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Basic Skills for Childcare - Literacy: Tutor Pack
by Julie GreenFirst Published in 2003. Routledge is an imprint of Taylor & Francis, an informa company.
Becoming Biliterate: A Study of Two-Way Bilingual Immersion Education
by Bertha PerezThis book describes the development process and dynamics of change in the course of implementing a two-way bilingual immersion education program in two school communities. The focus is on the language and literacy learning of elementary-school students and on how it is influenced by parents, teachers, and policymakers. Pérez provides rich, highly detailed descriptions, both quantitative and qualitative, of the change process at the two schools involved, including student language and achievement data for five years of program implementation that were used to test the basic two-way bilingual theory, the specific school interventions, and the particular classroom instructional practices. The contribution of Becoming Biliterate: A Study of Two-Way Bilingual Immersion Education is to provide a comprehensive description of contextual and instructional factors that might help or hinder the attainment of successful literacy and student outcomes in both languages. The study has broad theoretical, policy, and practical instructional relevance for the many other U.S. school districts with large student populations of non-native speakers of English. This volume is highly relevant for researchers, teacher educators, and graduate students in bilingual and ESL education, language policy, linguistics, and language education, and as a text for master's- and doctoral-level classes in these areas.
Becoming Biliterate: A Study of Two-Way Bilingual Immersion Education
by Bertha PerezThis book describes the development process and dynamics of change in the course of implementing a two-way bilingual immersion education program in two school communities. The focus is on the language and literacy learning of elementary-school students and on how it is influenced by parents, teachers, and policymakers. Pérez provides rich, highly detailed descriptions, both quantitative and qualitative, of the change process at the two schools involved, including student language and achievement data for five years of program implementation that were used to test the basic two-way bilingual theory, the specific school interventions, and the particular classroom instructional practices. The contribution of Becoming Biliterate: A Study of Two-Way Bilingual Immersion Education is to provide a comprehensive description of contextual and instructional factors that might help or hinder the attainment of successful literacy and student outcomes in both languages. The study has broad theoretical, policy, and practical instructional relevance for the many other U.S. school districts with large student populations of non-native speakers of English. This volume is highly relevant for researchers, teacher educators, and graduate students in bilingual and ESL education, language policy, linguistics, and language education, and as a text for master's- and doctoral-level classes in these areas.
Behind_Bars_Updated: The Definitive Guide To Music Notation (Faber Edition Ser.)
by Elaine GouldBehind Bars is the indispensable reference book for composers, arrangers, teachers and students of composition, editors, and music processors. In the most thorough and painstakingly researched book to be published since the 1980s, specialist music editor Elaine Gould provides a comprehensive grounding in notational principles. Behind Bars covers everything from basic rules, conventions and themes to complex instrumental techniques, empowering the reader to prepare music with total clarity and precision. With the advent of computer technology, it has never been more important for musicians to have ready access to principles of best practice in this dynamic field, and this book will support the endeavours of software users and devotees of hand-copying alike. The author's understanding of, and passion for, her subject has resulted in a book that is not only practical but also compellingly readable.
Beliefs About SLA: New Research Approaches (Educational Linguistics #2)
by P. Kalaja A. M. Ferreira BarcelosThis edited collection of articles illustrates recent work on beliefs about second language acquisition, drawing on the thinking of educational philosophers and discursive psychologists including Dewey, Bakhtin, Vygotsky, and Potter. Coverage extends to beliefs held by second/foreign language learners and as well as teachers. The book includes detailed accounts of starting points, definitions, methods of data collection and analysis, main findings and implications for further research.
Berufsfindungsprozesse von Mädchen und jungen Frauen: Erklärungsansätze und empirische Befunde
by Ursula Nissen Barbara Keddi Patricia PfeilDas Buch beschreibt Berufsfindungsprozesse und Berufswahlverhalten von Mädchen und jungen Frauen, bietet Erklärungsansätze und nimmt kritisch Stellung zu Modellversuchen und politischen Programmen.
Beyond A-levels: Curriculum 2000 and the Reform of 14-19 Qualifications
by Ann Hodgson Ken SpoursSince its introduction over 50 years ago, the A-level has been a constant subject of debate in schools, HE and government. Sometimes hailed as a 'gold standard', there is now intense speculation about the future of the A-level in particular, but also about post-14 qualifications in general. The furore about quality and standards which accompanies each year's A-level results has become an annual fixture in the UK press calendar. With the introduction of Curriculum 2000, and an increasing number of calls for Baccalaureate-style examinations, vocational qualifications and more, the need for serious debate - and change in this field is clear. Based on primary research by two of the leading commentators on the qualifications, this book is a wide-ranging and critical view of the fundamental approaches of the education system in Britain today. With government action on this subject looking inevitable, this will be a challenging and important book for anyone interested in this debate.
Beyond A-levels: Curriculum 2000 and the Reform of 14-19 Qualifications (Future Of Education From 14+ Ser.)
by Ann Hodgson Ken SpoursSince its introduction over 50 years ago, the A-level has been a constant subject of debate in schools, HE and government. Sometimes hailed as a 'gold standard', there is now intense speculation about the future of the A-level in particular, but also about post-14 qualifications in general. The furore about quality and standards which accompanies each year's A-level results has become an annual fixture in the UK press calendar. With the introduction of Curriculum 2000, and an increasing number of calls for Baccalaureate-style examinations, vocational qualifications and more, the need for serious debate - and change in this field is clear. Based on primary research by two of the leading commentators on the qualifications, this book is a wide-ranging and critical view of the fundamental approaches of the education system in Britain today. With government action on this subject looking inevitable, this will be a challenging and important book for anyone interested in this debate.
Beyond Constructivism: Models and Modeling Perspectives on Mathematics Problem Solving, Learning, and Teaching
by Richard A. Lesh Helen M. DoerrThis book has two primary goals. On the level of theory development, the book clarifies the nature of an emerging "models and modeling perspective" about teaching, learning, and problem solving in mathematics and science education. On the level of emphasizing practical problems, it clarifies the nature of some of the most important elementary-but-powerful mathematical or scientific understandings and abilities that Americans are likely to need as foundations for success in the present and future technology-based information age. Beyond Constructivism: Models and Modeling Perspectives on Mathematics Problem Solving, Learning, and Teaching features an innovative Web site housing online appendices for each chapter, designed to supplement the print chapters with digital resources that include example problems, relevant research tools and video clips, as well as transcripts and other samples of students' work: http://tcct.soe.purdue.edu/booksULandULjournals/modelsULandUL modeling/ This is an essential volume for graduate-level courses in mathematics and science education, cognition and learning, and critical and creative thinking, as well as a valuable resource for researchers and practitioners in these areas.
Beyond Constructivism: Models and Modeling Perspectives on Mathematics Problem Solving, Learning, and Teaching
by Richard A. Lesh Helen M. DoerrThis book has two primary goals. On the level of theory development, the book clarifies the nature of an emerging "models and modeling perspective" about teaching, learning, and problem solving in mathematics and science education. On the level of emphasizing practical problems, it clarifies the nature of some of the most important elementary-but-powerful mathematical or scientific understandings and abilities that Americans are likely to need as foundations for success in the present and future technology-based information age. Beyond Constructivism: Models and Modeling Perspectives on Mathematics Problem Solving, Learning, and Teaching features an innovative Web site housing online appendices for each chapter, designed to supplement the print chapters with digital resources that include example problems, relevant research tools and video clips, as well as transcripts and other samples of students' work: http://tcct.soe.purdue.edu/booksULandULjournals/modelsULandUL modeling/ This is an essential volume for graduate-level courses in mathematics and science education, cognition and learning, and critical and creative thinking, as well as a valuable resource for researchers and practitioners in these areas.
Beyond the Classroom Walls: Ethnographic Inquiry as Pedagogy
by June A. GordonThis book integrates ethnographic research with teacher education strategies, with the aim of preparing teachers to work with urban and low-income youth in schools and other social service agencies. Through various case studies, Gordon provides insight into how educators in diverse settings can engage students-be they preservice or veteran teachers-in the process of discovering the complexity of their students' lives, as well as their own.
Beyond the Classroom Walls: Ethnographic Inquiry as Pedagogy
by June A. GordonThis book integrates ethnographic research with teacher education strategies, with the aim of preparing teachers to work with urban and low-income youth in schools and other social service agencies. Through various case studies, Gordon provides insight into how educators in diverse settings can engage students-be they preservice or veteran teachers-in the process of discovering the complexity of their students' lives, as well as their own.
Beyond the Modern University: Toward a Constructive Postmodern University (Non-ser.)
by Marcus P. FordThe modern university, which has its origins in 18th and 19th century Germany, is currently at war within itself. It seeks to portray itself on the one hand as an engine of economic development and, on the other hand, as existing for the sake of disinterested scholarly reflection and as a repository for human culture. The author outlines an entirely different conception of what the university must become if it is to be a force for good in the world.The author contends that the modern university actively participates in the breakdown of human communities and the destruction of the natural world. He identifies the university's commitments to academic disciplines, philosophical materialism, and economism (the modern faith that infinite economic growth is both possible and desirable) as the roots of its negative impact, and calls for changes that would make the university a powerful agent for good in the world.
The Bezan Text of Acts: A Contribution of Discourse Analysis to Textual Criticism (The Library of New Testament Studies #236)
by Jenny Read-HeimerdingerThe Bezan ('Western') text of Acts is traditionally dismissed as the work of an enthusiastic and fanciful scribe who embellished the original text represented by the Alexandran manuscripts. This study compares the language of Codex Bezae with that of Codex Sinaiticus and Codex Vaticanus, using the approach of discourse analysis to re-assess how variant readings have arisen. It emerges that the language patterns of the Alexandrian text are variable and the focus of its message historical. In contrast, the Bezan text displays an exceptional degree of lingusitic consistency and a coherence of purpose which is essentially theological, with a marked interest in a Jewish point of view. The conclusion is that Bezan is the earlier of the two texts.
Biblical Hebrew: Studies in Chronology and Typology (The Library of Hebrew Bible/Old Testament Studies)
by Ian YoungLeading Hebrew language scholars outline various views on the phenomenon of variation in biblical Hebrew and its significance for biblical studies. An important question that is addressed is whether "late biblical Hebrew" is a distinct chronological phase within the history of biblical Hebrew. Articles explore both chronological and non-chronological interpretations of the differences between "early biblical Hebrew" and "late biblical Hebrew". These discussions have an important contribution to make to the wider field of biblical studies, not only to the history of the Hebrew language.
Bildung, Autonomie, Tradition und Migration: Doppelperspektivität biographischer Prozesse junger Frauen aus der Türkei
by Neval GültekinDas Buch rekonstruiert aus pädagogischer und soziologischer Perspektive und anhand von Frauenbiographien familiäre und soziale Interaktionsprozesse, Wandlung, Orientierungen und Handlungsstrategien von Frauen und Familien aus der Türkei seit den 60er Jahren bis zur Gegenwart. Die Autorin eröffnet mit der Theorie der Doppelperspektivität einen erweiterten Blick auf Migrationsbiographien.
Bildung neu denken! Das Zukunftsprojekt
by vbw — Vereinigung der Bayerischen Wirtschaft e. V.Das Buch stellt ein umfassendes Konzept für das deutsche Bildungswesen vor. Ausgangspunkt ist nicht das heutige Bildungssystem, sondern eine Orientierung an den Lebens- und Lernphasen des Individuums im Rahmen sich weiter verändernder ökonomischer, sozialer und technologischer Rahmenbedingungen.
Bildung und Geschlecht zwischen Moderne und Postmoderne: Zur Verknüpfung von Bildungs-, Biographie- und Genderforschung (Studien zur Erziehungswissenschaft und Bildungsforschung #21)
by Heide von FeldenDie Kategorien „Bildung“ und „Geschlecht“ werden auf theoretischer und empirischer Ebene in dieser Studie miteinander verknüpft. Zum einen beinhaltet sie eine systematische und historische Auseinandersetzung mit dem Bildungs- und mit dem Geschlechtsbegriff und deren erkenntnistheoretischer Verortung zwischen Moderne und Postmoderne. Zum anderen werden Bildung und Geschlecht auf qualitativ-empirischer Ebene im Rahmen der Biographieforschung aufeinander bezogen.
Bindi Babes (Bindi Babes #1)
by Narinder DhamiThree feisty, fun-loving Anglo-Asian sisters rule the roost over their dad since their mum died. They've got a reputation at school for being the coolest, most sorted babes in town - and what they certainly DON'T need is an interfering Auntie-ji from India inviting herself over to England and cramping their style. Which is exactly what their dad organizes-The girls decide the only way out of this nagging-adult dilemma is an arranged marriage - for their auntie! Enter Mr Arora, the dream boat teacher who just might whisk Auntie off in his arms and into the sunset. (They hope!)
Black American Students in An Affluent Suburb: A Study of Academic Disengagement (Sociocultural, Political, and Historical Studies in Education)
by John U. Ogbu With the DavisJohn Ogbu has studied minority education from a comparative perspective for over 30 years. The study reported in this book--jointly sponsored by the community and the school district in Shaker Heights, Ohio--focuses on the academic performance of Black American students. Not only do these students perform less well than White students at every social class level, but also less well than immigrant minority students, including Black immigrant students. Furthermore, both middle-class Black students in suburban school districts, as well as poor Black students in inner-city schools are not doing well. Ogbu's analysis draws on data from observations, formal and informal interviews, and statistical and other data. He offers strong empirical evidence to support the cross-class existence of the problem. The book is organized in four parts: *Part I provides a description of the twin problems the study addresses--the gap between Black and White students in school performance and the low academic engagement of Black students; a review of conventional explanations; an alternative perspective; and the framework for the study. *Part II is an analysis of societal and school factors contributing to the problem, including race relations, Pygmalion or internalized White beliefs and expectations, levelling or tracking, the roles of teachers, counselors, and discipline. *Community factors--the focus of this study--are discussed in Part III. These include the educational impact of opportunity structure, collective identity, cultural and language or dialect frame of reference in schooling, peer pressures, and the role of the family. This research focus does not mean exonerating the system and blaming minorities, nor does it mean neglecting school and society factors. Rather, Ogbu argues, the role of community forces should be incorporated into the discussion of the academic achievement gap by researchers, theoreticians, policymakers, educators, and minorities themselves who genuinely want to improve the academic achievement of African American children and other minorities. *In Part IV, Ogbu presents a summary of the study's findings on community forces and offers recommendations--some of which are for the school system and some for the Black community. Black American Students in an Affluent Suburb: A Study of Academic Disengagement is an important book for a wide range of researchers, professionals, and students, particularly in the areas of Black education, minority education, comparative and international education, sociology of education, educational anthropology, educational policy, teacher education, and applied anthropology.
Black American Students in An Affluent Suburb: A Study of Academic Disengagement (Sociocultural, Political, and Historical Studies in Education)
by John U. Ogbu With the DavisJohn Ogbu has studied minority education from a comparative perspective for over 30 years. The study reported in this book--jointly sponsored by the community and the school district in Shaker Heights, Ohio--focuses on the academic performance of Black American students. Not only do these students perform less well than White students at every social class level, but also less well than immigrant minority students, including Black immigrant students. Furthermore, both middle-class Black students in suburban school districts, as well as poor Black students in inner-city schools are not doing well. Ogbu's analysis draws on data from observations, formal and informal interviews, and statistical and other data. He offers strong empirical evidence to support the cross-class existence of the problem. The book is organized in four parts: *Part I provides a description of the twin problems the study addresses--the gap between Black and White students in school performance and the low academic engagement of Black students; a review of conventional explanations; an alternative perspective; and the framework for the study. *Part II is an analysis of societal and school factors contributing to the problem, including race relations, Pygmalion or internalized White beliefs and expectations, levelling or tracking, the roles of teachers, counselors, and discipline. *Community factors--the focus of this study--are discussed in Part III. These include the educational impact of opportunity structure, collective identity, cultural and language or dialect frame of reference in schooling, peer pressures, and the role of the family. This research focus does not mean exonerating the system and blaming minorities, nor does it mean neglecting school and society factors. Rather, Ogbu argues, the role of community forces should be incorporated into the discussion of the academic achievement gap by researchers, theoreticians, policymakers, educators, and minorities themselves who genuinely want to improve the academic achievement of African American children and other minorities. *In Part IV, Ogbu presents a summary of the study's findings on community forces and offers recommendations--some of which are for the school system and some for the Black community. Black American Students in an Affluent Suburb: A Study of Academic Disengagement is an important book for a wide range of researchers, professionals, and students, particularly in the areas of Black education, minority education, comparative and international education, sociology of education, educational anthropology, educational policy, teacher education, and applied anthropology.
A Blueprint for Computer-Assisted Assessment
by Joanna Bull Colleen McKennaThe rapid development and integration of computer-assisted assessment (CAA) in mainstream post-compulsory educational institutions today make this an exciting and invaluable reference text. It provides a practical, research-based guide on a subject that is becoming increasingly important as educational assessment changes and grows.The book addresses theory and practice, offering a comprehensive evaluation of many key aspects of CAA such as: * question and test design, scoring and analysis, and feedback and integration with other assessment methods* the role of CAA in feedback processes* wider use of technology to support and enhance assessment* technical, operational and support issues.The authors present a lucid,balanced analysis of the strengths and weaknesses of CAA. This text will appeal to all those involved in higher or further education who wish to model their CAA systems on the best practice available.
A Blueprint for Computer-Assisted Assessment
by Joanna Bull Colleen McKennaThe rapid development and integration of computer-assisted assessment (CAA) in mainstream post-compulsory educational institutions today make this an exciting and invaluable reference text. It provides a practical, research-based guide on a subject that is becoming increasingly important as educational assessment changes and grows.The book addresses theory and practice, offering a comprehensive evaluation of many key aspects of CAA such as: * question and test design, scoring and analysis, and feedback and integration with other assessment methods* the role of CAA in feedback processes* wider use of technology to support and enhance assessment* technical, operational and support issues.The authors present a lucid,balanced analysis of the strengths and weaknesses of CAA. This text will appeal to all those involved in higher or further education who wish to model their CAA systems on the best practice available.
Bridging Cultures: Teacher Education Module
by Carrie Rothstein-FischBridging Cultures: Teacher Education Module is a professional development resource for teacher educators and staff developers to help preservice and in-service teachers become knowledgeable about cultural differences and understand ways of bridging the expectations of school settings with those of the home. In a nonthreatening, cognitively meaningful way, the Module is based on teacher-constructed and tested strategies to improve home-school communication and parent involvement. These innovations were developed as part of the Bridging Cultures Project, which explores the cultural value differences between the individualistic orientation of mainstream U.S. schools and the collectivistic orientation of many immigrant families. The goal of the Bridging Cultures Project is to support and help teachers in their work with students and families from immigrant cultures. The centerpiece of the Module is training resources, including an outline, an agenda, and a well-tested three-hour script designed as a lecture-discussion with structured opportunities for guided dialogue and small-group discussion. Throughout the script, "Facilitators Notes" annotate presentation suggestions and oversized margins encourage integration of the facilitator's personal experiences in presenting and adapting the Module. Ideas for using the Readings for Bridging Cultures are provided. A section of overhead transparencies and handout masters is included. The Module also provides a discussion of the role of culture in education and the constructs of individualism and collectivism, an overview of the effects of the Bridging Cultures Project, and evaluation results of the author's use of the Module in two sections of a preservice teacher education course. Bridging Cultures: Teacher Education Module brings the successful processes and practices of the Bridging Cultures Project to a larger audience in college courses and in professional development arenas. Designed for use in one or two class sessions, the Module can be incorporated in courses on educational psychology, child development, counseling psychology, and any others that deal with culture in education.
Bridging Cultures: Teacher Education Module
by Carrie Rothstein-FischBridging Cultures: Teacher Education Module is a professional development resource for teacher educators and staff developers to help preservice and in-service teachers become knowledgeable about cultural differences and understand ways of bridging the expectations of school settings with those of the home. In a nonthreatening, cognitively meaningful way, the Module is based on teacher-constructed and tested strategies to improve home-school communication and parent involvement. These innovations were developed as part of the Bridging Cultures Project, which explores the cultural value differences between the individualistic orientation of mainstream U.S. schools and the collectivistic orientation of many immigrant families. The goal of the Bridging Cultures Project is to support and help teachers in their work with students and families from immigrant cultures. The centerpiece of the Module is training resources, including an outline, an agenda, and a well-tested three-hour script designed as a lecture-discussion with structured opportunities for guided dialogue and small-group discussion. Throughout the script, "Facilitators Notes" annotate presentation suggestions and oversized margins encourage integration of the facilitator's personal experiences in presenting and adapting the Module. Ideas for using the Readings for Bridging Cultures are provided. A section of overhead transparencies and handout masters is included. The Module also provides a discussion of the role of culture in education and the constructs of individualism and collectivism, an overview of the effects of the Bridging Cultures Project, and evaluation results of the author's use of the Module in two sections of a preservice teacher education course. Bridging Cultures: Teacher Education Module brings the successful processes and practices of the Bridging Cultures Project to a larger audience in college courses and in professional development arenas. Designed for use in one or two class sessions, the Module can be incorporated in courses on educational psychology, child development, counseling psychology, and any others that deal with culture in education.