sort
|
sort by
 Type
|
sort by
 Title & Annotation
|
Topics
|
|
|
|
Minding the Light: Essays in Friendly Pedagogy
Dalke, Anne and Barbara Dixson, editors
Peter Lang, New York, NY
2004
From the Publisher
This book presents a series of reflections - excerpts from the inner and outer lives of college teachers - from which emerges a common concern for the interactive and spiritual dimensions of the educational process, and a sense of the light which can and should illuminate it. Informed either by personal commitment to Quakerism, or by individual work within Quaker institutions, the contributors offer perspectives that are important...
|
|
|
|
|
Contemporary Theories & Practice in Education, Second Edition
Bertrand, Yves
Atwood Publishing, Madison, WI
2003
From the Publisher
Newly revised and expanded, this ever-popular title serves equally well as a course text or as a professional development tool. Integrating new material, Bertrand has updated and reorganized the text for a more interrelated and functional format.
Theories of education and theories of learning abound. Making sense of these theories and comparing them to one another is an important but difficult task. Here, Bertrand has...
|
|
|
|
|
"Narrative Teaching: An Organic Methodology"
Moore, Mary Elizabeth
Process Studies 17, no. 4 (1988): 248-261
1988
|
|
|
|
|
"'For the Bible Tells Me So': Using Developmental Theory to Teach the Bible"
Howell, David B.
Perspectives in Religious Studies 27, no. 4 (2004): 399-411
2004
|
|
|
|
|
Mind, Metaphor and Language Teaching
Holme, Randall
Palgrave Macmillan, New York, NY
2004
From the Publisher
This book explores how insights into figurative language can reshape what teachers do in the classroom. It reveals why some well-known methods work while others do not. Rejecting prescriptive pedagogical formulae, it recounts classroom episodes that help teachers rethink their own practice. Finally, the book sets out how we can use these episodes to reappraise language learning theory in a way that treats it as consonant with...
|
|
|
|
|
Thinking: the Foundation of Critical and Creative Learning in the Classroom
Boostrom, Robert
Teachers College Press, New York, NY
2005
From the Publisher
What might a school that wholeheartedly values thinking look like? How can we encourage students to be active learners instead of passive recipients of knowledge? In this engaging book, Boostrom invites readers to think about the ways in which the practice of teaching unintentionally promotes nonthinking.
|
|
|
|
|
Education Has Nothing to Do With Technology: James Michael Lee's Social Science Religious Instruction
Newell, Edward J.
Wipf & Stock Publishers, Eugene, OR
2006
From the Publisher
Does education have any relation to theology? How do the educator's worldview commitments speak to his or her practice of education? James Michael Lee brought a definite answer to these questions -- a firm no to the relations question, and an advocacy for empirical findings over and against any speculative or theoretical positions in reply to the commitments question. Lee claimed to have a universal, neutral metatheory for all...
|
|
|
|
|
Constructivist Learning Design: Key Questions for Teaching to Standards
Gagnon, George W. Jr. and Michelle Collay
Corwin Press, Thousand Oaks
2006
From the Publisher
Educators expect learners to solve problems, think critically, communicate effectively, and collaborate well. These complex processes require young learners to engage in active learning and to understand that their own experience is the foundation for new learning. They also require teachers to move from the traditional role of "sage on the stage" to the new role of "guide on the side."
Constructivist Learning Design offers...
|
|
|
|
|
Teaching Around the 4MAT Cycle: Designing Instruction for Diverse Learners with Diverse Learning Styles
McCarthy, Bernice and Dennis McCarthy
Corwin Press, Thousand Oaks, CA
2006
From the Publisher
Learning styles are linked to preferences in the ways people perceive and process experience. Bernice McCarthy's unique 4MAT cycle is a brain-based teaching method that emphasizes diverse learning styles, honors learner individuality, teaches concepts as well as facts, and improves student thinking and performance on traditional as well as high-stakes assessments.
With 25+ years of field testing and field use supporting...
|
|
|
|
|
How People Learn: Brain, Mind, Experience, and School
National Research Council
National Academy Press, Washington, D.C.
2000
From the Publisher
This book includes far-readching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original hardcover edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions.
When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools...
|
|
|
|
|
Confucian Tradition and Global Education
de Bary, Wm. Theodore
Columbia University Press, New York, NY
2007
From the Publisher
Drawn from a series of lectures that Wm. Theodore de Bary delivered in honor of the Chinese philosopher Tang Junyi, Confucian Tradition is a unique synthesis of essay and debate concerning the future of Chinese education and the potential political uses of Confucianism in the contemporary world.
|
|
|
|
Teaching To Transgress: Education as the Practice of Freedom
hooks, bell
Routledge, Boston, MA
1994
From the Publisher
In this book, bell hooks, one of America's leading black intellectuals, shares her philosophy of the classroom, offering ideas about teaching that fundamentally rethink democratic participation. Hooks advocates the process of teaching students to think critically and raises many concerns central to the field of critical pedagogy, linking them to feminist thought. In the process, these essays face squarely the problems of teachers...
|
|
|
|
|
Educations and Their Purposes: A Conversation among Cultures
Ames, Roger T., and Peter D. Hershock, eds.
University of Hawai'i Press, Honolulu
2008
From the Publisher
Chapters included in Part One, Education, Relationality, and Diversity, examine the growing intellectual awareness of a pervasive interdependence amid diversity in all aspects of the human experience brought on by the unrelenting processes of globalization. One of the most distinguished voices in the philosophy of emotions offers a sustained reflection in the opening chapter to Part Two, Educating Emotions: The Phenomenology...
|
|
|
|
|
Stories Lives Tell: Narrative and Dialogue in Education
Witherell, Carol, and Nel Noddings, eds.
Teachers College, Columbia University, NY
1991
From the Publisher
This book speaks of a fresh approach to knowing and teaching. The editors have succeeded in combining a philosophical framework for the centrality of narrative and dialogue in education and human services with lively accounts from practitioners working in a variety of disciplines and levels.
Rich with life histories and stories, this book is organized around three themes: that story and narrative are primary tools in teaching...
|
|
|
|
|
Teaching Unprepared Students: Strategies for Promoting Success and Retention in Higher Education
Gabriel, Kathleen F.
Stylus, Sterling, VA
2008
From the Publisher
As societal expectations about attending college have grown, professors report increasing numbers of students who are unprepared for the rigors of postsecondary education not just more students with learning disabilities (whose numbers have more than tripled, but students (with and without special admission status who are academically at-risk because of inadequate reading, writing and study skills.
This book provides professors...
|
|
|
|
|
The Living Classroom: Teaching and Collective Consciousness
Christopher M. Bache
State University of New York Press
2008
From the Publisher
Describes the emergence of powerful fields of consciousness that influence students learning and personal transformation.
This pioneering work in teaching and transpersonal psychology explores the dynamics of collective consciousness in the classroom. Combining scientific research with personal accounts collected over thirty years, Christopher M. Bache examines the subtle influences that radiate invisibly around teachers...
|
|
|
|
|
A Buddhist in the Classroom
Brown, Sid
State University of New York Press
2008
From the Publisher
Sid Brown brings a Buddhist perspective into the classroom to explore the ethical quandaries, lived experiences and intimacy of teaching. Addressing such topics as attention, community, rage, wonder, consumerism, and kindness, Brown demonstrates how this centuries-old tradition can enrich and inform classroom life.
|
|
|
|
|
Journal Keeping: How to Use Reflective Writing for Learning, Teaching, Professional Insight, and Positive Change
Dannelle D. Stevens and Joanne E. Cooper
Stylus Publishing, LLC., Sterling, VA
2009
From The Publisher
** By the authors of the acclaimed Introduction to Rubrics
** Major growth of interest in keeping journals or diaries for personal reflection and growth; and as a teaching tool
** Will appeal to college faculty, administrators and teachers
One of the most powerful ways to learn, reflect and make sense of our lives is through journal keeping.
This book presents the potential uses and benefits of...
|
|
|
|
|
Analysing Teaching-Learning Interactions in Higher Education: Accounting for Structure and Agency
Paul Ashwin
Continuum, New York
2009
From The Publisher
A key monograph investigating the research, development, policy and practice of teaching and learning in Higher Education.
|
|
New Search
Advanced Search
Web Resources
Published Resources
Print Results
Suggest A Link
301 W. Wabash Avenue