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.
Pre-Order (3-4 weeks)
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.
A practical guide to the maintenance and repair of old and historic buildings
Carrying out work in accordance with the U.S. Secretary of the Interior’s standards and guidelines can be a challenge for professionals charged with the preservation, restoration, and care of historic properties. This book-with-CD package facilitates the process with more than 400 field guidelines for the treatment of historic building structures, systems, and materials. It includes:
- Background and rationale for treatment
- Annotated standards and guidelines
- Step-by-step treatment instructions
- Information on energy conservation and meeting LEED and ADA requirements
The treatment guidelines cover a wide range of issues, from how to replace broken glass in wood and metal windows to preparing historic mortar. Each guideline can be printed out individually from the accompanying CD for easy reference and on-site use.
Well organized and easy to use, Maintaining and Repairing Old and Historic Buildings is a valuable resource for architects, engineers, facility managers, and related professionals working in the areas of building preservation and restoration.
About the Author
JOHN J. CULLINANE, AIA, is the President of John Cullinane Architect, LLC, an Annapolis, Maryland-based architectural/engineering firm that has undertaken rehabilitation designs for thousands of old and historic buildings across the United States. Since 1993, he has taught historic building maintenance for the U.S. Army Corps of Engineers and preservation planning for the National Preservation Institute. From 1975 to 1992, he was senior architect for the President’s Advisory Council on Historic Preservation in Washington, D.C. He can be reached at email@example.com.
Inclusion in Action presents the fundamental knowledge and skills that teachers need to provide appropriate programs for students with additional learning needs in regular classes. It outlines the philosophy of inclusive practice and explains key processes such as adapting curriculum to meet individual needs, planning teaching strategies, encouraging positive interaction, ensuring smooth transitions and working collaboratively. Throughout it emphasises a practical, research-based approach to teaching that can be applied across a diverse range of students with additional educational needs.