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Engage Every Family: Five Simple Principles
by Steven Mark ConstantinoNew and Improved - Revisit Five Simple Principles and Engage With Every Family Why haven’t we been more successful in engaging every family in the educational lives of their children? Why do we still struggle with the notion of engaging every family as a conduit to improved student learning? This book outlines a pathway and process to engage every family, including those families that have been traditionally disengaged or disenfranchised. Updates to this second edition include updated research to ensure a firmer foundation for each of its five simple principles as well as: - Reflections about implicit bias, equitable learning outcomes, and the role family engagement plays - A deeper dive into the idea of family efficacy, or empowering families to work alongside teachers for improved learning - A nuanced switch from building to developing relationships, and how trust is at the core of that subtle difference Join Dr. Steve Constantino as he shares what he has learned and how he has improved the Five Simple Principles for family engagement and its powerful effects upon student achievement.
Engaged Learning
by Richard P. VanDeWegheBased on the idea of "flow"—a state of intrinsic control, curiosity, interest, and inquiry—this book provides strategies for encouraging students to become motivated, engaged learners.
Engaged Learning and Innovative Teaching in Higher Education: Digital Technology, Professional Competence, and Teaching Pedagogies (Lecture Notes in Educational Technology)
by Will W. K. MaThis book presents research studies investigating innovative curriculum design, effective teaching pedagogies, skilling and assessment of relevant competencies, and innovative and learning-associated technology. The book is categorized into three sections: (I) Innovative and digital learning environments; (II) Assessment and development of future professional competencies; and (III) Innovative curriculum design and teaching pedagogies. It serves as a useful resource for academic instruction in higher education. Employers, administrators, practitioners, postgraduate students, and postsecondary students in general will also find it informative.
Engaged Learning in the Academy
by David Thornton MooreMoore asks the question of whether and under what conditions experience constitutes a legitimate source of knowledge and learning in higher education. Drawing on theory and research, the book addresses three types of challenges and opportunities facing experiential educators: the epistemological, the pedagogical, and the institutional.
Engaged Learning in the Public Service Classroom (Routledge Public Affairs Education)
by Bruce D. McDonald Josephine Gatti SchaferMany that pursue a career in public service do so because they have a passion for their communities and want to pursue solutions to vexing challenges in society. As a result, instructors teaching public service, administration, and policy courses are challenged to incorporate a range of community engagement practices into their classes to allow students to explore their passion in greater depth, while also developing skills to operate in a dynamic governance environment. This pedagogical text explores the variety of ways in which students can become more engaged throughout the public service curriculum.Engaged Learning in the Public Service Classroom introduces a wide range of activities, practices, and behaviors involving students in learning by exploring real-world contexts and issues. Utilizing the tools and concrete examples in the book, students are encouraged to actively explore, experiment, evaluate, and reflect on practical challenges, helping to foster their critical thinking and motivating them to learn. Considering the numerous methods of engaged learning, the editors offer a framework for understanding and implementing different types of engaged learning practices, including Field of Practice, Community as Laboratory, and Service Learning, exploring the benefits and practical considerations of each. To maximize the book’s utility and to provide faculty with the best opportunity for successful implementation, the final section of the book focuses on anticipating and overcoming possible challenges when implementing engaged learning.This innovative new book is designed specifically to help support current and future instructors and faculty in the disciplines of public affairs, public administration, and public policy, including graduate students.
Engaged Research and Practice: Higher Education and the Pursuit of the Public Good
by John C. Burkhardt Penny A. Pasque Betty OvertonWhat practices can researchers use to gain a more nuanced understanding of educational issues in the community and be part of the solution to those issues?Engaged Research and Practice is about two prevailing and complementary ideas that have surfaced in the higher education arena: engaged research and higher education for the public good. Engaged research is scholarship that not only attempts to open up new knowledge, but it does so with a sense that the new knowledge, insight and directions have a direct relationship to needs and problems within our communities, institutions, and policy arenas. Engaged, actionable, or participatory research and scholarship attempts to tackle the identified issues of our communities and society. This handbook offers important insights and tangible examples of how higher education leaders may work directly with communities and in policy settings to understand the deeper meanings often lost in conversations about educational opportunity. Each chapter addresses the ways in which faculty, community and administrative leaders may connect research and practice through unique research projects. The authors offer clear explanations of "how" their engaged research was conducted to illustrate explicit pathways for practitioners. This book also includes short narratives where authors involved with this research reflect on their experiences and the lessons they have learned while immersed in community and policy related work.
Engaged, Connected, Empowered: Teaching and Learning in the 21st Century
by Ben Curran Neil WetherbeeThis reader-friendly book offers practical strategies and digital resources that will help K–12 students succeed in the 21st century. You will learn how to teach students to collaborate and make connections, filter primary source information, create products to demonstrate learning, develop a digital toolkit, and more! Special Features: Digital resources are included to help you implement the ideas in this book. Personal anecdotes are provided from the authors’ own successes and failures using technology. The book is organized by topic, so you can skip around and read or reread the parts that are relevant to you. The authors provide suggestions for teachers at different comfort levels with technology--novice, intermediate, and expert. The book’s accompanying Facebook page includes additional content and links to complement the book (http://facebook.com/EngagedConnectedEmpowered).
Engagement by Design: Creating Learning Environments Where Students Thrive (Corwin Literacy)
by Douglas Fisher Dr Nancy Frey Dr Russell J. Quaglia Dr Lisa L. Lande Dominique SmithEngaging Students for Success Through Purposeful Design Every teacher wants engaged students. No student wants to be bored. So why isn’t every classroom teeming with discussion and activity centered on the day’s learning expectations? Engagement by Design gives you a framework for making daily improvements in engaging your students, highlighting opportunities that offer the greatest benefit in the least amount of time. You’ll learn how focusing on relationships, clarity, and challenge can make all the difference in forging a real connection with students. Engagement by Design puts you in control of managing your classroom’s success and increasing student learning, one motivated student at a time.
Engagement by Design: Creating Learning Environments Where Students Thrive (Corwin Literacy)
by Douglas Fisher Dr Nancy Frey Dr Russell J. Quaglia Dr Lisa L. Lande Dominique SmithEngaging Students for Success Through Purposeful Design Every teacher wants engaged students. No student wants to be bored. So why isn’t every classroom teeming with discussion and activity centered on the day’s learning expectations? Engagement by Design gives you a framework for making daily improvements in engaging your students, highlighting opportunities that offer the greatest benefit in the least amount of time. You’ll learn how focusing on relationships, clarity, and challenge can make all the difference in forging a real connection with students. Engagement by Design puts you in control of managing your classroom’s success and increasing student learning, one motivated student at a time.
Engagement in Teaching History: Theory and Practices for Middle and Secondary Teachers
by Frederick D. Drake Lynn R. NelsonHow can history be taught effectively? Does knowing about the past give meaning to the present and hints to what will happen in the future? This book responds to these questions as it explores the key elements of history instruction–the use of primary sources and narratives, involving students in the historical inquiry through classroom discussions, teaching toward chronological thinking, and the use of historical documents to develop in students a “detective approach” to solving historical problems. Taking a systematic approach to improve students’ historical thinking, this book emphasizes certain strategies that will help students know more about the past in ways that will help them in their lives today. <P><P> The second edition is organized in three parts–Part One describes the theoretical background to teaching history. Part Two, Planning and Assessment, emphasizes the importance of good organization and lesson planning as well as how to assess students’ knowledge, reasoning power, and effective use of communication in the history classroom. Part Three, Instruction, focuses on the use of primary sources, class discussions, incorporating photographs and paintings, and writing in teaching history. Both the study of history and the teaching of history are multifaceted. The author’s hope in writing this book is to engage new and experienced teachers in thoughtful discourse regarding the teaching and learning of history and to develop lifelong learners of history in the 21st century.
Engagement in Teaching History: Theory and Practices for Middle and Secondary Teachers
by Frederick D. Drake Lynn R. NelsonWith an emphasis on engaging students in historical inquiry, problem solving, and discussion, Engagement in Teaching History offers a wealth of ideas for prospective teachers of history. The book addresses the selection of content, methods of instruction, and ways to assess students' learning. By following the text's guidelines for involving learners in historical inquiry, teaching toward chronological thinking, encouraging deliberative discussions, and using primary sources, teachers will ignite students' innate "detective" instincts and encourage them to think critically about historical events.
Engagement with Sustainable Development in Higher Education: Universities as Transformative Spaces for Sustainable Futures (Sustainable Development Goals Series)
by Mustafa ÖztürkThis edited volume analyzes cases of higher education programs engaging with sustainable development. Offering cases from across the globe that focus on the role of universities in promoting societal transformations and building sustainable futures, the volume specifically discusses how higher education institutions can educate for the Sustainable Development Goals (SDGs). As critical spaces for research, development, and innovation, higher education institutions are fundamental change agents for societal transformations. Their role in disseminating sustainability through different paths is undeniable, and it is worth discussing the dimensions that surround the concept of sustainability within universities. Considering the role of policy, curriculum, practice, teaching, research, and development paths in universities, this book looks at the contributions of higher education sector to our vision of sustainable development. This publication offers readers a chance to look at different higher education institutions’ engagement with sustainable development through political, managerial, curricular and practical steps.
Engagement, Motivation, and Students’ Achievement (Globalisation, Comparative Education and Policy Research #48)
by Joseph ZajdaThis book analyses discourses of the use of engagement and motivation in schools globally. It focuses on the overall impact of engagement on teachers, students’ motivation, students’ well-being, and standards. It examines the role of engagement and motivation impacting teachers and students in the classroom, and the overall impact of inclusive classroom models to improve their performance in the classroom. The book analyses topics such as cultural identities and engagement, students’ personalities and their impact on learning, the role of intelligence in learning, social learning, engagement in collaborative groups, and teachers’ role in promoting engagement in the classroom. The book contributes in a very scholarly way, to a more holistic understanding of the nexus between globalisation, dominant models of motivation, and students’ engaging learning environments, and their academic achievement.
Engagierte Beweglichkeit
by Susanne May Timm C. Feld Susanne Kraft Wolfgang SeitterAusbau und Verstetigung einer inklusiven Bildungsinfrastruktur für das Lernen Erwachsener sind dezidierte Aufgaben öffentlicher Weiterbildung. Grundversorgung, Zugänglichkeit und Bildungsgerechtigkeit signalisieren die politisch-gesellschaftliche Dimension der Aufgabenstellung, ein effizientes Management die ökonomische Dimension. Beide Perspektiven stehen im Zentrum dieses Bandes, der Klaus Meisel zum 60. Geburtstag gewidmet ist. Engagierte Beweglichkeit kann in institutioneller Perspektive als gleichzeitige Fokussierung auf Infrastruktur- und Angebotsgestaltung für das Lernen Erwachsener und auf wirtschaftlicheRessourcenoptimierung und Sparsamkeit gedeutet werden. In professioneller Perspektive verweist sie auf das habitualisierte Handeln der verantwortlichen Akteure, die nicht nur die Gestaltung des Lernens, sondern auch die Gestaltung in und an der Organisation in Bewegung bringen.
Engaging 'Tweens and Teens: A Brain-Compatible Approach to Reaching Middle and High School Students
by Raleigh T. PhilpGain a solid understanding of the basic neurobiology behind adolescent behaviors and invigorate your teaching practices using music, movement, and brain-based activities.
Engaging Adolescent Learners: A Guide for Content-area Teachers
by Releah Cossett LentExamine what it means to engage young adults in their learning and find out what classrooms with engaged students look, sound, and feel like. Let Releah Lent help you transform your classrooms into places where students have the freedom to satisfy their natural inclination to explore. With Engaging Adolescent Learners at your side, you'll have everything you need to help even the most reluctant students find a way to learn that works for them.
Engaging Adolescent Learners: International Perspectives on Curriculum, Pedagogy and Practice
by Brandy Yee Anne Sliwka Matti RautiainenThis book draws on detailed case studies from three very different countries and school systems to explore the early adolescent learner and the middle years of learning, both of which are often overlooked in the literature. An abundance of research shows the importance of the middle years in putting early adolescent learners on the path to success in further education, careers, and general wellbeing. By focusing on bringing current research to life through the sharing of practical examples and lived experiences of practitioners, this book explores how issues such as curriculum reform, inclusive philosophies, instructional design, and assessment practices are supporting the conditions in which effective middle years learning can unfold. A comparative approach, using data from Canada, Germany and Finland, is utilized to critically examine the effects of the pedagogical methods employed by teachers, and the learning environments in which formal education takes place. The book makes a compelling case for the importance of fostering student voice and choice, and developing new ways of engaging the school community as a whole, and makes a valuable contribution to the discourse concerning early adolescent learners and the middle years of schooling.
Engaging Adolescents in Reading
by John T. GuthrieWith contributions from content teachers, this insightful book discusses instructional approaches, student activities, and textbooks that can motivate reluctant learners to become active readers.
Engaging Autism: Using the Floortime Approach to Help Children Relate, Communicate, and Think (A Merloyd Lawrence Book)
by Stanley I. Greenspan Serena WiederGrateful parents and professionals worldwide have welcomed this essential guide to the highly recommended Floortime approach for treating children with any of the autism spectrum disorders (ASD). Now available in paperback, Engaging Autism includes new, exciting information on neuroscience research into the effects of this approach, plus guidance for parents navigating the controversies surrounding the treatment of autism. Unlike approaches that focus on changing specific behavior, Greenspan’s program promotes the building blocks of healthy emotional and behavioral development. He shows that, remarkably, children with ASD do not have a fixed, limited potential, and may often join their peers to lead full, psychologically healthy lives. The Floortime approach can also be applied at any age--including early infancy, when the first signs of risk for ASD may appear--so that preventing the full development of autism becomes a real possibility.
Engaging Children and Young People in Planning: A Handbook for Transformative Practice (ISSN)
by Teresa StrachanEngaging Children and Young People in Planning places planners’ skills for engagement with children and young people centre stage by discussing several projects delivered or supported by planning students to young people in the Northeast of England. Urban or town and country planning is a largely unfamiliar concept to children and young people. Moreover, in England, the environment in which young people live, play and go to school is shaped by a local planning process which lacks their input. This book explores the nature of the gap between that planning process and the voice of the younger members of the community, as well as the barriers that impede this engagement. It highlights why an engagement process is beneficial for those young people, for the wider community and for the planning process itself. At a time when our relationship with and impact on, the environment is being re-examined, this book challenges the planning professional to identify, develop and reflect upon the engagement skills that will help to transform planning into a more inclusive practice. It will be of use to scholars and practitioners in urban planning, community planning, engagement and children’s rights, whilst supporting their academic and professional development pathways.
Engaging College and University Students: Effective Instructional Strategies
by Ken BadleyEngaging College and University Students outlines creative and effective course organization and teaching-learning strategies for higher education courses. By describing specific instructional best practices, rather than addressing general questions about teaching in higher education, the author presents a valuable resource for educators to consult in the moment. The author explores the challenges of engaging students in online settings and draws comparisons with face-to-face strategies of engagement. By organizing the strategies according to course progress, and offering corresponding rubrics for assessment, this guide for instructors offers a solid foundation for an ever-changing teaching and learning landscape.
Engaging Contradictions: Theory, Politics, and Methods of Activist Scholarship
by Charles R. HaleThe primary purpose of this volume is to provide a broad and grounded counterpoint to the standard admonition to students entering social science and humanities graduate training programs: "Welcome, come in, and please leave your politics at the door."
Engaging Critical Pedagogy in Education: Global Phenomenon, Local Praxis (Routledge Research in Education)
by Michael W. Apple Fida SanjakdarPresenting cutting-edge research from around the world, this book demonstrates how critical pedagogy is shaped by social-political contexts and ideological constructions of knowledge and power.The edited collection brings together a global author team using critical pedagogy to synthesise political and theoretical ambitions with the complex realities of classroom practice. The book addresses two key questions: what does critical pedagogy look like in educative work with young people around the globe? And how can critical praxis enacted in schools and classrooms push the core tenets of critical pedagogy so that they are more responsive to the complex power relations of the real world? Bringing together chapters that create a nuanced understanding of some of the challenges involved in the intersection of ideologies, systems and institutions, the authors offer a set of resources which respond to claims that critical pedagogy is often little more than emancipatory rhetoric with limited practical application.Spanning almost two decades of pedagogical thinking, practice, outreach, community development and activism, this robust volume will be of great interest to researchers and postgraduate students investigating critical education, curriculum, creative thinking and pedagogies.
Engaging Currere Toward Decolonization: Negotiating Black Womanhood through Autobiographical Analysis (Studies in Curriculum Theory Series)
by Shauna KnoxThis timely volume uniquely illustrates how currere can be applied to the process of decolonizing subjectivity. Centered around the experiences of one black woman from the third world, the text details the theoretical underpinnings of Currere towards Decolonizing (CTD), and walks the reader through the autobiographical analysis involved in dismantling cognitive colonization. Conceived as a four-part autobiographical process of remembering, identifying, imagining, and decolonizing, the method of CTD is demonstrated as a means of recognizing and reflecting on how the colonial project has been internalized, and of gradually dismantling the psychological, affective, and material impact of colonization. Using both theoretical and experiential standpoints, and intersecting with notions of anti-blackness, linguicide, and Africana womanhood, the volume moves curriculum theory urgently towards anti-colonial mechanisms that disrupt the colonizing process. This text will benefit researchers, academics, and educators in higher education with an interest in curriculum studies, post-colonialism, and Black studies more broadly. Those specifically interested in interpersonal psychoanalysis, as well as gender and third world studies, will also benefit from this book.
Engaging Curriculum: Bridging the Curriculum Theory and English Education Divide (Studies in Curriculum Theory Series)
by Bill GreenExplicitly linking curriculum inquiry to English education via recurring themes of representation, democracy and knowledge, this book is a call for both researchers and practitioners to engage with curriculum, explicitly and deliberatively, as both a concept and a question. The approach is broadly conceptual and constitutes an exercise in theoretical and philosophical inquiry. While deeply informed by North American debates and developments, this book offers a distinctive counterpoint and a strategically ‘ex-centric’ perspective, being equally informed by the curriculum scene in Australia, as well as the UK and elsewhere. Divided into two sections, this book first addresses matters of general curriculum inquiry, while the second turns more specifically to English teaching and to associated questions of language, literacy and literature in L1 education. Green brings the two together through a critical examination of the Australian national curriculum, especially in its implications and challenges for English teaching, and with due regard for the project of transnational curriculum inquiry.