- Table View
- List View
A Meeting of Minds
by Judith Skelton GrantOpened in 1963, Massey College is a residential college for graduate students at the University of Toronto. The college was the brainchild of Vincent Massey, Canada's first native-born Governor General, who wanted to create an intellectually stimulating milieu like the one he associated with the long-established colleges of Oxford and Cambridge. Massey College's first master was the legendary Canadian novelist, playwright, and editor, Robertson Davies. Davies and his successors - Patterson Hume, Ann Saddlemyer, and John Fraser - fostered a dynamic community of students, scholars, and public intellectuals that thrives today under the mastership of Hugh Segal.Written by Judith Skelton Grant, A Meeting of Minds is the definitive account of the college's first fifty years, its many traditions, and the hundreds of fellows who have passed through its halls. Full of wonderful anecdotes about the college's notable fellows and alumni, this history of Massey College takes the reader into the heart of one of Canada's most important intellectual institutions.
Meeting SEN in the Curriculum: Citizenship (Addressing SEND in the Curriculum)
by Alan CombesTeachers are meeting more pupils with special needs in mainstream classrooms and although there are general issues to be aware of, subject specialists will always want specific guidance and examples. This series combines SEN expertise with subject knowledge to produce practical and immediate support including: Policy writing and how to do it; Simple explanations of SEN labels; Creating an inclusive classroom environment; Monitoring and assessment; Working with TAs.
Meeting SEN in the Curriculum: ICT (Addressing Send In The Curriculum Ser.)
by Sally McKeownThis book includes:an explanation of the Government's inclusion/SEN strategyguidance on Departmental Policyan explanation of SEN terminologyadvice on creating an inclusive environmentchoosing the right hardware and softwarehelpful case studies highlighting different uses of computer packagesmeeting the needs of different learning stylesdownloadable resources.
Meeting Special Educational Needs in Primary Classrooms: Inclusion and how to do it
by Sue BriggsThere are greater numbers of children with Special Educational Needs and Disabilities (SEND) now attending mainstream schools. This fully updated and revised edition of Meeting Special Educational Needs in Primary Classrooms is written by an experienced teacher, adviser and SEN consultant and explains the challenges that these children face. This is a practical book full of guidance for teachers and teaching assistants who support children with SEND in mainstream primary classrooms. Now fully updated to include the requirements of the 2014 Children and Families Act and SEND Code of Practice, this book: contains photocopiable resources and templates promotes successful communication between teachers, parents and students covers all aspects of teaching children with SEND, including planning, teaching and learning. With practical guidance on how to make the curriculum more accessible for children with SEND, this book will help teachers and TAs work together to support pupils with Special Educational Needs and Disabilities more effectively.
Meeting Special Educational Needs in Secondary Classrooms: Inclusion and how to do it
by Sue BriggsThere are greater numbers of children with Special Educational Needs and Disabilities (SEND) now attending mainstream schools. This fully updated and revised edition of Meeting Special Educational Needs in Secondary Classrooms is written by an experienced teacher, adviser and SEN consultant and explains the challenges that these children face. This is a practical book full of guidance for teachers and teaching assistants who support children with SEND in mainstream secondary classrooms. Now fully updated to include the requirements of the 2014 Children and Families Act and SEND Code of Practice, this book: covers all aspects of teaching children with SEND, including planning, teaching and learning promotes successful communication between teachers, parents and students contains photocopiable resources and templates. With practical guidance on how to make the curriculum more accessible for children with SEND, this book will help teachers and TAs work together to support pupils with Special Educational Needs and Disabilities more effectively.
Meeting Special Needs in Mainstream Schools: A Practical Guide for Teachers
by Garry Hornby Richard StakesFirst Published in 2001. Routledge is an imprint of Taylor & Francis, an informa company.
Meeting Special Needs in the Early Years: Directions in Policy and Practice
by Sheila WolfendaleFirst Published in 1997. Routledge is an imprint of Taylor & Francis, an informa company.
Meeting the American Diabetes Association Standards of Care
by Mayer B. DavidsonImproving glycemic, lipid, and blood pressure outcomes is the essence of diabetes care. Maintaining consistently positive results is an ongoing challenge for every healthcare professional. After years of clinical practice, Mayer Davidson, MD, has developed a series of algorithmic techniques that can increase positive results. Based on ADA's Standards of Care, this book offers detailed treatment algorithms that have been shown to be clinically effective in improving outcomes in people with diabetes.
Meeting the Challenge: Innovative Feminist Pedagogies in Action
by Ellen RoseFirst published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.
Meeting the Challenge of Adolescent Literacy
by Michael B. Sherry Joseph R. Freidhoff Mark W. Conley Steven Forbes TuckeyIn this concise, thought-provoking book, prominent researchers analyze existing knowledge on adolescent literacy, examine the implications for classroom instruction, and offer specific goals for future research. The volume reviews cutting-edge approaches to understanding the unique features of teaching and learning in secondary schools. Particular attention is given to how teaching literacy across disciplines can improve students' content-area learning, and the book includes chapters dedicated to literacy in math and science classrooms. Also addressed are key findings and unresolved questions regarding fluency instruction, struggling adolescent readers, responding to the literacy needs of African American adolescents, and literacy coaching.
Meeting the Challenges of Existential Threats through Educational Innovation: A Proposal for an Expanded Curriculum (Routledge Research in Education)
by Herner SaeverotMeeting the Challenges of Existential Threats through Educational Innovation is the first book of its kind to provide an educational and systematic analysis of problems and solutions regarding the most pressing threats that humankind is facing. The book makes a case for the importance of education responding to significant threats; including climate change, pandemics, decline in global biodiversity, overpopulation, egoism, ideologies, nuclear, biological and chemical warfare, inequality, artificial intelligence, and ignorance and the distortion of truth. Written by leading experts in their field based on cutting-edge research, the chapters explore these issues and offer suggestions for how education can address these problems in the future. This groundbreaking and highly topical book will be an essential reading for academics, researchers and post-graduate students in the fields of education research, environmental studies, educational politics and organizational management.
Meeting the Challenges to Measurement in an Era of Accountability
by Henry BraunUnder pressure and support from the federal government, states have increasingly turned to indicators based on student test scores to evaluate teachers and schools, as well as students themselves. The focus thus far has been on test scores in those subject areas where there is a sequence of consecutive tests, such as in mathematics or English/language arts with a focus on grades 4-8. Teachers in these subject areas, however, constitute less than thirty percent of the teacher workforce in a district. Comparatively little has been written about the measurement of achievement in the other grades and subjects. This volume seeks to remedy this imbalance by focusing on the assessment of student achievement in a broad range of grade levels and subject areas, with particular attention to their use in the evaluation of teachers and schools in all. It addresses traditional end-of-course tests, as well as alternative measures such as portfolios, exhibitions, and student learning objectives. In each case, issues related to design and development, psychometric considerations, and validity challenges are covered from both a generic and a content-specific perspective. The NCME Applications of Educational Measurement and Assessment series includes edited volumes designed to inform research-based applications of educational measurement and assessment. Edited by leading experts, these books are comprehensive and practical resources on the latest developments in the field. The NCME series editorial board is comprised of Michael J. Kolen, Chair; Robert L. Brennan; Wayne Camara; Edward H. Haertel; Suzanne Lane; and Rebecca Zwick.
Meeting the Child in Steiner Kindergartens: An Exploration of Beliefs, Values and Practices
by Rod Parker-ReesWhat can early years practitioners learn from Steiner kindergartens? What is distinctive about Steiner kindergarten teachers’ ways of getting to know children? As demands for accountability in Early Years settings continue to grow, external pressure to assess children and to measure their progress can disrupt the development of informal and intimate relationships between teachers and children. The contributors to this book, who include both experienced Steiner educators and early childhood experts from other backgrounds, have worked together to explore and understand what is distinctive about Steiner kindergarten practice. They present a variety of perspectives on the ways in which kindergarten teachers’ practices, values and beliefs can help children to find and construct their own identities, through play and through engagement in the life of their community. The authors explore key aspects of Steiner kindergarten practice, including caring for the physical environment, establishing rhythms and routines for children’s activity, and providing times and spaces in which teachers and children can get to know each other. By meeting with children and teachers, through rich accounts of day to day life in kindergartens and through accounts of the values and principles which inform their practice, readers will be encouraged to question and reflect on their own approaches to observation and assessment.
Meeting the Early Learning Goals Through Role Play: A Practical Guide for Teachers and Assistants
by Marie AldridgeThis book offers step-by-step guidance to help busy practitioners create meaningful role play that will delight young children, enhance learning and link to the Early Learning Goals. The role play scenarios have been carefully created so that children can identify with them and will be excited and eager to join in. They give children the opportunity to play freely, to discover and develop at their own pace and to link directly to the Early Learning Goals and beyond. This Book shows practitioners exactly how to plan, organize and implement role play activities. The activities have been tried, tested and enjoyed in the busy nursery where the author works. The book also divides the play scenarios into the DfES stated area of learning (personal, social, emotional, communication, language and literacy, mathematical, knowledge of the world, creative and physical) allowing practitioners to choose activities to suit their needs. The book includes: step-by-step guidance; photographs and plans; a list of easily obtained and inexpensive play equipment; and a planning template for practitioners to develop their own ideas. It should prove useful to teachers and assistants from nursery classes up to key stage 1.
Meeting the Ethical Challenges of Leadership: Casting Light or Shadow
by Craig E. JohnsonEthics is at the heart of leadership. Leaders must make every effort to make ethical decisions and foster ethical behavior among followers. The seventh edition of Meeting the Ethical Challenges of Leadership: Casting Light or Shadow 8th edition explores the ethical demands of leadership and the dark side of leadership. Bestselling author Craig E. Johnson takes an interdisciplinary approach, drawing from many fields of research to help readers make ethical decisions, lead with integrity, and create an ethical culture. Packed with dozens of real-world case studies, examples, self-assessments, and applications, this fully-updated new edition is designed to increase students’ ethical competence and leadership abilities.
Meeting the Ethical Challenges of Leadership: Casting Light or Shadow
by Craig E. JohnsonEthics is at the heart of leadership. Leaders must make every effort to make ethical decisions and foster ethical behavior among followers. The seventh edition of Meeting the Ethical Challenges of Leadership: Casting Light or Shadow 8th edition explores the ethical demands of leadership and the dark side of leadership. Bestselling author Craig E. Johnson takes an interdisciplinary approach, drawing from many fields of research to help readers make ethical decisions, lead with integrity, and create an ethical culture. Packed with dozens of real-world case studies, examples, self-assessments, and applications, this fully-updated new edition is designed to increase students’ ethical competence and leadership abilities.
Meeting the Learning Needs of All Children: Personalised Learning in the Primary School
by Joan DeanPersonalized learning involves helping each child to reach his or her full potential - intellectually, personally and socially. To achieve this, teachers need to match learning opportunities to the learning styles and experiences of the children, taking into account individual differences in culture, language, background, ability and interests.For
Meeting the Make-Out King
by Lynn CullenSeventh-grader Nora's happiness at being accepted into the cool crowd at school turns to discomfort when Dawn tries to match her up with Mark the make-out king.
Meeting the Mental Health Needs of Children 4-11 Years (Positive Mental Health)
by Jonathan Glazzard Caroline BlighHelps teachers to identify and support primary-aged children with mental health needs, providing a range of evidence-based tools. The mental health and well-being of children in primary schools is a current concern. Do you feel equipped to identify mental health needs in your pupils? Do you have the knowledge and understanding to adequately support them? Do you understand where your responsibilities start and stop? This book helps you address these questions and more, providing a range ofevidence-based strategies and tools. It introduces the various risk factorsinvolved, shows how you can build resilience in children, and focuses on identifying and supporting both specific mental health needs and particular groups of pupils.
Meeting the Mental Health Needs of Learners 11-18 Years (Positive Mental Health)
by Jonathan Glazzard Kate BancroftThe mental health of young people in secondary schools is a current concern. Do you feel equipped to identify mental health needs in your learners? Do you have the knowledge and understanding to adequately support them? Do you understand where your responsibilities start and stop? This book helps you address these questions and more, providing a range ofevidence-based strategies and tools. It introduces the various risk factorsinvolved, shows how you can build resilience in your students, and focuseson identifying and supporting both specific mental health needs and particulargroups of learners.
Meeting the Mental Health Needs of Young Children 0-5 Years (Positive Mental Health)
by Marie Potter Samuel StonesThe mental health of children is a current concern, and this applies even to the earliest years of a child’s life. This book supports trainees and practitioners working in early years contexts to understand the risk factors which can result in the development of mental health needs in children from birth to 5. It argues that high quality early years provision can mitigate against some of these risk factors and provides clear, evidence-informed guidance around government policy, transitions, attachment and working with parents or carers.
Meeting the needs of children with autistic spectrum disorders
by Glenys Jones Rita JordanThis text is meant as a companion for students in teacher-training, newly-qualified teachers, or for anyone teaching children with autistic spectrum disorders for the first time in a mainstream setting. Using a case-study approach, the authors: help the teacher to identify the meaning behind pupils' actions and reactions; provide suggested responses via practical exercises and curriculum ideas; and provide signposts to other useful literature and list services and organisations which can further help the pupil. No prior knowledge of autistic spectrum disorders is required.
Meeting the Needs of Young Children with English as an Additional Language: Research Informed Practice
by Malini Mistry Krishan SoodDrawing on the latest research into how young children learn, this book considers how early years practitioners can best meet the needs of children with English as an Additional Language. It examines the factors that influence children’s learning including parents and the family, the environment, health and well-being, curriculum, play and relationships and aims to challenge misconceptions, assumptions and stereotypes. Featuring case studies and reflective questions, the chapters explore a range of important topics including: Language learning for children with EAL The historical concept and modern reconceptualisation of EAL How to develop and use Culturally Appropriate Pedagogy Regulation and performativity and their implications for children with EAL Leading learning for children with EAL Meeting the Needs of Young Children with English as an Additional Language is essential reading for students and practitioners wanting to promote an inclusive culture where different languages, cultures and religions are accepted and celebrated.
Meeting the Needs of Your Most Able Pupils: Science (The Gifted and Talented Series)
by Tim AldermanMeeting the Needs of Your Most Able Pupils: Science provides specific guidance on: recognising high ability and multiple intelligences planning, differentiation and extension/enrichment teacher questioning skills support for more able pupils with special educational needs (dyslexia, ADHD, sensory impairment) homework recording and assessment beyond the classroom: visits, competitions, summer schools, masterclasses, links with universities, businesses and other organisations. This book includes comprehensive appendices with linked resources available online that feature: useful contacts and resources lesson plans liaison sheets for Teaching Assistants homework activities monitoring sheets. This book is an essential resource for secondary teachers, subject heads of departments, Leading Teachers for G&T Education (Gifted and Talented co-ordinators), SENCos and LA advisers.
Meeting the Needs of Your Most Able Pupils: English (The Gifted and Talented Series)
by Erica GlewMeeting the Needs of Your Most Able Pupils: English provides specific guidance on: Recognising high ability and multiple intelligences Planning, differentiation and extension/enrichment in English Teacher questioning skills Support for more able pupils with special educational needs (dyslexia, ADHD, sensory impairment) Homework Recording and assessment Beyond the classroom: Visits, competitions, summer schools, masterclasses, links with universities, businesses and other organisations This book includes comprehensive appendices with linked resources available online that feature: Useful contacts and resources Lesson plans Liaison sheets for Teaching Assistants Homework activities Monitoring sheets This book is an essential resources for secondary teachers, subject heads of departments, leading teachers for G&T Education (Gifted and Talented co-ordinators), SENCos and LA advisers.