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| Author | : Nancy N. Boyles |
| Publisher | : Maupin House Pub |
| Total Pages | : 254 |
| Release | : 2004 |
| Genre | : Education |
| ISBN | : 0929895746 |
Endorsed as a foremost Best Teaching Practice, this guide is rich with models, a complete instructional plan, and real-life examples. Students will understand how to apply comprehension strategies competently while they are reading. Includes a CD of classroom reproducibles and supports.
| Author | : Jeff Creswell |
| Publisher | : Heinemann Educational Books |
| Total Pages | : 156 |
| Release | : 1997 |
| Genre | : Education |
| ISBN | : |
The first U.S. book on Storyline, a revolutionary method for teaching content, integrating curriculum, and engaging students.
| Author | : N.J. Nersessian |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 203 |
| Release | : 2012-12-06 |
| Genre | : Science |
| ISBN | : 9400961871 |
Einstein often expressed the sentiment that "the eternal mystery of the world is its comprehensibility," and that science is the means through which we comprehend it. However, nearly every one - including scientists - agrees that the concepts of modem physics are quite incomprehensible: They are both unintelligible to the educated lay-person and to the scientific community itself, where there is much dispute over the interpretation of even (and especially) the most basic concepts. There is, of course, almost universal agreement that modem science quite adequately accounts for and predicts events, i. e. , that its calculations work better than those of classical physics; yet the concepts of science are supposed to be descriptive of 'the world' as well - they should enable us to comprehend it. So, it is asked, and needs tobe"asked: Has modem physics failed in an important respect? It failed with me as a physics student. I came to physics, as with most naIve students, out of a desire to know what the world is really like; in particular, to understand Einstein's conception of it. I thought I had grasped the concepts in classical mechanics, but with electrodynamics confusion set in and only increased with relativity and quantum mechanics. At that point I began even to doubt whether I had really understood the basic concepts of classical mechanics.
| Author | : Daniel R. Meier |
| Publisher | : Teachers College Press |
| Total Pages | : 169 |
| Release | : 2015-04-17 |
| Genre | : Education |
| ISBN | : 0807770809 |
In his latest book, Daniel Meier highlights the critical importance of integrating content and mechanics for successful and engaged writing at the K–4 level. Featuring the teaching philosophies and strategies of seven exemplary teachers, and a discussion of relevant research and theory, Meier provides a fresh, practical, and much-needed perspective on making writing meaningful and effective in the current standards-based era. Written by an experienced teacher and researcher, this book will be of interest to both new and veteran teachers, As well as curriculum coordinators, literacy coaches, and researchers on writing.
| Author | : Marilyn Narey |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 259 |
| Release | : 2008-11-07 |
| Genre | : Education |
| ISBN | : 0387875395 |
Making Meaning is a synthesis of theory, research, and practice that explicitly presents art as a meaning making process. This book provokes readers to examine their current understandings of language, literacy and learning through the lens of the various arts-based perspectives offered in this volume; provides a starting point for constructing broader, multimodal views of what it might mean to “make meaning”; and underscores why understanding arts-based learning as a meaning-making process is especially critical to early childhood education in the face of narrowly-focused, test-driven curricular reforms. Each contributor integrates this theory and research with stories of how passionate teachers, teacher-educators, and pre-service teachers, along with administrators, artists, and professionals from a variety of fields have transcended disciplinary boundaries to engage the arts as a meaning-making process for young children and for themselves.
| Author | : Barbara S. Spector |
| Publisher | : Springer |
| Total Pages | : 118 |
| Release | : 2016-02-10 |
| Genre | : Education |
| ISBN | : 9463004114 |
How do prospective elementary science teachers think? This case study • reveals thinking patterns common to preservice elementary teachers;• identifies their behavioral characteristics while learning to teach science which are not commonly noted in current literature;• provides change strategies to accelerate preservice elementary teachers embracing the holistic, constructivist, inquiry/practice-based paradigm consistent with the standards set by the curriculum. The chapters in this book immerse the reader in a sequence of episodes in this science methods course, and reveal the adventure of turning theory into practice while analyzing student-student/student-instructor interactions and their outcomes in an inquiry-driven, flipped classroom. Strategies presented empower preservice elementary teachers to • implement national and state standards;• change science learning/teaching from “business as usual” to applying science and engineering practices in the classroom;• make cognitive and behavioral changes required to shift paradigms and eliminate science anxiety;• pass through stages of grief inherent in the loss of dominant mechanistic paradigm. This book will interest a wide readership including science educators;scientists and engineers; administrators, supervisors, and elementary teachers in a clinical education setting; preservice elementary teachers; and anyone seeking to improve STEM education in elementary schools.
| Author | : Shulamith Kreitler |
| Publisher | : Nova Science Publishers |
| Total Pages | : 438 |
| Release | : 2022 |
| Genre | : Psychology |
| ISBN | : 9781685075514 |
"This book includes a comprehensive investigation of the concept of meaning, focusing on its structure, function, and materials. In terms of structure, it is proposed that meaning is a unit which consists of two components: the carrier of meaning, called referent, to which meaning is assigned, and the meaning assigned to the referent, called meaning value. In terms of function, meaning is designed to identify inputs from outside and inside the organism, so as to enable responding to them in forms adequate for the psychological system. Otherwise expressed, meaning turns stimuli into potential triggers of reactions on all psychological levels. In terms of materials, meaning consists of cognitions, which are neither expected to be logical or rational nor are necessarily subjected to awareness, voluntary control or verbal expression. So, in practice, meaning consists of cognitive units, which are characterized in terms of referents and meaning values, forming sequences and networks, providing identification of stimuli and potentialities for grasping reality, reacting to it and transforming it. This book is a culmination of the author's decades of academic experience in pursuit of an understanding of meaning. In this book's thirteen chapters, meaning is explored through a variety of perspectives, including those drawn from evolutionary psychology, linguistics, cognition, personality, and other fields. Also, exercises are included that provide tasks designed to allow readers to familiarize themselves with the system of meaning elucidated in the book"--
| Author | : Günter Radden |
| Publisher | : John Benjamins Publishing |
| Total Pages | : 302 |
| Release | : 2007-04-11 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 9027292558 |
Meaning does not reside in linguistic units but is constructed in the minds of the language users. Meaning construction is an on-line mental activity whereby speech participants create meanings on the basis of underspecified linguistic units. The construction of meaning is guided by cognitive principles. The contributions collected in the volume focus on two types of cognitive principles guiding meaning construction: meaning construction by means of metonymy and metaphor, and meaning construction by means of mental spaces and conceptual blending. The papers in the former group survey experiential evidence of figurative meaning construction and discuss high-level metaphor and metonymy, the role of metonymy in discourse, the chaining of metonymies, metonymy as an alternative to coercion, and metaphtonymic meanings of proper names. The papers in the latter group address the issues of meaning construction prompted by personal pronouns, relative clauses, inferential constructions, “sort-of” expressions, questions, and the into-causative construction.
| Author | : Keith Ross |
| Publisher | : Routledge |
| Total Pages | : 272 |
| Release | : 2015-06-19 |
| Genre | : Education |
| ISBN | : 1317564081 |
The fourth edition of Teaching Secondary Science has been fully updated and includes a wide range of new material. This invaluable resource offers a new collection of sample lesson plans and includes two new chapters covering effective e-learning and advice on supporting learners with English as a second language. It continues as a comprehensive guide for all aspects of science teaching, with a focus on understanding pupils’ alternative frameworks of belief, the importance of developing or challenging them and the need to enable pupils to take ownership of scientific ideas. This new edition supports all aspects of teaching science in a stimulating environment, enabling pupils to understand their place in the world and look after it. Key features include: Illustrative and engaging lesson plans for use in the classroom Help for pupils to construct new scientific meanings M-level support materials Advice on teaching ‘difficult ideas’ in biology, chemistry, physics and earth sciences Education for sustainable development and understanding climate change Managing the science classroom and health and safety in the laboratory Support for talk for learning, and advice on numeracy in science New chapters on e-learning and supporting learners with English as a second language. Presenting an environmentally sustainable, global approach to science teaching, this book emphasises the need to build on or challenge children’s existing ideas so they better understand the world in which they live. Essential reading for all students and practising science teachers, this invaluable book will support those undertaking secondary science PGCE, school-based routes into teaching and those studying at Masters level.
