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Doing Better: Improving Clinical Skills and Professional Competence
by Jeffrey Kottler W. Paul JonesDoing Better is intended to help therapists and counselors to explore more fully and systematically the processes of self-improvement in their work and lives.
Bilingual Education: Teachers' Narratives
by Nancy LembergerThis book grew out of the joys and challenges the author experienced as a Spanish/English bilingual teacher of culturally and linguistically diverse students. It tells what it is like to be a bilingual teacher. As a result, it helps other teachers and prospective teachers understand the complex nature of bilingual teaching, shares some successful teaching strategies that other teachers have used, and encourages teachers to find their own solutions despite limited support. The book is structured in three parts. The introduction explains how the book evolved, defines its relation to other qualitative research, and offers suggestions for how to use the book. The second part consists of eight bilingual teachers' stories that provide a glimpse of them as people, their schools and programs, their successes and struggles, and their solutions and coping mechanisms within their contexts. It concludes with a discussion chapter that looks at the teachers' collective strengths and struggles comparatively, connecting these to broader issues. The final section presents bilingual education resources -- useful information for practitioners. This includes foundation texts on the theories and practices of bilingual education, demographic information, a glossary of bilingual education terms, listings of curricula, tests, and literature mentioned by the teachers, and professional network sources.
Bilingual Education: Teachers' Narratives
by Nancy LembergerThis book grew out of the joys and challenges the author experienced as a Spanish/English bilingual teacher of culturally and linguistically diverse students. It tells what it is like to be a bilingual teacher. As a result, it helps other teachers and prospective teachers understand the complex nature of bilingual teaching, shares some successful teaching strategies that other teachers have used, and encourages teachers to find their own solutions despite limited support. The book is structured in three parts. The introduction explains how the book evolved, defines its relation to other qualitative research, and offers suggestions for how to use the book. The second part consists of eight bilingual teachers' stories that provide a glimpse of them as people, their schools and programs, their successes and struggles, and their solutions and coping mechanisms within their contexts. It concludes with a discussion chapter that looks at the teachers' collective strengths and struggles comparatively, connecting these to broader issues. The final section presents bilingual education resources -- useful information for practitioners. This includes foundation texts on the theories and practices of bilingual education, demographic information, a glossary of bilingual education terms, listings of curricula, tests, and literature mentioned by the teachers, and professional network sources.
The Work of Teachers in America: A Social History Through Stories
by Rosetta Marantz Cohen Samuel ScheerThis volume presents a complex portrait of the American teacher through a fascinating range of "story" narratives, including fictional short stories, poetry, diaries, letters, ethnographies, and autobiographies. Through these stories, the volume traces the evolution of the teacher and the profession over the course of two centuries -- from the late 1700s to the late 1900s. In depicting the profession over time, the authors include stories by and about both male and female teachers, as well as teachers from a wide range of cultural and ethnic backgrounds, including white, black, Hispanic, Asian-American, immigrant and native-born, and gay and straight. This book offers accessible, comprehensive introductions to both the central ideas associated with each period and to the representative individual stories that are included within it. The volume editors connect each of the parts to earlier and later ones by tracing evolving themes of feminization, teacher activism, conceptions of curriculum and discipline, and issues of multiculturalism. Questions, suggested readings, and activities are offered at the end of each section. Photographs and drawings -- retrieved from state historical archives -- provide telling images of the teacher in each of the four periods.
The Work of Teachers in America: A Social History Through Stories
by Rosetta Marantz Cohen Samuel ScheerThis volume presents a complex portrait of the American teacher through a fascinating range of "story" narratives, including fictional short stories, poetry, diaries, letters, ethnographies, and autobiographies. Through these stories, the volume traces the evolution of the teacher and the profession over the course of two centuries -- from the late 1700s to the late 1900s. In depicting the profession over time, the authors include stories by and about both male and female teachers, as well as teachers from a wide range of cultural and ethnic backgrounds, including white, black, Hispanic, Asian-American, immigrant and native-born, and gay and straight. This book offers accessible, comprehensive introductions to both the central ideas associated with each period and to the representative individual stories that are included within it. The volume editors connect each of the parts to earlier and later ones by tracing evolving themes of feminization, teacher activism, conceptions of curriculum and discipline, and issues of multiculturalism. Questions, suggested readings, and activities are offered at the end of each section. Photographs and drawings -- retrieved from state historical archives -- provide telling images of the teacher in each of the four periods.
Tailoring Health Messages: Customizing Communication With Computer Technology
by Matthew W. Kreuter David W. Farrell Laura R. Olevitch Laura K. BrennanThrough the use of new technologies, researchers, and practitioners in health education and health communication can now provide health information and behavior change strategies that are customized based on the unique needs, interests, and concerns of different individuals. These tailored health messages can be highly effective in assisting individuals in understanding and responding to health concerns. In this volume, Matthew Kreuter, David Farrell, and their colleagues define the process of tailoring and describe its uses in health communication programs. They present a theoretical and public health rationale for tailoring and support their position with empirical evidence. They also lay out the steps involved in creating and delivering tailored health communication programs, which can then be applied in practice. Practitioners, researchers, and students in health communication, health psychology, public health, and related areas will find this book to be a vital and invaluable resource for improving communication about health issues.
Tailoring Health Messages: Customizing Communication With Computer Technology
by Matthew W. Kreuter David W. Farrell Laura R. Olevitch Laura K. BrennanThrough the use of new technologies, researchers, and practitioners in health education and health communication can now provide health information and behavior change strategies that are customized based on the unique needs, interests, and concerns of different individuals. These tailored health messages can be highly effective in assisting individuals in understanding and responding to health concerns. In this volume, Matthew Kreuter, David Farrell, and their colleagues define the process of tailoring and describe its uses in health communication programs. They present a theoretical and public health rationale for tailoring and support their position with empirical evidence. They also lay out the steps involved in creating and delivering tailored health communication programs, which can then be applied in practice. Practitioners, researchers, and students in health communication, health psychology, public health, and related areas will find this book to be a vital and invaluable resource for improving communication about health issues.
Early 3 Rs: How To Lead Beginners Into Reading, Writing, and Arithme-talk
by Lee MountainThis practical, reader-friendly textbook for preservice and in-service early childhood education and early literacy courses provides "how-to-do-it" instructions for promoting emergent literacy in reading, writing, and arithmetic from preschool into the primary grades. Early 3 Rs answers the question: "What can I SAY and DO to give each child the best possible start on the 3 Rs?" With the strategies and materials in this book, a teacher can give personalized direct instruction in the 3 Rs to a beginner, in just a few minutes a day. The early chapters tell how to prepare a young child for reading, writing, and arithmetic. Subsequent chapters show how to give a beginner an early start on learning the 3 Rs. All strategies begin with the oral approach (from phonemic awareness to "arithme-talk") and then progress to print that is personally meaningful to a young child. Early 3 Rs: * Includes arithmetic as a component of early literacy. * Gives developmentally appropriate methods for direct teaching of the 3 Rs. * Provides scripts of what the teacher can say to promote early learning. * Helps education students in field-based classes offer personalized instruction. Early 3 Rs is written to be very reader friendly: the approach is intentionally eclectic; the writing deliberately avoids heavy theory; the goal is to provide an easy-to-use, highly practical and accessible guide for those who work in early childhood education settings.
Early 3 Rs: How To Lead Beginners Into Reading, Writing, and Arithme-talk
by Lee MountainThis practical, reader-friendly textbook for preservice and in-service early childhood education and early literacy courses provides "how-to-do-it" instructions for promoting emergent literacy in reading, writing, and arithmetic from preschool into the primary grades. Early 3 Rs answers the question: "What can I SAY and DO to give each child the best possible start on the 3 Rs?" With the strategies and materials in this book, a teacher can give personalized direct instruction in the 3 Rs to a beginner, in just a few minutes a day. The early chapters tell how to prepare a young child for reading, writing, and arithmetic. Subsequent chapters show how to give a beginner an early start on learning the 3 Rs. All strategies begin with the oral approach (from phonemic awareness to "arithme-talk") and then progress to print that is personally meaningful to a young child. Early 3 Rs: * Includes arithmetic as a component of early literacy. * Gives developmentally appropriate methods for direct teaching of the 3 Rs. * Provides scripts of what the teacher can say to promote early learning. * Helps education students in field-based classes offer personalized instruction. Early 3 Rs is written to be very reader friendly: the approach is intentionally eclectic; the writing deliberately avoids heavy theory; the goal is to provide an easy-to-use, highly practical and accessible guide for those who work in early childhood education settings.
Elementary Science Teacher Education: International Perspectives on Contemporary Issues and Practice
by Ken AppletonCo-Published with the Association For Science Teacher Education. Reflecting recent policy and standards initiatives, emerging research agendas, and key innovations, this volume provides a contemporary overview of important developments and issues that have that have in recent years shaped elementary science education pre-service courses and professional development, and practices that are shaping future directions in the field. Contributors from several countries who are actively engaged in research and design in elementary science education address:*Conceptual issues which impinge on contemporary science teacher education;*Intersections of content, pedagogy, and practice; and*Professional development as a contextualized practice.Elementary Science Teacher Education: International Perspectives on Contemporary Issues and Practice offers a clear picture of the current state of the field and directions for the future--to the benefit of elementary science teacher educators, aspiring teacher educators, school policy makers, other professionals involved in science education and, ultimately, the millions of elementary school children who will gain from improved practice.
Elementary Science Teacher Education: International Perspectives on Contemporary Issues and Practice
by Ken AppletonCo-Published with the Association For Science Teacher Education. Reflecting recent policy and standards initiatives, emerging research agendas, and key innovations, this volume provides a contemporary overview of important developments and issues that have that have in recent years shaped elementary science education pre-service courses and professional development, and practices that are shaping future directions in the field. Contributors from several countries who are actively engaged in research and design in elementary science education address:*Conceptual issues which impinge on contemporary science teacher education;*Intersections of content, pedagogy, and practice; and*Professional development as a contextualized practice.Elementary Science Teacher Education: International Perspectives on Contemporary Issues and Practice offers a clear picture of the current state of the field and directions for the future--to the benefit of elementary science teacher educators, aspiring teacher educators, school policy makers, other professionals involved in science education and, ultimately, the millions of elementary school children who will gain from improved practice.
Multicultural Issues and Literacy Achievement
by Kathryn AuThis book is a sequel to the author's earlier volume entitled, Literacy Instruction in Multicultural Settings. In addition to extensive updating of earlier material, this book extends the content coverage to include issues of power, attitudes, and systemic change through the application of discourse theory and critical theory. In doing so, however, the author has tried to maintain the brevity, stylistic clarity, and classroom focus of the earlier volume.Key features of this important new book include:*Teaching Flexibility. Although written with the classroom needs of pre-service teachers in mind, theory and research are treated in sufficient depth to make the book suitable for graduate courses and for teacher study groups.*Issues Organization. Each chapter is organized around familiar issues that characterize schools and classrooms with diverse student populations and explores these issues through new lenses that most teachers have not previously encountered.*Social Constructivist Perspective. Critical theory, discourse theory, and historical perspective are introduced in order to sensitize readers to the need to recognize negative, socially sustained patterns that hamper literacy achievement and replace them with positive patterns. To this end each chapter asks students to maintain a running list of negative patterns along with alternative positive patterns.
Multicultural Issues and Literacy Achievement
by Kathryn AuThis book is a sequel to the author's earlier volume entitled, Literacy Instruction in Multicultural Settings. In addition to extensive updating of earlier material, this book extends the content coverage to include issues of power, attitudes, and systemic change through the application of discourse theory and critical theory. In doing so, however, the author has tried to maintain the brevity, stylistic clarity, and classroom focus of the earlier volume.Key features of this important new book include:*Teaching Flexibility. Although written with the classroom needs of pre-service teachers in mind, theory and research are treated in sufficient depth to make the book suitable for graduate courses and for teacher study groups.*Issues Organization. Each chapter is organized around familiar issues that characterize schools and classrooms with diverse student populations and explores these issues through new lenses that most teachers have not previously encountered.*Social Constructivist Perspective. Critical theory, discourse theory, and historical perspective are introduced in order to sensitize readers to the need to recognize negative, socially sustained patterns that hamper literacy achievement and replace them with positive patterns. To this end each chapter asks students to maintain a running list of negative patterns along with alternative positive patterns.
Supervising New Professionals in Student Affairs: A Guide for Practioners
by Steven M. Janosik Don G. Creamer Joan B. Hirt Roger B. Winston Sue A. Saunders Diane L. CooperThis handbook explains the rationale behind supervised practice, and addresses design, supervision, and ethical components that are relevant to both faculty teaching supervised practice courses and supervisors overseeing students on-site.
The Farther Adventures of Robinson Crusoe
by Daniel DefoeYears after being rescued, Robinson Crusoe is drawn back to the island he was shipwrecked on, and when his nephew offers to take him on board his trading vessel, Crusoe cannot refuse the opportunity to return to the seas, where new adventures await.
A Journal of the Plague Year
by Daniel DefoeA London narrator recounts both the personal and the political happenings of a single year during the Great Plague in the seventeenth century.
Supervising New Professionals in Student Affairs: A Guide for Practioners
by Steven M. Janosik Don G. Creamer Joan B. Hirt Roger B. Winston Sue A. Saunders Diane L. CooperThis handbook explains the rationale behind supervised practice, and addresses design, supervision, and ethical components that are relevant to both faculty teaching supervised practice courses and supervisors overseeing students on-site.
Inside Magazines: A career builder's guide
by Michael BarnardFirst published in 1989. Routledge is an imprint of Taylor & Francis, an informa company.
Inside Magazines: A career builder's guide
by Michael BarnardFirst published in 1989. Routledge is an imprint of Taylor & Francis, an informa company.
Transforming Curriculum for A Culturally Diverse Society
by Etta R. HollinsThe intention of this book is to engage educators in transforming the public school curriculum for a culturally diverse society. This means more than including knowledge about diverse populations. It means reconceptualizing school practices through debate, deliberation, and collaboration involving the diverse voices that comprise the nation. Certain key questions must be addressed in this process: * What should be the purpose of schooling in a culturally diverse society? * Who should be involved in curriculum planning and what process should be employed? * How is the actualized curriculum differentiated? * What is the relationship between school practices and the structure of the larger society? * How should the curriculum be evaluated? The authors of the essays in this book address critical perspectives from which a framework is constructed for a discourse on planning curriculum for a culturally diverse society. In a substantive introduction, Hollins presents the major themes and overall goals of the book and describes how the readings in each of the four parts are linked to each other and to these themes and goals. Each part begins with critical questions and an overview to provide a framework and a focus for the readings that follow, and concludes with suggested learning experiences.
Transforming Curriculum for A Culturally Diverse Society
by Etta R. HollinsThe intention of this book is to engage educators in transforming the public school curriculum for a culturally diverse society. This means more than including knowledge about diverse populations. It means reconceptualizing school practices through debate, deliberation, and collaboration involving the diverse voices that comprise the nation. Certain key questions must be addressed in this process: * What should be the purpose of schooling in a culturally diverse society? * Who should be involved in curriculum planning and what process should be employed? * How is the actualized curriculum differentiated? * What is the relationship between school practices and the structure of the larger society? * How should the curriculum be evaluated? The authors of the essays in this book address critical perspectives from which a framework is constructed for a discourse on planning curriculum for a culturally diverse society. In a substantive introduction, Hollins presents the major themes and overall goals of the book and describes how the readings in each of the four parts are linked to each other and to these themes and goals. Each part begins with critical questions and an overview to provide a framework and a focus for the readings that follow, and concludes with suggested learning experiences.
Moll Flanders
by Daniel DefoeDaniel Dafoe's Moll Flanders tells the story of a woman who manages, by her wit and beauty, to survive and thrive in a life of sin and wickedness.
Roxana
by Daniel DefoeWhen left penniless by her faithless husband, Roxana, in order to provide for herself and her five children, reluctantly becomes the mistress of her landlord, who has been abandoned by his wife. Despite the circumstances of their arrangement, the landlord proves to be a good and faithful man, providing Roxana with a regular income and bequeathing to her, upon his death, part of his fortune.But when her lover is brutally murdered, Roxana is left to once again fend for herself, and uses her feminine charms to accumulate the wealth and security she so desperately craves.
Culture and Teaching
by Daniel P. Liston Kenneth M. ZeichnerThis is the second volume in the "Reflective Teaching and the Social Conditions of Schooling" series. Reflection in the area of culture and teaching necessarily takes teachers on both an introspective journey and an examination of the social conditions of schooling. There is a need to know not only what they believe but also what schools do. It has long been charged that our educational system privileges some and disenfranchises others. Schools are not the equitable institutions that one would hope them to be--a feature of schooling and one that deserves a great deal more attention. This work facilitates an examination of its readers' own beliefs, acquaints them with the sentiments and arguments of others, and encourages them to look further into the social conditions of schooling.
To Be a Playwright
by Janet NeiprisFirst Published in 2006. Routledge is an imprint of Taylor & Francis, an informa company.