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Author: Brad J. Porfilio
Publisher: IAP
ISBN: 1641139129
Category : Education
Languages : en
Pages : 84
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Book Description
The SoJo Journal: Educational Foundations and Social Justice Education is an international, peer-reviewed journal of educational foundations. San Jose State University hosts the journal. It publishes essays that examine contemporary educational and social contexts and practices from critical perspectives. The SoJo Journal: Educational Foundations and Social Justice Education is interested in research studies as well as conceptual, theoretical, philosophical, and policy-analysis essays that challenge the existing state of affairs in society, schools, and (in)formal education. The SoJo Journal: Educational Foundations and Social Justice Education is necessary because currently there is not an exclusively international foundations of education journal. For instance, three of the leading journal in education foundations journals (e.g., The Journal of Educational Studies, British Journal of Sociology of Education, The Journal of Educational Foundations) solicit manuscripts and support scholarship mainly from professors who reside in Britain and the United States. This journal is also unique because it brings together scholars and practitioners from disciplines outside of educational foundations, who are equally committed to social change and promoting equity and social justice inside and outside of K–16 schools. The SoJo Journal: Educational Foundations and Social Justice Education’s audience is K–12 teachers, K–12 teacher educators, educational leaders, social activists, political economists, and higher education personnel across the globe. The journal is marketed to Educational Foundation, Teacher Education, and Educational Leadership programs, which have embraced the intellectual work of the various editorial members.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 760
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Book Description
Author: Brad J. Porfilio
Publisher: IAP
ISBN: 1641139129
Category : Education
Languages : en
Pages : 84
Get Book Here
Book Description
The SoJo Journal: Educational Foundations and Social Justice Education is an international, peer-reviewed journal of educational foundations. San Jose State University hosts the journal. It publishes essays that examine contemporary educational and social contexts and practices from critical perspectives. The SoJo Journal: Educational Foundations and Social Justice Education is interested in research studies as well as conceptual, theoretical, philosophical, and policy-analysis essays that challenge the existing state of affairs in society, schools, and (in)formal education. The SoJo Journal: Educational Foundations and Social Justice Education is necessary because currently there is not an exclusively international foundations of education journal. For instance, three of the leading journal in education foundations journals (e.g., The Journal of Educational Studies, British Journal of Sociology of Education, The Journal of Educational Foundations) solicit manuscripts and support scholarship mainly from professors who reside in Britain and the United States. This journal is also unique because it brings together scholars and practitioners from disciplines outside of educational foundations, who are equally committed to social change and promoting equity and social justice inside and outside of K–16 schools. The SoJo Journal: Educational Foundations and Social Justice Education’s audience is K–12 teachers, K–12 teacher educators, educational leaders, social activists, political economists, and higher education personnel across the globe. The journal is marketed to Educational Foundation, Teacher Education, and Educational Leadership programs, which have embraced the intellectual work of the various editorial members.
Author: Linda Vander Wende
Publisher: Teacher Created Materials
ISBN: 1433335298
Category :
Languages : en
Pages : 131
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Book Description
Author: Library of Congress. Copyright Office
Publisher: Copyright Office, Library of Congress
ISBN:
Category : Copyright
Languages : en
Pages : 1620
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Book Description
Author: Beth McCord Kobett
Publisher: Corwin
ISBN: 1544399111
Category : Education
Languages : en
Pages : 337
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Book Description
Detailed plans for helping elementary students experience deep mathematical learning Do you work tirelessly to make your math lessons meaningful, challenging, accessible, and engaging? Do you spend hours you don’t have searching for, adapting, and creating tasks to provide rich experiences for your students that supplement your mathematics curriculum? Help has arrived! Classroom Ready-Rich Math Tasks for Grades K-1 details 56 research- and standards-aligned, high-cognitive-demand tasks that will have your students doing deep-problem-based learning. These ready-to-implement, engaging tasks connect skills, concepts and practices, while encouraging students to reason, problem-solve, discuss, explore multiple solution pathways, connect multiple representations, and justify their thinking. They help students monitor their own thinking and connect the mathematics they know to new situations. In other words, these tasks allow students to truly do mathematics! Written with a strengths-based lens and an attentiveness to all students, this guide includes: • Complete task-based lessons, referencing mathematics standards and practices, vocabulary, and materials • Downloadable planning tools, student resource pages, and thoughtful questions, and formative assessment prompts • Guidance on preparing, launching, facilitating, and reflecting on each task • Notes on access and equity, focusing on students’ strengths, productive struggle, and distance or alternative learning environments. With concluding guidance on adapting or creating additional rich tasks for your students, this guide will help you give all of your students the deepest, most enriching and engaging mathematics learning experience possible.
Author:
Publisher:
ISBN: 9780835248518
Category : Authors
Languages : en
Pages :
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Book Description
Author:
Publisher: University of Toronto Press
ISBN:
Category : Canada Imprints
Languages : en
Pages : 1610
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 842
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Book Description
Author: Marla J. Lohmann
Publisher: Rowman & Littlefield
ISBN: 1538155214
Category : Education
Languages : en
Pages : 155
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Book Description
The use of data-based decision making is critical in any classroom, but especially in special education settings. The Teacher’s Guide to Action Research for Special Education in PK-12 Classrooms describes the basic concepts of action research and how this process can support student success in the classroom and beyond. This practical, approachable, and concise guide provides case studies, vignettes, student learning objectives, and review exercises to help teachers understand how to effectively use the action research process to identify and evaluate evidence-based interventions, with explicit connections to legally mandated IEP planning, implementation, and evaluation processes.
Author: Zalman Usiskin
Publisher: IAP
ISBN: 1607529092
Category : Mathematics
Languages : en
Pages : 376
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Book Description
This volume contains the proceedings of the First International Curriculum Conference sponsored by the Center for the Study of Mathematics Curriculum (CSMC). The CSMC is one of the National Science Foundation Centers for Learning and Teaching (Award No. ESI-0333879). The countries—China, Japan, Korea, and Singapore (in alphabetical order, which also happens to be the order of their populations)—have each been in the news because of their performance on international testsand/or their economic performance and potential. They also have centralized education ministries that create a single mathematics curriculum framework followed in the entire country. In all these countries, curricula are differentiated for students with different interests, usually around Grade 10 or 11. We think the reader will agree that the papers are of very high quality, befitting the standing of the individuals who were invited, but particularly notable for our international speakers because in three of these countries, English is not the speaker’s first language. Following each paper, we have included a short biography of the author(s), so that the reader can understand the perspective of the paper’s author.
