As college classrooms have become more linguistically diverse, the work of ESOL professionals has expanded to include research on the experiences of multilingual learners not only in ESOL courses but also in courses across the curriculum. At the same time that ESOL professionals are trying to understand the academic challenges that learners face beyond ESOL courses, faculty across the disciplines are trying to meet the challenge of teaching students of differing linguistic backgrounds. Crossing the Curriculum: Multilingual Learners in College Classrooms responds to these issues and concerns by capturing the complex and content-specific nature of students' and teachers' experiences and providing a nuanced understanding of how multilingual students' learning can be fostered and sustained. Crossing the Curriculum: Multilingual Learners in College Classrooms is unique in bringing together the perspectives of researchers, students, and teachers. These multiple lenses allow for a richly layered picture of how students and teachers actually experience college classrooms. Common themes and pedagogical principles resonate across the three distinct sections of the book: *Part One, "Investigating Students' Experiences Across the Curriculum: Through the Eyes of Classroom Researchers," consists of chapters written by ESOL and composition researchers who have investigated multilingual students' experiences in undergraduate courses across the curriculum. *Part Two, "Learning Across the Curriculum: Through Students' Eyes," consists of chapters written by two multilingual learners who chronicled their experiences as they crossed the curriculum over time. *Part Three, "Engaging Students in Learning: Through the Eyes of Faculty Across the Curriculum," consists of chapters written by faculty from several academic fields--Anthropology, Philosophy, Nursing, Literature, Sociology, and Asian American Studies--who discuss their own attempts to address the needs of multilingual learners in their classrooms.
Innovative Teaching and Learning in Basic Science Education
The authors of the present volume have been involved with curriculum development since 2003. This work is an opportunity to present the results of more than a decade of research into experimental, inventive approaches to science education. Most chapters concern innovative strategies for the teaching and learning of new contents, as well as methods for learning to teach them at the pre-university school level. The research is focused on understanding the pedagogical issues around the process of innovation, and the findings are grounded in analyses of the limits and possibilities of teachers’ and students’ practices in schools.
The changing landscape of primary teaching requires trainees to consider learning and teaching in new ways. This book supports trainee teachers working towards primary QTS in teaching primary ICT across all areas of the curriculum. It takes a truly cross-curricular approach, highlighting meaningful links across the curriculum, and embraces the latest thinking and current good practice. A chapter on social networking and e-safety is included, giving essential guidance on this topical issue, and a section on developing your own skills in ICT focuses on strengthening trainees' subject knowledge. Throughout, interactive activities and case studies link theory to practice.
This book is based on the European Comenius project CROSSNET with eight case studies about innovation and science teacher education in six European countries. Guiding questions were how teachers, policy makers and teacher educators collaborate in the process of change and how local background projects respond to opportunities for the exchange of experiences and reflection in terms of a common theoretical framework of boundary crossing. The case studies were conducted by local coordinators and contracted teachers. They are supplemented by a cross-case analysis of common and distinct features in the projects and an essay about the relationship between boundary crossing, transformative learning and curriculum theory. Main outcomes are about school-based reform and collaboration for science education.
This comprehensive listing and discussion of poetic works supports the standards of all areas of the curriculum, helping librarians and teachers working with kindergarten through middle school students. * Updates from the first edition include new and different poetry and newer authors than the first edition * Provides numerous lists of anthologies, poems, and poetic prose and meets national standards and areas within those standards * Offers lists of bilingual works in Spanish and English and lists of poems representing various cultural groups both in the United States and around the world * Includes teaching ideas, writing activities, and links for crossing the curriculum
Veteran educators Mike Romanowski and Teri McCarthy provide an essential guide for Christians teaching in overseas contexts. Providing both the theoretical framework as well as practical tools, the authors offer concrete advice and real-life examples for classroom instruction, daily life and much more.
Discrete mathematics is the branch of mathematics that deals with arrangements of distinct objects. It includes a wide variety of topics and techniques that arise in everyday life, such as how to find the best route from one city to another, where the objects are cities arranged on a map. It also includes how to count the number of different combinations of toppings for pizzas, how best to schedule a list of tasks to be done, and how computers store and retrieve arrangements of information on a screen.
This thorough and complete guide is an essential reference in teaching research and writing in the humanities, sciences, social sciences and business. Presents comprehensive coverage of both primary and secondary research methods. In-depth outlines of model research projects in each discipline help readers see the similarities and differences between research in the four discipline areas. Details the latest MLA and APA documentation formats for electronic sources. Contains a complete listing of library resources by discipline, including computerized databases. Features in-chapter exercises and discussion questions. Features a new section on critical thinking, in Chapter 1, relating the inquiry process to critical thinking skills. For those interested in enhancing their research skills.
Contains a collection of twenty-one essays that provide a guide for assessing and teaching writing in content areas, such as English, science, mathematics, and social studies, for the upper levels of high school, and describes different methods for teaching, assignments and how to grade them, and staff development.
This supplemental text supports Murray and DeSanctis' Legal Writing and Analysis and Legal Research Methods, covering objective writing, legal research, and adversarial writing in a process method. It provides samples of good and bad writing and teaches the TREAT method and explanatory synthesis that produce powerful and effective objective and adversarial writing. The course book is paired with an electronic, computer-based version of the text that adds links to online databases and Internet-based resources and supplements the text with audio and visual explanations and depictions, and PowerPoint introductions to and summaries of the material.
Proceedings of the 3rd Engineering & Product Design Education International Conference, 15-16 September 2005, Edinburgh, UK
Author: Paul Rodgers
Publisher: CRC Press
Category: Technology & Engineering
This book presents over 100 papers from the 3rd Engineering & Product Design Education International Conference dedicated to the subject of exploring novel approaches in product design education. The theme of the book is "Crossing Design Boundaries" which reflects the editors’ wish to incorporate many of the disciplines associated with, and integral to, modern product design and development pursuits. Crossing Design Boundaries covers, for example, the conjunction of anthropology and design, the psychology of design products, the application of soft computing in wearable products, and the utilisation of new media and design and how these can be best exploited within the current product design arena. The book includes discussions concerning product design education and the cross-over into other well established design disciplines such as interaction design, jewellery design, furniture design, and exhibition design which have been somewhat under represented in recent years. The book comprises a number of sections containing papers which cover highly topical and relevant issues including Design Curriculum Development, Interdisciplinarity, Design Collaboration and Team Working, Philosophies of Design Education, Design Knowledge, New Materials and New Technologies in Design, Design Communication, Industrial Collaborations and Working with Industry, Teaching and Learning Tools, and Design Theory.
Genre across the Curriculum will function as a "good" textbook, one not for the student, but for the teacher, and one with an eye on the context of writing. Here you will find models of practice, descriptions written by teachers who have integrated the teaching of genre into their pedagogy in ways that both support and empower the student writer. While authors here look at courses across disciplines and across a range of genres, they are similar in presenting genre as situated within specific classrooms, disciplines, and institutions. Their assignments embody the pedagogy of a particular teacher, and student responses here embody students' prior experiences with writing. In each chapter, the authors define a particular genre, define the learning goals implicit in assigning that genre, explain how they help their students work through the assignment, and, finally, discuss how they evaluate the writing their students do in response to their teaching.