What Teachers Should Know But Textbooks Don t Show

Author: Stella Erbes
Publisher: Simon and Schuster
ISBN: 1634507274
Format: PDF
Download Now
Even with student teaching experience and education courses under their belts, most new teachers are unprepared for their first year in the classroom. Filled with practical insider information, this resource bridges the gap between instructional theory and practice. This clear, concise, and reader-friendly text combines research, the author's personal experiences, and valuable insights from veteran educators to help new teachers: Create a positive learning environment Address classroom management issues while retaining their personal style Connect with students Collaborate with parents and families Handle personal and professional challenges This book is ideal for novice and prospective teachers as well as for mentor programs and parenting classes.

What Every Teacher Should Know About Diverse Learners

Author: Donna Walker Tileston
Publisher: Corwin Press
ISBN: 1412971756
Format: PDF, Docs
Download Now
This updated edition presents critical information about teaching diverse learners, including brain-compatible teaching strategies, six signs of bias to avoid, how culture affects learning styles, and more.

Proceedings of the Fourth International Congress on Mathematical Education

Author: M. Zweng
Publisher: Springer Science & Business Media
ISBN: 1468482238
Format: PDF, ePub, Docs
Download Now
Henry O. Pollak Chairman of the International Program Committee Bell Laboratories Murray Hill, New Jersey, USA The Fourth International Congress on Mathematics Education was held in Berkeley, California, USA, August 10-16, 1980. Previous Congresses were held in Lyons in 1969, Exeter in 1972, and Karlsruhe in 1976. Attendance at Berkeley was about 1800 full and 500 associate members from about 90 countries; at least half of these come from outside of North America. About 450 persons participated in the program either as speakers or as presiders; approximately 40 percent of these came from the U.S. or Canada. There were four plenary addresses; they were delivered by Hans Freudenthal on major problems of mathematics education, Hermina Sinclair on the relationship between the learning of language and of mathematics, Seymour Papert on the computer as carrier of mathematical culture, and Hua Loo-Keng on popularising and applying mathematical methods. Gearge Polya was the honorary president of the Congress; illness prevented his planned attendence but he sent a brief presentation entitled, "Mathematics Improves the Mind". There was a full program of speakers, panelists, debates, miniconferences, and meetings of working and study groups. In addition, 18 major projects from around the world were invited to make presentations, and various groups representing special areas of concern had the opportunity to meet and to plan their future activities.

Censoring History

Author: Laura Hein
Publisher: M.E. Sharpe
ISBN: 9780765636164
Format: PDF, Mobi
Download Now
This provocative collection of essays addresses ongoing controversies over coverage of World War II in Japanese, German and American textbooks. The book shows how sanitized treatments of war crimes, racisim, and other injustices have mobilized fierce debate internationally as well as within the three countries. Together these essays paint a compelling picture of how official narratives of a country's past both shape and are shaped by the citizen's view of the nation. Specific issues discussed include the Japanese movement to correct history; identity and transationalization in German textbooks; the Vietnam War in high school American History; the teaching of Japan's colonization of Korea in Japanese and Korean schools; Holocaust education for youth in the New Germany; and how American and Japanese educators teach the Pacific War.

Learning Science in the Schools

Author: Shawn M. Glynn
Publisher: Routledge
ISBN: 1136487786
Format: PDF, ePub
Download Now
Science -- and the technology derived from it -- is having a dramatic impact on the quality of our personal lives and the environment around us. Science will have an even greater impact on the lives of our students. The lives of scientifically literate students will be enriched by their understanding, appreciation, and enjoyment of the natural world. To prosper in the near future, all students must become scientifically literate and embrace the notion of life-long learning in science. Without scientific literacy, it will become impossible for students to make informed decisions about the interrelated educational, scientific, and social issues that will confront them in the future. Intended for science teachers, teacher educators, researchers, and administrators, this volume is concerned with the innovative research that is reforming how science is learned in schools. The chapters provide overviews of current research and illustrate how the findings of this research are being applied in schools. This research-based knowledge is essential for effective science instruction. The contributors are leading authorities in science education and their chapters draw clear connections among research, theory, and classroom practice. They provide excellent examples from science classes in which their research has reformed practice. This book will help educators develop the scientific literacy of students. It bridges the gap between cutting-edge research and classroom practice to provide educators with the knowledge they need to foster students' scientific literacy.

Lies My Teacher Told Me

Author: James W. Loewen
Publisher: The New Press
ISBN: 1595586539
Format: PDF, Kindle
Download Now
A completely revised edition of James W. Loewen’s classic retelling of American history, based on six new textbooks and including an all-new chapter on the recent past Since its first publication in 1995, Lies My Teacher Told Me has gone on to win an American Book Award and the Oliver Cromwell Cox Award for Distinguished Anti-Racist Scholarship, and has sold over a million copies in its various editions. What started out as a survey of the twelve leading American history textbooks has ended up being what the San Francisco Chronicle calls "an extremely convincing plea for truth in education." In Lies My Teacher Told Me, James W. Loewen brings history alive in all its complexity and ambiguity. Beginning with pre-Columbian history and ranging over characters and events as diverse as Reconstruction, Helen Keller, the first Thanksgiving, and the My Lai massacre, Loewen offers an eye-opening critique of existing textbooks, and a wonderful retelling of American history as it should—and could—be taught to American students. This new edition also features a handsome new cover and a new introduction by the author.

What Every Teacher Should Know About Student Motivation

Author: Donna Walker Tileston
Publisher: Corwin Press
ISBN: 1452271410
Format: PDF
Download Now
Powerful, brain-friendly strategies for motivating, challenging, and celebrating your students! This second edition is filled with practices for motivating even the most at-risk and reluctant students. Informed by current research on the plasticity of the brain and new insights on the relationship between culture and student motivation, the book features an extended classroom example of motivational techniques in action and vocabulary pre- and post-tests for teachers and details how: Technology influences the brain and motivation Intrinsic and extrinsic motivation are related to celebrations and rewards Specific strategies can motivate students to begin and finish a task Teachers can foster students' positive self-talk and on-task behaviors

Mathematical Enculturation

Author: Alan Bishop
Publisher: Springer Science & Business Media
ISBN: 940092657X
Format: PDF, Kindle
Download Now
Mathematics is in the unenviable position of being simultaneously one of the most important school subjects for today's children to study and one of the least well understood. Its reputation is awe-inspiring. Everybody knows how important it is and everybody knows that they have to study it. But few people feel comfortable with it; so much so that it is socially quite acceptable in many countries to confess ignorance about it, to brag about one's incompe tence at doing it, and even to claim that one is mathophobic! So are teachers around the world being apparently legal sadists by inflicting mental pain on their charges? Or is it that their pupils are all masochists, enjoying the thrill of self-inflicted mental torture? More seriously, do we really know what the reasons are for the mathematical activity which goes on in schools? Do we really have confidence in our criteria for judging what's important and what isn't? Do we really know what we should be doing? These basic questions become even more important when considered in the context of two growing problem areas. The first is a concern felt in many countries about the direction which mathematics education should take in the face of the increasing presence of computers and calculator-related technol ogy in society.