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Being a Teacher Educator: Research-Informed Methods for Improving Practice
by Anja Swennen Elizabeth WhiteThis collection offers a timely and wide-ranging contribution to the research-informed improvement of the work of teacher educators. Drawing on original research studies conducted across a range of European countries, Canada, and Israel, contributors offer insight into not only questions of curriculum and programme development, research, and professional development, but also their day-to-day experience as teacher educators, student teachers, and mentors in schools. Themes explored include teaching and working with students, teacher educators as researchers, the partnership work of teacher educators, the professional development needs of teacher educators, professional development approaches for improving teacher education, and teacher educator empowerment. Arising from the international community of the Association for Teacher Education in Europe (ATEE), and drawing together theory and practice, this book offers a unique survey of the contributions of teacher educators and charts a path for future directions of the field.
Being a Teacher Educator in Challenging Times: Negotiating the Rapids of Professional Learning (Self-Study of Teaching and Teacher Education Practices #22)
by Mike Hayler Judy WilliamsThis book presents a duoethnographic exploration and narrative account of what it means to be a teacher educator today. Adopting a narrative approach, the book presents different personal, political and institutional perspectives to interrogate common challenges facing teacher education and teacher educators today. In addition, the book compares and contrasts the teacher education landscapes in Australia and the UK and addresses a broad range of topics, including the autobiographical nature of teacher educators’ work, the value of learning from experience, the importance of collegiality and collaboration in learning to become a teacher educator, and the intersection of the personal, professional and political in the development of teacher educator pedagogies and research agendas. Each chapter combines personal narratives and research-based perspectives on the key dimensions of teacher educators’ work that can be found in the literature, including self-study research. Readers will gain a better understanding of the processes, influences and relationships that make being a teacher educator both a challenging and rewarding career. Accordingly, the book offers a valuable asset for university leaders, experienced and beginning teacher educators, and researchers interested in the professional learning and development of teacher educators.
Being a Teen
by Jane FondaThis thorough, concise guide offers straight talk about: * The male and female body as it changes and matures. * Teen relationships: what it takes to create happy, supportive, positive, and meaningful connections with family, friends, and others. * Identity empowerment: how to be authentic and thrive in today's world. * Sex and sexuality for boys and girls: how teens should take care of their bodies, embrace their experiences, and strengthen self-esteem. * Strategies for working through the toughest challenges, including bullying, sexual abuse, eating disorders, pregnancy, and more.
Being a Therapist: A Practitioner's Handbook
by Mavis KleinThis handbook discriminates clearly between the responsibilities, cognitive understanding, and the feelings of the practitioner. It is intended to be useful to all "humanistic" therapists and counsellors irrespective of their particular theoretical orientation.
Being a Therapist in a Time of Climate Breakdown
by Judith Anderson Tree Staunton Jenny O’Gorman Caroline HickmanThis book introduces readers to the known psychological aspects of climate change as a pressing global concern and explores how they are relevant to current and future clinical practice.Arguing that it is vital for ecological concerns to enter the therapy room, this book calls for change from regulatory bodies, training institutes and individual practitioners. The book includes original thinking and research by practitioners from a range of perspectives, including psychodynamic, eco-systemic and integrative. It considers how our different modalities and ways of working need to be adapted to be applicable to the ecological crises. It includes Voices from people who are not practitioners about their experience including how they see the role of therapy. Chapters deal with topics from climate science, including the emotional and mental health impacts of climate breakdown, professional ethics and wider systemic understandings of current therapeutic approaches. Also discussed are the practice-based implications of becoming a climate-aware therapist, eco-psychosocial approaches and the inextricable links between the climate crises and racism, colonialism and social injustice. Being a Therapist in a Time of Climate Breakdown will enable therapists and mental health professionals across a range of modalities to engage with their own thoughts and feelings about climate breakdown and consider how it both changes and reinforces aspects of their therapeutic work.
Being a University (Foundations and Futures of Education)
by Ronald BarnettThere is no single idea of the university. Ever since its medieval origin, the concept of the university has continued to change. The metaphysical university gave way successively to the scientific university, and then to the corporate and the entrepreneurial university. But what, then, might lie ahead? Being a University both charts this conceptual development and examines the future possibilities for the idea of the university. Ronald Barnett pursues this quest through an exploration of pairs of contending concepts that speak to the idea of the university – such as space and time; being and becoming; and culture and anarchy. On this foundation is developed an imaginative exposition of possible ideas of the university, including the liquid university and the authentic university. In the course of this inquiry, it is argued that: Any thought that the idea of the entrepreneurial university represents the end-point of the evolution of the idea of the university has to be abandoned. The entrepreneurial university is excessively parochial and ill-matched to the challenges facing the university A responsibility of the university is precisely that of working out an imaginative conception of its future possibilities. The boldest and largest thinking is urgently required The fullest expression of the university’s possibilities lies in a reclamation of the universal aspirations that lay in earlier ideas of the university. The ecological university represents just such a universal aspiration, suited to the unfolding demands of the future. Being a University will be of wide interest, to institutional leaders and managers, higher education planners, academics in all disciplines and students of higher education, in educational policy and politics, and the philosophy, sociology and theory of education, and indeed, anyone who believes in the future of the university.
Being a Woman and Being Tatar: Intersectional Perspectives on Identity and Tradition
by Alena LangeBeing a Woman and Being Tatar uses ethnographic research to explore the multifaceted and complex identities – such as gender, ethnicity, religion – of Tatar women in Siberia and Estonia.Focusing on the intersections and interactions of multiple identities and exploring that focus through Tatar women’s own voices, narratives, and subjectivity, this book unfolds women’s stories about what it means to be a woman and to be a Tatar in a post-Soviet situation through narrations of their aspirations, their sexuality, their relationship with relatives, and the dynamics of power and hierarchy they feel themselves within. It explores how identity and tradition are shaped by state politics, and also brings attention to new geographical areas, including the Tyumen region and Estonia.Being a Woman and Being Tatar will demonstrate to those studying gender studies and cultural anthropology the intricacies of Tatar women’s identities, and invites readers to better understand the Tatar women’s diversity across Eastern Europe and Russia.
Being a Writer™, Grade 1, Reproducibles
by Center for the Collaborative ClassroomNIMAC-sourced textbook
Being a Writer™, [Grade 1], Student Skill Practice Book
by Developmental Studies Center StaffNIMAC-sourced textbook
Being a Writer™, Grade 2, Reproducibles
by Center for the Collaborative ClassroomNIMAC-sourced textbook
Being a Writer™, [Grade 2], Student Skill Practice Book
by Michael Wertz Rick BrownThis component provides students with additional one-page practice activities for each of the mini-lessons in the Skill Practice Teaching Guide for Grade 2. These practice activities are modeled after and are similar to the activity used by the teacher in the minilesson. Consumable.
Being a Writer™ [Grade 2] Student Writing Handbook
by Developmental Studies Center StaffThe handbook is an interactive, dynamic Grade 2 student tool that supports each week's lessons with genre excerpts that are used for the development of writing conventions and skills. Consumable.
Being a Writer™, Grade 3, Reproducibles
by Center for the Collaborative ClassroomNIMAC-sourced textbook
Being a Writer™ [Grade 3] Student Skill Practice Book
by Developmental Studies Center StaffThis component provides students with additional one-page practice activities for each of the mini-lessons in the Skill Practice Teaching Guide for Grade 3. These practice activities are modeled after and are similar to the activity used by the teacher in the minilesson. Consumable.
Being a Writer™, [Grade 3], Student Writing Handbook
by Center for the Collaborative ClassroomNIMAC-sourced textbook
Being a Writer™ [Grade 3] Student Writing Handbook
by Developmental Studies Center StaffThe handbook is an interactive, dynamic Grade 3 student tool that supports each week's lessons with genre excerpts that are used for the development of writing conventions and skills. Consumable.
Being a Writer™, Grade 4, Reproducibles
by Center for the Collaborative ClassroomNIMAC-sourced textbook
Being a Writer™, Grade 5, Reproducibles
by Center for the Collaborative ClassroomNIMAC-sourced textbook
Being a Writer™, Grade K, Reproducibles
by Center for the Collaborative ClassroomNIMAC-sourced textbook
Being a WriterTM [Grade 4] Student Skill Practice Book
by Developmental Studies Center StaffThis component provides students with additional one-page practice activities for each of the mini-lessons in the Skill Practice Teaching Guide for Grade 4. These practice activities are modeled after and are similar to the activity used by the teacher in the minilesson. Consumable.
Being a WriterTM [Grade 4] Student Writing Handbook
by Developmental Studies Center StaffThe handbook is an interactive, dynamic Grade 4 student tool that supports each weekÕs lessons with genre excerpts that are used for the development of writing conventions and skills. Consumable.
Being a WriterTM [Grade 5] Student Skill Practice Book
by Developmental Studies Center StaffThis component provides students with additional one-page practice activities for each of the mini-lessons in the Skill Practice Teaching Guide for Grade 5. These practice activities are modeled after and are similar to the activity used by the teacher in the minilesson. Consumable.
Being a WriterTM [Grade 5] Student Writing Handbook
by Developmental Studies Center StaffThe handbook is an interactive, dynamic Grade 5 student tool that supports each week's lessons with genre excerpts that are used for the development of writing conventions and skills. Consumable.