Author: National Research Council
Publisher: National Academies Press
ISBN: 0309324882
Category : Social Science
Languages : en
Pages : 587
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Book Description
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
Author: Kenyon College
Publisher:
ISBN: 9780316151467
Category : Conduct of life
Languages : en
Pages : 140
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Book Description
Only once did David Foster Wallace give a public talk on his views on life, during a commencement address given in 2005 at Kenyon College. The speech is reprinted for the first time in book form in THIS IS WATER. How does one keep from going through their comfortable, prosperous adult life unconsciously' How do we get ourselves out of the foreground of our thoughts and achieve compassion' The speech captures Wallace's electric intellect as well as his grace in attention to others. After his death, it became a treasured piece of writing reprinted in The Wall Street Journal and the London Times, commented on endlessly in blogs, and emailed from friend to friend. Writing with his one-of-a-kind blend of causal humor, exacting intellect, and practical philosophy, David Foster Wallace probes the challenges of daily living and offers advice that renews us with every reading.
Author: Richard Deasy
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 180
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Book Description
Two purposes of this compendium are: (1) to recommend to researchers and funders of research promising lines of inquiry and study suggested by recent, strong studies of the academic and social effects of learning in the arts; and (2) to provide designers of arts education curriculum and instruction with insights found in the research that suggest strategies for deepening the arts learning experiences and are required to achieve the academic and social effects. The compendium is divided into six sections: (1) "Dance" (Summaries: Teaching Cognitive Skill through Dance; The Effects of Creative Dance Instruction on Creative and Critical Thinking of Seventh Grade Female Students in Seoul, Korea; Effects of a Movement Poetry Program on Creativity of Children with Behavioral Disorders; Assessment of High School Students' Creative Thinking Skills; The Impact of Whirlwind's Basic Reading through Dance Programs on First Grade Students' Basic Reading Skills; Art and Community; Motor Imagery and Athletic Expertise; Essay: Informing and Reforming Dance Education Research (K. Bradley)); (2) "Drama" (Summaries: Informing and Reforming Dance Education Research; The Effects of Creative Drama on the Social and Oral Language Skills of Children with Learning Disabilities; The Effectiveness of Creative Drama as an Instructional Strategy To Enhance the Reading Comprehension Skills of Fifth-Grade Remedial Readers; Role of Imaginative Play in Cognitive Development; A Naturalistic Study of the Relationship between Literacy Development and Dramatic Play in Five-Year-Old Children; An Exploration in the Writing of Original Scripts by Inner-City High School Drama Students; A Poetic/Dramatic Approach To Facilitate Oral Communication; Children's Story Comprehension as a Result of Storytelling and Story Dramatization; The Impact of Whirlwind's Reading Comprehension through Drama Program on 4th Grade Students' Reading Skills and Standardized Test Scores; The Effects of Thematic-Fantasy Play Training on the Development of Children's Story Comprehension; Symbolic Functioning and Children's Early Writing; Identifying Casual Elements in the Thematic-Fantasy Play Paradigm; The Effect of Dramatic Play on Children's Generation of Cohesive Text; Strengthening Verbal Skills through the Use of Classroom Drama; 'Stand and Unfold Yourself' A Monograph on the Shakespeare and Company Research Study; Nadie Papers No. 1, Drama, Language and Learning. Reports of the Drama and Language Research Project, Speech and Drama Center, Education Department of Tasmania; The Effects of Role Playing on Written Persuasion; 'You Can't Be Grandma: You're a Boy'; The Flight of Reading; Essay: Research on Drama and Theater in Education (J. Catterall)); (3) "Multi-Arts" (Summaries: Using Art Processes To Enhance Academic Self-Regulation; Learning in and through the Arts; Involvement in the Arts and Success in Secondary School; Involvement in the Arts and Human Development; Chicago Arts Partnerships in Education (CAPE); The Role of the Fine and Performing Arts in High School Dropout Prevention; Arts Education in Secondary Schools; Living the Arts through Language and Learning; Do Extracurricular Activities Protect against Early School Dropout?; Does Studying the Arts Engender Creative Thinking?; The Arts and Education Reform; Placing A+ in a National Context; The A+ Schools Program; The Arts in the Basic Curriculum Project; Mute Those Claims; Why the Arts Matter in Education Or Just What Do Children Learn When They Create an Opera?; SAT Scores of Students Who Study the Arts; Essay: Promising Signs of Positive Effects: Lessons from the Multi-Arts Studies (R. Horowitz; J. Webb-Dempsey)); (4) "Music" (Summaries: Effects of an Integrated Reading and Music Instructional Approach on Fifth-Grade Students' Reading Achievement, Reading Attitude, Music Achievement, and Music Attitude; The Effect of Early Music Training on Child Cognitive Development; Can Music Be Used To Teach Reading?; The Effects of Three Years of Piano Instruction on Children's Cognitive Development; Enhanced Learning of Proportional Math through Music Training and Spatial-Temporal Training; The Effects of Background Music on Studying; Learning To Make Music Enhances Spatial Reasoning; Listening to Music Enhances Spatial-Temporal Reasoning; An Investigation of the Effects of Music on Two Emotionally Disturbed Students' Writing Motivations and Writing Skills; The Effects of Musical Performance, Rational Emotive Therapy and Vicarious Experience on the Self-Efficacy and Self-Esteem of Juvenile Delinquents and Disadvantaged Children; The Effect of the Incorporation of Music Learning into the Second-Language Classroom on the Mutual Reinforcement of Music and Language; Music Training Causes Long-Term Enhancement of Preschool Children's Spatial-Temporal Reasoning; Classroom Keyboard Instruction Improves Kindergarten Children's Spatial-Temporal Performance; A Meta-Analysis on the Effects of Music as Reinforcement for Education/Therapy Objectives; Music and Mathematics; Essay: An Overview of Research on Music and Learning (L. Scripp)); (5) "Visual Arts" (Summaries: Instruction in Visual Art; The Arts, Language, and Knowing; Investigating the Educational Impact and Potential of the Museum of Modern Art's Visual Thinking Curriculum; Reading Is Seeing; Essay: Reflections on Visual Arts Education Studies (T. L. Baker)); and (6) "Overview" (Essay: The Arts and the Transfer of Learning (J. S. Catterall)). (BT)
Author: Geneva Gay
Publisher: Teachers College Press
ISBN: 0807750786
Category : Education
Languages : en
Pages : 321
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Book Description
The achievement of students of color continues to be disproportionately low at all levels of education. More than ever, Geneva Gay's foundational book on culturally responsive teaching is essential reading in addressing the needs of today's diverse student population. Combining insights from multicultural education theory and research with real-life classroom stories, Gay demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through their own cultural experiences. This bestselling text has been extensively revised to include expanded coverage of student ethnic groups: African and Latino Americans as well as Asian and Native Americans as well as new material on culturally diverse communication, addressing common myths about language diversity and the effects of "English Plus" instruction.
Author: Andrea M. Honigsfeld
Publisher: Corwin Press
ISBN: 1071855042
Category : Education
Languages : en
Pages : 112
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Book Description
Your Greatest Assets are Right Before Your Eyes: Your Multilingual Learners! Equity for multilingual learners (MLLs) means that students’ cultural and linguistic identities, backgrounds, and experiences are recognized as valued, rich sources of knowledge and their academic, linguistic, literacy, and social–emotional growth is ensured to the fullest potential. This ready-to-use guide offers practical, classroom-level strategies for educators seeking thoughtful, research-informed, and accessible information on how to champion equity for MLLs in a post-COVID era. Focused on the deliberate daily actions that all teachers of multilingual learners can take, this resource guide captures a compelling advocacy framework for culturally and linguistically responsive equity work, including Authentic examples of how educators understand and support MLLs through an equity lens Student portraits of multilingual learners’ experiences Accessible answers to essential how-to questions Robust professional learning activities Access to print and online resources for additional information Thoughtful probes throughout the guide help teachers develop student agency and foster pathways in their own practice and communication with multilingual learners.
Author: George D. Kuh
Publisher: John Wiley & Sons
ISBN: 1118046854
Category : Education
Languages : en
Pages : 422
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Book Description
Student Success in College describes policies, programs, and practices that a diverse set of institutions have used to enhance student achievement. This book clearly shows the benefits of student learning and educational effectiveness that can be realized when these conditions are present. Based on the Documenting Effective Educational Practice (DEEP) project from the Center for Postsecondary Research at Indiana University, this book provides concrete examples from twenty institutions that other colleges and universities can learn from and adapt to help create a success-oriented campus culture and learning environment.
Author: Isabel Nunez
Publisher: Teachers College Press
ISBN: 0807773638
Category : Education
Languages : en
Pages : 161
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Book Description
Written by activist educators, Worth Striking For speaks to teachers and teachers-to-be about the drastic changes in the landscape of public education in recent decades and focuses on what they need to know about the debates and complex issues of reform affecting their lives and professions. The book identifies the most significant shifts in education policy, including how policy has helped or hindered the broader educational purposes of schools. Using the 2012 Chicago teachers strike as a framing device, the authors demonstrate how each of the policy areas addressed is critically important to teachers’ lives and work. Each chapter describes one of the Chicago teachers’ demands, and then explores a related policy arena through the lens of an associated philosophical purpose of education. The text features individually authored vignettes that juxtapose the authors’ personal experiences with the issues, bringing policy and policy activism to life. This hopeful book will inspire and empower teachers to take action in their schools, communities, districts, and states. "Grounded in Chicago-based education activism, Nuñez, Michie, and Konkol provide compelling lessons for urban education across the country. From union reform to diversifying the teaching force to challenging school closings, the analyses and narratives of these Chicago activist-scholars are a much needed guide for the rest of us. Spread the word!" —Gary Anderson, New York University "As a future teacher, I am so thankful that this book exists. Worth Striking For's empowering lessons are rarely taught to preservice teachers like myself. Reading this book has reminded me that impacting our students' lives is not limited to what we do inside the classroom, but what we fight for outside of it, too. It's a must read for anyone who believes the future of education and our youth are worth fighting for." —Stephanie Rivera, future teacher and graduate student, Rutgers University
Author: David M. Donahue
Publisher: Teachers College Press
ISBN: 0807776300
Category : Education
Languages : en
Pages : 179
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Book Description
The authors in this volume share exemplary arts-integration practices across the K–8 curriculum. Rather than providing formulas or scripts to be followed, they carefully describe how the arts offer an entry point for gaining insight into why and how students learn. The book includes rich and lively examples of public school teachers integrating visual arts, music, drama, and dance with subject matter, including English, social studies, science, and mathematics. Readers will come away with a deeper understanding of why and how to use the arts every day, in every school, to reach every child. Both a practitioner’s guide and a school reform model, this important book: Explains how arts integration across the K–8 curriculum contributes to student learning.Features examples of how integrated arts education functions in classrooms when it is done well. Explores intensive teacher-education and principal-training programs now underway in several higher education institutions. Offers concrete ideas for educators who are looking to strengthen their own skills and improve student opportunities for learning. “Educators are increasingly taking heart and taking hold of arts integration in the ways described in this wonderful volume.” —From the Foreword by Cyrus E. Driver, The Ford Foundation “I find the result of these authors’ efforts stunning.” —From the Afterword by Lois Hetland, Massachusetts College of Art
Author: James Paul Gee
Publisher: Macmillan
ISBN: 1466886420
Category : Education
Languages : en
Pages : 233
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Book Description
Cognitive Development in a Digital Age James Paul Gee begins his classic book with "I want to talk about video games–yes, even violent video games–and say some positive things about them." With this simple but explosive statement, one of America's most well-respected educators looks seriously at the good that can come from playing video games. This revised edition expands beyond mere gaming, introducing readers to fresh perspectives based on games like World of Warcraft and Half-Life 2. It delves deeper into cognitive development, discussing how video games can shape our understanding of the world. An undisputed must-read for those interested in the intersection of education, technology, and pop culture, What Video Games Have to Teach Us About Learning and Literacy challenges traditional norms, examines the educational potential of video games, and opens up a discussion on the far-reaching impacts of this ubiquitous aspect of modern life.
Author: Mollie V. Blackburn
Publisher: Principles in Practice
ISBN: 9780814100714
Category : Critical thinking
Languages : en
Pages : 0
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Book Description
Grounded in NCTE's position statements "The Students' Right to Read" and "NCTE Beliefs about the Students' Right to Write," this book focuses on high school English language arts classes, drawing from the work of seven teachers from across the country to illustrate how advocating for students' rights to read and write can be revolutionary work. Drawing from the work of high school teachers across the country, Adventurous Thinking illustrates how advocating for students' rights to read and write can be revolutionary work. Ours is a conflicted time: the #BlackLivesMatter and #MeToo movements, for instance, run parallel with increasingly hostile attitudes toward immigrants and prescriptive K-12 curricula, including calls to censor texts. Teachers who fight to give their students the tools and opportunities to read about and write on topics of their choice and express ideas that may be controversial are, in editor Mollie V. Blackburn's words, "revolutionary artists, and their teaching is revolutionary art." The teacher chapters focus on high school English language arts classes that engaged with topics such as immigration, linguistic diversity, religious diversity, the #BlackLivesMatter movement, interrogating privilege, LGBTQ people, and people with physical disabilities and mental illness. Following these accounts is an interview with Angie Thomas, author of The Hate U Give, and an essay by Millie Davis, former director of NCTE's Intellectual Freedom Center. The closing essay reflects on provocative curriculum and pedagogy, criticality, community, and connections, as they get taken up in the book and might get taken up in the classrooms of readers. The book is grounded in foundational principles from NCTE's position statements The Students' Right to Read and NCTE Beliefs about the Students' Right to Write that underlie these contributors' practices, principles that add up to one committed declaration: Literacy is every student's right.
