Nandita Gurjar, Sohyun Meacham, and Constance Beecher
Theories, teaching strategies, and instructional materials pertinent to teaching reading and writing in grades PK-3, with an emphasis on integrating reading, writing, speaking, and listening, as well as integration across content areas while addressing diversity and inclusion.
Carolyn A. Weber and Heather N. Hagan
This practical guide shows how and why in-service and pre-service teachers should use inquiry in their social studies lessons to develop students' critical thinking and decision-making skills. Supported by literature and research, it provides a concrete framework for integrating inquiry in the classroom, which outlines the pedagogical practice of inquiry and provides evidence for its benefits for teaching and learning. Filled with practical advice and lesson plans for classroom use, chapters explore topics such as the following: Defining inquiry and highlighting its importance in the classroom An overview of the inquiry framework and the role of pedagogical content knowledge The literature and research about inquiry, including alternate framework structures and the different types of inquiry and Planning and scaffolding inquiry-based learning The volume also explores perennial and emerging uses for inquiry in social studies, including technology, integrating literature, utilizing civic agency, using primary sources, evaluating sources, and focusing on global issues. This is an essential read for any pre-service or in-service teacher who wants to support their students in developing inquiry skills.
Beth Dykstra Van Meeteren
Children are intrigued by switches that power a light source and by items that reflect light and sparkle, and they take notice of personal shadows cast on the playground. Many STEM fields draw upon understanding of light and shadow, such as astronomy, biology, engineering, architecture, and more. This book shows teachers how to engage children (ages 3–8) with light and shadow in a playful way, building an early foundation for the later, more complex study of these phenomena and possibly piquing the curiosity of children that will ultimately lead to professions within the field of STEM. The text offers guidance for arranging the physical environment of classrooms, integrating literacy learning and investigations, and building partnerships with administrators.
Beth Dykstra Van Meeteren and Sherri Peterson
The premiere book in the STEM for Our Youngest Learners Series introduces the Infant Toddler Inquiry Learning Model, a new way to think about how young children (birth–age 3) explore, think, and learn STEM concepts. The book also demonstrates how the Inquiry Teaching Model can guide teachers in implementing STEM experiences for this age group. Accessible to educators from a wide range of educational backgrounds, this resource is designed specifically to help guide the integration of STEM experiences into the early childhood curriculum. Readers will see how the model works in real life; how STEM topics can be naturally embedded in daily routines and activities; and how to observe, understand, and interact with children as they explore. This accessible guide presents content and pedagogy aligned with what is known about how children learn and also addresses the challenges educators encounter when implementing STEM with infants and toddlers.
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
Deborah Tidwell, Linda Fitzgerald, and Julian Kitchen
Self-Study and Diversity II is a book about the self-study of teacher education practices in a diverse world. In this volume, the authors examine the preparation of teachers through a shared orientation to diversity grounded in a commitment to addressing issues of identity, equity, diversity, social justice, inclusion, and access in their professional practice. The first chapters are autobiographical studies in which teacher educators reflect on how their personal identities as minorities within a historically oppressive culture inform their professional practice. These powerful narratives are followed by accounts of teacher educators addressing diversity issues in the United Arab Emirates, India, South Africa, and Thailand. The closing chapters attend to the challenges of preparing teacher candidates to become inclusive educators in a diverse world. Even though each chapter focusses on a particular dimension of equity and social justice or dilemma of practice, the insights in these self-studies are relevant to all teacher educators interested in improving teacher education by respecting diversity and becoming more inclusive. Particular strengths are the diversity of authors and international scope of the book. -- Provided by publisher
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
Mary C. Herring, J. Michael Spector, Barbara B. Lockee, and Sharon B. Smaldino
Learning, Problem Solving, and Mindtools is inspired by the substantial body of learning research by David H. Jonassen in the areas of mind tools and problem solving. The focus of the volume is on educational technology, especially with regard to how new technologies have facilitated and supported problem solving and critical thinking. Each chapter focuses on a particular aspect of learning with technology and elaborates the implications for the design and implementation of learning environments and activities aimed at improving the conceptualization of problems, reasoning and higher-order thinking, and solving challenging problems. This collection of scholarly essays provides a highly engaging treatment of using tools and technologies to improve problem solving; multiple perspectives on integrating educational technology to support learning in complex and challenging problem solving domains; guidance for the design of instruction to support problem solving; a systemic account of the relationships between mental models, instructional models, and assessment models; and a look into the future of educational technology research and practice. -- Provided by publisher
Betty Zan and Rheta DeVries
This classic bestseller, now updated for today's diverse teaching force and student populations, explores the benefits of sociomoral practices in the classroom. The authors draw on recent research to show how these approaches work with children ages 2-8. They focus on how to establish and maintain a classroom environment that fosters children's intellectual, social, moral, emotional, and personality development. Extending the work of Jean Piaget, the authors advocate for a cooperative approach that contrasts with the coercion and unnecessary control that can be seen in many classrooms serving young children. Practical chapters demonstrate how the constructivist approach can be embedded in a school program by focusing on specific classroom situations and activities, such as resolving conflict, group time, rule making, decision making and voting, social and moral discussions, cooperative alternatives to discipline, and activity time. -- 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
Deborah Tidwell, Melissa Heston, and Linda Fitzerald
This is a book designed with the teacher educator in mind. It provides in depth examination of specific methods used effectively in self-study research. The chapters are written by researchers engaged in self-study of their practice.
Deborah Tidwell, Linda Fitzgerald, and Julian Kitchen
Self-study and Diversity is a book about self-study of teaching and teacher education with equity and access as focal issues of practice. Chapters in this book have a shared orientation to diversity grounded in the acknowledgement that educators have a responsibility to address equity and access issues inherent in teaching. To that end, individual chapters address such areas of diversity as race, ethnicity, gender, disability, and power, as well as broader areas of social justice, multiculturalism, and ways of knowing. Even though the focus in a chapter may be on one particular dimension of diversity, the dilemmas and responses of a teacher educator, elicited through self-study, can apply well beyond that immediate context. This broadens the appeal of the book beyond the self-study community and beyond specific issues of diversity, to people interested in teaching in general and in the process of improving practice. The chapters of the book are organized in five sections, with each section containing similar self-study approaches. These self-study approaches were specifically chosen by the researchers as effective avenues toward understanding the complex dynamics inherent in their diversity contexts. Section one comprises autobiographical research, drawing readers in through life stories. In section two the autobiographical method is grounded in explicit theory. Section three takes the reader into classrooms where practices of teaching and learning are illuminated. In section four, collaboration is highlighted as the focal point within classroom-based self-studies. In section five, self-study is supported by the use of artifacts and visual representation. An additional strength of this book is the inclusion in each chapter of information regarding the use of particular strategies, both for self-study and for teaching for diversity. -- 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
Betty Zan, Rheta DeVries, Rebecca Edmiaston, and Christina Sales
Discusses how children can benefit from certain kinds of play during early childhood education, allowing them to explore their surroundings while still being conventially educated in the classroom. -- Provided by publisher
Jeanne McLain Harms and Lucille Lettow
Jeanne McLain Harms and Lucille Lettow
Betty Zan and Rheta DeVries
This work addresses the question of how to establish an interpersonal classroom atmosphere that fosters children's intellectual, social, moral, emotional and personality development. The authors draw upon and extend the constructivist work of Jean Piaget in sociomoral development. -- Provided by publisher
Mary C. Herring, Sharon Smaldino, and Ann Thompson
In Iowa, the practice of two-way interactive full motion video instruction is embodied in the use of the Iowa Communication Network (ICN). To facilitate innovative practices in distance education, the preservice component of the Iowa Distance Education Alliance's (IDEA) Teacher Education Alliance provided support for pilot projects which had the following goals: (1) support of Iowa teacher educators in innovative use of the ICN for distance education; (2) creation of activities that expand and enhance teacher education experiences; and (3) contribute to the distance education knowledge base. A workshop was conducted over the ICN to introduce a long-term science, mathematics, and technology education reform initiative. Participants' evaluations are presented. Research reports a e provided on projects that included: the preparation of multimedia-based instruction using the ICN, science instruction for students with disabilities, and professional networking opportunities through the ICN. Also included are vision statements by teacher education experts in the fields of foreign language, literacy, mathematics, science, and vocational education that serve as perspectives concerning the application of distance education methods to these disciplines. (AEF)
This book addresses the normal problems that kids face and provides a practical approach to assessment procedures and provides strategies. -- Provided by publisher