanings created through a variety of media (written, spoken, visual, multimodal)
– provide explicit support in developing students’ writing and composing
– assess students’ written work
– extend students’ ability to articulate what they are learning.
Teaching literacy with a balance of theory and applications. Integrating the best of what we currently know about teaching reading and writing, as well as ideas that will lead us into the future, Literacy for the 21st Century: A Balanced Approach provides the balance of pedagogy and application that teachers need to be successful in the classroom. It covers the fundamental components of literacy, illustrates how to teach skills and strategies, identifies how to differentiate instruction to meet the diverse needs of students today, and supports digital teaching and learning. An emphasis is placed on preparing readers to become teachers who will ensure their students meet grade-level standards. The Seventh Edition provides the theoretical background and most contemporary and practical approaches for literacy instruction-everything readers need to create a classroom climate that allows all students to flourish. NOTE: Before purchasing, check with your instructor to ensure you select the correct ISBN. Several versions of Pearson’s products exist for each title*, and registrations are not transferable. This title is also available in Revel, which may be required by your instructor. Please check with your instructor prior to purchasing. To purchase this title packaged with Revel, use this package ISBN: 0134813650 / 9780134813653, Literacy for the 21st Century: A Balanced Approach, with Revel Package consists of: 0134303202 / 9780134303208 Revel for Literacy for the 21st Century: A Balanced Approach –Access Card 0134813103 / 9780134813103 Literacy for the 21st Century: A Balanced Approach * Revel features such as embedded videos, exercises, and quizzes are only available in the Revel format. They are not available in third-party eTexts or downloads.