Designing Quality Assessment Feedback Practices in Schools
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Brooks/Cole Empowerment Series: Foundations of Social Policy (with CourseMate Printed Access Card): Social Justice in Human Perspective 5th Edition
Reflecting the idea that social justice is a primary mission of the social work profession, this text provides a thorough grounding in policy analysis-with extensive coverage of policy practice and a unique emphasis on the broad issues and human dilemmas inherent in the pursuit of social justice. The book introduces several philosophical perspectives on what constitutes social justice, and identifies values and assumptions reflected in contemporary policy debates. FOUNDATIONS OF SOCIAL POLICY, Fifth Edition, part of the BROOKS/COLE EMPOWERMENT SERIES, integrates the core competencies and practice behaviors outlined in the 2008 Educational Policy and Accreditation Standards (EPAS) set by the Council on Social Work Education (CSWE). Numerous updates, on topics ranging from women in combat and elder abuse to the DOMA decision and movements against public employee unions, showcase the profound impact of current events on policy issues and social justice in the United States and internationally. This edition also includes access to CourseMate, which offers online interactive learning, study, and exam preparation tools that support the printed textbook.
About the Author
A native of California, Amanda S. Barusch completed her B.A. in Psychology at Reed College and her M.S.W. and Ph.D. in Social Welfare at the University of California, Berkeley. Her primary research and teaching interests are in the fields of social policy and aging. She has investigated topics ranging from interpersonal relations to international policy comparisons. She has published articles in leading North American journals and is the author or coauthor of seven books. Dr. Barusch joined the faculty at the University of Utah College of Social Work in 1985. She has served as Associate Dean for Research and Doctoral Studies (2003-2007) and Director of the Social Research Institute (1995-1998); and is now Associate Dean for Research. She serves as Editor-in-Chief of the Journal of Gerontological Social Work and is on the editorial board of the Journal of Poverty. She is a fellow in the Gerontological Society of America. Since June of 2007 she has also held an appointment as Professor of Gerontology at the University of Otago in Dunedin, New Zealand, where she continues to serve on a part-time basis.
This extremely topical and updated second edition of Assessment of Prior Learning: A Practitioners Guide focuses on the methods of correctly documenting and comprehensively assessing evidence of prior learning at institutions, outside formal education or training or via previous careers which enables students to gain credits on an academic course of study. Fully in-line with the updated Nursing and Midwifery Councils standards, this accessible text provides a wealth of activities to promote reflective study, fully customisable diary and assessment records and new contributors providing an insight to Assessment of Prior Leaning from a wider international context.
This best-selling text provides comprehensive coverage of general teaching methods and models. The most balanced text in its field, Learning to Teach strikes a harmony by integrating researched-based practices with practical consideration and opportunity for real-world application. The text provides strong coverage of both teacher-centered and student-centered models. By covering all major teaching models plus the leadership of teaching, including planning, classroom management, assessment, motivation, and management of time and space, Learning to Teach helps future teachers master both the theory and application of successful teaching.
About the Author
Richard I. Arends is Professor of Educational Leadership and Dean Emeritus at Connecticut State University where he served as Dean of the School of Education and Interim Provost of Academic Affair from 1991-2004. Before going to Connecticut he was on the faculty and chair of the department of Curriculum and Instruction at the University of Maryland, College Park. Richard Arends received his Ph.D. from the University of Oregon where he was on the faculty from 1975 to 1983. A former elementary, middle school, and high school teacher, his special interests are teaching, teacher education, organization development and school improvement. He has worked widely with schools and universities throughout North America, in Jamaica, and in the Pacific Rim, including Australia, Samoa, Palau, and Saipan. Professor Arends has authored or contributed to over a dozen books on education including the Second Handbook or Organization Development in Schools, Systems Change Strategies in Education, Exploring Teaching, and Learning to Teach. The latter is now in its 8th edition and has been translated into several foreign languages. The recipient of numerous awards, he was selected in 1989 as the outstanding teacher educator in the state of Maryland and in 1990 received the Judith Ruskin Award for outstanding research in education given by the Association for Supervision and Curriculum Development (ASCD). From 1995-97 Professor Arends held the William Allen (Boeing) Endowed Chair Boeing in the School of Education at Seattle University. Currently, he is retired in Portland, Oregon where he pursues favorite projects and continues to write.
Teaching Humanities and Social Sciences: History, geography, economics and citizenship in the Australian curriculum 5th Edition
Rob Gilbert is Emeritus Professor of Education at the University of Queensland and an educational consultant with a special focus on curriculum development and change. A leader in research and development in social science education in Australia, he has published widely in this field as well as in curriculum development and in education for citizenship.
Dr Brian Hoepper has extensive experience as a tertiary educator, curriculum developer, author and professional development provider. He currently works in the broad field of social education with a particular focus on history. Brian was contracted by ACARA to advise on the development of the Australian Curriculum: History for both F-10 and the senior years.