Students At The Center

Author: Bena Kallick
Editor: ASCD
ISBN: 1416623248
Size: 12,90 MB
Format: PDF, ePub, Mobi
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Educators’ most important work is to help students develop the intellectual and social strength of character necessary to live well in the world. The way to do this, argue authors Bena Kallick and Allison Zmuda, is to increase the say students have in their own learning and prepare them to navigate complexities they face both inside and beyond school. This means rethinking traditional teacher and student roles and re-examining goal setting, lesson planning, assessment, and feedback practices. It means establishing classrooms that prioritize ▪ Voice—Involving students in “the what” and “the how” of learning and equipping them to be stewards of their own education. ▪ Co-creation—Guiding students to identify the challenges and concepts they want to explore and outline the actions they will take. ▪ Social construction—Having students work with others to theorize, pursue common goals, build products, and generate performances. ▪ Self-discovery—Teaching students to reflect on their own developing skills and knowledge so that they will acquire new understandings of themselves and how they learn. Based on their exciting work in the field, Kallick and Zmuda map out a transformative model of personalization that puts students at the center and asks them to employ the set of dispositions for engagement and learning known as the Habits of Mind. They share the perspectives of educators engaged in this work; highlight the habits that empower students to pursue aspirations, investigate problems, design solutions, chase curiosities, and create performances; and provide tools and recommendations for adjusting classroom practices to facilitate learning that is self-directed, dynamic, sometimes messy, and always meaningful.

Demystifying Secondary Inclusion

Author: Lisa Dieker
Editor: National Professional Resources Inc./Dude Publishing
ISBN: 1935609785
Size: 11,24 MB
Format: PDF, Mobi
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In the second edition of Demystifying Secondary Inclusion, acclaimed author, professor and teacher trainer, Dr. Lisa Dieker, provides practical, realistic and helpful ideas and techniques for including students with disabilities in the general education classroom. In truly inclusive classrooms, teachers focus on practices that are proven and promising for all students. Teachers understand the individualistic nature of learners, put students at the center of planning and instruction, and accept responsibility for teaching each and every student. Chapters 1-3 of Demystifying Secondary Inclusion detail ways of ensuring that students with disabilities are included in the general education environment. In Chapters 4-7, additional instructional strategies for embracing all learners are presented. This section also focuses on creating an inclusive classroom climate that facilitates successful learning outcomes. Chapter 8 provides concrete ways to prepare staff for the process of developing and maintaining an inclusive environment and offers examples of successful practices from strong schools. Each chapter ends with a set of questions to encourage reflection on current practice. Seven overarching and interdependent topics provide the basic structure for inclusion outlined in Demystifying Secondary Inclusion. These include: Creating an inclusive school-wide culture Celebrating the success of all students Developing interdisciplinary collaboration Implementing effective co-teaching Establishing acting learning environments Implementing successful instruction Improving grading and assessments The book specifically addresses the most frequent obstacles to inclusion at the secondary level and provides hands-on strategies for improving the teaching-learning process.

The Teacher S Guide For Supporting Students From Military Families

Author: Ron Avi Astor
Editor: Teachers College Press
ISBN: 0807772100
Size: 18,46 MB
Format: PDF, Kindle
Read: 235
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While it is true that children from military families live unique and interesting lives, it is also true that they face many challenges and special circumstances that civilian children and families dont experience. These can include gaps in school attendance and learning due to frequent moves, being separated from a parent who has been deployed, and a sense of isolation in the midst of a civilian community. This comprehensive and evidence-informed guide introduces pre- and inservice teachers to this population and provides essential tools to help minimize the impact of military life on student learning. It addresses issues such as: Frequent transitions between schools, gaps in academic progress, social adjustment, parental deployments, and trauma or tragedy. And it shows how practices already being used in your school can be adapted to ease the transition for military students, and it also introduces original strategies, such as: A Hero Wall honoring members of the military, friendship or memory gardens, military Appreciation events, writing letters or making care packages for deployed service members.

The School Administrator S Guide For Supporting Students From Military Families

Author: Ron Avi Astor
Editor: Teachers College Press
ISBN: 0807772119
Size: 12,64 MB
Format: PDF, ePub, Mobi
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While it is true that children from military families live unique and interesting lives, it is also true that they face many challenges and special circumstances that civilian children and families dont experience. These can include gaps in school attendance and learning due to frequent moves, being separated from a parent who has been deployed, and a sense of isolation in the midst of a civilian community. This evidence-informed guide introduces school administrators to this population and offers tools to help them implement school-wide programs that will support military students learning. Written in an engaging style by experts in the field, this practical guide includes: Profiles of principals who have created welcoming school environments for military children and parents. Lessons learning from the Department of Defense Education Activity (DoDEA) schools. A chapter on using data to improve school culture for military students. A chapter on education policies that can improve circumstances for military children. Research highlighting how frequent school transitions and parental deployments affect the education of military children.

The Pupil Personnel Guide For Supporting Students From Military Families

Author: Ron Avi Astor
Editor: Teachers College Press
ISBN: 0807772127
Size: 15,36 MB
Format: PDF, Docs
Read: 777
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While it is true that children from military families live unique and interesting lives, it is also true that they face many challenges and special circumstances that civilian children and families dont experience. These can include gaps in school attendance and learning due to frequent moves, being separated from a parent who has been deployed, and a sense of isolation in the midst of a civilian community. This guide includes: A primer on military culture, research highlighting how frequent school transitions and parental deployments affect the education of military children, guidance for creating school transition rooms for acclimating incoming students and parents, and examples of creative and effective projects designed to celebrate military children and support them through frequent school changes, a parents deployment, or traumatic experiences.

The Entrepreneurship Movement And The University

Author: C. Sá
Editor: Springer
ISBN: 113740101X
Size: 16,69 MB
Format: PDF, ePub, Mobi
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Entrepreneurship is widely embraced today in political discourse, popular culture, and economic policy prescriptions. Several groups actively promote entrepreneurial thinking and practices in higher education. This book examines how this 'Entrepreneurship Movement' impacts higher education in Canada and the United States.

Studio Thinking 2

Author: Lois Hetland
Editor: Teachers College Press
ISBN: 0807771597
Size: 16,83 MB
Format: PDF, Mobi
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" The first edition of this bestseller was featured inThe New York TimesandThe Boston Globefor its groundbreaking research on the positive effects of art education on student learning across the curriculum. Capitalizing on observations and conversations with educators who have used the Studio Thinking Framework in diverse settings, this expanded edition features new material, including: The addition ofExhibitionsas a fourth Studio Structure for Learning (along with Demonstration-Lecture, Students-at-Work, and Critique). Explanation and examples of the dispositional elements of each Habit, includingskill, alertness(noticing appropriate times to put skills to use), andinclination(the drive or motivation to employ skills). A chart aligning Habits to the English Language Arts and Mathematics Common Core. Descriptions of how the Framework has been used inside and outside of schools incurriculum planning, teaching,andassessmentacross arts and non-arts disciplines. A full-color insert with new examples of student art. Studio Thinking 2will help advocates explain arts education to policymakers, help art teachers develop and refine their teaching and assessment practices, and assist educators in other disciplines to learn from existing practices in arts education. Lois Hetlandis professor and chair of art education at Massachusetts College of Art and Design and senior research affiliate at Project Zero, Harvard Graduate School of Education.Ellen Winneris professor and chair of psychology at Boston College and a senior research associate at Project Zero.Shirley Veenemais an instructor in visual arts at Phillips Academy in Andover, Massachusetts.Kimberly M. Sheridanis an assistant professor in the College of Education and Human Development and the College of Visual and Performing Arts at George Mason University. “Our decade of using the Studio Thinking Framework in California’s schools positions us for success in this new era because of the foundation of reflective, creative, and critical thinking developed in our schools and districts.” —From the Foreword to the Second Edition byLouise Music, Executive Director of Integrated Learning, Alameda County Office of Education, Hayward, CA “Studio Thinking[is] a vision not only of learning in the arts but what could be learning most anywhere.” —From the Foreword to the First Edition byDavid N. Perkins, Professor of Education, Harvard Graduate School of Education, and Senior Co-Director of Harvard Project Zero Praise for the First Edition ofStudio Thinking— “Winner and Hetland have set out to show what it means to take education in the arts seriously, in its own right.” —The New York Times “This book is very educational and would be helpful to art teachers in promoting quality teaching in their classrooms.” —School Arts Magazine “Studio Thinkingis a major contribution to the field.” —Arts & Learning Review “The research inStudio Thinkingis groundbreaking and important because it is anchored in the actual practice of teaching artists.... The ideas inStudio Thinkingcontinue to provide a vehicle with which to navigate and understand the complex work in which we are all engaged.” —Teaching Artists Journal “Hetland and her colleagues reveal dozens of practical measures that could be adopted by any arts program, inside or outside of the school.... This is a bold new step in arts education.” —David R. Olson, Professor Emeritus, University of Toronto “Will be at the top of the list of essential texts in arts education. I know of no other work in art education with this combination of authenticity and insight.” —Lars Lindström, Stockholm Institute of Education “The eight studio habits of mind should become a conceptual framework for all preservice art education programs; this book should be read by all early and experienced art educators.” —Mary Ann Stankiewicz, The Pennsylvania State University "

The Autobiography Of Joseph A Bagnall

Author: Joseph A. Bagnall
Editor: iUniverse
ISBN: 9781440134333
Size: 17,24 MB
Format: PDF
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A compelling account of a career in education. Dr. Bagnall has served as an elementary school teacher, a public and private high school teacher, a professor in community colleges, and an administrator in a college continuing education division. His many challenges contrast sharply with the problems of today's educators, but his story offers insights and inspiration to those who care about schools and those who teach in them.

Men We Love Men We Hate

Author: Students at the Center
Editor:
ISBN: 9780984197125
Size: 16,98 MB
Format: PDF, Docs
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Students at the Center writings from Douglass, McDonogh 35, and McMain high schools in New Orleans. An anthology on the topic of men and relationships with men.