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Educating Children with Life-Limiting Conditions: A Practical Handbook for Teachers and School-based Staff
by Sally Robinson Alison Ekins Ian Durrant Kathryn SummersEducating Children with Life-Limiting Conditions supports teachers who are working with children with life-limiting or life-threatening conditions in mainstream schools by providing them with the core knowledge and skills that underpin effective practice within a whole-school and cross-agency approach. Mainstream schools now include increasing numbers of children with life-limiting or life-threatening conditions, and this accessible book is written by a team comprised of both education and health professionals, helping to bridge the gap between different services. Recognising the complexity of individual cases, the authors communicate key principles relating to the importance of communication, multi-professional understanding and working and proactive planning for meeting the needs of any child with a life-limiting or life-threatening condition that can be applied to a range of situations. Reflective activities and practical resources are provided and are also available to download. This book will be of interest to teachers in mainstream schools, as well as teachers, SENCOs and senior leaders in all school settings, school nurses, children’s nurses and allied health professionals.
Educating Children with Profound and Multiple Learning Difficulties (Routledge Library Editions: Special Educational Needs #60)
by Jean WareFirst published in 1994. The authors of this book aim to make recent developments in psychological research accessible to teachers of pupils with profound and multiple learning difficulties. The authors present their own and related research in the areas of assessment, curriculum, and teaching techniques, taking care to point out the range, relevance and limitations of findings in the context of pupils with PMLDs. As this is an area of acute training need, the book will meet a real need for a broad current perspective on good practice. The needs of pupils at primary and secondary levels are considered and case studies are used to exemplify some of the challenges and approaches discussed.
Educating China
by Peter Zarrow"In this major study, Peter Zarrow examines how textbooks published for the Chinese school system played a major role in shaping new social, cultural, and political trends, the ways in which schools conveyed traditional and 'new style' knowledge and how they sought to socialize students in a rapidly changing society in the first decades of the twentieth century. Focusing on language, morality and civics, history, and geography, Zarrow shows that textbooks were quick to reflect the changing views of Chinese elites during this period. Officials and educators wanted children to understand the physical and human worlds, including the evolution of society, the institutions of the economy, and the foundations of the nation-state. Through textbooks, Chinese elites sought ways to link these abstractions to the concrete lives of children, conveying a variety of interpretations of enlightenment, citizenship, and nationalism that would shape a generation as modern citizens of a new China"--Page 4 of cover.
Educating Chinese–Heritage Students in the Global–Local Nexus: Identities, Challenges, and Opportunities
by Guofang Li Wen MaWeaving together a richly diverse range of student voices, perspectives, and insights, this collection of studies from around the world offers the educational community a better understanding of K-12 and adult Chinese–heritage students’ languages, cultures, identities, motivations, achievements, and challenges in various cross-cultural settings outside North America. Specifically, it addresses these overarching questions: What are Chinese–heritage students’ experiences in language and education in and outside schools? How do they make sense of their multiple ethnic and sociocultural identities? What unique educational challenges and difficulties do they encounter as they acculturate, socialize, and integrate in their host country? What are their common struggles and coping strategies? What are the instructional practices that work for these learners in their specific contexts? What educational implications can be drawn to inform their teachers, fellow students, parents, and their educational communities in a global context? Individual chapters employ different theoretical frameworks and methodological instruments to wrestle with these questions and critical issues faced by Chinese–heritage learners.
Educating Christians: The Intersection of Meaning, Learning, and Vocation
by Jack L. Seymour Margaret Ann Crain Joseph V. CrockettIn this introductory treatment of Christian education, the authors assume that "religious education begins with the basic human need to make meaning. The church and its education fail when they do not take into account people's life experiences and their search for faithfulness. " Teachers and pastors learn first to understand how their own meanings have been shaped, then to name and clarify how religious meaning is transmitted and transformed through personal experience. Several personal and congregational "stories" are woven throughout the text to help the reader better understand how meaning, learning, and vocation converge as Christians grow in faith and understanding. Readers are encouraged to apply new insights to their own lives through activities that are suggested throughout the text. A Key Concept Index provides easy access to primary terms and ideas.
Educating Citizens in a Multicultural Society
by James A. BanksIn this second edition of Educating Citizens in a Multicultural Society― which includes three new chapters―Banks argues that an effective citizenship education helps students to acquire the knowledge, skills, and values needed to function effectively within their cultural communities, nation states, regions, and the global community. <p><p>It also helps students to acquire cosmopolitan perspectives and values needed to attain equality and social justice for people around the world. In the new chapters, Banks draws heavily upon his recent work which focuses on how students in multicultural nations around the world can be educated in ways that will help them to develop the knowledge, attitudes, and values needed to make decisions and to take action to create a more just and humane world.
Educating College Students with Autism Spectrum Disorders
by Dianne Zager Carol S Alpern Barbara McKeon Janet D Mulvey Sue MaxamEducating College Students with Autism Spectrum Disorders is one of the first books to specifically address the accommodation of students with significant learning differences in postsecondary education. Developed with the support of Autism Speaks, and piloted at Pace University, each component of this book is scientifically-based and provides a model of emerging best practices for college instruction involving students with ASD. The text is designed to give college faculty a deep understanding of students with ASD and help faculty to productively engage students with ASD, while also meeting the needs of all students in their classes. The strategies included in the manual are solidly grounded in principles of universal design and will prove indispensible for teaching college students of varying ability levels and diverse learning styles. A companion video shows clips of students and educators that are engaged in inclusive practices to illustrate approaches that have been successful in dealing with challenging situations in the classroom.
Educating Community Interpreters and Translators in Unprecedented Times (Palgrave Studies in Translating and Interpreting)
by Miranda Lai Oktay Eser Ineke CrezeeThis edited book features contributions from interpreter and translator educators globally, in which they discuss changes to teaching, assessment and practice as a result of the COVID-19 pandemic. The chapters provide a comprehensive picture of educators’ responses to challenges and opportunities. The book will be of interest to students, researchers and educators, as well as government language policymakers and stakeholders of translation and interpreting agencies.
Educating Congregations: The Future of Christian Education
by Charles FosterDescribes how to effectively educate congregations.
Educating Congregations: The Future of Christian Education
by Charles R. FosterA leading Christian educator offers a practical guide for revisioning a church's educational program. After identifying the weaknesses in current education programs, Charles Foster offers an alternative vision that is more cooperative, more attentive to the whole of the congregation's life, and that helps people critically correlate the Bible and Christian tradition to their own experience.
Educating Doctors' Senses Through The Medical Humanities: "How Do I Look?" (Routledge Advances In The Medical Humanities Ser.)
by Alan BleakleyEducating Doctors’ Senses Through the Medical Humanities: “How Do I Look?” uses the medical diagnostic method to identify a chronic symptom in medical culture: the unintentional production of insensibility through compulsory mis-education. This book identifies the symptom and its origins and offers an intervention: deliberate and planned education of sensibility through the introduction of medical humanities to the core undergraduate medicine and surgery curriculum. To change medical culture is an enormous challenge, and this book sets out how to do this by answering the following questions: How has a compulsory mis-education for insensibility developed in medical culture and medical education? How is sensibility capital generated, who ‘owns’ it and how is it distributed, mal-distributed and re-distributed? What is the place of resistance (or ‘dissensus’) in this process? How can the symptom of a ‘developed’ insensibility be addressed pedagogically through introduction of the medical humanities as core and integrated curriculum provision? How can both the identity constructions of doctors and doctor–patient relationships be tied up with education for sensibility? How can artists work with clinicians, through the medical humanities in medical education, to better educate sensibility? The book will be of interest to all medical educators and clinicians, including those health and social care professionals outside of medicine who work with doctors.
Educating Doctors: Crisis in Medical Education, Research and Practice
by Stewart WolfAt a time when medical care for the people of the United States is undergoing wrenching change due mainly to vast and costly technological progress, doctors have had to cede much of their initiative and responsibility to third parties. Medicine has become a commercial enterprise. Patients must affiliate themselves with a managed health care organization in order to have access to their doctors. In the hurly-burly of today's techno-medicine, many physicians are too busy to spend time in dialogue with their patients. As a consequence, social and emotional circumstances that have been thoroughly documented to affect physiology and susceptibility to disease are overlooked.Stewart Wolf here critiques the medical establishment and the way those concerned with its various responsibilities discharge them. He puts medicine's responsibilities to society into historical perspective, relating it to social changes. He begins with the ways medical candidates are selected. He continues with commentary on currently designed teaching and learning, the qualities required in a physician and in a medical scientist, and the nature and challenges of disease and what can be done about them. Finally, Wolf provides a useful way of thinking about human biology, to better understand why people become sick or well and what people have to contend with to stay well. Throughout he emphasizes the role of the brain in controlling behavior of all sorts, general and visceral.Wolf emphasizes the regulatory power of the nervous system as it perceives and evaluates life experiences and influences learning, behavior, and susceptibility to disease. Wolf'sgoal is not to supply a recipe for the achievement of better health, but to encourage a better understanding of ourselves and the paths toward health. Educating Doctors reexamines the responsibilities, goals, and activities of the medical establishment. As such it is a must read for policymakers, sociologists, and professionals working in the medical field.
Educating Drew: The Real Story Of Harrop Fold School
by Drew PoveyTelling the remarkable story of Harrop Fold School in Salford, from their unprecedented GBP2.5m debt to being featured in the BAFTA-award nominated Educating Manchester TV series. Drew Povey was one of the youngest Heads in the country when he was appointed aged 32 in 2010. Through sheer determination and strong, visionary leadership, Drew and his management team (including his two brothers) have wiped out the GBP600k a year deficit and are reducing the huge debt - while continuing to get standout results from pupils. Their book reveals the untold story of their struggles, and the unique leadership style that has seen a quite stunning turnaround in a school once labelled one of the worst in the country.
Educating Drew: The Real Story Of Harrop Fold School
by Drew PoveyTelling the remarkable story of Harrop Fold School in Salford, from their unprecedented GBP2.5m debt to being featured in the BAFTA-award nominated Educating Manchester TV series. Drew Povey was one of the youngest Heads in the country when he was appointed aged 32 in 2010. Through sheer determination and strong, visionary leadership, Drew and his management team (including his two brothers) have wiped out the GBP600k a year deficit and are reducing the huge debt - while continuing to get standout results from pupils. Their book reveals the untold story of their struggles, and the unique leadership style that has seen a quite stunning turnaround in a school once labelled one of the worst in the country.
Educating Drug-Exposed Children: The Aftermath of the Crack-Baby Crisis
by Janet Y. ThomasThis is the first book to use teachers' experiences to understand how prenatal drug exposure affects children's' development , and how social construction of the problem influences perceptions within schools.
Educating Emergent Bilingual Youth in High School: The Promise of Critical Language and Literacy Education (Routledge Research in Language Education)
by Jie Y. ParkThis book revolves around educating recently arrived immigrant youth in the United States who are emergent bilinguals. Drawing on a seven-year research collaboration with three ESL teachers in an urban secondary school in the United States, it addresses questions around taking a critical approach to language and literacy education, including what this looks like in everyday practice and what emergent bilingual youth can learn from it. The chapters illustrate the praxis of critical language and literacy education undertaken by everyday ESL teachers, curricular materials and pedagogical practices that promote emergent bilingual youths’ engagement with words and worlds, and finally, a methodological and relational approach to researching with classroom teachers. The book introduces teaching practices such as dialogic problem-posing, translanguaging and translation, the use of multimodal texts, and youth research on language. Arguing for the potential power of critical language and literacy education for immigrant youth and their teachers, this book will benefit educators, researchers, and graduate students in the fields of language and literacy, second language acquisition (SLA), ESL and TESOL pedagogy, and in curriculum studies, education of immigrant children and youth, and multicultural issues in education.
Educating Emergent Bilinguals: Policies, Programs, and Practices for English Learners (Language and Literacy Series)
by Jo Anne Kleifgen Ofelia GarcíaThis accessible guide in a revised and expanded edition introduces readers to the issues and controversies surrounding the education of language minority students in the United States. What makes this book a perennial favorite are the succinct descriptions of alternative practices for transforming our schools and students' futures, such as building on students' home languages and literacy practices, incorporating curricular and pedagogical innovations, using proven-effective approaches to parent engagement, and employing alternative assessment tools. <p><p>The authors have updated their bestseller to reflect recent shifts in policies, programs, and practices due to globalization and the changing economy; demographic trends; and new research on EL pedagogy. A totally new chapter highlights multimedia and multimodal instructional possibilities for engaging EL students. <p><p>This Second Edition is essential reading for all teachers of language-minority students, as well as principals, superintendents, and policymakers. <p><p>Book Features: <p>- Uses the most up-to-date research findings to demonstrate how ignoring children's bilingualism perpetuates inequities in their schooling. <p>- Points out the problems with current policies and practices and proposes more effective alternative methods. <p>- Contrasts the common view of bilingualism as either subtractive or additive with more current understandings of individual bilingualism in translanguaging theories. <p>- Highlights how multimodalities form part of students' communicative repertoire and shows teachers how they can leverage this to engage students.
Educating Engineers for Future Industrial Revolutions: Proceedings of the 23rd International Conference on Interactive Collaborative Learning (ICL2020), Volume 1 (Advances in Intelligent Systems and Computing #1328)
by Michael E. Auer Tiia RüütmannThis book contains papers in the fields of collaborative learning, new learning models and applications, project-based learning, game-based education, educational virtual environments, computer-aided language learning (CALL) and teaching best practices.We are currently witnessing a significant transformation in the development of education and especially post-secondary education. To face these challenges, higher education has to find innovative ways to quickly respond to these new needs. There is also pressure by the new situation in regard to the Covid pandemic.These were the aims connected with the 23rd International Conference on Interactive Collaborative Learning (ICL2020), which was held online by University of Technology Tallinn, Estonia from 23 to 25 September 2020. Since its beginning in 1998, this conference is devoted to new approaches in learning with a focus on collaborative learning. Nowadays the ICL conferences are a forum of the exchange of relevant trends and research results as well as the presentation of practical experiences in Learning and Engineering Pedagogy. In this way, we try to bridge the gap between ‘pure’ scientific research and the everyday work of educators. Interested readership includes policymakers, academics, educators, researchers in pedagogy and learning theory, school teachers, learning industry, further and continuing education lecturers, etc.
Educating Engineers for Future Industrial Revolutions: Proceedings of the 23rd International Conference on Interactive Collaborative Learning (ICL2020), Volume 2 (Advances in Intelligent Systems and Computing #1329)
by Michael E. Auer Tiia RüütmannThis book contains papers in the fields of engineering pedagogy education, public–private partnership and entrepreneurship education, research in engineering pedagogy, evaluation and outcomes assessment, Internet of Things & online laboratories, IT & knowledge management in education and real-world experiences. We are currently witnessing a significant transformation in the development of education and especially post-secondary education. To face these challenges, higher education has to find innovative ways to quickly respond to these new needs. There is also pressure by the new situation in regard to the Covid pandemic. These were the aims connected with the 23rd International Conference on Interactive Collaborative Learning (ICL2020), which was held online by University of Technology Tallinn, Estonia from 23 to 25 September 2020. Since its beginning in 1998, this conference is devoted to new approaches in learning with a focus on collaborative learning. Nowadays the ICL conferences are a forum of the exchange of relevant trends and research results as well as the presentation of practical experiences in Learning and Engineering Pedagogy. In this way, we try to bridge the gap between ‘pure’ scientific research and the everyday work of educators. Interested readership includes policymakers, academics, educators, researchers in pedagogy and learning theory, school teachers, learning industry, further and continuing education lecturers, etc.
Educating Engineers: Preparing 21st Century Leaders in the Context of New Modes of Learning
by Steve Olson National Academy of EngineeringThe National Academy of Engineering's 2012 forum, "Educating Engineers: Preparing 21st Century Leaders in the Context of New Modes of Learning," opened with presentations by six speakers who looked at the future of engineering and engineering education from their perspectives as educators, administrators, entrepreneurs, and innovators. Each speaker focused on just one facet of a tremendously complex picture. Yet together they outlined a new vision for engineering education based on flexible, interactive, lifelong learning and the merge of activities long held to be distinct. This summary of a forum recaps the six speaker's presentations.
Educating English Learners: What Every Classroom Teacher Needs to Know
by Joyce W. Nutta, Carine Strebel, Kouider Mokhtari, Florin M. Mihai and Edwidge Crevecoeur-BryantIn Educating English Learners, Joyce W. Nutta and her colleagues offer practical tools for helping schools and teachers successfully integrate English learners into mainstream classrooms. Drawing on the One Plus model presented in their award-winning book, Preparing Every Teacher to Reach English Learners, the authors now turn their attention to the needs of K–12 teachers who typically have two or three English learners in their classrooms. English learners are not a homogenous group, and the challenges they face vary tremendously. Nutta and her colleagues present protocols and case studies to help pre-service and in-service teachers understand the needs of English learners in their classrooms and differentiate instruction and assessment accordingly. Woven throughout the book are the stories of Gero, Edith, Tasir, and Edgar, four case study students of different ages, backgrounds, and levels of English proficiency. The authors show how the protocols they provide can be applied to adapt sample lessons for students like these, across a range of grade levels, subject areas, and pedagogical approaches. Finally, the authors show how the system can be applied school-wide for a collaborative approach to meeting English learners&’ needs.
Educating Entrepreneurial Citizens: Neoliberalism and Youth Livelihoods in Tanzania (Education, Poverty and International Development)
by Joan DeJaeghereEducating Entrepreneurial Citizens examines the multiple and contradictory purposes and effects of entrepreneurship education aimed at addressing youth unemployment and alleviating poverty in Tanzania. Governments in sub-Saharan Africa face increasing pressure to educate young people through secondary school, supposedly equipping them with knowledge and skills for employment and their future. At the same time, many youths do not complete their education and there are insufficient jobs to employ graduates. The development community sees entrepreneurship education as one viable solution to the double edged problem of inadequate education and few jobs. But while entrepreneurship education is aligned with a governing rationality of neoliberalism that requires individuals to create their own livelihoods without government social supports, the two NGO programs discussed in this book draw on a rights-based discourse that seeks to educate those not served by government schools, providing them with educational and social supports to be included in society. The chapters explore the tensions that occur when international organizations and NGOs draw on both neoliberal and liberal human rights discourses to address the problems of poverty, unemployment and poor quality education. Furthermore, when these neo/liberal perspectives meet local ideas of reciprocity and solidarity, they create friction and alter the programs and effects they have on youth. The book introduces the concept of entrepreneurial citizens—those who utilize their innovative skills and behaviors to claim both economic and social rights from which they had been previously excluded. The programs taught youth how to develop their own enterprises, to earn profits, and to save for their own futures; but youth used their education, skills and labor to provide for basic needs, to be included in society, and to support their and their families’ well-being. By showing the contradictory effects of entrepreneurship education programs, the book asks international agencies and governments to consider how they can go beyond technical approaches of creating enterprises and increasing income, and head toward approaches that consider the kinds of labor that young people and communities value for their wellbeing. This book will be of interest to scholars and practitioners of education and international development, youth studies, African Studies and entrepreneurship/social entrepreneurship education.
Educating Esme: Diary Of A Teacher's First Year
by Esmé Raji CodellEsme Raji Codell has come to teach - and she's not going to let incompetent administrators, abusive parents, gang members, weary teachers, dim-witted principals, angry children, or her own insecurities get in the way. Esme is fresh mouthed yet compassionate; she can be both pigheaded and generous, cynical and charming. In this diary, a record of her frustrations, her achievements, and her struggles to maintain her individuality in the face of bureaucracy, she reveals what it takes to be a genuine teacher. Esme wears costumes in the classroom, dances with the kids during rallies in the auditorium, puts on rousing performances with at-risk kids in the library. Her fifth-graders don't use the reading textbook: "What for? Grown-ups don't read textbooks, unless they're forced. " Math is called Puzzling; "I figured kids at this age come to me with preconceived notions of what they are good at. This way a kid who thinks she's no good in math might turn out to be good at Puzzling." Disciplinary action includes having the "bad boy" of the class be the teacher for a day while Esme misbehaves just as he would. She is twenty-four-year-old woman with the enthusiasm of an elementary school student and the determination of a dedicated teacher. Must reading for every teacher, Educating Esme is not just for educators. This is a story about frustrations in any workplace, about refusing to conform, about taking a stand against mediocrity. By the sheer force of her personality, Esme gives us an exhilarating field trip through a Chicago public school.
Educating Esmé: Diary of a Teacher's First Year (Expanded Edition)
by Esmé Raji CodellA must-read for parents, new teachers, and classroom veterans, Educating Esmé is the exuberant diary of Esmé Raji Codell’s first year teaching in a Chicago public school. <P><P>Fresh-mouthed and free-spirited, the irrepressible Madame Esmé—as she prefers to be called—does the cha-cha during multiplication tables, roller-skates down the hallways, and puts on rousing performances with at-risk students in the library. Her diary opens a window into a real-life classroom from a teacher’s perspective. While battling bureaucrats, gang members, abusive parents, and her own insecurities, this gifted young woman reveals what it takes to be an exceptional teacher. <P>Heroine to thousands of parents and educators, Esmé now shares more of her ingenious and yet down-to-earth approaches to the classroom in a supplementary guide to help new teachers hit the ground running. As relevant and iconoclastic as when it was first published, Educating Esmé is a classic, as is Madame Esmé herself.
Educating Everybody's Children: Diverse Teaching Strategies for Diverse Learners
by Robert W. ColeDesigned to promote reflection, discussion, and action among the entire learning community, Educating Everybody's Children encapsulates what research has revealed about successfully addressing the needs of students from economically, ethnically, culturally, and linguistically diverse groups and identifies a wide range of effective principles and instructional strategies. <p><p> Although good teaching works well with all students, educators must develop an extensive repertoire of instructional tools to meet the varying needs of students from diverse backgrounds. Those tools and the knowledge base behind them are the foundation of this expanded and revised second edition of Educating Everybody's Children. Each strategy discussed in the book includes classroom examples and a list of the research studies that support it. <p><p> The most important thing we have learned as a result of the education reform movement is that student achievement stands or falls on the motivation and skills of teachers. We must ensure that all teachers are capable of delivering a standards‑based curriculum that describes what students should know and be able to do, and that these standards are delivered by means of a rich and engaging "pedagogy of plenty." By these two acts we can ensure that all schools will be ready and able to educate everybody's children.