Trauma-Informed Teaching in Non-Traditional Spaces (Hardcover, 1)

Section 1: Foundations of Trauma-Informed Practice

?

Section Introduction by Ana Larsen

?

Chapter 1- Flagging the Undercurrent: Navigating Psychologically Safe Classrooms and Enacting Collective Compassion by Anita Maclaurin

?

Chapter 2- Holding The Room by Virginia Blackney

?

Chapter 3- We Don’t Need Another Hero: Navigating and Narrating Trauma in the Classroom by Dr Angela Jones

?

Chapter 4- Culture Before Content by Erin O’Donaghue

?

Section Outro: Practical Strategies for Educators for Holding the Space

?

?

Section 2: Trauma-Informed Pedagogy in Practise

?

Section Introduction by Dr Gemma Mann

Chapter 5- Overcoming ‘Traumathic’ Experiences in Enabling education: Approaches to Implementing a Trauma-Informed Math Classroom by Debra Monteith and Dr. Joanne G. Lisciandro

?

Chapter 6- The Intersection of Self-Efficacy and Trauma-Awware Teaching in the Enabling Program Context: A Case Study by Ana Larsen and Amy Claughton

?

Chapter 7- Sources of Compassion and Care: Reframing Postgraduate Supervision with a Trauma-Informed Approach by Prof Jessica Gildersleeve, Dr India Bryce and Prof Gina Wisker

?

Section Outro: Practical Strategies for Responding to Student Needs

?

Section 3: Innovation, Advocacy, and Systemic Change

?

Section Introduction by Dr Susan Hopkins

?

Chapter 8- When Care Hurts: Rethinking and Reorientating Trauma-Informed Practice by Liam Frost-Camilleri and Nicoli Barnes?

?

Chapter 9- Cultural Complexity, Compassion?and?CaLD?Needs in the Trauma-Informed Tertiary Institution: A Reflection on The Journey?by Dr Noraisha Oyama

?

Chapter 10- Navigating Activism and Advocacy: Trauma-Informed Approaches to Empower Studen...


외국도서 > 교육/자료 > 교육 > 고등교육
외국도서 > 교육/자료 > 교육 > 교수법/자료 > 일반

Trauma-Informed Teaching in Non-Traditional Spaces (Paperback, 1)

Section 1: Foundations of Trauma-Informed Practice

?

Section Introduction by Ana Larsen

?

Chapter 1- Flagging the Undercurrent: Navigating Psychologically Safe Classrooms and Enacting Collective Compassion by Anita Maclaurin

?

Chapter 2- Holding The Room by Virginia Blackney

?

Chapter 3- We Don’t Need Another Hero: Navigating and Narrating Trauma in the Classroom by Dr Angela Jones

?

Chapter 4- Culture Before Content by Erin O’Donaghue

?

Section Outro: Practical Strategies for Educators for Holding the Space

?

?

Section 2: Trauma-Informed Pedagogy in Practise

?

Section Introduction by Dr Gemma Mann

Chapter 5- Overcoming ‘Traumathic’ Experiences in Enabling education: Approaches to Implementing a Trauma-Informed Math Classroom by Debra Monteith and Dr. Joanne G. Lisciandro

?

Chapter 6- The Intersection of Self-Efficacy and Trauma-Awware Teaching in the Enabling Program Context: A Case Study by Ana Larsen and Amy Claughton

?

Chapter 7- Sources of Compassion and Care: Reframing Postgraduate Supervision with a Trauma-Informed Approach by Prof Jessica Gildersleeve, Dr India Bryce and Prof Gina Wisker

?

Section Outro: Practical Strategies for Responding to Student Needs

?

Section 3: Innovation, Advocacy, and Systemic Change

?

Section Introduction by Dr Susan Hopkins

?

Chapter 8- When Care Hurts: Rethinking and Reorientating Trauma-Informed Practice by Liam Frost-Camilleri and Nicoli Barnes?

?

Chapter 9- Cultural Complexity, Compassion?and?CaLD?Needs in the Trauma-Informed Tertiary Institution: A Reflection on The Journey?by Dr Noraisha Oyama

?

Chapter 10- Navigating Activism and Advocacy: Trauma-Informed Approaches to Empower Studen...


외국도서 > 교육/자료 > 교육 > 고등교육
외국도서 > 교육/자료 > 교육 > 교수법/자료 > 일반

Sylvia Wynter, the Human, and Curriculum Studies (Hardcover, 1)

Preface Introduction: “To wake up our minds”: The re-enchantment of praxis in Sylvia Wynter?1. Rewriting/recurricularlizing as a matter of life and death: The coloniality of academic writing and the challenge of black mattering therein?2. Neocolonial mind snatching: Sylvia wynter and the curriculum of Man?3. “I had never been at home in the world”1: A case for Black-Indigenism?4. Towards the human, after the child of Man: Seeing the child differently in teacher education?5. Imagining institutions of man: Constructions of the human in the foundations of Ontario public schooling curriculum?6. Inhuman literacies and affective refusals: Thinking with Sylvia Wynter and secondary school English?7. Curriculum against the state: Sylvia Wynter, the human, and futures of curriculum studies?Afterword??

Essentials of Middle and Secondary Social Studies (Hardcover, 4)

1. Becoming a Professional Social Studies Teacher? 2. Contemporary Social Studies? 3. Planning Social Studies Instruction? 4. Assessment and Evaluation? 5. Reading and Writing in Social Studies? 6. Social Studies and Diverse Learners? 7. Thinking, Problem Solving, and the Acquisition of Skills? 8. Cooperative Learning in Social Studies? 9. Experiencing Social Studies? 10. Issues-Centered Learning and Decision-Making? 11. Technology and Media in Social Studies? 12. Lesson Plans for Secondary Social Studies

Essentials of Middle and Secondary Social Studies (Paperback, 4)

1. Becoming a Professional Social Studies Teacher? 2. Contemporary Social Studies? 3. Planning Social Studies Instruction? 4. Assessment and Evaluation? 5. Reading and Writing in Social Studies? 6. Social Studies and Diverse Learners? 7. Thinking, Problem Solving, and the Acquisition of Skills? 8. Cooperative Learning in Social Studies? 9. Experiencing Social Studies? 10. Issues-Centered Learning and Decision-Making? 11. Technology and Media in Social Studies? 12. Lesson Plans for Secondary Social Studies

Der Deutsche Alpenverein Im Spannungsfeld Von Naturschutz Und Naturnutzung: Eine Analyse Sozialer Konflikte (Paperback)

Empowering Learners : A Practical Guide to Inclusive Teaching (Hardcover)

Chapter 1

Engaging with Personalised Learning to Foster a Love of Learning for All

?

Chapter 2

Teacher as a Data Collector and Analyst: Know Your Learner Deeply and Profoundly

?

Chapter 3

Teacher as a Co-Designer: Involve the Learner to Maximise Opportunity

?

Chapter 4

Teacher as a Negotiator: Build Bridges between Learners and the Curriculum

?

Chapter 5

Teacher as an Empowerer: Foster deep learning and sustain a love of learning

?

Chapter 6

Teacher as an Empowerer: Enhance Learning through Technology

?

Chapter 7

Teacher as an Assessor: Celebrate Learning Progression for Each Learner

?

Chapter 8

Teacher as a Co-regulator: Foster Emotional Intelligence and Self-Regulation

?

Chapter 9

Finding the Sweet Spot Where Love of Learning Ignites

Empowering Learners : A Practical Guide to Inclusive Teaching (Paperback)

Chapter 1

Engaging with Personalised Learning to Foster a Love of Learning for All

?

Chapter 2

Teacher as a Data Collector and Analyst: Know Your Learner Deeply and Profoundly

?

Chapter 3

Teacher as a Co-Designer: Involve the Learner to Maximise Opportunity

?

Chapter 4

Teacher as a Negotiator: Build Bridges between Learners and the Curriculum

?

Chapter 5

Teacher as an Empowerer: Foster deep learning and sustain a love of learning

?

Chapter 6

Teacher as an Empowerer: Enhance Learning through Technology

?

Chapter 7

Teacher as an Assessor: Celebrate Learning Progression for Each Learner

?

Chapter 8

Teacher as a Co-regulator: Foster Emotional Intelligence and Self-Regulation

?

Chapter 9

Finding the Sweet Spot Where Love of Learning Ignites

Positive Beginnings in the Early Years : A Reflective Practitioner’s Guide to SEND and Inclusion (Hardcover)

Introduction

Chapter 1: Who Am I? The Importance of Self-Awareness and Self-Care

Chapter 2: What Is Inclusion?

Chapter 3: What Do I Need to Know? The Guidance and Legislation

Chapter 4: What Are the Foundations of Inclusive Practice?

Chapter 5: Who Are They, Really? A Child Centred Approach

Chapter 6: What's Going On? The Importance of Early Identification

Chapter 7: Where Are We? Developing Inclusive Environments

Chapter 8: How Can We Work Together? The Importance of Teamwork

Chapter 9: Time for Change? Effective Transitions

Chapter 10: What Now? Reflect and Refocus

?

References

Index

Positive Beginnings in the Early Years : A Reflective Practitioner’s Guide to SEND and Inclusion (Paperback)

Introduction

Chapter 1: Who Am I? The Importance of Self-Awareness and Self-Care

Chapter 2: What Is Inclusion?

Chapter 3: What Do I Need to Know? The Guidance and Legislation

Chapter 4: What Are the Foundations of Inclusive Practice?

Chapter 5: Who Are They, Really? A Child Centred Approach

Chapter 6: What's Going On? The Importance of Early Identification

Chapter 7: Where Are We? Developing Inclusive Environments

Chapter 8: How Can We Work Together? The Importance of Teamwork

Chapter 9: Time for Change? Effective Transitions

Chapter 10: What Now? Reflect and Refocus

?

References

Index

Learning from Lived Experience in Trauma-Informed Practice : An Educator’s Guide for Schools, Communities and Beyond (Hardcover)

A Note of Caution

Acknowledgements

Foreword

Introduction

?

Part 1. The Roots and Branches of Trauma

Chapter 1. What is Trauma?

·?????? Definition of Trauma

·?????? Types of Trauma

·?????? The Drivers of Trauma

·?????? The Prevalence of Trauma

·?????? Trauma's Legacy- 'We've Been Here Before'

Chapter 2. When Trauma Enters Our Lives

·?????? The Impact of Trauma- A Public Health Message

·?????? The Developing Young Person

·?????? Health Implications of Trauma

·?????? Epigenetics: Rethinking 'Nature vs Nurture'

·?????? The Impact of Trauma on Our Access to Services

Chapter 3. Trauma's Gift

·?????? A Deficit-Based View: Changing the Narrative

·?????? A Wider Lens

·?????? A Journey of Learning, Healing and Recovery

·?????? Therapeutic Healing

?

Part 2. Rethinking Practice, Systems and Relationships

Chapter 4. What is Trauma Informed Practice?

·?????? An Alternative Approach?

·?????? An Alternative Future?

·?????? But What is TIP Really?

·?????? This is Everyone's Business!

·?????? Once Example of Many

Chapter 5. Trauma Informed Organisations, Systems and Processes

·?????? What Does TIP Really Mean and How Can it Help Us?

·?????? Understanding Trauma-Informed Organisations, Systems and Processes:

-????????? In Education

-????????? In Care

-????????? In Problematic Substance Use

-????????? In Justice System

-????????? In Homelessness

·?????? And So What?

Chapter 6. Relationships, Reflection and Reframing

·?????? Relationships: And the Power They Hold

·?????? The Power of Relationships

·?????? Why are Relationships so Importa...


외국도서 > 교육/자료 > 교육 > 기구/기관
외국도서 > 교육/자료 > 교육 > 리더십
외국도서 > 교육/자료 > 교육 > 중등교육
외국도서 > 교육/자료 > 교육 > 초등교육
외국도서 > 교육/자료 > 교육 > 교수법/자료 > 일반
외국도서 > 인문/사회 > 심리학 > 정신 치료 > 일반

Learning from Lived Experience in Trauma-Informed Practice : An Educator’s Guide for Schools, Communities and Beyond (Paperback)

A Note of Caution

Acknowledgements

Foreword

Introduction

?

Part 1. The Roots and Branches of Trauma

Chapter 1. What is Trauma?

·?????? Definition of Trauma

·?????? Types of Trauma

·?????? The Drivers of Trauma

·?????? The Prevalence of Trauma

·?????? Trauma's Legacy- 'We've Been Here Before'

Chapter 2. When Trauma Enters Our Lives

·?????? The Impact of Trauma- A Public Health Message

·?????? The Developing Young Person

·?????? Health Implications of Trauma

·?????? Epigenetics: Rethinking 'Nature vs Nurture'

·?????? The Impact of Trauma on Our Access to Services

Chapter 3. Trauma's Gift

·?????? A Deficit-Based View: Changing the Narrative

·?????? A Wider Lens

·?????? A Journey of Learning, Healing and Recovery

·?????? Therapeutic Healing

?

Part 2. Rethinking Practice, Systems and Relationships

Chapter 4. What is Trauma Informed Practice?

·?????? An Alternative Approach?

·?????? An Alternative Future?

·?????? But What is TIP Really?

·?????? This is Everyone's Business!

·?????? Once Example of Many

Chapter 5. Trauma Informed Organisations, Systems and Processes

·?????? What Does TIP Really Mean and How Can it Help Us?

·?????? Understanding Trauma-Informed Organisations, Systems and Processes:

-????????? In Education

-????????? In Care

-????????? In Problematic Substance Use

-????????? In Justice System

-????????? In Homelessness

·?????? And So What?

Chapter 6. Relationships, Reflection and Reframing

·?????? Relationships: And the Power They Hold

·?????? The Power of Relationships

·?????? Why are Relationships so Importa...


외국도서 > 교육/자료 > 교육 > 기구/기관
외국도서 > 교육/자료 > 교육 > 리더십
외국도서 > 교육/자료 > 교육 > 중등교육
외국도서 > 교육/자료 > 교육 > 초등교육
외국도서 > 교육/자료 > 교육 > 교수법/자료 > 일반
외국도서 > 인문/사회 > 심리학 > 정신 치료 > 일반

Artificial Intelligence in Teacher Education:: Experiences in International Contexts (Hardcover)

A Continuing Journey of Currere : Toward a Fluid, Embodied, Attuned Self-Understanding (Hardcover)

Introduction?Chapter 1 Currere, manifested punctuations, and folk poetic Chapter 2 Currere as a curriculum of cosmopolitanism Chapter 3 Currere as ethical commitment Chapter 4 Currere and teacher knowledge Chapter 5 Currere, archetypes, and poetic inquiry Chapter 6 Lost object and semiotics: A currere journey of reading myth

Holistic String Teaching : A Guide to the Writings and Reflections of George Bornoff and Associates (Hardcover)

FEATURED WRITINGS??????????

INTRODUCTION???????

CHAPTER 1: A PHILOSOPHY OF MUSIC EDUCATION AND STRING INSTRUCTION????????

Every Child is Musical & Music for All

REFLECTION: DIFFERENT TYPES OF MUSICIANS

REFLECTION: MUSIC IN SCHOOLS & ABILITY GROUPING

QUESTIONS & ANSWERS

REFLECTION: MUSICAL CHILDREN, VIRTUOSITY, AND DEDICATED TEACHING

EDITORIAL: WHO SHALL PLAY?

Motivation

REFLECTION: INTRINSIC MOTIVATION

REFLECTION: MOTIVATION THROUGH ACHIEVMENT

PSYCHOLOGY OF STRING EDUCATION [Part I]

PSYCHOLOGY OF STRING EDUCATION [Part II]

PHILOSOPHY OF STRING EDUCATION [Part III]

LEARNING AND GROWTH

Gestalt Principles

REFLECTION: A MAESTRO’S PERCEPTION

EASTERN EDITORIAL

A MODERN PEDAGOGUE

PHILOSOPHY OF STRING EDUCATION [Part I]

REFLECTION: DIFFERENTIATION, CORRELATION, AND INTEGRATION

WHY TEACH DOUBLE-STOPS?

Efficiency

REFLECTION: EFFICIENCY AND PRAGMATISM

REFLECTION: SELECTING EFFICIENT MATERIALS

REFLECTION: ECONOMY OF MOTION

REFLECTION: TEACHING IN A STRAIGHT LINE

Spatial Before Aural Understanding

REFLECTION: DEVELOPING SPATIAL BEFORE AURAL UNDERSTANDING [Part I]

REFLECTION: DEVELOPING SPATIAL BEFORE AURAL UNDERSTANDING [Part II]

REFLECTION: FEELING THE INSTRUMENT THROUGH SENSORY LEARNING

Tone Production

FROM THE TOP

REFLECTION: TEACHING TONE FIRST

REFLECTION: TONAL APPEAL AS MOTIVATION

GENESIS

Behaviorism and Learning as Cognitive Transformation

REFLECTION: BORNOFF AND BEHAVIORISM

REFLECTION: DOCTRINE OF HABIT FORMATION

PHILOSOPHY OF STRING EDUCATION [Part II]

Meaningful Repetition

REFLECTION: MEANINGFUL DRILL

REFLECTION: MOTIVATION THROUGH MEANINGFUL ASSIGNMENTS

Early Instruction

REFLECTION: W...


외국도서 > 예술/대중문화 > 음악 > 음악사/비평
외국도서 > 교육/자료 > 교육 > 교수법/자료 > 일반
외국도서 > 예술/대중문화 > 음악 > 악기 > 현악기
외국도서 > 예술/대중문화 > 음악 > 장르/스타일 > 클래식

Holistic String Teaching : A Guide to the Writings and Reflections of George Bornoff and Associates (Paperback)

FEATURED WRITINGS??????????

INTRODUCTION???????

CHAPTER 1: A PHILOSOPHY OF MUSIC EDUCATION AND STRING INSTRUCTION????????

Every Child is Musical & Music for All

REFLECTION: DIFFERENT TYPES OF MUSICIANS

REFLECTION: MUSIC IN SCHOOLS & ABILITY GROUPING

QUESTIONS & ANSWERS

REFLECTION: MUSICAL CHILDREN, VIRTUOSITY, AND DEDICATED TEACHING

EDITORIAL: WHO SHALL PLAY?

Motivation

REFLECTION: INTRINSIC MOTIVATION

REFLECTION: MOTIVATION THROUGH ACHIEVMENT

PSYCHOLOGY OF STRING EDUCATION [Part I]

PSYCHOLOGY OF STRING EDUCATION [Part II]

PHILOSOPHY OF STRING EDUCATION [Part III]

LEARNING AND GROWTH

Gestalt Principles

REFLECTION: A MAESTRO’S PERCEPTION

EASTERN EDITORIAL

A MODERN PEDAGOGUE

PHILOSOPHY OF STRING EDUCATION [Part I]

REFLECTION: DIFFERENTIATION, CORRELATION, AND INTEGRATION

WHY TEACH DOUBLE-STOPS?

Efficiency

REFLECTION: EFFICIENCY AND PRAGMATISM

REFLECTION: SELECTING EFFICIENT MATERIALS

REFLECTION: ECONOMY OF MOTION

REFLECTION: TEACHING IN A STRAIGHT LINE

Spatial Before Aural Understanding

REFLECTION: DEVELOPING SPATIAL BEFORE AURAL UNDERSTANDING [Part I]

REFLECTION: DEVELOPING SPATIAL BEFORE AURAL UNDERSTANDING [Part II]

REFLECTION: FEELING THE INSTRUMENT THROUGH SENSORY LEARNING

Tone Production

FROM THE TOP

REFLECTION: TEACHING TONE FIRST

REFLECTION: TONAL APPEAL AS MOTIVATION

GENESIS

Behaviorism and Learning as Cognitive Transformation

REFLECTION: BORNOFF AND BEHAVIORISM

REFLECTION: DOCTRINE OF HABIT FORMATION

PHILOSOPHY OF STRING EDUCATION [Part II]

Meaningful Repetition

REFLECTION: MEANINGFUL DRILL

REFLECTION: MOTIVATION THROUGH MEANINGFUL ASSIGNMENTS

Early Instruction

REFLECTION: W...


외국도서 > 예술/대중문화 > 음악 > 음악사/비평
외국도서 > 교육/자료 > 교육 > 교수법/자료 > 일반
외국도서 > 예술/대중문화 > 음악 > 악기 > 현악기
외국도서 > 예술/대중문화 > 음악 > 장르/스타일 > 클래식

Listening Pedagogies : Creative and Arts-Based Approaches for Education in Unstable Times (Paperback)

Introduction

Section One: Reciprocal Listening

1. Listening With Differences: The Small Body as Living Pedagogy

By Mitsy Chung

?2.? Listening as correspondence, gesture, artistry, and enchantment

By: Sylvia Kind & Johanna Po

3. Listening With River-Child-Clay-Swan Encounters: Collaging as a Reciprocal Listening Practice for Thinking With Everyday Colonial Forces

By: Vanessa Wintoneak

4.? Acting on children’s voices to influence national early childhood education policy in Australia

By: Barblett, L.

Irvine, S.??

Hadley, F.?

Harrison, L J.?

Cartmel, J.?

5.? Listening as a rehumanizing practice in the teaching of mathematics

By: Kersti Tyson, Ph.D.? (Corresponding Author)

Allison Hintz

Andrea R. English

6. Reciprocal Listening: A Pedagogy of the Imagination for Times of Uncertainty

By: Gigi Schroeder Yu

Section Two: Embodied Listening

Poetic Encounter: Sage J Harlow: a slightly louder silence (variation 108)

7. Bodying Listening; Somatics in the Supermarket

?By Jo Pollitt ?& Paea Leach

8. Listening to children, listening to trees?

By Abigail Hackett,?Peter Kraftl, Steve Pool, & Jan White

9. Embodied and Collaborative Listening Practices with the More-than-Human World

?By Diana Chester ?& Damien Ricketson?

10. Listening with Hea/r/tful Presence: A Piano Soundscape

By Jeeyeon Ryu

Section Three: The Right To Be Heard ?

Poetic Encounter: Leslie Bishop: Listening

11.? Listening to Wisdom from the Past

By Christine P. Sims

12. Listening with Place

By Adrianne Bacelar de Castro

?13. Listening to Children through Publishing and the Arts: An exploration of the Kids’ Own Publishing model

?By: Kids Own; Jo Holmwood, Mary Branl...


외국도서 > 교육/자료 > 교육 > 다문화 교육
외국도서 > 교육/자료 > 교육 > 취학전/유치원
외국도서 > 교육/자료 > 참고자료 > 연구
외국도서 > 교육/자료 > 교육 > 교수법/자료 > 예술/인문
외국도서 > 교육/자료 > 교육 > 교수법/자료 > 일반

Listening Pedagogies : Creative and Arts-Based Approaches for Education in Unstable Times (Hardcover)

Introduction

Section One: Reciprocal Listening

1. Listening With Differences: The Small Body as Living Pedagogy

By Mitsy Chung

?2.? Listening as correspondence, gesture, artistry, and enchantment

By: Sylvia Kind & Johanna Po

3. Listening With River-Child-Clay-Swan Encounters: Collaging as a Reciprocal Listening Practice for Thinking With Everyday Colonial Forces

By: Vanessa Wintoneak

4.? Acting on children’s voices to influence national early childhood education policy in Australia

By: Barblett, L.

Irvine, S.??

Hadley, F.?

Harrison, L J.?

Cartmel, J.?

5.? Listening as a rehumanizing practice in the teaching of mathematics

By: Kersti Tyson, Ph.D.? (Corresponding Author)

Allison Hintz

Andrea R. English

6. Reciprocal Listening: A Pedagogy of the Imagination for Times of Uncertainty

By: Gigi Schroeder Yu

Section Two: Embodied Listening

Poetic Encounter: Sage J Harlow: a slightly louder silence (variation 108)

7. Bodying Listening; Somatics in the Supermarket

?By Jo Pollitt ?& Paea Leach

8. Listening to children, listening to trees?

By Abigail Hackett,?Peter Kraftl, Steve Pool, & Jan White

9. Embodied and Collaborative Listening Practices with the More-than-Human World

?By Diana Chester ?& Damien Ricketson?

10. Listening with Hea/r/tful Presence: A Piano Soundscape

By Jeeyeon Ryu

Section Three: The Right To Be Heard ?

Poetic Encounter: Leslie Bishop: Listening

11.? Listening to Wisdom from the Past

By Christine P. Sims

12. Listening with Place

By Adrianne Bacelar de Castro

?13. Listening to Children through Publishing and the Arts: An exploration of the Kids’ Own Publishing model

?By: Kids Own; Jo Holmwood, Mary Branl...


외국도서 > 교육/자료 > 교육 > 다문화 교육
외국도서 > 교육/자료 > 교육 > 취학전/유치원
외국도서 > 교육/자료 > 참고자료 > 연구
외국도서 > 교육/자료 > 교육 > 교수법/자료 > 예술/인문
외국도서 > 교육/자료 > 교육 > 교수법/자료 > 일반

Handbook of Human and Social Conditions in Assessment (Hardcover, 2 ed)

Introduction ? Harris & Brown Section I: Teacher role in assessment (7 chapters) Chapter 1: Teacher knowledge & beliefs about assessment. Sarah Bonner Chapter 2: Assessment within ITE: Learning to become an assessor. New author needed Chapter 3: Teachers using assessment data: Uses and misuses. Mei Kuin Lai & Schildkamp Chapter 4: Personalisation, customisation, & differentiation: Challenges and efficacy. Moon Chapter 5: Teachers and classroom assessment practices that support learning. Cowie Section II: Students in assessment (8 chapters) Chapter 6: Student assessment emotions. Vogl & Pekrun Chapter 7: Student identity and assessment. Lois Harris and colleagues Chapter 8: Student participation in assessment: Self & peer assessment. Panadero & Andrade Chapter 9: Student responses to feedback. Lipnevich and colleagues Chapter 10: Student integrity & dishonesty. Stephens & Murdock Chapter 11: Student effort. Wise & Smith Chapter 12: Self-regulation in assessment. Dinsmore Chapter 13: Student experiences of digital assessments: Gorin Chapter 14: Assessment of collaborative learning. Strijbos Section III: Contextual conditions for assessment (6 chapters) Chapter 15: Assessment reports: Leading assessment policy in schools. April Zenisky Chapter 16: Protecting students: Considering issues of fairness and privacy. Tierney & Koch Chapter 17: High consequence school accountability processes: Nichols & Harris Chapter 18: Public and parental perceptions of results, grades, and assessments. Buckendahl, or Guskey or McMillan Chapter 19 International large scale assessment programs. Teltemann Chapter 20: EduBusiness’ role in assessment: Is it really so bad? Lingard Section IV: Assessing diverse learners (7 chapters) Chapter 21: The cultural basis of educational assessment. Kennedy Chapter 22: Assessment in the Global South: colonised, decolonised, or localised. Bryan Maddox Chapter 23: Assessing special needs students. Karvonen & Kingston Chapter 24: Assessing for IQ an...


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Handbook of Human and Social Conditions in Assessment (Paperback, 2 ed)

Introduction ? Harris & Brown Section I: Teacher role in assessment (7 chapters) Chapter 1: Teacher knowledge & beliefs about assessment. Sarah Bonner Chapter 2: Assessment within ITE: Learning to become an assessor. New author needed Chapter 3: Teachers using assessment data: Uses and misuses. Mei Kuin Lai & Schildkamp Chapter 4: Personalisation, customisation, & differentiation: Challenges and efficacy. Moon Chapter 5: Teachers and classroom assessment practices that support learning. Cowie Section II: Students in assessment (8 chapters) Chapter 6: Student assessment emotions. Vogl & Pekrun Chapter 7: Student identity and assessment. Lois Harris and colleagues Chapter 8: Student participation in assessment: Self & peer assessment. Panadero & Andrade Chapter 9: Student responses to feedback. Lipnevich and colleagues Chapter 10: Student integrity & dishonesty. Stephens & Murdock Chapter 11: Student effort. Wise & Smith Chapter 12: Self-regulation in assessment. Dinsmore Chapter 13: Student experiences of digital assessments: Gorin Chapter 14: Assessment of collaborative learning. Strijbos Section III: Contextual conditions for assessment (6 chapters) Chapter 15: Assessment reports: Leading assessment policy in schools. April Zenisky Chapter 16: Protecting students: Considering issues of fairness and privacy. Tierney & Koch Chapter 17: High consequence school accountability processes: Nichols & Harris Chapter 18: Public and parental perceptions of results, grades, and assessments. Buckendahl, or Guskey or McMillan Chapter 19 International large scale assessment programs. Teltemann Chapter 20: EduBusiness’ role in assessment: Is it really so bad? Lingard Section IV: Assessing diverse learners (7 chapters) Chapter 21: The cultural basis of educational assessment. Kennedy Chapter 22: Assessment in the Global South: colonised, decolonised, or localised. Bryan Maddox Chapter 23: Assessing special needs students. Karvonen & Kingston Chapter 24: Assessing for IQ an...


외국도서 > 교육/자료 > 교육 > 고등교육
외국도서 > 교육/자료 > 교육 > 교육심리
외국도서 > 교육/자료 > 교육 > 성취도 평가
외국도서 > 교육/자료 > 교육 > 시험/측정
외국도서 > 교육/자료 > 교육 > 철학/사회 이슈
외국도서 > 인문/사회 > 심리학 > 평가/측정
외국도서 > 교육/자료 > 교육 > 교수법/자료 > 일반
외국도서 > 교육/자료 > 교육 > 교육 정책/개혁 > 일반

Undergraduate Research for a Sustainable Future : Moving the World (Hardcover)

1. Science, Society, and American Leadership? 2. United Nations Sustainable Development Goals and Higher Education? 3. Inclusive Research: Beyond Basic and Applied Research? 4. Undergraduate Research? 5. No Poverty, Zero Hunger, Good Health and Well-Being, and Quality Education? 6. Sustainable Cities, Clean Water, Reduced Inequalities, and Peace, Justice, Strong Institutions? 7. Gender Equality, Decent Work and Economic Growth, Industry, Innovation, and Infrastructure, Responsible Consumption and Production? 8. Affordable and Clean Energy Climate Action, Life Below Water, Life on Land? 9. Communicating Research Results to the Public? 10. Ethics in Development and Sustainability? 11. Final Thoughts

Undergraduate Research for a Sustainable Future : Moving the World (Paperback)

1. Science, Society, and American Leadership? 2. United Nations Sustainable Development Goals and Higher Education? 3. Inclusive Research: Beyond Basic and Applied Research? 4. Undergraduate Research? 5. No Poverty, Zero Hunger, Good Health and Well-Being, and Quality Education? 6. Sustainable Cities, Clean Water, Reduced Inequalities, and Peace, Justice, Strong Institutions? 7. Gender Equality, Decent Work and Economic Growth, Industry, Innovation, and Infrastructure, Responsible Consumption and Production? 8. Affordable and Clean Energy Climate Action, Life Below Water, Life on Land? 9. Communicating Research Results to the Public? 10. Ethics in Development and Sustainability? 11. Final Thoughts

Teacher Assessment Literacy: The Foundation of Assessment Practice in Support of Learning and Equity (Paperback)

1. What is assessment literacy?? 2. Roles and Forms of Assessments as Foundations of Assessment Literacy? 3. Assessment practices that support equitable teaching? 4. The impact of assessment use practice on student motivation, engagement, and self-regulated learning? 5. Ethical Guidelines for Classroom Assessment Literacy

Teacher Assessment Literacy: The Foundation of Assessment Practice in Support of Learning and Equity (Hardcover)

1. What is assessment literacy?? 2. Roles and Forms of Assessments as Foundations of Assessment Literacy? 3. Assessment practices that support equitable teaching? 4. The impact of assessment use practice on student motivation, engagement, and self-regulated learning? 5. Ethical Guidelines for Classroom Assessment Literacy

Supporting Children’s Holistic Development at School and Home : A Framework for Integrating Academic Achievement and Social-Emotional Growth (Hardcover)

Part 1:?Understanding the Child??1. Introduction?The Home/School Connection? 2. The Whole Child? 3. The Role of the Environment in a Child’s Success??Part 2:?Building Strong Partnerships??4.?Parenting Children? 5. Teaching Children? 6. Building Partnerships? Part 3:?Supporting Cognitive Growth at School and at Home??7.?A Necessary Activity to Build Children’s Creative and Critical Thinking Skills? 8. The Care and Tending of Young Learners: Ways of Engaging and Serving Children Across Developmental Stages? 9. Advancing a Child’s Education through Advocacy??Part 4:?Supporting Social & Emotional Learning at School and at Home??10.?Recognizing and Supporting Children’s Learning Style Preferences? 11.?Supporting Creative and Critical Thinkers: Using the Arts to Access Higher-Order Thinking Skills at Home and in Classrooms? 12. Building Partnerships with Outside Organizations to Support Student Learning: Utilizing Resources from the Community? Part 5: Outside of School Hours? 13.?Selecting After-School Programs? 14.?Considering College or Post-Secondary Education? 15.?Pulling It All Together

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