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Teaching Language and Communication to the Mentally Handicapped (Routledge Library Editions: Special Educational Needs #35)
by Ken Leeming Will Swann Judith Coupe Peter MittlerFirst published in 1979. This report offers a working model for the teaching of language and communication to the mentally handicapped which derives from both theory and practice, and tries to build a bridge between them. It provides detailed examples of teachers putting principles into action and illustrates how teachers and children work together. The report will be of interest to all those concerned with the welfare of the handicapped child, including the parents. It provides both a working text for teachers, and a basis for critical discussion about curriculum development and content in special needs schools.
Teaching, Learning, and Schooling in Film: Reel Education
by Ian Renga Daniel ListonFilms about education provide many of the most popular interpretations of what teaching and learning mean in schools. An analysis of this medium reveals much about the historical, cultural, political, and philosophical dimensions of education. Timely and engaging, this book fills a gap for scholarly and informed public commentary on the portrayal of education in film, offering a wide range of conceptual and interpretive perspectives. Teaching, Learning, and Schooling in Film explores several key questions, including: What does it mean to be a good teacher? How do these good teachers instruct? When is and what makes teaching complex? What constitutes learning? Do educational reforms work? The book’s interdisciplinary group of contributors answers these important questions in essays highlighting Hollywood, independent, and documentary films. Prospective and practicing teachers will engage with the thought-provoking educational issues raised in this book and gain insight into the complexities of teaching and learning portrayed in film.
Teaching Media Literacy with Social Media News: Practical Techniques for Middle and High School Classrooms
by Roy S. WhitehurstFeaturing tools, activities, and insightful stories from a CIA analyst and instructor with 30+ years’ of experience, this practical and engaging book supports busy educators to teach the lifelong skills of news and media literacy to their students.Based on existing curriculum and teaching standards, this guidebook shows how social studies and English language arts (ELA) teachers can build students’ confidence with social media evaluation skills, which are critical to engaging in civic discourse and building a stronger democracy. In Part 1, Whitehurst gives an overview of the media evaluation techniques based on those you would learn as a CIA analyst, including understanding how our biases and mindset make us vulnerable to disinformation, learning how media tries to persuade us, checking facts, and spotting disinformation. Part 2 dives deeper by showing teachers how learners can check if an argument on social media is valid, and how fallacies and manipulation tactics in online arguments can complicate this important skill. It is illustrated by examples from social media and contemporary popular culture in different mediums, including videos, photos, memes, and AI-generated content. You can also find fresh and updated social media examples on the author’s website, News Literacy Sleuth.Packed with practical classroom resources, examples from popular culture, and engaging insights into the CIA analyst role, this book is designed to support middle and high school teachers with news and media literacy in social studies, civic education, and ELA.
Teaching Migrant Children in West Germany and Europe, 1949–1992 (Palgrave Studies in the History of Childhood)
by Brittany LehmanThis book examines the right to education for migrant children in Europe between 1949 and 1992. Using West Germany as a case study to explore European trends, the book analyzes how the Council of Europe and European Community’s ideological goals were implemented for specific national groups. The book starts with education for displaced persons and exiles in the 1950s, then compares schooling for Italian, Greek, and Turkish labor migrants, then circles back to asylum seekers and returning ethnic Germans. For each group, the state entries involved tried to balance equal education opportunities with the right to personhood, an effort which became particularly convoluted due to implicit biases. When the European Union was founded in 1993, children’s access to education depended on a complicated mix of legal status and perception of cultural compatibility. Despite claims that all children should have equal opportunities, children’s access was limited by citizenship and ethnic identity.
Teaching Mindfulness Skills to Kids and Teens
by Christopher Willard Amy Saltzman Susan Kaiser GreenlandPacked with creative, effective ideas for bringing mindfulness into the classroom, child therapy office, or community, this book features sample lesson plans and scripts, case studies, vignettes, and more. Leading experts describe how to harness the unique benefits of present-focused awareness for preschoolers, school-age kids, and teens, including at-risk youth and those with special needs. Strategies for overcoming common obstacles and engaging kids with different learning styles are explored. Chapters also share ways to incorporate mindfulness into a broad range of children's activities, such as movement, sports, music, games, writing, and art. Giving clinicians and educators practices they can use immediately, the book includes clear explanations of relevant research findings.
Teaching Orientation and Mobility in the Schools: An Instructor's Companion
by Natalie Isaak KnottTeaching Orientation and Mobility in the Schools: An Instructor's Companion offers orientation and mobility (O&M) instructors and professionals working with students with visual impairments insights and advice. The book offers creative instructional methods and practical strategies as well as useful forms and checklist.
Teaching Plans for Handicapped Children (Routledge Library Editions: Special Educational Needs #38)
by Franz MorgensternFirst published in 1981. Teaching handicapped children confronts us with the challenge of having to plan, deliberately and systematically, how to teach a child to look, listen, move, explore, play, relate to others and to understand and speak their own language – all skills which do not normally have to be taught at all. This book, based on a lifetime’s experience of working with handicapped people of all ages, provides a basic understanding of the effects of a handicap on a child’s development.
Teaching Plato in Palestine
by Carlos Fraenkel Michael WalzerTeaching Plato in Palestine is part intellectual travelogue, part plea for integrating philosophy into our personal and public life. Philosophical toolkit in tow, Carlos Fraenkel invites readers on a tour around the world as he meets students at Palestinian and Indonesian universities, lapsed Hasidic Jews in New York, teenagers from poor neighborhoods in Brazil, and the descendants of Iroquois warriors in Canada. They turn to Plato and Aristotle, al-Ghazālī and Maimonides, Spinoza and Nietzsche for help to tackle big questions: Does God exist? Is piety worth it? Can violence be justified? What is social justice and how can we get there? Who should rule? And how shall we deal with the legacy of colonialism? Fraenkel shows how useful the tools of philosophy can be--particularly in places fraught with conflict--to clarify such questions and explore answers to them. In the course of the discussions, different viewpoints often clash. That's a good thing, Fraenkel argues, as long as we turn our disagreements on moral, religious, and philosophical issues into what he calls a "culture of debate." Conceived as a joint search for the truth, a culture of debate gives us a chance to examine the beliefs and values we were brought up with and often take for granted. It won't lead to easy answers, Fraenkel admits, but debate, if philosophically nuanced, is more attractive than either forcing our views on others or becoming mired in multicultural complacency--and behaving as if differences didn't matter at all.
Teaching Plato in Palestine: Philosophy in a Divided World
by Michael Walzer Carlos FraenkelTeaching Plato in Palestine is part intellectual travelogue, part plea for integrating philosophy into our personal and public life. Philosophical toolkit in tow, Carlos Fraenkel invites readers on a tour around the world as he meets students at Palestinian and Indonesian universities, lapsed Hasidic Jews in New York, teenagers from poor neighborhoods in Brazil, and the descendants of Iroquois warriors in Canada. They turn to Plato and Aristotle, al-Ghaz?l? and Maimonides, Spinoza and Nietzsche for help to tackle big questions: Does God exist? Is piety worth it? Can violence be justified? What is social justice and how can we get there? Who should rule? And how shall we deal with the legacy of colonialism? Fraenkel shows how useful the tools of philosophy can be--particularly in places fraught with conflict--to clarify such questions and explore answers to them. In the course of the discussions, different viewpoints often clash. That's a good thing, Fraenkel argues, as long as we turn our disagreements on moral, religious, and philosophical issues into what he calls a "culture of debate." Conceived as a joint search for the truth, a culture of debate gives us a chance to examine the beliefs and values we were brought up with and often take for granted. It won't lead to easy answers, Fraenkel admits, but debate, if philosophically nuanced, is more attractive than either forcing our views on others or becoming mired in multicultural complacency--and behaving as if differences didn't matter at all.
Teaching Popular Culture: Beyond Radical Pedagogy (Media, Education and Culture)
by David BuckinghamTeaching about the media and popular culture has been a major concern for radical educators. Yet in recent years, the hyperbolic rhetoric of "critical pedagogy" has come under attack, not only from theoretical perspectives such as feminism, anti-racism and postmodernism, but also in The Light Of Actual Classroom Experience. The Notion That Teachers Might "liberate" students through rationalistic forms of ideological critique has been increasingly questioned, not only on the grounds of its political arrogance, but also because of its ineffectiveness in practice. This book seeks to move beyond the limitations of these debates, and to explore positive alternatives. It contains a broad international range of contributions, covering practice from primary schools right through to higher education. The authors draw on diverse perspectives, including poststructuralism, postmodernism, cultural studies, anti-racism and feminism; yet they share a willingness to challenge radical orthodoxies, and to offer positive practical alternatives.
Teaching Practices in a Global Learning Environment: An Interdisciplinary Take on International Education (Global Connections)
by Hanne TangeThis book examines teaching practices in international education, focusing on two significant meanings of the notion of ‘practice’: the concrete activities used by university lecturers and the role of education as a platform for transferring particular skills or approaches. In addition to discussing techniques involved in programme design, curricular development, course activities, multicultural teamwork and examination, the author explores the idea of the lecturer as an actor communicating practices, considering the role and responsibility of academic staff in the development of successful international education. With attention to the importance of the context of internationalisation, the book draws on research from two major research projects, presenting extensive interview material with teaching staff engaged in international education and projects of internationalisation. Combining the approaches of ‘pragmatism’ and practice theory, as developed by Bourdieu and Schatzki, among others, Teaching Practices in a Global Learning Environment addresses themes including the international-ness of academic disciplines, the biographies of international educators, and language issues emerging in international education. As such, it will appeal to scholars across the social sciences and policy makers with interests in pedagogy, internationalisation and higher education.
Teaching Psychology: A Step-by-Step Guide
by Douglas A. Bernstein Stephen Chew Sue FrantzThis thoroughly revised third edition of Teaching Psychology synthesizes the latest pedagogical research on effective teaching and translates it into recommendations for classroom application. It also takes into account the many changes in the teaching landscape that have taken place in recent years. Covering key topics such as planning a course, choosing teaching methods, assimilating technology, and the integration of teaching into the rest of your academic life, this book also includes an abundance of supportive, supplementary content to guide and inform new teachers. This content will also benefit seasoned teachers who wish to reevaluate their current teaching practices and explore new teaching ideas and techniques. Presenting a comprehensive and cutting-edge teaching guide for psychology teachers, this book is a vital resource for those who are training psychology instructors or undertaking a teaching psychology course. It is also a useful text for more experienced faculty looking to update their current teaching practices.
Teaching Psychology: A Step-By-Step Guide, Second Edition (Teaching Psychological Science Ser. #6)
by Sandra Goss Lucas Douglas A. BernsteinThis volume provides thoroughly updated guidelines for preparing and teaching an entire course in psychology. Based on best principles and effective psychological and pedagogical research, it offers practical suggestions for planning a course, choosing teaching methods, integrating technology appropriately and effectively, developing student evaluation instruments and programs, and ideas for evaluation of your own teaching effectiveness. While research-based, this book was developed to be a basic outline of "what to do" when you teach. It is intended as a self-help guide for relatively inexperienced psychology teachers, whether graduate students or new faculty, but also as a core reading assignment for those who train psychology instructors. Experienced faculty who wish to hone their teaching skills will find the book useful, too.
Teaching Psychology 14-19: Issues and Techniques
by Matt JarvisTeaching Psychology 14-19 - first published as Teaching Post-16 Psychology - is a core text for all training psychology teachers, as well as experienced teachers engaged in further study and professional development. Taking a reflective approach, Matt Jarvis explores key issues and debates against a backdrop of research and theory, and provides guidance on practical ideas intended to make life in the psychology classroom easier. With an emphasis on the application of psychology to teaching psychology, it clearly and comprehensively covers the knowledge essential to develop as a successful teacher. Key issues considered include: The appeal of psychology and what the subject can offer students The psychology curriculum and advice on how to choose a syllabus Principles of effective teaching and learning Teaching psychological thinking Differentiated psychology teaching Choosing and developing resources Using technology effectively. With a new chapter exploring the role of practical work in the post-coursework era, this second edition considers psychology teaching across the 14-19 age range and has been updated in light of the latest research, policy and practice in the field. Teaching Psychology 14-19 is an essential text for all those engaged in enhancing their understanding of teaching psychology in the secondary school.
Teaching Pupils with Severe Learning Difficulties: Practical Approaches (Routledge Library Editions: Special Educational Needs #54)
by Christina TilstoneFirst published in 1991. This book provides a comprehensive view of the needs of pupils with severe learning difficulties and considers the attitudes of parents, teachers, administrators and the pupils themselves. It offers practical approaches to assessment and curriculum design; the management of the classroom environment; approaches to classroom evaluation; pupils from minority groups; collaboration with other professionals; integration and stress and the classroom teacher.
Teaching Qualitative Research: Strategies for Engaging Emerging Scholars
by Raji Swaminathan Thalia M. MulvihillThis timely resource provides a framework for teaching students how to think qualitatively and become more critical and reflexive researchers. Presented are a wealth of pedagogical tools that instructors across the disciplines can tailor to their own needs, including thought-provoking discussion questions, group work exercises, and field activities. The authors discuss issues and choices in course design, including approaches to assessment and grading, and share sample syllabi for both online and face-to-face course formats. Exploring the complexities and debates that surround teaching qualitative research, the book argues for a holistic model of preparing novice researchers. It demonstrates effective ways to engage students in the qualitative inquiry process from start to finish--from understanding positionality and crafting a research problem to writing up findings for different audiences.
Teaching Quality of Life in Different Domains (Social Indicators Research Series #79)
by Graciela H. TononThis is the first volume addressing the importance of teaching quality of life theory and methodology in different domains: social sciences, philosophy, sociology, political science, marketing, education, urbanism, statistics, economics, online learning, public health, sports, and constraint contexts in terms of their relationship with the Capability Approach. The chapters are written by important authors from Europe, North America, Asia, Latin America, Africa and Oceania, and present the syllabus and references of courses, making this volume important and necessary to university professors, students as well as teachers in general.
Teaching Quantitative Methods: Getting the Basics Right
by Matthew Williams Geoff PayneThis exciting collection is both useful and timely. It clearly lays out the problems, strategies and resources associated with the teaching of quantitative methods in modern universities. Addressing the perceived 'crisis of number' in a practical and fresh way the book sets out dynamic new approaches to teaching quantitative methods. It offers historical, comparative, analytical reflection and empirical evidence concerning the crisis in contemporary social sciences. Experts from across the social sciences provide a wide range of authoritative insights as well as a number of useful illustrations of strategies and resources designed to help overcome this 'crisis of number'. Each chapter reflects the diversity of backgrounds and approaches within the social sciences making this an interdisciplinary, relevant addition to the subject. The book also: o focuses on innovations in how to teach quantitative research methods o reports on the latest ESRC research projects on teaching quantitative methods o locates itself within current debates about skills for employment. Clear, engaging and original this book will be essential reading for those interested in learning and teaching quantitative methods.
Teaching Race and Anti-Racism in Contemporary America
by Kristin HaltinnerThis book presents thoughtful reflections and in-depth, critical analyses of the new challenges and opportunities instructors face in teaching race during what has been called the "post-racial era". It examines the racial dimensions of the current political, economic, and cultural climate. The book features renowned scholars and experienced teachers from a range of disciplines and offers successful strategies for teaching important concepts through case studies and active learning exercises. It provides innovative strategies, novel lesson plans and classroom activities for college and university professors who seek effective methods and materials for teaching about race and racism to today's students. A valuable handbook for educators, this book should be required reading for all graduate students and college instructors.
Teaching Religious Education: Primary and Early Years (Achieving QTS Series)
by Sandra Palmer Veronica M Voiels Elaine McCreeryMany trainee primary teachers are uncertain as to the place and purpose of RE in primary schools. This book is designed to alleviate such fears and give trainees the security and confidence to teach RE effectively. Trainees are encouraged to recognise their own religious position and understand how they handle their own beliefs and commitments in the classroom. In addition, they will learn how to be sensitive to children′s religious viewpoints, allowing children to share their beliefs in a secure and supportive environment. A range of strategies help readers to provide engaging and appropriate RE across the primary age phase.
Teaching Research Methods in the Social Sciences
by Mark Garner Claire Wagner Barbara KawulichHow can excellence in the teaching of research methods be encouraged and ensured? This question has become increasingly important following the adoption of research methodology as a core part of many postgraduate and undergraduate courses. There has, however, been little discussion about the aims and methods of teaching the subject. In this volume; a number of authors from a variety of countries and disciplines employ their knowledge and experience towards the development of a 'pedagogical culture' in research methods. Their aim is to establish the extent of common concerns and challenges and to demonstrate ways in which these are being met. Intended to provide both a stimulus and source materials for the development of a more substantial and systematic literature in the field, the book will be of great interest to all those teaching research methods courses within social science disciplines.
Teaching Resistance: Radicals, Revolutionaries, and Cultural Subversives in the Classroom
by John MinkTeaching Resistance is a collection of the voices of activist educators from around the world who engage inside and outside the classroom from pre-kindergarten to university and emphasize teaching radical practice from the field. Written in accessible language, this book is for anyone who wants to explore new ways to subvert educational systems and institutions, transform educational spaces, and empower students and teachers to fight for genuine change. Topics include community self-defense, Black Lives Matter and critical race theory, intersections between punk/DIY subculture and teaching, ESL, anarchist education, Palestinian resistance, trauma, working-class education, prison teaching, the resurgence of (and resistance to) the Far Right, special education, antifascist pedagogies, and more. Edited by social studies teacher, author, and punk musician John Mink, the book features expanded entries from the monthly column in the politically insurgent punk magazine Maximum Rocknroll, plus new works and interviews with subversive educators. Contributing teachers include Michelle Cruz Gonzales, Dwayne Dixon, Martín Sorrondeguy, Alice Bag, Miriam Klein Stahl, Ron Scapp, Kadijah Means, Mimi Nguyen, Murad Tamini, Yvette Felarca, Jessica Mills, and others.
Teaching Science Students to Communicate: A Practical Guide
by Susan Rowland Louise KuchelThis highly-readable book addresses how to teach effective communication in science. The first part of the book provides accessible context and theory about communicating science well, and is written by experts. The second part focuses on the practice of teaching communication in science, with ‘nuts and bolts’ lesson plans direct from the pens of practitioners. The book includes over 50 practice chapters, each focusing on one or more short teaching activities to target a specific aspect of communication, such as writing, speaking and listening. Implementing the activities is made easy with class run sheets, tips and tricks for instructors, signposts to related exercises and theory chapters, and further resources. Theory chapters help build instructor confidence and knowledge on the topic of communicating science. The teaching exercises can be used with science students at all levels of education in any discipline and curriculum – the only limitation is a wish to learn to communicate better! Targeted at science faculty members, this book aims to improve and enrich communication teaching within the science curriculum, so that science graduates can communicate better as professionals in their discipline and future workplace.
Teaching Secrets: The Technology in Social Work Education
by Ruth Middleman Gale Goldberg WoodTeachers and student teachers in social work will gain valuable insight into the artistry that makes truly great teaching from the accounts found in this new book. Master teachers examine the processes they use in the classroom and present them in a format that facilitates the practical application of their ideas. The teaching methods recounted here emphasize the learners as the most important component of the teaching/learning experience and demonstrate techniques to enliven and enhance the reader’s own teaching methods. This vital book focuses on teaching “technologies,” defined as bodies of knowledge or skills ordered for use, that are comprised of techniques or systematic procedures that bring the technologies to life. By utilizing the techniques and technologies portrayed in this volume, social work educators at the graduate and undergraduate levels will become more effective at reaching their students and helping them grow into professional social workers.Teaching Secrets helps teachers increase the effectiveness of their teaching by demonstrating how to pay attention to acts and nuances that stimulate and assist students in their learning. Individual chapters focus on specific classroom environments, providing practical advice to improve learning in each situation. Social work teachers will discover more effective teaching through the use of student journals, the use of self in teaching doctoral research, the use of authority, and the benefits of student-student learning in work groups. Other chapters offer practical advice on reaching different groups of students such as black teachers leading white students, white teachers leading black students, and special efforts for reaching female students. This exciting book reveals that great teachers are not born but made, and shares the secrets that will help all social work educators to develop greatness in their own classrooms.
Teaching Self-Compassion to Teens
by Lorraine Hobbs Niina TamuraGrounded in knowledge about the unique developmental challenges of adolescence, this book presents an innovative approach for teaching self-compassion to teens and young adults in clinical, educational, or community settings. Lorraine Hobbs and Niina Tamura provide guided practices, creative exercises, and teaching strategies adapted from Kristin Neff and Christopher Germer&’s widely disseminated Mindful Self-Compassion program for adults. Case examples, sample dialogues, and scripts illustrate how to set up and run successful groups that address teen concerns such as self-criticism, self-esteem, social comparison, and strong emotions. The book offers guidelines for cultivating a personal practice and working with parents. Tips for providing a safe, effective learning environment are woven throughout; a special chapter covers trauma-sensitive teaching.