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Teach the Nation: Pedagogies of Racial Uplift in U.S. Women's Writing of the 1890s (Studies in African American History and Culture)
by Anne-Elizabeth MurdyIs knowledge power? In Teach the Nation , Anne-Elizabeth Murdy explores the history and contradictions in the notion that education and literacy are vital means for improving social and political status in the US. By closely examining the rapidly shifting social context of education, and the emerging literature by and for African-American women during the 1890s, Murdy proves that the histories of education and literature are deeply connected and argues that their current lives must be regarded as mutually dependent. Teach the Nation offers a new understanding of literacy and pedagogical study and identifies how literary history enhances current feminist and anti-racist teachings. By excavating notions about education in the 1890s-as turbulent a time for American public education as today-Murdy asks readers to step back from this historical moment to better understand the contexts and institutions within which we theorize learning and teaching. In doing so, she compels readers to reimagine the potential for gaining social power through education and literature.
Teach Your Dog to Talk: A Beginner's Guide to Training Your Dog to Communicate with Word Buttons
by Stephanie RochaTrain your dog to communicate through more than just barks—the first beginner&’s guide to pet training with speech buttons and soundboards!Teach Your Dog to Talk is an easy-to-use guide to exploring Augmentative and Alternative Communication (AAC). Inspired by the discovery that dogs can use AAC to communicate with their humans, this book is perfect for pet owners looking to foster a deeper connection with their dog through &“speech training.&” Explore this fun (and funny!) endeavor as you learn the basic setup of currently available AAC devices and best practices for getting started, and enjoy notable achievements by some of the internet&’s favorite &“talking&” dogs. The book also answers frequently asked questions, discusses common mistakes, and offers do's and don&’ts. Create a whole new bond with your beloved four-legged friend with the tips and tricks offered in this first-of-its-kind handbook.
Teach Yourself Baby Names
by Victoria WilsonThis book contains more than 7,000 names from every origin, from Celtic and Sanskrit to brand-new names for the 21st century.
Teach Yourself Bird Watching: The classic guide to ornithology
by GE HydeWith a few sorry exceptions, it's heartening to think that the gardener or bird-spotter of the 1950s or 60s would immediately recognise most of the songs that sing out over English gardens today. For the amateur ornithologist of the twenty first century, Teach Yourself Bird Watching will be as much of a delight now as it ever was - a beautifully written, precise guide to identifying, protecting and encouraging birdlife in your garden and beyond.Since 1938, millions of people have learned to do the things they love with Teach Yourself. Welcome to the how-to guides that changed the modern world.
Teach Yourself Bird Watching: The classic guide to ornithology (Teach Yourself)
by George E. HydeWith a few sorry exceptions, it's heartening to think that the gardener or bird-spotter of the 1950s or 60s would immediately recognise most of the songs that sing out over English gardens today. For the amateur ornithologist of the twenty first century, Teach Yourself Bird Watching will be as much of a delight now as it ever was - a beautifully written, precise guide to identifying, protecting and encouraging birdlife in your garden and beyond.Since 1938, millions of people have learned to do the things they love with Teach Yourself. Welcome to the how-to guides that changed the modern world.
Teach Yourself Good Manners: The classic guide to etiquette
by W NormanOriginally published in 1958, Teach Yourself Good Manners is a fascinating guide, packed full of both timeless advice and tips that demonstrate just how much life has changed in the 60 years since it published. Indeed, the author, W S Norman, would doubtless be horrified by modern manners and would implore us to study his rather uptight but very funny rules for modern living. Amusing, intriguing and sometimes rather inspiring, this handbook is a window into how life would have looked had we lived in a 'a simpler age' - in which, confusingly, they had rather a lot of strange rules.Since 1938, millions of people have learned to do the things they love with Teach Yourself. Welcome to the how-to guides that changed the modern world.
Teach Yourself Good Manners: The classic guide to etiquette
by W S NormanOriginally published in 1958, Teach Yourself Good Manners is a fascinating guide, packed full of both timeless advice and tips that demonstrate just how much life has changed in the 60 years since it published. Indeed, the author, W S Norman, would doubtless be horrified by modern manners and would implore us to study his rather uptight but very funny rules for modern living. Amusing, intriguing and sometimes rather inspiring, this handbook is a window into how life would have looked had we lived in a 'a simpler age' - in which, confusingly, they had rather a lot of strange rules.Since 1938, millions of people have learned to do the things they love with Teach Yourself. Welcome to the how-to guides that changed the modern world.
Teach Yourself Palaeography: A Guide for Genealogists and Local Historians
by Claire JarvisThis is the very first 'teach yourself' book on palaeography, covering all the skills that the genealogist needs to read any document that might be found at any date in English archives.Using a series of graded exercises in transcription, Teach Yourself Palaeography works backwards in time in easy stages from the modern handwriting of the nineteenth century to the court hands of the medieval period, focusing on records that are of particular interest to family and local historians.The book provides a unique, self-contained reference guide to palaeography, and to all the different letter forms, symbols and abbreviations that have ever been used in English records.
Teacher Education in Plural Societies: An International Review (Routledge Library Editions: Education)
by Maurice CraftThe educational implications of cultural pluralism attracted a good deal of attention in Western societies in the 1970s and 1980s, on the grounds of equality and human rights, maximising national talent, and maintaining social cohesion. Maurice Craft and the international contributors to this book highlight the potential of teacher education, and in this wide-ranging analytical review for its key role in providing for ethnic minority children, in respect of access and achievements, and also for all children to acquire informed and tolerant attitudes. This book makes an important contribution to a small but growing literature, concentrating on initial rather than in-service teacher education, and it brings together papers from experienced specialists from eleven countries worldwide: Australia, Britain, Canada, Israel, Malaysia, Northern Ireland, South Africa, Spain, Sweden, The Netherlands and the USA. The papers are concerned with the needs both of diverse classrooms and diverse societies, and also consider general principles and comparative perspectives. Of interest to the specialist and non-specialist alike, Teacher Education in Plural Societies: An International Review deals with an important and timely issue – how best to prepare teachers to meet the needs of both minority – and majority – culture pupils who are growing up in plural societies.
Teacher Expectations and Pupil Learning (Routledge Library Editions: Education)
by Roy NashIn the field of teacher expectations and pupil learning one important psychological truth is that the pupils’ achievement in learning is strongly influenced by the teachers’ expectations of their level of performance, high or low. Roy Nash discusses critically and fully important research in this area. In the belief that research must be interpreted within an overall theory of social action, the author relates the empirical studies which he examines to an interactionist theory. He emphasizes the importance of making teachers aware of the implications of what they are doing and of the possibility of establishing wider and more educative patterns of interaction. He shows that research into ‘attitudes’, ‘perceptions’, or ‘expectations’ is all essentially concerned with the same problem: how teachers relate to pupils on the basis of a model of what pupils may be. Much of the work he discusses has direct relevance to teachers in their day-to-day work. The research findings will help them to become more aware of their attitudes and how these influence their actions, and should make them more likely to give all their pupils equal opportunities within their classes. Among the topics covered are observational and experimental studies of teacher expectations, the analysis of classroom climate, self-conceptions, pupils’ perceptions and expectations, and the significance of classroom-based research into teacher/pupil interaction.
Teacher Strategies: Explorations in the Sociology of the School (Routledge Library Editions: Education)
by Peter WoodsThis book takes as its focus the key interactionist concept of ‘strategy’, a concept fundamental to many current concerns in the sociology of the school, including the understanding of the links between society and the individual, a more accurate description of certain areas of school life and implications for the practice of teaching. ‘Strategy’ bears on all these issues. It concerns both goals, and ways of achieving them and short-term, immediate aims as well as long-term ones. The essays in this book share a common concern with teacher strategies, emphasizing the discovery of intentions and motives, alternative definitions of situations and the hidden rules that guide our behaviour. Amongst the areas investigated are the influence of factors outside the school in determining the role of the teacher, and the nature and influence of teacher commitment. The implications for practical action and policy making are stressed throughout, and by recognising and exploring the constraints and influences that operate on teachers, this work constructs a realistic appraisal of the teaching situation.
Teachers: The Ones I Can’t Forget
by Martin FletcherTeachers are the people Martin Fletcher met throughout his work as a news correspondent, often on the worst day of their lives. He watched as they picked up the pieces following personal tragedy and discovered the invaluable lesson of carrying on, no matter the circumstances. Through intimate profiles, Martin Fletcher’s Teachers details the struggles of everyday people in extraordinary circumstances—war, revolution, natural disasters and yes, life. Fletcher’s writing is uplifting as he examines the truth of resilience despite hardship. These are the people he sought out in his international reporting, detailing their woes while celebrating their will to survive and recover. Teachers offers a unique take on reporting, as it features a traveling photo exhibit that Fletcher created to accompany the book. Each chapter is paired with an extraordinary digital montage to illustrate the stories taken directly from his reporting from NBC news programs. At a time when news coverage is often dismissed as fake or biased, Teachers is a welcome reminder of the integrity, devotion and empathy that goes into true reporting of the world. As Tom Brokaw wrote, “Fletcher has a calling.”
Teachers and Football: Schoolboy Association Football in England, 1885-1915 (Woburn Education Series)
by Colm KerriganThe 1870 Education Act that opened up elementary education for all children contained no provision for outdoor games. This book explains how teachers, through the elementary school football association, introduced boys to organized football as an out-of-school activity. The influence and significance of this work, insofar as it relates to the elementary school curriculum and the growth of professional and amateur football are explored in detail, including:* How ideological commitments and contemporary concerns for the physical welfare of children in cities may have led teachers to promote schoolboy football when it was not permitted during school hours* The extent to which out of school organised football may have led to outdoor games being accepted as part of the school curriculum* How elementary school football in London in the late nineteenth century influenced the development of the amateur game.This is a fascinating account of the origins of schoolboy football and the factors that have influenced its development and the consequences and benefits that have followed not only for school football but for sport in schools and communities as a whole.
Teachers as Researchers: Qualitative Inquiry as a Path to Empowerment (Teachers' Library)
by Joe L. KincheloeThis book urges teachers - as both producers and consumers of knowledge - to engage in the debate about educational research by undertaking meaningful research themsleves. Teachers are now being encouraged to carry out research in order to improve their effectiveness in the classroom, but this book suggests that they also reflect on and challenge the reductionist and technicist methods that promote a 'top down' system of education. The author, a leading proponent of qualitative research, argues that only by engaging in complex, critical research will teachers rediscover their professional status, empower their practice in the classroom and improve the quality of education for their pupils. Postgraduate students of education and experienced teachers will find much to inspire and encourage them in this book. Updated and revised for this new edition, it retains both its clarity and insistence on sound research practice. Joe L. Kincheloe is Professor of Education at the City University of New York Graduate Center and Brooklyn College. he is the author and editor of many books on critical pedagogy and qualitative research in education. Series Editor: Ivor F. Goodson.
Teachers: The Culture and Politics of Work (Routledge Library Editions: Education)
by Martin Lawn Gerald GraceThis book examines the experience and politics of teachers’ work, questions of teacher appraisal, and the struggles of the teachers’ action of 1984-86. A major section of the book charts the changing power relations between organized teachers and the State in Britain from 1900 to the late 1980s. The contributors to this volume write from a variety of perspectives, including conflict theory, socio-historical analysis, feminist analysis, diary-based ethnography, and interview-based research. With its sensitivity to this range of perspectives and its bringing together of the experimental aspects of teaching, as well as its class, gender and political relations, this book is an authoritative source for courses in education, sociology, history and social policy.
A Teacher's Guide to Reading Piaget
by M. Brearley E. HitchfieldThis book was first published in 1966.
The Teacher's Guide to Self-Care: The Ultimate Cheat Sheet for Thriving through the School Year
by Melanie J. PellowskiAn inspirational memento for the teacher in your life, with quotes, anecdotes, and advice from real educators about teaching philosophies, trends, and so much more! Teachers run on adrenaline, good vibes, and big dreams. They&’re often so busy helping our little ones that they forget about the little things they need to be happy on their own time. From simple drink recipes to humorous anecdotes about pop culture and the history of education, The Teacher&’s Guide to Self-Care is the perfect cheat sheet for maintaining sanity, looking smart, and feeling fabulous throughout the dog days of the school year. Topics include: Past, present, and future teaching trendsCreative ideas for decorating your classroomTeacher lingoHow to manage your free time beyond the classroomAnd so much more! Every teacher who sheds a tear on the last day of summer can share a smile on the first day of school with a confidence-boosting, adorable guidebook that reminds them they aren&’t alone.
Teachers' Identities and Life Choices
by Pattie Luk-FongThis book discusses issues related to teachers' identities and life choices when globalisation and localisation are enmeshed. It examines how competing cultural traditions and contexts acted as resources or/and constraints in framing teachers' identities and their negotiations in the family and the work domains according to their gender positioning, their roles in the family such as husband, wife, father, mother, brother, sister, son and daughter and roles in the school such as principal, senior teacher or regular teacher. Contrary to an essentialist approach to identity and culture, teachers' stories show that their identities and life choices were hardly free choices; but were often part and parcel of the culture and contexts in which they were embedded. Teachers' identities are found to be fluid, complex, hybrid and multifaceted. Using Hong Kong as a case study, this book provides not only traces of the continuity and changes of Confucian self and cardinal relationships but also a glimpse of how educational reform as neo-capitalist discourses in the workplace interacts with Confucian cultural traditions creating new hybrid practices (problems or possibilities or both) in the school and in the daily lives of teachers.
Teachers, Ideology and Control (Routledge Library Editions: Education)
by Gerald GraceTeachers of the urban working class, especially in inner city areas, have always been regarded as strategic agents in processes of social and cultural formation. In the Victorian era, seen as ‘The Teachers of the People’, ‘Pioneers of Civilization’ and ‘Preachers of Culture’, their role in gentling and controlling the urban masses was crucial. They have always been at the centre of confrontation and struggle – in a classroom sense, in a cultural sense and in a socio-political sense. In contemporary inner city schools such confrontation and struggle remain a reality. Teachers, Ideology and Control is one of the first attempts to examine this important social and occupational group by locating contemporary sociological research in an historical framework. As such it will be of interest not only to students of sociology and education (especially urban education) but also to social historians. Its relevance to those who either administer or teach in urban schools will be clear. The author shows the ways in which contemporary inner city schools are caught up in an ideological struggle in education. He explore the nature of constraint and control in urban education with reference to existing constructs of the ‘good teacher’; the demands of the teacher’s work situation and the reality of autonomy. He suggests that, viewed historically, the relative autonomy of teachers has increased as a result largely of socio-political and institutional crises. At the same time however there have been important changes in the modality of social control, changes from more explicit to more implicit features. What it is to be a ‘good teacher’, the effects of day-to-day ‘immersion’ in school life and the ideology of professionalism- -these are all seen to be important constituents of a network of implicit control in contemporary education.
Teaching About Race Relations: Problems and Effects (Routledge Library Editions: Education)
by Lawrence Stenhouse Gajendra Verma Robert Wild Jon NixonThis is the report of two linked research projects: the SSRC Project on Problems and Effects of Teaching about Race Relations, and the Calouste Gulbenkian Foundation Project on Teaching About Race Relations through Drama. Its aim is to help teachers who will face race as a theme, whether it arises in the normal course of their subject teaching or is introduced as a separate topic. The project worked with three groups of teachers, each of which adopted a different approach, and the results of the testing programme are given alongside a series of case studies of classroom teaching. The book includes a summary of the findings of the research, express as hypotheses and an account of the teacher-dissemination of the project’s work; it concludes with reflections by the director of the project and a participant teacher.
Teaching Academic Writing: A Toolkit for Higher Education (Literacies Ser.)
by Caroline Coffin Mary Jane Curry Sharon Goodman Ann Hewings Theresa Lillis Joan SwannStudent academic writing is at the heart of teaching and learning in higher education. Students are assessed largely by what they write, and need to learn both general academic conventions as well as disciplinary writing requirements in order to be successful in higher education.Teaching Academic Writing is a 'toolkit' designed to help higher education lecturers and tutors teach writing to their students. Containing a range of diverse teaching strategies, the book offers both practical activities to help students develop their writing abilities and guidelines to help lecturers and tutors think in more depth about the assessment tasks they set and the feedback they give to students. The authors explore a wide variety of text types, from essays and reflective diaries to research projects and laboratory reports. The book draws on recent research in the fields of academic literacy, second language learning, and linguistics. It is grounded in recent developments such as the increasing diversity of the student body, the use of the Internet, electronic tuition, and issues related to distance learning in an era of increasing globalisation.Written by experienced teachers of writing, language, and linguistics, Teaching Academic Writing will be of interest to anyone involved in teaching academic writing in higher education.
Teaching American English Pronunciation
by Peter Avery Susan EhrlichUnlike books aimed at linguistics students or individual learners of English, Teaching American English Pronunciation specifically addresses the needs of ESL teachers. It provides the descriptive knowledge needed to teach pronunciation effectively. But it is also full of practical teaching ideas. The book is divided into three main parts: - Part One is an introduction to the English sound system. It covers spelling and pronunciation, the individual sounds of English, English sounds in context, the shape of English words, word stress and vowel reduction, and connected speech. Throughout this part of the book, the authors use examples of typical errors made by ESL students to illustrate the descriptions and concepts they describe. - Part Two describes the pronunciation problems that most ESL students have with English vowels, consonants, stress, rhythm, and intonation. It then goes on to look at the specific pronunciation problems of speakers of fifteen different languages: Arabic, Chinese, Farsi, French, German, Greek, Hindi and Punjabi, Italian, Japanese, Korean, Polish, Portuguese, Spanish, and Vietnamese. - Part Three consists of a set of articles about practical issues in pronunciation teaching. These are written by ten North American teachers and language researchers with a wide range of experience of teaching in many different contexts. The topics covered include: pronunciation syllabus design, pronunciation-based listening activities, developing self-correcting and self-monitoring strategies, and drama techniques in the pronunciation class.
Teaching Architecture: The New Age of Digital Design (Routledge Focus on Design Pedagogy)
by Sadiyah GeyerIn the post-COVID era, understanding the profound impact of digital technologies on design pedagogy is crucial. This book delves into experimental design education, showcasing projects utilising technology to transform creative and analytical processes.Emphasising the potential for digital-era technologies to create novel educational opportunities, the book addresses recent global events and their role in minimising educational disruptions in the evolving hybrid educational landscape. Each chapter offers case studies exploring digital technology's influence across architectural education, spanning interior design, urban planning, parametric digital design, architectural conservation, and design analysis. Contributors envision the hybrid virtual design studio’s future and discuss the collaborative role of digital technologies in urban design projects. The book analyses contemporary parametric design processes and machine learning through innovative historical case studies, examining new technologies in architectural conservation.With case studies from diverse locations, including South Africa, Turkey, the UK, and the United States, the book provides a global perspective on the influences and potential futures of digital technologies in architecture. Essential for those interested in the future of spatial design education, this book illuminates the pivotal role of technology in shaping its trajectory.
A Teaching Assistant's Guide to Managing Behaviour in the Classroom
by Susan BenthamA practical and authoritative guide to common behaviour problems in the classroom, this book explaines typical causes of misbehaviour and shows what teaching assistants can do to calm disruptive children. Using a range of case studies discussed from a teaching assistant's perspective, Susan Bentham explores: the role of the teaching assistant in relation to school behaviour policies when and how to reward good behaviour why we need to understand the reason for bad behaviour in order to deal with it how to implement behaviour strategies that really work. Mirroring the course content of most teaching assistant GNVQ and Foundation degree qualifications, Bentham highlights how practitioners can learn from their experiences and develop new skills and coping strategies, which will free them up to concentrate on the most important part of the job: supporting learning. In an expanding market, this guide is a must-buy for any teaching assistant finding that disrupted classrooms are becoming their biggest challenge.
Teaching Bibliography, Textual Criticism and Book History
by Ann R. HawkinsOffers a variety of approaches to incorporating discussions of book history or print culture into graduate and undergraduate classrooms. This work considers the book as a literary, historical, cultural, and aesthetic object. These essays are of interest to university teachers incorporating textual studies and research methods into their courses.