Mary C. Herring, Matthew J. Koehler, and Punya Mishra
The 2nd edition of the Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators addresses the concept and implementation of technological pedagogical content knowledge―the knowledge and skills that teachers need in order to integrate technology meaningfully into instruction in specific content areas. Driven by the growing influence of TPACK on research and practice in both K-12 and higher education, the 2nd edition updates current thinking about theory, research, and practice.
Offering a series of chapters by scholars in different content areas who apply the technological pedagogical content knowledge framework to their individual content areas, the volume is structured around three themes:
-- Current thoughts on TPACK Theory
-- Research on Technological Pedagogical Content Knowledge in Specific Subject Areas
-- Integrating Technological Pedagogical Content Knowledge into Teacher Education and Professional Development
The Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators is simultaneously a mandate and a manifesto on the engagement of technology in classrooms. -- Provided by Amazon.com
Shelly Counsell, Lawrence T. Escalada, Rosemary Geiken, Melissa Sander, Jill M. Uhlenberg, Beth Van Meeteren, Sonia Yoshizawa, and Betty L. Zan
This teacher's guide provides the background information, STEM concepts, and strategies needed to successfully implement an early STEM curriculum (Ramps and Pathways) with young children, ages 3-8. R&P actively engages young children in designing and building ramp structures using wooden cove molding, releasing marbles on the structures, and observing what happens. Children use logical-mathematical thinking and problem-solving skills as they explore science concepts related to motion, force, and energy. -- Provided by Amazon.com
Changing Minds, Changing Schools, Changing Systems: Comprehensive Literacy Design for School Improvement
Linda J. Dorn, Salli Forbes, Mary Ann Poparad, and Barbara Schubert
Changing Minds, Changing Schools, Changing Systems: Comprehensive Literacy Design for School Improvement is based on the theory that the change needed for school improvement results from changing the minds of educators: their thinking, perception, and understanding of how people learn.
Editors: Linda J. Dorn, Salli Forbes, Mary Ann Poparad, and Barbara Schubert
Foreword: Richard L. Allington and Peter H. Johnston
Afterword: Richard F. Elmore
The authors propose that the minds of educators can be changed only through authentic, mutual experiences that are grounded in contextually relevant events. As people work together within apprenticeship-type settings, they ask questions, identify problems, create solutions, and transform knowledge through active testing. Consequently, a school design would incorporate communicative structures for engaging all people (administrators, teachers, children) in constructive discourse and shared problem solving. From this perspective, the interaction between people and the environment becomes the lever for changing minds, subsequently changing the practices and outcomes within schools. The book provides concrete guidance for implementing systemic and sustainable change at multiple levels. It includes a wealth of practical resources to support people as they embark on a comprehensive literacy model for school improvement. -- Provided by publisher
Audrey C. Rule
Invention through Form and Function Analogy is an invention book for teachers and other leaders working with youth who are involving students in the invention process. The book consists of an introduction and set of nine learning cycle formatted lessons for teaching the principles of invention through the science and engineering design principles of form and function. An appendix contains sets of color, illustrated cards to be printed onto cardstock paper and used for sorting and sequencing activities during the lessons. This set of lessons has been field-tested with elementary and middle school students by teachers and was improved through the peer review process. The introduction section of the book addresses metaphors, analogies, and the use of form and function analogies in problem-solving and innovations. Human need related to invention and cultural universals are also discussed. Lessons address the following topics: 1) Identifying forms and functions of objects; 2) Forms and functions of the human hand; 3) Forms and functions of the body extended with tools; 4) Extending the body to serve basic human needs; 5) Tools related to forms and functions of the mouth; 6) Historical perspective of inventions; 7) Animal form and function analogies; 8) Inventors inspired by form and function; and 9) Combining SCAMPER with form and function to spur invention. Many charts are included to give teachers ideas for supporting student discussions. Teachers who field-tested the book with elementary and middle school students were uniformly positive about the lessons [25 tables, 20 figures, 7 card sets in the Appendix, 35 references.
This new edition of a classic shows how to take a proactive role in shaping instruction by learning how to develop and implement a library media program and integrate it into the total educational experience. Revised and updated, Donham's third edition covers all aspects of the school system: students, curriculum and instruction, principals, district administration, and the community. It demonstrates how to interact and collaborate in order to integrate the school library media program throughout these environments. This new edition offers
-- Real-life examples of issues in school librarianship
-- Current statistics and research results on early learning, child poverty, and other topics
-- A new chapter on "the virtual school library"
-- Expanded coverage of nonfiction and complex texts
Readers will benefit from this complete coverage of the school environment--common staff structures, budget issues, and more. -- Provided by publisher
Rheta DeVries and Christina Sales
If you think the words young children and physics don't belong together, think again. Based on the theories of Piaget and the work of DeVries and Sales, this book successfully makes the case for building a constructivist approach to physical science learning in the early childhood classroom. Reviews how children construct content knowledge and the mental ability to organize knowledge (intelligence). Explains why ramps activities engage children deeply in reasoning about physical objects and phenomena such as force and motion, across a range of ages and developmental levels, even over several years Provides a rationale you can use to explain and defend the educational value of children's play and exploration Shows you how to apply the 10 principles of constructivist teaching in your classroom Includes dozens of full-color photographs of children's amazing structures. -- Provided by publisher
Salli Forbes and Connie Briggs
In the national debate about scientifically based research and accountability, Reading Recovery (R) has come under scrutiny-and has proven its worth. Evidence supports Reading Recovery on several fronts: its solid research base since its inception, its high success rate with the lowest-performing first-grade students, its cost-effectiveness, its assessment measures, and its response to change, including specific adaptations to emphasize phonemic awareness and phonics. This book goes even further in documenting Reading Recovery's real research, bringing readers up to date on findings since the first volume of the same name appeared in 1997.
Salli Forbes and Connie Briggs have collected many of the best research articles published from 1998 to 2002 in Literacy Teaching and Learning, the journal of the Reading Recovery Council of North America. The articles address many of the aspects of the design of Reading Recovery, especially those related to children's learning and development. These aspects include:
the importance of writing as part of early literacy instruction
motivation as a key factor in learning
phonological awareness as it is taught in Reading Recovery.
Other articles address issues related to program description and evaluation, including:
results of Reading Recovery instruction of English language learners
sustained effects of the Reading Recovery and Descubriendo la Lectura results
impact of Reading Recovery on children's personal and emotional development
effects of success on children's home literacy experiences
development of leadership skills through teacher leader training.
Constant fine-tuning is the key to the success of Reading Recovery. Continually evolving and expanding in relation to new research, it sets an example for ongoing professional development. This book will contribute to that development for Reading Recovery teachers, teacher leaders, and trainers, as well as other early literacy educators. Its publication supports the efforts of the Reading Recovery Council of North America.
*The Reading Recovery Council of North America, Inc. is a not-for-profit association of Reading Recovery professionals, advocates, and partners. The Council provides a network of opportunities for leadership and professional development. Nearly 11,000 individuals have become members of the Council since its establishment in 1995. Members include Reading Recovery teachers, teacher leaders, site coordinators, university trainers, partners who are classroom teachers, early literacy educators, Title I teachers, school principals and administrators, school board members, researchers, parents, and community members. -- Provided by publisher
Audrey C. Rule and Stephen Guggenheim
The teaching of clay science is often thought of as forming the curriculum of an upper-level college course for juniors, seniors and graduate students. Although clays and clay minerals are complex subjects often requiring extensive background to understand in detail, introducing topics related to clays does not require such specialization. Furthermore, clays are a part of modern everyday life, being found in common household products (from toothpaste, toilets, and cat litter to paper, plastics, and fine china). It does not seem reasonable to wait until a student reaches the upper-college level to introduce the subject, although the introduction of clay science must be approached at levels appropriate to the student's development and background. In fact, one of us (A. Rule) has successfully introduced crystallography concepts of crystal shape and symmetry, and has taught lessons in the industrial uses of clay minerals at the primary-school level. Education scholars have developed procedures for teaching that closely parallel the way humans learn. For the most part, these instructional practices have not been implemented at the college level, although such teaching methods could easily be applied to benefit college-level students. The idea of a Teaching Clay Science Workshop was developed over the last three years to integrate the efforts of education scholars, high-school teachers and college professionals toward improving clay-science instruction. This integration of learning theory with clay-science teaching has produced a unique set of example lessons, which resulted in this volume of Workshop Lectures. Finally, we express our appreciation to P. Schroeder for taking our edited manuscripts and organizing them to conform to the CMS Workshop Lectures Series. Also, we thank M. Krekeler for working through all of the laboratories presented here and for providing his comments to the authors.-- Provided by Amazon.com
Jeanne McLain Harms and Lucille Lettow
Jeanne McLain Harms and Lucille Lettow
This book addresses the normal problems that kids face and provides a practical aproach to assessment procedures and provides strategies. -- Provided by publisher