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Educating Children Outdoors is a resource for educators interested in spending extended periods of time in nature with their students . Bringing over two decades of experience working outdoors with teachers and students, Amy Butler offers curricular guidance on nature-based lessons that align with K-12 education standards and build on the innate curiosity and wonder children have for the natural world. This book will help the educator: - Learn successful routines and practices to make learning outdoors safe and engaging - Understand protocols for real and risky play - Draw inspiration from real-life stories from other teachers about learning in nature - Meet NGSS and Common Core standards outdoors with seasonal lessons that are child-centered - Be part of the movement to support children in becoming reconnected with the natural world and the places they call home With twenty-five lessons in five units of study spread out across a seasonal school year and appendixes that offer templates for learning, Educating Children Outdoors is essential for educators looking to harvest the benefits of a nature-based curriculum.

Online teaching in higher education has become increasingly prevalent, especially in light of the COVID-19 pandemic. While teaching online offers many benefits, it also presents several challenges. Sharing one’s lived experiences as an educator is essential to improving one’s teaching skills and enhancing the learning outcomes for the students. Here, we present our personal and lived experiences as higher education teachers in the VU Block Model® First Year College at Victoria University. In our allied health science subjects, we have identified the key challenges in online teaching, such as technology and infrastructure, student engagement and interaction, adapting learning styles, assessment integrity, digital literacy, social-isolation-related mental health, and workload. The benefits included flexibility, innovative teaching tools, personalised learning and accessibility, and the continuity of teaching and learning despite the pandemic disruption. Overcoming these challenges requires careful planning, effective pedagogy, and ongoing support for both teachers and students. The benefits of online teaching can be maximised when its limitations are acknowledged and addressed appropriately via sharing teacher’s personal narratives as an effective mode of communication.

Teaching writing is a powerful and effective means for learning across all grade levels and disciplines.This user-friendly resource provides practical recommendations, strategies, and assessments for designing units of study that center on both narrative nonfiction and creative writing.

Bearing in mind the context of transformations in, and of the, Higher Education and the intensification of professors’ work, this paper debates academic management in the daily routines of university professors in regard to teaching, research and extension. The discussion focuses on the experiences of 23 university professors, from Brazil and Portugal, collected through biographic interviews. Amongst the positive features of management are the possibilities to democratically participate in the university’s decision making and of a clear view on the functioning and structuring of higher education. The convergence between management with bureaucratic and administrative activities is seen as a negative feature, leading to a depreciation and discredit of management.

In recent years, narrative skills have been receiving increasing attention from researchers for their relevance in the development of language, literacy and socio-cognitive abilities. This volume brings together studies focusing on two key issues in the development of children's narrative skills. The first part of the Volume addresses the issue of the interrelatedness between narrative skills and literacy, language and socio-cognitive development, as well as of the impact of narrative practices on the promotion of these different skills. The second part of the Volume addresses the issue of how early interactional experiences, particular contextual settings and specific intervention procedures, can help children promote their narrative skills.The studies span a wide age range, from toddlers to late elementary school children, concern different languages (Dutch, English, French, German, Hebrew and Italian), and consider narrative skills and practices from a rich variety of theoretical and methodological approaches.

A Synthetic Model of Analysis has been proposed to address the complexities of advancing critical literacy through the teaching of narrative literary texts. This five-level model was designed as an assemblage of the Multiliteracies Model and Four Resources Model, which also combined systemic functional grammar, visual design grammar, and narrative discourse grammar with the dialogicality of language and reception theory approaches. In the light of new theory advancements in multiliteracies, we revisit our design to explore meaning transpositions across meaning forms and between meaning functions in literary narrative reading from an in-between standpoint. The complex transposition iterations charted are intended to inform discussions on transpositional grammar and online learning.

In this study, based on observations of our own pedagogical work, we consider different didactic approaches to the same literary text (the short story ‘From Prague to Brno’ by Jiří Kratochvil) in the teaching of Czech as a foreign language and in the teaching of literature, including analysis of literary texts. The starting point is a comparison of the learning objectives in both of these contexts, followed by a presentation of specific tasks and lines of inquiry vis-à-vis the text, their justification, and analysis of student reactions. In conclusion, we emphasize those aspects that should be considered in the teaching of literary and prose texts, not only by foreign language teachers but also (in our view) teachers of literature and literary interpretation.

“War stories” are commonplace in surgical education, yet little is known about their purpose, construct, or use in the education of trainees. Ten complex operations were videotaped and audiotaped. Narrative stories were analyzed using grounded theory to identify emergent themes in both the types of stories being told and the teaching objectives they illustrated. Twenty-four stories were identified in 9 of the 10 cases (mean, 2.4/case). They were brief (mean, 58 seconds), illustrative of multiple teaching points (mean, 1.5/story), and appeared throughout the operations. Anchored in personal experience, these stories taught both clinical (eg, operative technique, decision making, error identification) and programmatic (eg, resource management, professionalism) topics. Narrative stories are used frequently and intuitively by physicians to emphasize a variety of intraoperative teaching points. They socialize trainees in the culture of surgery and may represent an underrecognized approach to teaching the core competencies. More understanding is needed to maximize their potential.

This article presents the developmental continuum of children's storytelling skills and provides examples at each of five levels: labeling, listing, connecting, sequencing and narrating. The authors connect these developing narrative skills to communication, literacy and cognition. Strategies to facilitate development from one level to another are described.

In the 21 st century, our life is strongly affected by the information technology. Educational technology has been rapidly improved by the development of audiovisual tools. Teachers may choose a number of different types of resources for teaching purposes, including videos and movies. Therefore, this study is aimed at evaluating animated narrative videos from YouTube for the teaching narrative text and identifying potential factors which influence the quality of educational videos. The videos were examined by using assessment rubric to see the quality and suitability of animated narrative videos which might be used in the teaching narrative text. The rubric was adapted from Prince Edward Island (PEI) Department of Education: Evaluation and Selection of Learning Resources. It consists of four criteria, content, structure, instructional design, and technical design In addition, the study presents critical awareness of how these aspects can be interpreted to measure animated narrative videos and at the same time the engagement of the teachers in exploring animated narrative videos used in classroom.