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Teaching history for the common good
This book reviews research on elementary & middle schools students' historical thinking.Grounded in the theoretical context of mediated action,it addresses the breadth of social practices, settings, purposes & tools that influence students.
eBook
Perspectives on transitions in schooling and instructional practice
\"Perspectives on Transitions in Schooling and Instructional Practice examines student transitions between major levels of schooling, teacher transitions in instructional practice, and the intersection of these two significant themes in education research. Twenty-six leading international experts offer meaningful insights on current pedagogical practices, obstacles to effective transitions, and proven strategies for stakeholders involved in supporting students in transition.
Book
Universities as Political Institutions
Universities as Political Institutions explores the contested political spaces where universities reside in the crossroads of social, cultural, and economic pressures. Papers and keynotes from the 2017 Consortium of Higher Education Researchers (CHER) present various theoretical frameworks and methods to study universities as political institutions.
eBook
So you want to sing rock : a guide for performers
\"Matthew Edwards provides a comprehensive guide for singing rock 'n' roll, covering history, voice science, vocal health, audio technology, technical approaches, and stylistic parameters. This fully updated and expanded edition gives specific advice for a variety of skill levels and for those crossing over from classical or musical theatre\"-- Provided by publisher.
Book
Music, Informal Learning and the School: A New Classroom Pedagogy
This pioneering book reveals how the music classroom can draw upon the world of popular musicians' informal learning practices, so as to recognize and foster a range of musical skills and knowledge that have long been overlooked within music education. It investigates how far informal learning practices are possible and desirable in a classroom context; how they can affect young teenagers' musical skill and knowledge acquisition; and how they can change the ways students listen to, understand and appreciate music as critical listeners, not only in relation to what they already know, but beyond. It examines students' motivations towards music education, their autonomy as learners, and their capacity to work co-operatively in groups without instructional guidance from teachers. It suggests how we can awaken students' awareness of their own musicality, particularly those who might not otherwise be reached by music education, putting the potential for musical development and participation into their own hands. Bringing informal learning practices into a school environment is challenging for teachers. It can appear to conflict with their views of professionalism, and may at times seem to run against official educational discourses, pedagogic methods and curricular requirements. But any conflict is more apparent than real, for this book shows how informal learning practices can introduce fresh, constructive ways for music teachers to understand and approach their work. It offers a critical pedagogy for music, not as mere theory, but as an analytical account of practices which have fundamentally influenced the perspectives of the teachers involved. Through its grounded examples and discussions of alternative approaches to classroom work and classroom relations, the book reaches out beyond music to other curriculum subjects, and wider debates about pedagogy and curriculum.
Contents: Introduction; The project's pedagogy and curriculum content; Making music; Listening and appreciation; Enjoyment: making music and having autonomy; Group cooperation, ability and inclusion; Informal learning with classical music; Afterword; Appendices; Bibliography; Index.
Lucy Green is Professor of Music Education in The Institute of Education, University of London, UK.
eBook
New possibilities for the past : shaping history education in Canada
\"This collection explores and articulates the landscape of history education research and practice in Canada. It does this to help define and refine the research agenda in history teaching and practice, which at the present time take place against a backdrop of public concern about Canadians' abysmal knowledge of their own history and a perceived need for more, and then even more, Canadian history in schools. It is crucial that scholarly research be pursued thoughtfully and in a cohesive manner and that classroom practice be informed by the finding of this research.\"--Intro.
Book
Online education
In Online Education: Global Questions, Local Answers, 24 college educators focus on the most important questions to be addressed by all scholar-teachers and administrators committed to developing high-quality online education programs. We describe these questions as \"global\" because they transcend the particular situations of individual institutions. They are questions that everyone involved in online education needs to address: What are the issues to consider when first developing and then sustaining an online education program? How do we create interactive, pedagogically sound online courses and classroom communities? How should we monitor and assess the quality of online courses and programs? And how should recent developments and innovations in online education cause us to reexamine our roles and responsibilities as educators in technical communication? While these global questions affect all of us in one way or another, they demand different local answers, such as those presented by the contributors to this text. Readers will need to consider which of these local answers might apply to their own situations and how these answers might need to be adapted to reflect the particular needs of their own institutions.
eBook
Ideas and Options in English for Specific Purposes
This volume presents a range of views about language, learning, and teaching in English for Specific Purposes (ESP). Its purpose is to go beyond individual cases and practices to examine the approaches and ideas on which they are based. The aim is for readers to adopt an analytical stance toward the field and to identify current perspectives in ESP and the ideas driving them.
Ideas and Options in English for Specific Purposes does not promote any one approach, but rather identifies and illustrates those in evidence today. The main emphasis is on the links between theory and ESP teaching and research. Ideas from linguistics, sociolinguistics, education, SLA, and social theories are described. Links are then made between these ideas and ESP course designs, instructional materials, and research projects. Thus the book moves back and forth between descriptions of theories, teaching practice, and research.
Part I introduces the book's approach to description of ESP and the framework used to investigate it. Part II examines ideas of language, learning, and teaching in ESP. Recognizing that ESP is taught in many different countries and contexts, the author draws on a wide range of examples of teaching practice and research from around the world and from different branches of ESP, including English for Academic Purposes, English for Professional Purposes, and English for Vocational Purposes. From Chapter 3 onward, each chapter includes Questions for Discussion and Projects, to encourage readers to research and analyze the practices of ESP in their own contexts and to consider the ideas they draw on in their own teaching.
This text is geared toward graduate-level TESOL education courses.
Contents: Preface. Part I: Preliminaries. Introduction. Approach. Issues in ESP Course Design. Part II: Ideas and Options. Section A: Language. Language Systems. Language Uses. Combining Language Descriptions. Section B: Learning. Conditions for Learning. Processes of Learning. Section C: Teaching. Methodologies. Objectives in Teaching ESP. Part III: General. Synthesis.
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