Language : English
Published : 2016
Pages : 368
Teaching Language in Context
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.
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‘Through their reflective and practical styles, and a subtle touch of humour, McGrath and Coles show us in this text that leadership can be fun to study.’ Pontso Moorosi, University of Warwick
Your Education Leadership Handbook should be essential reading for anyone managing or aspiring to lead in education, whether in the primary, secondary or post-compulsory sector.
Written in the form of a fictional case study, the book charts the progress of a teacher and their academic tutor, introducing key concepts, theories and debates in educational leadership, whilst applying them to real work-based situations. The innovative, narrative style will help readers understand the links between dry theory and actual practice, making it the most accessible, engaging and useful book of its kind.
Whether you are a student, middle manager or leader in education, this handbook will provide you with the skills and knowledge necessary to:
Discuss a wide range of leadership theories
Analyse and understand events in their workplace
Identify and develop your own leadership style
Understand how to apply theory to your own practice
Organized around the authors’ coherent and cohesive Generalist Intervention Model, this introductory guide to generalist social work practice gives students the knowledge and skills they need to work with individuals and families, as well as the foundation to work with groups, communities, and organizations. Updated to reflect current topics and practice, the book focuses on micro levels of social work practice while also discussing the interrelationship between the micro, mezzo, and macro levels. Part of the BROOKS/COLE EMPOWERMENT SERIES, UNDERSTANDING GENERALIST PRACTICE, 7th Edition, clearly identifies content related to the latest Council on Social Work Education (CSWE) Educational Policy and Accreditation Standards (EPAS) with icons throughout the text. New learning objectives, which are correlated to chapter headings and summaries, guide students’ reading and reinforce their understanding.
About the Author
Karen K. Kirst-Ashman, BSW, MSSW, PhD, has been a full professor and was a former chairperson in the Social Work Department at the University of Wisconsin-Whitewater, where she taught for 28 years. She is certified as a Licensed Clinical Social Worker in the State of Wisconsin. She has worked as a practitioner and administrator in child welfare and mental health agencies. She received the University of Wisconsin-Whitewater’s Excellence in Teaching Award in 1986 and the University Outstanding Teaching Award in 2007. She has been a member of the board of directors of the Council on Social Work Education (CSWE) in addition to being an accreditation site visitor. She is also a current member of CSWE, BPD, and NASW. She has served on the Editorial Board of Affilia: Journal of Women and Social Work, and as a consulting editor for many social work journals, including the Journal of Social Work Education. She has written six social work textbooks in multiple editions and numerous publications, articles, and reviews concerning social work and women’s issues.
Grafton H. Hull, Jr. (BS, MSW, PhD) has taught at Fort Knox Community College, Morningside College, the University of Wisconsin-Whitewater, University of Wisconsin-Eau Claire, Missouri State University, Indiana University Northwest, and, most recently, the University of Utah. He has been a faculty member, department chair, program director, director of a school of social work, and Special Assistant to the Senior Vice President for Accreditation. Among other professional activities, he has served on the CSWE Board of Directors, Commission on Accreditation, Nominations Committee, and as a President of the Association of Baccalaureate Social Work Program Directors (BPD). Dr. Hull has been a consultant to over 50 social work programs in the U.S. and Canada and a member of the editorial board or consulting editor for several journals. He is the co-author of seven texts and numerous articles in social work journals. Hull’s honors include the Mary Shields McPhee Memorial Award for Faculty Excellence in Research (Utah), Significant Lifetime Achievement Award (BPD), Social Work Educator of the Year (Wisconsin CSWE), and President’s Medal of Honor (BPD). His biography is listed in WHO’S WHO IN AMERICA and WHO’S WHO IN THE WORLD.
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.
Nelson Psychology VCE Units 3 & 4 Student Activity Manual has been completely revised to align with the VCAA VCE Psychology Study Design 2013 – 2016. The manual provides students with a range of engaging and practical activities that have been specifically designed to assist understanding, learning, revision and practice of the Key Knowledge and Key Skills detailed in the VCE Psychology Study Design. Activities help students further explore the concepts they are learning and assist in the consolidation of ideas. The activities and questions have been developed to provide students with valuable practice at answering VCE exam style questions. This manual can be used with any VCE Psychology textbook and many activities can be used as homework. Answers to activities are provided on NelsonNet.