Author: Francis Wayland Parker
Publisher:
ISBN:
Category : Teaching
Languages : en
Pages : 288

Get Book Here

Book Description

Author: Natalie Wexler
Publisher: Penguin
ISBN: 0735213569
Category : Education
Languages : en
Pages : 354

Get Book Here

Book Description
“Essential reading for teachers, education administrators, and policymakers alike.” —STARRED Library Journal The untold story of the root cause of America's education crisis It was only after years within the education reform movement that Natalie Wexler stumbled across a hidden explanation for our country's frustrating lack of progress when it comes to providing every child with a quality education. The problem wasn't one of the usual scapegoats: lazy teachers, shoddy facilities, lack of accountability. It was something no one was talking about: the elementary school curriculum's intense focus on decontextualized reading comprehension "skills" at the expense of actual knowledge. In the tradition of Dale Russakoff's The Prize and Dana Goldstein's The Teacher Wars, Wexler brings together history, research, and compelling characters to pull back the curtain on this fundamental flaw in our education system--one that fellow reformers, journalists, and policymakers have long overlooked, and of which the general public, including many parents, remains unaware. But The Knowledge Gap isn't just a story of what schools have gotten so wrong--it also follows innovative educators who are in the process of shedding their deeply ingrained habits, and describes the rewards that have come along: students who are not only excited to learn but are also acquiring the knowledge and vocabulary that will enable them to succeed. If we truly want to fix our education system and unlock the potential of our neediest children, we have no choice but to pay attention.

Author: Stephen Brookfield
Publisher: McGraw-Hill Education (UK)
ISBN: 033520161X
Category : Education
Languages : en
Pages : 218

Get Book Here

Book Description
This book is written for all university and college teachers interested in experimenting with discussion methods in their classrooms. Discussion as a Way of Teaching is a book full of ideas, techniques, and usable suggestions on: * How to prepare students and teachers to participate in discussion * How to get discussions started * How to keep discussions going * How to ensure that teachers' and students' voices are kept in some sort of balance It considers the influence of factors of race, class and gender on discussion groups and argues that teachers need to intervene to prevent patterns of inequity present in the wider society automatically reproducing themselves inside the discussion-based classroom. It also grounds the evaluation of discussions in the multiple subjectivities of students' perceptions. An invaluable and helpful resource for university and college teachers who use, or are thinking of using, discussion approaches.

Author: Peter Townsend Austen
Publisher:
ISBN:
Category : Chemistry
Languages : en
Pages : 112

Get Book Here

Book Description

Author: Teresa Cremin
Publisher: Routledge
ISBN: 1317678850
Category : Education
Languages : en
Pages : 254

Get Book Here

Book Description
Reading for pleasure urgently requires a higher profile to raise attainment and increase children’s engagement as self-motivated and socially interactive readers. Building Communities of Engaged Readers highlights the concept of ‘Reading Teachers’ who are not only knowledgeable about texts for children, but are aware of their own reading identities and prepared to share their enthusiasm and understanding of what being a reader means. Sharing the processes of reading with young readers is an innovative approach to developing new generations of readers. Examining the interplay between the ‘will and the skill’ to read, the book distinctively details a reading for pleasure pedagogy and demonstrates that reader engagement is strongly influenced by relationships between children, teachers, families and communities. Importantly it provides compelling evidence that reciprocal reading communities in school encompass: a shared concept of what it means to be a reader in the 21st century; considerable teacher and child knowledge of children’s literature and other texts; pedagogic practices which acknowledge and develop diverse reader identities; spontaneous ‘inside-text talk’ on the part of all members; a shift in the focus of control and new social spaces that encourage choice and children’s rights as readers. Written by experts in the literacy field and illustrated throughout with examples from the project schools, it is essential reading for all those concerned with improving young people’s enjoyment of and attainment in reading.

Author: Christopher Candlin
Publisher: Psychology Press
ISBN: 9780415241212
Category : Education
Languages : en
Pages : 366

Get Book Here

Book Description
This text includes a selection of commissioned and classic articles that introduce a range of theories of second language acquisition and the contested explanations of effective language learning.

Author: Kenan Dikilitaş
Publisher: Springer Nature
ISBN: 3030211371
Category : Language Arts & Disciplines
Languages : en
Pages : 192

Get Book Here

Book Description
This book equips pre-service language teachers with research and inquiry skills which they can use in the course of their classroom teaching. Research is presented not as an additional burden in teachers’ busy lives but as an integrated tool for satisfying their curiosity, developing an investigative stance, and strengthening the links between theory and practice. Over the course of the book, the authors introduce and encourage the use of pedagogically exploitable pedagogic-research activities (PEPRAs) to develop a deeper understanding of pedagogic issues in an engaging, supportive, and collaborative way. This book will be of interest to students and instructors on TESOL and related courses, as well as practitioners working in the teacher training sector.

Author: Donald Wilcox Thomas
Publisher: Xlibris Corporation
ISBN: 1465317953
Category : Education
Languages : en
Pages : 209

Get Book Here

Book Description
Significant change usually comes about not by introduction of something new but by reinterpretation of something old. Among the more interesting illustrations of this premise is that of Arthur C. Clarke, who in 2001: A Space Odyssey uses it to account for no less than the evolution of mankind. Back eons of time, so the story goes, herbivorous man-apes roamed the parched savannas of Africa in search of food, a search that had brought them to the brink of extinction. Their miraculous transformation from man-apes to ape-men did not come about until they realized that they were slowly starving to death in the midst of plenty, that the grassy plain on which they search in vain for berries and fruit was overrun with succulent meat. Such meat was not so much beyond mankinds reach as it was beyond his imagination. To negotiate the necessary transition, the man-apes had to reinterpret their environment. The history of education can also be viewed as a sustained series of reinterpretations, which, because they remain human, retain remnants of the man-apes primeval flaw a certain primordial rigidity of the imagination that renders us unable to grasp what lies immediately at hand because it fails to correspond with what comes habitually to mind. When it comes time to characterize the educational environment of the past few decades, it will undoubtedly be remembered as an era of reform. Cries for reform in education are by no means new to schools, of course, but seldom are they the focus of such prolonged and concerted attention as they have lately received. Not since the days of Sputnik have we witnessed such massive concern about what was happening or not happening in the nations classrooms. In the sixties the thrust of reform focussed on the teaching of science and mathematics and spawned a period of curricular innovation that carried us well through the seventies. It was an exciting time to teach, a time filled with openness and optimism and plentiful support. But with the publication of A Nation at Risk in 1983 by the National Commission on Excellence in Education, a new interpretation struck. Suddenly, it seemed, everything had gone awry: the schools had somehow fallen derelict in their duty to prepare the nations youth to meet the manifold challenges that awaited them. Schools had degenerated into Shopping Malls, SAT scores had plummeted to new lows, teachers had descended to shocking levels of incompetence, and content had turned to jelly. Subsequent reports by other foundations, commissions, and blue ribbon panels confirmed the assessment. American schools are in trouble, said John Goodlad. After years of shameful neglect, according to Ernest Boyer, educators and politicians have taken the pulse of the public school and found it faint. Horace Smith Ted Sizers mythical English teacher was forced to compromise, but dares not express his bitterness to the visitor conducting a study of high schools, because he fears he will be portrayed as a whining hypocrite." Today, with the No Child Left Behind act, schools are embroiled in the tribulations of accountability, with high stakes testing roiling instruction that must teach to the test and urban communities that must struggle just to keep their schools open. Meanwhile, as vouchers swell enrollments in private schools, charter schools have begun to siphon off students and teachers from the public schools. As a schoolmaster for the past forty-five years, I view these changes with trepidation.. A little too close to Horace Smith for comfort, I am nonetheless in no mood to compromise. Although I do not doubt that I am biased, it doesnt seem to me that my students have changed significantly over the years, nor for that matter the fundamental problems of education across continents and decades. And while I am thankful that my country is worried about its teachers and its schools, my

Author: Angelos Georgakis
Publisher: Createspace Independent Publishing Platform
ISBN: 9781548236427
Category : Note-taking
Languages : en
Pages : 0

Get Book Here

Book Description
"Why would I need a book on how to take notes? Notes are just notes!" -- FALSE. Scientists have found that note taking can be as mentally demanding as playing chess can be for an expert. While you take notes, you listen carefully to the lecturer, you process the new material, you organize it in your working memory, and you finally write down what you think is most important. All this happens while someone is talking at an average speed of three words per second and someone is writing down at an average speed of one-third of a word per second. It doesn't sound easy now, does it? Notes are an important tool for learning. We don't take notes just to record a few facts so we can review them later. Learning happens as we take notes. Taking notes the right way leads to good study practices, better performance on exams, and long-term retention of information. "Note taking comes naturally." FALSE. Note taking is not obvious or intuitive. Research has shown that students fail to capture 40% of the main points in a typical lecture. First-year students capture only 11%. In some studies, even the best note takers seem to record less than 75% of the important information. People think they take good notes until they're told they don't. Few of us have consciously thought about how we take notes (let alone how to improve the quality of them). We often reproduce the lecturer's phrases verbatim. We don't save time by systematic use of abbreviations. We fail to become a "good psychologist" of our lecturer. We fail to pick up his enthusiasm. We fail to interpret the tone of his voice. We fail to read his body language. And the result is that we fail to take good notes. "Anyway, no one taught me how to take notes in school or in college." TRUE. Educators believe that students are able to assess the quality of their notes and follow good practices. However, studies have shown the exact opposite. The fact that there isn't a course in college dedicated to the art of taking notes (or learning in general) makes students believe that this is a natural skill that they can perfect with practice over the course of their studies. "At the end of the day, everyone has their own way to take notes." TRUE. In this book, you may be surprised to learn that I don't make any references to different types of note-taking systems like those that other books do. The reason is that it's the practices behind the note taking that matter most. For example, you should not copy the lecturer's phrases word for word, but generate the main points in your own words. And you should leave space on your notes for adding comments and testing yourself later. I encourage students to use the Cornell note-taking system because it utilizes most of the principles of effective note taking. No matter which note-taking system you decide to follow, the cognitive effort you will have to expend is equally high. Note taking may not be rocket science, but it's definitely science-cognitive science. And cognitive science has produced a lot of useful insights that we can use now to take better notes. This book presents these insights in simple words, so you can make the most of your notes and use them to study effectively. The title of this book is How to take good notes. However, note taking is just one part of the picture. Note taking is much broader in the context of this book. We take notes so we can interact with them later. What matters most is what we do with our notes after we finish taking them. Notes can do so many good things for you. They hold all your learning efforts. Treat them well. Look after them.

Author: Debbie G. E. Ho
Publisher: Peter Lang
ISBN: 9783039114344
Category : Education
Languages : en
Pages : 268

Get Book Here

Book Description
The author attempts to answer the question of why ESL classroom talk is the way it is. Basing her answer on a case study of a school in an ESL community, she argues that classroom talk may be linked in important ways to an operative sociocultural structure of ESL pedagogy over and above the classroom at the institutional level.