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Author: David Stroupe
Publisher: Harvard Education Press
ISBN: 168253796X
Category : Education
Languages : en
Pages : 200
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Book Description
A wealth of practical tools and guidance for rooting out injustice and creating science learning spaces in which students feel valued, safe, and eager to engage. In Growing and Sustaining Student-Centered Science Classrooms, David Stroupe promotes powerful conversation and action around knowledge-building practices in science education. The book takes readers into inspiring classroom communities in which all students are invited and encouraged to engage in the work of science. An illuminating series of real-time classroom scenes demonstrate flexible teaching approaches and instructional pivots that Stroupe calls talk moves and shows how they foster inclusive collaboration and participation to create a more expansive, and better, version of science education. Even as Stroupe champions student-centered science education, he acknowledges that common obstructions to knowledge sharing, or epistemic injustices, can often prevent this student-led ideal from materializing. He calls attention to four types of injustices that frequently stifle student voice and access in science learning communities: testimonial injustice, hermeneutical injustice, intrapersonal injustice, and hierarchical injustice. Recounting real-life examples of these individual and systemic injustices, Stroupe gives educators the tools to both identify and eradicate them. This thought-provoking book sets forth ambitious tactics for educators to audit assumptions and biases in science, promote student agency, and conduct action research to document change. Using Stroupe's accessible methods, teachers, teacher educators, and administrators can design immediate and long-term instructional practices to disrupt injustices in STEM classroom communities and support student learning.
Author: David Stroupe
Publisher: Harvard Education Press
ISBN: 168253796X
Category : Education
Languages : en
Pages : 200
Get Book Here
Book Description
A wealth of practical tools and guidance for rooting out injustice and creating science learning spaces in which students feel valued, safe, and eager to engage. In Growing and Sustaining Student-Centered Science Classrooms, David Stroupe promotes powerful conversation and action around knowledge-building practices in science education. The book takes readers into inspiring classroom communities in which all students are invited and encouraged to engage in the work of science. An illuminating series of real-time classroom scenes demonstrate flexible teaching approaches and instructional pivots that Stroupe calls talk moves and shows how they foster inclusive collaboration and participation to create a more expansive, and better, version of science education. Even as Stroupe champions student-centered science education, he acknowledges that common obstructions to knowledge sharing, or epistemic injustices, can often prevent this student-led ideal from materializing. He calls attention to four types of injustices that frequently stifle student voice and access in science learning communities: testimonial injustice, hermeneutical injustice, intrapersonal injustice, and hierarchical injustice. Recounting real-life examples of these individual and systemic injustices, Stroupe gives educators the tools to both identify and eradicate them. This thought-provoking book sets forth ambitious tactics for educators to audit assumptions and biases in science, promote student agency, and conduct action research to document change. Using Stroupe's accessible methods, teachers, teacher educators, and administrators can design immediate and long-term instructional practices to disrupt injustices in STEM classroom communities and support student learning.
Author: Sharon Vaughn
Publisher: ASCD
ISBN: 0871209462
Category : Education
Languages : en
Pages : 161
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Book Description
Research-based Methods of Reading Instruction, Grades K-3: Grades K-3.
Author: David Stroupe
Publisher:
ISBN: 9781682535301
Category : Education
Languages : en
Pages : 328
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Book Description
This comprehensive volume advances a vision of teacher preparation programs focused on core practices supporting ambitious science instruction. The book advocates for collaborative learning and building a community of teacher educators that can collectively share and refine strategies, tools, and practices. A renewed interest in practice-based teacher education paired with increasingly rigorous requirements, notably the Next Generation Science Standards, has highlighted the importance of teachers' deep disciplinary knowledge. This volume examines the compelling ways teacher educators across the country are using core practices to prepare preservice teachers for ambitious and equitable science teaching. With contributions from a wide network of teacher educators focusing on science education in various geographical and institutional contexts, Preparing Science Teachers Through Practice-Based Teacher Education serves as a valuable resource both for teacher educators and for administrators.
Author: David Stroupe
Publisher: Routledge
ISBN: 1317272811
Category : Education
Languages : en
Pages : 173
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Book Description
Responding to recent reform efforts, such as the Next Generation Science Standards, which call for students to learn science practices, this book proposes a conceptual reframing of the roles of teachers and students in formal and informal science learning settings. Inviting the field to examine the state of "science practice," it provides concrete examples of how students, supported by the actions of educators, take on new roles, shifting from passive recipients of information to active participants in conceptual, social, epistemic, and material features of science work. Each chapter provides an examination of how and why science practice evolves in learning communities in which students and teachers negotiate disciplinary work; an analysis of how specific pedagogical and social actions taken by someone with authority (a teacher or other educator) provides opportunities for students to shape science practices; a set of concrete recommendations for working with young students in formal and informal learning settings; and a set of suggestions and questions to catalyze future research about and the evolving relationships between educators, students, and science practices in the field of science education. Showing how and why the conceptual ideas presented are important, and providing specific, actionable suggestions for teachers and other educators for their daily work, this book includes both elementary and secondary learning sites.
Author: Mark Windschitl
Publisher: Harvard Education Press
ISBN: 1682531643
Category : Education
Languages : en
Pages : 483
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Book Description
2018 Outstanding Academic Title, Choice Ambitious Science Teaching outlines a powerful framework for science teaching to ensure that instruction is rigorous and equitable for students from all backgrounds. The practices presented in the book are being used in schools and districts that seek to improve science teaching at scale, and a wide range of science subjects and grade levels are represented. The book is organized around four sets of core teaching practices: planning for engagement with big ideas; eliciting student thinking; supporting changes in students’ thinking; and drawing together evidence-based explanations. Discussion of each practice includes tools and routines that teachers can use to support students’ participation, transcripts of actual student-teacher dialogue and descriptions of teachers’ thinking as it unfolds, and examples of student work. The book also provides explicit guidance for “opportunity to learn” strategies that can help scaffold the participation of diverse students. Since the success of these practices depends so heavily on discourse among students, Ambitious Science Teaching includes chapters on productive classroom talk. Science-specific skills such as modeling and scientific argument are also covered. Drawing on the emerging research on core teaching practices and their extensive work with preservice and in-service teachers, Ambitious Science Teaching presents a coherent and aligned set of resources for educators striving to meet the considerable challenges that have been set for them.
Author: Curran, Christina M.
Publisher: IGI Global
ISBN: 1522525211
Category : Education
Languages : en
Pages : 579
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Book Description
As classrooms are becoming more diverse, teachers are now faced with the responsibility of creating an inclusive classroom community. As such, researching classroom pedagogies and practices is an imperative step in curriculum planning. The Handbook of Research on Classroom Diversity and Inclusive Education Practice is an authoritative reference source for the latest scholarly research on ways to effectively teach all students and further refine and strengthen school-wide inclusive pedagogy, methods, and policies. Featuring extensive coverage on a number of topics such as special education, online learning, and English language learners, this publication is ideally designed for professionals, educators, and policy makers seeking current research on methods that ensure all students have equal access to curricular content and the chance for growth and success.
Author: Jennifer Stepanek
Publisher: Corwin Press
ISBN: 1452237506
Category : Education
Languages : en
Pages : 233
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Book Description
"Provides readers with a compelling rationale for the process, offers experience-tested tools, and suggests ways to address commonly-occurring challenges. This book will assist teachers, and those who support them, in understanding and implementing all phases of lesson study, from initial planning through sharing with others what was learned." —Dennis Sparks, Executive Director National Staff Development Council "A powerful teacher professional development process that focuses collaborative teams directly on the classroom, and the perfect tool for teachers, professional developers, and team leaders. Gives you everything you need to use lesson study to support teachers in thinking deeply about practice." —Roberta Jaffe, Science Education Coordinator, New Teacher Center, University of California, Santa Cruz Use this team-centered approach to directly enhance teaching and learning in your school! First introduced in Japan, lesson study has gained enthusiastic advocates in US educational circles as a powerful, collaborative approach that brings teachers together as researchers into the science and craft of teaching and learning in their classrooms. Teachers work as teams to develop a lesson plan, teach and observe the lesson to collect data on student learning, and use their observations to refine their lesson. Participants build their sense of professional authority while discovering effective practices that result in improved learning outcomes for their students. This "how-to" guide provides teachers, administrators, and team leaders with practical strategies, models, and tools. The book leads a beginning team through the phases of the lesson study cycle and provides an experienced team with new perspectives. Using examples from U.S. classrooms, this handbook: Encourages educators to generate and share knowledge Inspires a teacher-researcher stance Illustrates both the process and substance of lesson study Encourages collaboration Provides guidelines for avoiding common pitfalls Leading Lesson Study is an excellent resource for both experienced and novice lesson study teams, administrators who want to start a lesson study program, and lesson study team facilitators such as instructional coaches and professional development providers.
Author: Shelton, Kaye
Publisher: IGI Global
ISBN: 1522508783
Category : Education
Languages : en
Pages : 437
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Book Description
As e-learning has evolved into a global change agent in higher education, it has become more diverse in its form and applications. Now that many institutions have implemented e-learning programs as part of their course offerings, it is essential for these institutions to fully grasp how best to facilitate continued improvements and accessibility in online education. The Handbook of Research on Building, Growing, and Sustaining Quality E-Learning Programs highlights several significant elements of e-learning, including program planning, quality standards, and online course development, as well as institutional, student, and faculty support. Serving as a critical resource for online and hybrid learning programs, this publication is designed for use by administrators, educators, instructional designers, and doctorate-level students in the field of education.
Author: Clayton M. Christensen
Publisher: McGraw Hill Professional
ISBN: 0071759107
Category : Business & Economics
Languages : en
Pages : 273
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Book Description
Clay Christensen's groundbreaking bestselling work in education now updated and expanded, including a new chapter on Christensen's seminal "Jobs to Be Done" theory applied to education. "Provocatively titled, Disrupting Class is just what America's K-12 education system needs--a well thought-through proposal for using technology to better serve students and bring our schools into the 21st Century. Unlike so many education 'reforms,' this is not small-bore stuff. For that reason alone, it's likely to be resisted by defenders of the status quo, even though it's necessary and right for our kids. We owe it to them to make sure this book isn't merely a terrific read; it must become a blueprint for educational transformation." —Joel Klein, Chancellor of the New York City Department of Education "A brilliant teacher, Christensen brings clarity to a muddled and chaotic world of education." —Jim Collins, bestselling author of Good to Great “Just as iTunes revolutionized the music industry, technology has the potential to transform education in America so that every one of the nation’s 50 million students receives a high quality education. Disrupting Class is a must-read, as it shows us how we can blaze that trail toward transformation.” —Jeb Bush, former Governor of Florida According to recent studies in neuroscience, the way we learn doesn't always match up with the way we are taught. If we hope to stay competitive-academically, economically, and technologically-we need to rethink our understanding of intelligence, reevaluate our educational system, and reinvigorate our commitment to learning. In other words, we need "disruptive innovation." Now, in his long-awaited new book, Clayton M. Christensen and coauthors Michael B. Horn and Curtis W. Johnson take one of the most important issues of our time-education-and apply Christensen's now-famous theories of "disruptive" change using a wide range of real-life examples. Whether you're a school administrator, government official, business leader, parent, teacher, or entrepreneur, you'll discover surprising new ideas, outside-the-box strategies, and straight-A success stories. You'll learn how: Customized learning will help many more students succeed in school Student-centric classrooms will increase the demand for new technology Computers must be disruptively deployed to every student Disruptive innovation can circumvent roadblocks that have prevented other attempts at school reform We can compete in the global classroom-and get ahead in the global market Filled with fascinating case studies, scientific findings, and unprecedented insights on how innovation must be managed, Disrupting Class will open your eyes to new possibilities, unlock hidden potential, and get you to think differently. Professor Christensen and his coauthors provide a bold new lesson in innovation that will help you make the grade for years to come. The future is now. Class is in session.
Author: Federico R. Waitoller
Publisher: Teachers College Press
ISBN: 0807781398
Category : Education
Languages : en
Pages : 177
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Book Description
Asset-based pedagogies, such as culturally relevant/sustaining teaching, are frequently used to improve the educational experiences of students of color and to challenge the White curriculum that has historically informed school practices. Yet asset-based pedagogies have evaded important aspects of students’ culture and identity: those related to disability. Sustaining Disabled Youth is the first book to accomplish this. It brings together a collection of work that situates disability as a key aspect of children and youth’s cultural identity construction. It explores how disability intersects with other markers of difference to create unique cultural repertoires to be valued, sustained, and utilized for learning. Readers will hear from prominent and emerging scholars and activists in disability studies who engage with the following questions: Can disability be considered an identity and culture in the same ways that race and ethnicity are? How can disability be incorporated to develop and sustain asset-based pedagogies that attend to intersecting forms of marginalization? How can disability serve in inquiries on the use of asset-based pedagogies? Do all disability identities and embodiments merit sustaining? How can disability justice be incorporated into other efforts toward social justice? Book Features: Provides critical insights to bring disability in conversation with asset-based pedagogies.Highlights contributions of both university scholars and community activists. Includes analytical and practical tools for researchers, classroom teachers, and school administrators. Offers important recommendations for teacher education programs.
