How can teachers meet the challenges of engaging and educating all students, from those who are gadget-toting and plugged-in to those who are language learners or economically distressed and everyone in between?
How can teachers meet the challenges of engaging and educating all students, from those who are gadget-toting and plugged-in to those who are language learners or economically distressed and everyone in between?
The benefits of collaborative learning are well documented-and yet, almost every teacher knows how group work can go wrong: restless students, unequal workloads, lack of accountability, and too little learning for all the effort involved.
In this book, Johnnie McKinley presents the results of her in-depth study of a group of teachers in grades 3-8 who managed to radically narrow the achievement gap between their black and white students by using a set of culturally responsive strategies in their classrooms.
In June 2010, the Common Core State Standards Initiative released Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects and Common Core State Standards for Mathematics.
The benefits of collaborative learning are well documented--and yet, almost every teacher knows how group work can go wrong: restless students, unequal workloads, lack of accountability, and too little learning for all the effort involved.
Now that the No Child Left Behind Act has left its mark on public education, educators across the United States are all the more invested in preparing their students for state and national assessments.
Among the pressing concerns of Americans in the first century of nationhood were day-to-day survival, political harmony, exploration of the continent, foreign policy, and--fixed deeply in the collective consciousness--hell and eternal damnation.
Designed to support English-teaching faculty across high schools and universities, this practical guide presents novel ideas for integrating pop culture into ELA classroom instruction.
This book uses perceptions and experiences of Qur'anic schools in West Africa to outline a much-needed postsecular approach, reconsidering the place of Islamic education within African decolonial debates about educational pluralism, and the contributions of religious perspectives in academic and international development spaces.
The essays bring to contemporary debates about educational research both a first hand familiarity with the practices and arguments of the educational research community and a clear grasp of the ways in which philosophical sources and analysis can inform them.
The issues I treat in this book-qualitative versus quantitative methods, facts versus values, science versus politics, subjectivity versus objectivity, postm- ernism versus pragmatism, to name a few-are at the core of a lively, sometimes divisive, conversation that has been unfolding in the theory and practice of e- cational research for some time.
`Contemporary thinking on philosophy and the social sciences has been dominated by analyses that emphasise the importance of language in understanding societies and individuals functioning within them; important developments which have been under-utilised by researchers in mathematics education.
This comprehensive, research-based resource illuminates the challenges and benefits of integrating community-based transformational learning (CBTL) experiences of teachers, students, and the community in early childhood settings.
This book focuses on the role and content of the principle of the welfare interests of the child, considers the extent to which the principle has changed following its varied elevation by the introduction of paramountcy and reviews the distinction between welfare interests and rights.
