By the time she was in high school, she had it all planned out: She would make her way through the nursing program at U.
In her head, she saw it like a checklist, and in March , when she received her acceptance letter from U. She was nervous, a little intimidated by the size of the place, but she was also confident that she was finally where she was meant to be. People had warned her that U. And then, a month into the school year, Vanessa stumbled.
She failed her first test in statistics, a prerequisite for admission to the nursing program.
She was surprised at how bad it felt. Failure was not an experience she was used to. At Mesquite High, she never had to study for math tests; she aced them all without really trying. Her senior-year G. Vanessa called home, looking for reassurance. Her mother had always been so supportive, but now she sounded doubtful about whether Vanessa was really qualified to succeed at an elite school like the University of Texas.
But it felt like that was maybe the reality of the situation. You know, moms are usually right. I just started questioning everything: Am I supposed to be here? Am I good enough? There are thousands of students like Vanessa at the University of Texas, and millions like her throughout the country — high-achieving students from low-income families who want desperately to earn a four-year degree but who run into trouble along the way.
Many are derailed before they ever set foot on a campus, tripped up by complicated financial-aid forms or held back by the powerful tug of family obligations. Many are overwhelmed by expenses or take on too many loans. And some do what Vanessa was on the verge of doing: They get to a good college and encounter what should be a minor obstacle, and they freak out. When you look at the national statistics on college graduation rates, there are two big trends that stand out right away.
The first is that there are a whole lot of students who make it to college — who show up on campus and enroll in classes — but never get their degrees.
If you include community-college students in the tabulation, the dropout rate is more than half, worse than any other country except Hungary. The second trend is that whether a student graduates or not seems to depend today almost entirely on just one factor — how much money his or her parents make. When you read about those gaps, you might assume that they mostly have to do with ability. Rich kids do better on the SAT, so of course they do better in college.
But ability turns out to be a relatively minor factor behind this divide. Take students like Vanessa, who do moderately well on standardized tests — scoring between 1, and 1, out of 1, on the SAT. If those students come from families in the top-income quartile, they have a 2 in 3 chance of graduating with a four-year degree. If they come from families in the bottom quartile, they have just a 1 in 6 chance of making it to graduation. The good news for Vanessa is that she had improved her odds by enrolling in a highly selective college. It may seem counterintuitive, but the more selective the college you choose, the higher your likelihood of graduating.
But even among the highly educated students of U. An internal U. So Vanessa was caught in something of a paradox. According to her academic record, she had all the ability she needed to succeed at an elite college; according to the demographic statistics, she was at serious risk of failing.
But why? What was standing in her way? This year, for the first time, the University of Texas is trying in a serious way to answer that question. You also need to address their doubts and misconceptions and fears. To solve the problem of college completion, you first need to get inside the mind of a college student. The person at the University of Texas who has been given the responsibility for helping these students succeed is a year-old chemistry professor named David Laude. He is, by all accounts, a very good college professor — he illustrates the Second Law of Thermodynamics with quotations from Trent Reznor and Leonard Cohen and occasionally calls students to the front of the class to ignite balloons filled with hydrogen into giant fireballs.
But he was a lousy college student. As a freshman at the University of the South, in Sewanee, Tenn. And I was tremendously bad at studying. Everything was just overwhelming. He figured out college, then he figured out chemistry, then he got really good at both, until he wound up, 20 years later, a tenured professor at U. Perhaps because of his own precarious college experience, Laude paid special attention as a professor to how students were doing in his class.
They got it. To many professors, this pattern simply represents the natural winnowing process that takes place in higher education. That attitude is especially common in the sciences, where demanding introductory classes have traditionally been seen as a way to weed out weak students. But Laude felt differently.
The students who were failing were mostly from low-income families. Many of them fit into certain ethnic, racial and geographic profiles: They were white kids from rural West Texas, say, or Latinos from the Rio Grande Valley or African-Americans from Dallas or Houston. And almost all of them had low SAT scores — low for U. The default strategy at U. And no wonder. They were outsiders from the beginning. He invited them all to apply to a new program, which he would later give the august-sounding name the Texas Interdisciplinary Plan, or TIP.
But rather than dumb down the curriculum for them, Laude insisted that they master exactly the same challenging material as the students in his larger section. In fact, he scheduled his two sections back to back. So he supplemented his lectures with a variety of strategies: He offered TIP students two hours each week of extra instruction; he assigned them advisers who kept in close contact with them and intervened if the students ran into trouble or fell behind; he found upperclassmen to work with the TIP students one on one, as peer mentors.
Even Laude was surprised by how effectively TIP worked. This cohort of students who, statistically, were on track to fail returned for their sophomore year at rates above average for the university as a whole, and three years later they had graduation rates that were also above the U. Two years ago, Laude was promoted to his current position — senior vice provost for enrollment and graduation management. His official mission now is to improve U. The best way to do that, Laude decided, was to take the principles and practices that he introduced 15 years earlier with TIP and bring them to the whole Austin campus.
One complicating factor for administrators at the University of Texas — and, indeed, one reason the school makes for such an interesting case study — is that U. After U. Austin has grown more popular over the last decade, the criterion for automatic admission has tightened; Texas high-school seniors now have to be in the top 7 percent of their class to earn admission.
Automatic admits — Vanessa Brewer among them — make up about three-quarters of each freshman class. At high schools in the wealthier suburbs of Dallas, the top 7 percent of students look a lot like the students anywhere who go on to attend elite colleges. They are mostly well off and mostly white, and most of them rack up high SAT scores. What sets U. Not only that, but there are other research-backed reasons for promoting diversity in the classroom:.
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The same article goes on to point out that even the appearance of diversity and with it, the suggestion that different opinions exist makes us change how we approach issues. Students are no exception to this rule. Diversity in the classroom teaches students to appreciate different perspectives and draw stronger conclusions. It improves critical thinking skills and encourages academic confidence.
According to a case study from The Century Foundation , students who attended a magnet school in Hartford, Connecticut that was required to meet racial integration standards through a lottery system outperformed students at suburban school that had a higher percentage of affluent, white students on standardized test scores. The same report also found that effectively integrated schools had less misbehavior, lower dropout levels and noticed that students were more likely to want to pursue post-secondary education. When schools take inclusive and responsive approaches to diversity, students are more likely to see their identify represented in classroom materials or other students.
A study from the University of California, Los Angeles looked at diverse classrooms to assess the emotional gains of students, and found encouraging results. According to the study, students in the most diverse classrooms were more likely to feel safer, less lonely and less bullied at school. So diversity is important to cultivate in your classroom because of the academic and social benefits.
And how can you promote it in your school? That is, whose stories do you tell? Especially in the humanities and social sciences, teaching materials can often be limited to Western, white, male and middle-class narratives. If possible, teach literature from authors of color. Examine historical narratives to see which voices are missing — for example, a discussion about the civil rights movement can examine how it intersects with gender equality, immigration and the stories of Latino, Hispanic and Native American peoples.
Idea diversity creates a rich environment for ideas to evolve into new and more refined forms. This pedagogical approach may help students to appreciate and value all forms of diversity and how diversity enriches learning. This is exactly what Citizens of the World Charter Schools in California is doing through a focus on a project-based, culturally-responsive and data-driven learning model. All the students in your school are unique individuals, so use that fact to build a diverse and inclusive school culture.
Take the time to learn about your students: Where do they come from? What kind of socio-economic situation do they live in, broadly speaking? Are they meeting academic achievement standards, or are they struggling? Do they get along with their peers? Part of supporting diversity in the classroom is creating a space for students and educators to talk about how issues of discrimination affect them on a personal, classroom- and school-wide level.
The more diversity is a topic of discussion in your school, the less students and teachers will hesitate to address it. Fair does not equal same — fair means making sure that every student has what he or she needs to succeed both personally and academically. Desert Sorrow is an account of one man's experience, providing a positive contribution to a controversial chapter of Australian history.
The first part of the book focuses on Mann's observations interspersed with some testimonials in detainees' own words. In the second section of the book, Mann shifts the focus from personal account to policy analysis and social commentary on the issue of mandatory detention.
This publication presents project-based evidence suggesting that the application of formative assessment raises students' test scores. The significant improvement in the achievements of the students in this project confirms this concept, while providing teachers, teacher trainers, school heads and others leaders with ideas and advice for improving formative assessment in the classroom.
Assessment for Learning is based on a two-year project involving thirty-six teachers in schools in Medway and Oxfordshire UK. After a brief review of the research background and of the project itself, successive chapters describe the specific practices which teachers found fruitful, and the underlying ideas about learning that these developments illustrate. Also discussed are the problems that teachers encountered when implementing the new practices in their classroom. Guidance is given for school management to promote and support these changes.
This book offers insights into assessment for learning, as teachers describe in their own words how they turned the ideas into practical action in their schools. Subject Headings Assessment Case studies Learning ability. This book examines the growing impact of globalisation on education policy and development in the Asia-Pacific region. It analyses the reaction of selected societies and the strategies that their governments have adopted in response to the tidal wave of marketisation, corporatisation, commercialisation and privatisation.
Particular attention is paid to educational restructuring in the context of globalisation. Topics include the politics of educational reform in Australia and democratic participation and self management in New Zealand. There are separate chapters on the impact of globalisation on education in Singapore, Taiwan, Hong Kong, China, the Philippines, and Cambodia.
Also available via DA Information Services. Subject Headings Economic trends Education and state Education policy Educational planning Globalisation International education Multicultural education.
7 Ways to Support Diversity in the Classroom [With Examples]
Nova Science Publishers ,. This book focuses on 'curriculum as a shaping force'. The authors look at the consequences of the curriculum on the development of children's minds in primary and secondary education. They share a belief that schools are best suited for the development of the mind and, in doing so, enabling all students to get access to the fruits of cultural and scientific developments. It is acknowledged that curriculum is not only about elevated principles and about learning, but is a vehicle for gaining status by acquiring labels conferred by institutions.
Students, teachers, parents, and the public are concerned about learning as well as the benefits of membership in institutional categories such as 'graduate', 'advanced placement student', 'honour roll student' or the like. The contributors to this collection recognise the need for a set of ideas and values in discussion of any curriculum matters, but they do not advocate a specific moral or political framework.
Rather, they see a curriculum as a means 'to cultivate a habit of suspended judgment, of skepticism, of desire for evidence, of appeal to observation rather than sentiment, discussion rather than bias, inquiry rather than conventional idealisations'. Subject Headings Child development Classroom management Education philosophy Primary education Secondary education Thought and thinking.
The School Performance Information paper reviews the case for publishing information on school results, and presents the Council's recommendations. The paper should be considered in conjunction with the Council's report on Review of Government Schools Reporting , which outlines a range of measures to improve reporting on student progress, school achievement and system outcomes.
This book takes a practical approach to improving secondary science education with the use of Information and Communication Technology ICT , while considering the broader educational issues that inform and underpin the approach. The material presented explores issues such as the selection of resources; lesson planning; the impact of ICT on classroom organization; and how ICT affects assessment. With topics ranging from using the Internet in school science to handling and interpreting data, Teaching Secondary Science with ICT explores effective use of the ICT 'tools' available to teachers.
Targeted at those involved in science education, including trainee teachers, practising science teachers, and their tutors and mentor, it may provide support to school science department's internal professional development programme. Information Age Publishing ,. Editors Hoy and Miskel have collected essays on topics including: the punctuated equilibrium of national reading policy: literacy's changing images and venues; productive campus leadership responses to accountability: principals as policy mediators; sources and consequences of organic management in elementary and secondary schools; and principals respond to the school environment with fluidity, alignment, vigilance, and fear.
Also included are writings on the use of tacit knowledge in educational administration and transformational leadership and trust. In its report, Footprints to the Future , the Prime Minister's Youth Pathways Action Plan Taskforce identified a range of concerns about career and transition services around Australia, and made a series of recommendations.
In response, the Australian Government Department of Education, Science and Training DEST established 23 Career and Transition CAT pilots, which gave communities the opportunity to explore appropriate models of career and transition service provision, within a flexible, action learning framework. This evaluation report, prepared by Miles Morgan Australia Pty Ltd, has found that the CAT Pilot has had a significant and immediate impact on a large number of students, on several school communities, and on many parents keen to support their children's career and transition development.
The report looks at the impact of baby boomer retirements on industry and markets, Australia and Asia, and job growth by sector. Topics include: skilling Australia; organisational change in a networked world; the future of vocational education and training; the employment push for skills; the impacts of staff turnover, looming retirements and the ageing Australian population; overseas markets; and factors affecting future industry skill needs. In order to identify and effectively support a new cohort of school leaders, the NSW Department of Education and Training commissioned the Quality Development Unit of the University of Technology, Sydney UTS to research effective approaches to school leaders' professional development.
The data in this study has been drawn from a sample of school principals, representative of the many distinctive operating contexts for government schools across New South Wales. The research indicates that productive learning requires workplace relevance; 'just-in-time' access to relevant resources and ideas; active not passive learning strategies; ongoing peer support and access to proven solutions to agreed improvement priorities; problem-based learning; and the use of practice as both a site and source for learning.
Adapted from the text. Britain's Increased Flexibilities for year olds Programme IFP was introduced in , aiming to 'create enhanced vocational and work-related learning opportunities for year olds of all abilities who can benefit most'. A total of partnerships between schools and external providers were formed in the first year to achieve this aim. The report is based on an analysis of the baseline surveys of Year 10 students, schools and colleges and training providers which were carried out by NFER in the spring term of The report notes the benefits of the program in terms of staff development, improved understanding of schools, additions to the curriculum, and increased student motivation.
Gilah C. Mathematical beliefs are considered from a variety of perspectives. The publication covers the conceptualisation and measurement of beliefs, and research on teachers' and students' beliefs about mathematics. A diversity of instruments are used for data collection, including surveys, interviews and observations, as well as other, more innovative approaches.
See publisher's description and contents page. Subject Headings Mathematics teaching Students. A draft handbook for principals taking up their first principalship, prepared by Tasmania's Office for Curriculum, Leadership and Learning. Handbook for a Principal's First Appointment has been compiled by principal consultants and experienced principals over recent years.
Curriculum & Leadership Journal | New publications
It has been updated to take into account feedback from new and acting principals in Topics include: leadership in transforming schools; school culture and organisation; policies and planning documents; school grounds, buildings and equipment; grievance procedures; emergencies; and principals' well-being.
Bob Johnston tells the story of the world's first laptop school, an independent girls' school in Melbourne, where laptops were made mandatory and how their example spread to thousands of other schools worldwide. Based on hundreds of interviews, Johnstone reveals how the school solved all the obstacles to laptop learning, and how it inspired the largest educational technology initiative in United States history, with the State of Maine issuing laptops to every seventh-grader in its public school system.
This report covers recent influences on Scotland's secondary school curriculum, and describes opportunities for increased flexibility and innovation in curriculum design. This publication is the result of a collaborative project involving Learning and Teaching Scotland, and Her Majesty's Inspectorate of Education. See commentary in The Scotsman. In the context of the passage of the No Child Left Behind Act, with its commitment to base educational policy on established research findings, Paul Barton synthesizes a large body of research that identifies factors associated with educational attainment, and then looks at their relationship to differential performance by groups in the United States.
Barton looks at what research has told us about the life and educational experiences associated with continual development and school achievement. For example, if low birthweight adversely affects cognitive development, is there a greater incidence of low birthweight in minority populations? If changing schools is frequently associated with achievement, in which population subgroups do children most frequently do this? And if length of teachers' experience is associated with achievement, what are the differentials in experience for students in different population subgroups?
Answering such questions may help in 'parsing the achievement gap'. This edited collection contains contributions from some of the leading figures in educational leadership research, and will assist school leaders with strategic planning by alerting them to many of the emerging issues and trends in education. It deals with issues such as recruitment, assessment, high-stakes testing, teacher quality and technology. This series centres around the various skills specified in the assessment objectives AOs for English courses in England. Focusing on the AOs most relevant to language, this books sets out to help students to develop their knowledge and abilities through analysis of texts and contemporary data.
Included are accessible explanations, examples, exercises, a glossary of key terms, and suggested answers. Language and Social Contexts considers language within the social contexts in which it is used and understood; covers the key skills and topics, including social contexts, transcripts and the contexts of speech, language and age, language and gender and regional talk; and analyses a variety of spoken and written texts, from conversations and text messages to wedding invitations, road signs, police warnings and advertisements.
Tuomi-Grohn, Y. This book explores theoretical perspectives and practical possibilities in order to analyse the learning opportunities emerging in the transitional zones between educational institutions and workplaces. International contributors draw on a range of ideas developed within constructivistic, socio-cultural and activity theory, and focus on the processes of transition, transfer and boundary crossing as central to learning, especially in vocational and professional education contexts.
Topics covered include: transfer and transition in vocational education; knowledge propagation through social organisations; developing competence during practice periods; and learning in workplaces. The level of enterprise expenditure on training in Australia appears to be growing, and now compares favourably with countries often held as models for national policy and practice.
This report outlines a range of policy options employed internationally, including levies, leverage and partnership arrangements to enhance employer contributions to training. Ultimately, the authors find decisions about expenditure on training depend on employers' interests, values and commitments. If new policies are to be effective and build upon enterprises' commitment to training, it is critical they align with employers' needs. For government, a key strategic policy goal is to improve employers' perceptions of the value of training to increase levels of expenditure.
Trentham Books ,. In the British Government mandated the integration of human rights into the Citizenship component of Britain's National Curriculum. The Handbook was written in response to that development. Chapters are organised around topics such as genocide, freedom of religion, the right to development, and children's rights. The Handbook critically examines the historical background in each case. For example, in relation to the issue of asylum, it notes that ordinary Jews fleeing Nazi persecution were banned from entry into Britain and the United States, while wealthy Jews were granted citizenship.
It also extensively documents primary source material from the United Nations, offering a critical history and political context surrounding UN treaties, and noting the disingenuous appropriation of human rights rhetoric by some governments. Adapted from book review in Harvard Educational Review Fall See also publisher's description.
The series presents empirical studies, computational models, pedagogical scenarios, and conceptual frameworks. Scholars of education technology and related disciplines explore representational guidance for collaborative inquiry, argumentation as negotiation in electronic collaborative writing, designing external representations to support solving problems, and supporting argumentation in everyday and scientific issues.
Arguing to Learn focuses on how new pedagogical scenarios, task environments and communication tools within Computer-Supported Collaborative Learning CSCL environments can favour collaborative and productive confrontations of ideas, evidence, arguments and explanations, or arguing to learn. All chapters present analyses of the processes by which the interactive confrontation of cognitions can lead to collaborative learning, on the basis of a wide variety of theoretical models, empirical data and Internet-based tools.
Topics covered include: representational guidance for collaborative inquiry; constructive discussions through electronic dialogue; and using CMC to develop argumentation skills in children with a 'literacy deficit'. Dividing Classes offers an ethnographic account of the relationship between social class structures and educational success. Instead of studying the historically marginalised lower classes, this book looks beyond the values of dominant groups to explain the reproduction of social class. Drawing on interviews with 31 administrators, principals, and teachers, and 20 middle class mothers in a small Indian town in which the author lives, Ellen Brantlinger discovers the power the middle class wields in determining school policy and practice to secure educational advantages for their children.
With the insight gained from this perspective, the roots of increasingly conservative educational policy and the idea of class as an organising category in education are examined. Topics covered include: class position, social life, and school outcomes; social class reproduction; and positions and outlooks of teachers at different schools. Limitations and Possibilities of Dialogue examines the political dimension of efforts to connect the work of educational researchers, policymakers and practitioners.
An international group of scholars, many of whom have also worked as policymakers and practitioners, provide cross-national comparisons that attempt to illuminate the challenges and opportunities for such efforts. Topics covered include: ideology in educational reform in the United States; reinventing research for educational reform; and dialogue between 'academic' and 'community' participatory researchers.
This book presents the concept of ethical knowledge, and how it may be used in schools. It combines empirical expressions of teachers' beliefs and practices, with a discussion of the connections between the moral dimensions of schooling and applied professional ethics in teaching. It illustrates the fact that ethical knowledge relies on the teacher's awareness, understanding, and acceptance of the demands of moral agency, and that ethical knowledge becomes compromised by moral dilemmas and complexities that routinely challenge teachers.
Moral tensions may be eased by a renewed sense of teacher professionalism, renewed school cultures, and renewed teacher education and professional learning. Topics include: the teacher as a moral educator; challenges to ethical professionalism; dilemmas in teaching; and 'collegial fear'. The Ethical Teacher is aimed at teachers and teacher educators. Key questions regarding social justice in education are explored in this book. Its central theme is how the education system, through its organisation and practices, is implicated in the realisation of just or unjust social outcomes.
In particular, the writers examine the ways in which the identities of individuals and groups are formed and transformed in schools, colleges and universities. The book contains examples drawn from early years through to higher education. The theoretical debates on social justice are explored, including how the concept of social justice can be understood, and theoretical issues around social capital, and class and gender reproduction are examined. Also covered is the formation of learner identities focusing on how these are differentiated by class, ethnicity, gender, sexuality and dis ability.
Although most experts agree that mandatory testing leads to teaching to the test, they disagree about whether it leads to meaningless drill, wasted time, de-professionalising teachers, and demotivated students, or to more challenging and thoughtful curricula, more engaging teaching, increased student motivation, and increased accountability. To help sort through this debate, The Ambiguity of Teaching to the Test offers a study of the effects of testing, and examines how test preparation practices are influenced by what teachers know and the leadership in the school.
Drawing on data from a three-year study of New Jersey's testing policy in primary mathematics and science, it explains the variety of ways that teachers modify their teaching in response to state tests. It offers guidance on how policymakers and school administrators can implement policies that will improve educational equity and performance for students. It also offers an analysis of classroom practices that should inform teachers and teacher educators.
This book aims to provide a comprehensive guide to assessment issues, particularly for professionals who are coming to terms with the range of new pressures on traditional teaching practices. Changes such as increased use of ICT, flexible assessment methods and quality assurance all converge on the area of assessment, making new demands of assessors. The authors analyse the effectiveness of traditional methods, and provide suggestions for how these methods may be developed to suit modern learning and teaching practice.
This book is a practical resource, with reflection boxes and diagnostic tools that encourage the reader to apply the principles to their own practice. An international group of experts propose solutions to practical issues raised by newly emerging modes of assessment. Assessment is one of the most powerful tools in teaching, yet it is rarely measured in effort, time and effectiveness; instead, it is usually done alone and against the clock.
This book aims to clarify the concepts and issues, which may make assessment difficult for teachers and students. It is designed to help practitioners who wish to improve their effectiveness in assessing a large and diverse range of students. The text may help teachers to: clarify their role in assessment; gain familiarity with the issues and terms surrounding assessment, and consider variations between disciplines; and compare and extend their current range of solutions to common problems.
All areas covered include advice from practitioners. There is increasing evidence that parent involvement increases test scores. Callison favors raising standards where high levels of assistance are provided to staff, not the testing approach where students may be retained in a grade because of a single test score.
The author also identifies how parents can become involved in programs seeking to help students in meaningful ways. This information is targeted at parents, teachers, and school leaders. This book explores research on how people learn to read, specifically how they recognise, pronounce, and understand printed words. The text examines the normal process of learning to read but also highlights the problems that may underlie dyslexia, a condition in which people are unable to acquire a high degree of reading skill despite adequate intelligence and training.
The editor notes that impairments in reading skill are often seen among children who have problems learning in school. Dyslexia is a brain-based type of learning disability that specifically impairs a person's ability to read. This book contains an overview of dyslexia, as well as current abstracts of the literature which have been carefully selected and edited, and is a guide to other works in the field. Performance Theories in Education presents a range of approaches to understanding how performance, as a theoretical and pragmatic lens, can be used to view the processes, procedures, and politics of education.
The editors argue that performance and performativity help to locate and describe repetitive actions plotted within grids of power relationships and social norms inside education and schooling. The book brings together performance studies and education researchers, teachers, and scholars to investigate such topics as: the relationship between performance and performativity in pedagogical practice; the nature and impact of performing identities in varying contexts; and cultural and community configurations of education and schooling.
With the aim of developing a clearer understanding of the effect, affect, and role of performance in education, the volume provides a starting point for discourse among theorists and teacher practitioners who are interested in understanding and acknowledging the politics of performance and the practices of performative social identities that intervene in education. This book presents early childhood educators with a range of teaching techniques to support children's learning. It examines twenty-six teaching practices, ranging from describing and listening through to deconstruction and scaffolding.
Each technique is defined and includes discussion on how, when, and why educators might use it. In support, the authors have explored current early childhood theory and practice, and discussed how this can impact on the relevance of the technique, as well as on developmental and equity considerations. Vignettes and examples show how early childhood educators use the techniques to support children's learning. The final chapter presents a strategic approach to selecting teaching techniques, and shows how educational philosophy links with choices about specific teaching methods.
Subject Headings Child development Classroom management Early childhood education Learning ability Teacher training Teaching and learning Thought and thinking. Drama and English are key to creative teaching in primary schools. This book covers activities offering clear guidance on teaching techniques, including step-by-step guides, lesson plans and analysis. Issues of assessment and progression are also covered. The author has provided classroom examples of cross-curricular drama in learning areas such as science, ICT, religious education, the Arts and humanities, as well as discussion of practical issues such as inclusion, citizenship, and whole-school approaches.
This handbook emphasises the role of drama within children's learning. Promoting creativity can be a powerful way of engaging children in their learning. This book offers advice on how to develop children's capacity for creative thinking and achievement, use creativity to increase levels of motivation and self-esteem, and teach the creative skills pupils need for success in learning. Combining research with practical ideas and tasks, this book is for teachers, educators and students who wish to know more about creativity in teaching and learning.
Subject Headings Motivation Professional development Students Teacher-student relationships Teaching and learning Thought and thinking. How to Foster Creativity in All Children is designed for those who want to know more about creativity, creative children, creative teaching and creative activities in all areas of the curriculum. In a world of rapidly changing technology, it is seen as crucial to encourage and cherish creativity in all children.
Creativity is not limited to the Arts; it extends to every curriculum area. The book focuses on creativity in all areas of the curriculum, with dozens of creative experiences related to art, movement, music, mathematics, science, social studies, food, and language. Both two- and three-dimensional activities are used, with each activity including goals, materials, preparation processes, and procedures.
Activities appropriate for before- and after-school programs are also included. Subject Headings Children Thought and thinking. The Science Education of American Girls provides a comparative analysis of the science education of adolescent boys and girls, and analyses the evolution of girls' scientific interests through the nineteenth and twentieth centuries. Kim Tolley expands the understanding of the structural and cultural obstacles that emerged to transform what, in the early nineteenth century, was regarded as a "girl's subject". As the form and content of pre-college science education developed, Tolley argues, direct competition between the sexes increased.
Subsequently, the cultural construction of science as a male subject limited access and opportunity for girls. Available from DA Information Services. Subject Headings Adolescents Education Science. This book explores the relationship between professional development and teacher learning, providing insights into the roles of science teachers as learners and thinkers of change processes. It discusses the challenges teachers face in science teaching as leaders and learners of science education reform.
Subject Headings Education Professional development Science. Covers a range of topics within Chemisty education, such as the history of Chemistry, models for learning and teaching, and research and development for the future of Chemical education. The book is a survey of the best science education practices, with special emphasis on scientific research training.
Its content provides assistance to teachers dealing with talented students, and to scientists and educators in the field of science education. Focusing on the need to recruit future generations to the field of scientific research, this resource summarises the best contributions from a workshop helping to further research training practices in Central-Eastern European countries. Adapted from publishers description. Subject Headings Science Science teaching. This resource reviews the theoretical foundations of constructivist learning theory, before introducing the reader to its various forms and strategies, and the place of information technology within them.
Australian Council of Deans of Education ,. This discussion paper begins from the premise that students in the 21st century should 'create the communities in which they live and learn, rather than live on the margins of those they inherit'. Released in , it looks at the transformative capacity of learning in a knowledge society. Its objective is to encourage thinking and debate on how teaching and learning can be more connected to a societal context, in order to make it more meaningful and transformative for individuals.
The authors go beyond 'real world outcomes', and seek to embed learning in its wider social context, so as to give meaning to the ways individuals connect with their communities. They raise and deal with the implications this kind of learning will have for teacher professional development and school curriculum. Subject Headings Curriculum planning Education Education aims and objectives. Brock, Marilyn L. As the title suggest, this guide will be of interest to all apsiring educational leaders. It contains hints, strategies and tools for school principals to manage staff, their time and their immediate community.
Based on the experiences of principals, this resource also contains tips on accepting the position, handling the first day and avoiding the most common mistakes. Subject Headings Leadership School principals. This publication is a collection of course materials on student behavioural management.
Its aim is to assist teachers to bring about positive behaviour changes in students, and outlines the kinds of guidance, skills, strategies and supports teachers should have. The issues addressed by the publication include typical behaviours, class planning, staff support systems, behaviour contracts, learning styles, transition points, playground issues and the relationship between behaviour and learning. Subject Headings Classroom management Conflict management School discipline Teacher-student relationships.
Education, Inc. Heinemann , — ISBN: 0 7. This revised collection looks at how schools have become increasingly reliant on corporate funding, and what effects this reliance has on school cultures and curriculum. In this vein, it gauges the extent of direct corporate influence on the curriculum, and ponders the nature and purposes of education. Subject Headings Education aims and objectives Education and state Education finance Education philosophy Education policy. This work reviews the contribution of Christopher Hodgkinson to the area of educational administration and, in so doing, it examines the practice of educational administration in relation to moral philosophy, with particluar emphasis on the works of philosophers such as Aqinas, Kant, Dewey, Heidegger and Bourdieu.
Cooperative learning offers a different pedagogical approach to the traditional classroom. This edited collection helps teachers to employ cooperative learning approaches with their classes by introducing them to theories of group dynamics and providing practical examples of this educative approach. It addresses issues such as teacher-student interaction, helping students to become collaborative learners, student motivation, peer support and mediation, and assessment of group work.
Subject Headings Education aims and objectives Education philosophy. MCEETYA's third biennial national report on teacher supply and demand investigates the main characteristics of the labour market for teachers in Australia. All States and Territories have contributed to this report, and, for the first time, the report includes the non-government school sector. The report looks at international examples of labour markets and recruitment policies employed, and analyses the long-term trends emerging in Australia's supply of teachers and the likelihood of future teacher shortages. An introduction to character education within the British context, exploring its meanings, understandings and rationale, through the perspective of a number of academic disciplines.
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The author examines character education from a philosophical, religious, psychological, political, social and economic perspective to offer a more detailed understanding of character education and what it can offer. He also considers what lessons can be drawn from the American experience. Murphy, Mary E. What is the relationship between health and learning vis-a-vis theory, research, and practice?
The purpose of this book is to examine the critical, historical, and contemporary linkages between health and learning, to review the best practices, and to make resources available for practitioners. Walsh and Murphy review current and historical efforts to provide health services to school children and youth.
A list of resources for professionals, parents, and school administrators is provided. From publisher's description. Subject Headings Children Education Health. Forming part of the Longitudinal Surveys of Australian Youth, this research report examines changes in the levels of participation in the senior secondary years of schooling in Australia.
Based on data gathered from a large sample of young people in Year 12 in , the report documents the differences in Year 12 participation rates between males and females, according to socioeconomic and cultural background, and against earlier school achievement. Subject Headings Education research School attendance Secondary education. The End of Desegregation?