Written by the lead authors of the C3 Framework, Inquiry-Based Practice in Social Studies Education: Understanding the Inquiry Design Model presents a conceptual base for shaping the classroom experience through inquiry-based teaching and learning. Using their Inquiry Design Model (IDM), the authors present a field-tested approach for ambitious social studies teaching. They do so by providing a detailed account of inquiry's scholarly roots, as well as the rationale for viewing questions, tasks, and sources as inquiry's foundational elements. Based on work done with classroom teachers, university faculty, and state education department personnel, this book encourages readers to transform classrooms into places where inquiry thrives as everyday practice. Both pre-service and in-service teachers are sure to learn strategies for developing the reinforcing elements of IDM, from planning inquiries to communicating conclusions and taking informed action. The curricular and pedagogical examples included make this practical book essential reading for researchers, students of pre-service and in-service methods courses, and professional development programs.
Current research on literacy often conceives space as a container within which social practice occurs. In sharp contrast, this edited collection argues that literary practice and social space are produced in relation to one another. Contributors to this collection consider how a spacial analysis provides entirely new information for the interpretation of literary practice. Traversing geography and literacy studies, drawing on Bakhtin, Deleuze and Guattari, Lefebvre, Soja, and a range of other theorists, contributors analyze space/literacy relations in diverse settings, including classrooms, prisons, streets, institutional programs, homes, and the popular media.
This must-read book for all literacy educators illuminates the intersection of research on literacy instruction and teacher evaluation. Since 2009, 46 states have changed or revised policies related to evaluating teachers and school leaders. In order for these new policies to be used to support and develop effective literacy instruction, resources are needed that connect the best of what is known about teaching literacy with current evaluation policies and support practices. A major contribution to meeting this need, the volume brings together a range of perspectives on tools, systems, and policies for the evaluation of teaching, organized into two sections: • Crafting Systems and Policies for Evaluating Literacy Instruction • Examples of Alternative Systems/Approaches for Evaluating Literacy Instruction Across the text, expert scholars in the field emphasize the need for literacy professionals to do more than merely apply generic observation instruments for teacher evaluation, but also to consider how these tools reflect professional values, how elements of effective literacy instruction can be unearthed or included within them, and how teacher evaluation systems and policies can be used to increase students’ opportunities to develop literacy.
How a University-Charter District Partnership Created an Early College High School
Author: Frank C. Worrell
Publisher: Oxford University Press
Category: Charter schools
Achieving College Dreams: How a University-Charter District Partnership Created an Early College High School tells the story of a remarkable 10-year collaboration between the University of California, Berkeley and Aspire Public Schools to develop and nurture the California College Preparatory Academy. Bridging the two cultures--artfully described as "Pac-Man (the charter district) meets chess (the university)"--the school serves as an exemplar in providing low-income and first-generation college youth with an excellent and equitable education. Framed by a longitudinal lens, findings from community-engaged scholarship, and a diversity of voices from students to superintendents, this book charts the journey from the initial decision to open a school to the high school graduation of its first two classes. The book captures struggle, improvement, and success as it takes readers inside the workings of the partnership, the development of the school, and the spillover of effects across district and university. Confronting the challenge of interweaving rigor and support, its authors explore such critical ingredients as teacher-student advisories; school transition; the home-school divide; building a supportive college-preparatory culture; teaching with depth, relational power, and equity; the forging of an academic identity; and scaling up. At a time of sharply unequal schools, glaring disparities in college readiness, and heightened expectations, Achieving College Dreams uniquely extends the knowledge base about how to better prepare underserved students for college eligibility and success. The book also calls for universities to step up to the plate as partners with districts to ensure both excellence and equity in secondary education for all children.
This book reviews international research that is particularly relevant to the teaching of English, language and literacy. It locates recent cutting-edge research within theoretical context, drawing on historical perspectives.
How Drama Activates Learning: Contemporary Research and Practice draws together leaders in drama education and applied theatre from across the globe, including authors from Europe, North America and Australasia. It explores how learning can be activated when drama pedagogies and philosophies are applied across diverse contexts and for varied purposes. The areas explored include: Â· history Â· literacy, oracy and listening Â· health and human relationships education Â· science Â· democracy, social justice and global citizenship education Â· bullying and conflict management Â· criticality Â· digital technologies Â· additional language learning Drawing on a range of theoretical perspectives, the contributors present case studies of drama and applied theatre work in school and community settings, providing rich descriptions of practice accompanied by detailed analysis underpinned by the theoretical perspectives of key thinkers from both within and beyond the field of drama.
Early Childhood Curriculum for All Learners: Integrating Play and Literacy Activities is designed to teach early childhood professionals about the latest research on play and early literacy and then to show them practical methods for adapting this research to everyday classroom practices that will encourage the development of learning skills. The authors link solid, play-based research to specific developmentally appropriate practices. By combining these two areas, the text demonstrates that academic learning and play activities are highly compatible, and that children can and do develop academic skills through play. In addition, the text focuses on socio-dramatic play, a recently acknowledged, essential aspect of child-initiated play interactions. It provides specific strategies that link these interactive behaviors with the early academic skills needed for the initial primary grades. Implementation of the information presented in this book will enable children to experience a richer transition into primary education classrooms.
A new edition of the esteemed nursing text exploring social, cultural and political issues affecting individual and community health What makes a healthy community? And how can nurses and midwives support community health and wellbeing? In Community Health and Wellness, 4th Edition: Primary health care in practice, authors Anne McMurray and Jill Clendon advance the discussion of health as a product of the interaction between people and their environment. Engagingly written and based on extensive research, this valuable nursing textbook is ideal for nursing students as well as those working in the field. Issues such a gender and cultural inclusiveness provide essential backdrops to evidence-based policy, research and the provision of equitable health care for all. The Miller Family case study This new edition of Community Health and Wellness features a common family case study running throughout the text. The Miller family crosses Australia and New Zealand; providing examples of primary health care issues in both countries. These include child health services, accessing care, adolescent health, contemporary family issues, ageing, cultural support and inclusive health care. • global insights with a focus on primary health care practice in Australia and New Zealand • promotion of community health care across the lifespan • a unique socio-ecological approach to community health • the Ottawa Charter, the Jakarta Declaration and the Bangkok Charter are included as contemporary health promotion guidelines for practice • extensive references providing current, specific source information • an emphasis on health literacy, intervention and health promotion • an evolving case study in each chapter, with links to reflective activities • a focus on learning outcomes to facilitate the integration of policy, research and practice • exploration of Australian and New Zealand nursing and midwifery roles in primary health care practice • strong pedagogy to increase engagement and emphasise key community health issues • reflective exercises and action points encouraging readers to consider key issues, their implications and next steps • research studies exemplifying each chapter’s central theme and promoting evidence-based practice
Schedule constraints and other complicating factors can make face-to-face educational methods inadequate to the needs of learners. Thus, blended learning has emerged as a compromise that reconciles the need for high-tech and high-touch learning and teaching interactions. Transcultural Blended Learning and Teaching in Postsecondary Education educates readers across nations and cultures and strengthens their understanding of theories, models, research, applications, best practices, and emerging issues related to blended learning and teaching through a holistic and transcultural perspective. This research volume serves as a valued resource for faculty, administrators, and leaders in postsecondary institutions to plan, develop, implement, and evaluate blended learning programs and courses. It also provides researchers with the latest research in transcultural blended learning and teaching theories, findings, best practices, and emerging trends.
Ethical issues associated with public health and health policy--related, for example, to pandemic plans and vaccination policies (c.f. SARS or pandemic influenza), preventive measures like screening (e.g. for breast cancer or dementia) or health information campaigns, social inequalities or health care rationing--are increasing in worldwide importance. Evidence-based information for valid benefit-harm assessment is often rare and hard to get for participants in public health interventions. Program implementation often disregards requirements of fair decision-making processes (like public participation, transparency, etc.). Originating from an international conference (based on a call for abstracts and external review), this volume contains contributions from a group of experts from multiple disciplines and countries. It covers (i) conceptual foundations of public health ethics, (ii) methodological approaches and (iii) normative analyses of specific issues and cases. Bridging theoretical foundations with practical applications, this volume provides a valuable resource for researchers, practitioners and students concerned with public health practice and policy.