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York University (Toronto, Ont.). Centre for the Support of Teaching
Author : York University (Toronto, Ont.). Centre for the Support of Teaching Publisher : University of Toronto Press Page : 388 pages File Size : 48,7 Mb Release : 2001-01-01 Category : Education ISBN : 1551930315
Voices from the Classroom by York University (Toronto, Ont.). Centre for the Support of Teaching Pdf
Published Under the Garamond Imprint The voices in this book reflect the broad diversity of a large urban university community, with contributions from undergraduate and graduate students, teaching assistants, contract and full-time faculty, staff and administrators. Issues of equity, diversity and power form the foundation of this community's thinking about pedagogy, and the topics span a continuum from the theoretical to the practical. Voices from the Classroom will have a broad appeal to the university teaching community across North America, facing common challenges in the twenty-first century.
Voices from the Classroom: A Celebration of Learning by Vana Chiou,Lotte Geunis,Oliver Holz,Nesrin Oruç Ertürk,Fiona Shelton Pdf
Voices from the Classroom illustrates that teachers have a leading voice in the policies that impact their students and the profession of teaching. The aim is to provide a rich and broad view of the impact of inquiry in the classrooms, from primary to higher education, and to provide a window into the perspective of teachers. Voices from the Classroom allows us to advance this mission by identifying and then turning educators' ideas into action. The publication includes chapters on issues ranging from dyslexic students' geospatial abilities to teachers' differential behaviours related, student characteristics and the experiences of refugees with bullying in the educational space. All the contributions published in this book emerged from real classrooms: our teachers and researchers conducted their research by drawing on their experience as educators. We believe that these insights into everyday classrooms, and the issues affecting them, are crucial to making teaching and learning better. We hope they can help drive real, positive change for students and teachers.
Voices from the Classroom by Brian Hand,Lori Norton-Meier Pdf
There is much attention currently being given to argument-based inquiry in national and state curriculum documents. Students are being required to be able to generate and evaluate science knowledge, and to think critically and judge the value of evidence and explanations. The intent of the book is to provide a rich and broad view of the impact of argument-based inquiry in the elementary classrooms from the perspective of the teacher. All the teachers and professional development authors were engaged in promoting and using argument based inquiry as the approach to teaching science. They were implementing the Science Writing Heuristic (SWH) approach as the argument based approach for classroom practice. As researchers we constantly work to present our views of these experiences with the voice of the teachers only being relayed through the perspective of the researcher. The intent of this book is to provide an opportunity for us as a community to listen to what the teachers are telling us. Importantly as demands are being placed on classroom experiences that provide opportunities for students to pose questions, make claims, and provide evidence, that is, to think critically and reason like scientists, we need to understand what this looks like from the perspective of the teacher. This book brings together a range of elementary teachers from kindergarten through to year 6 who have used the Science Writing Heuristic approach to teach argument-based inquiry. These teachers have all gone through professional development programs and successfully implemented the approach at a high level.
Queer Voices from the Classroom by Paul Chamness Iida,Hidehiro Endo Pdf
This inaugural volume of the new book series, Research in Queer Studies is a collection of memoirs or short narrative essays in which lesbian, gay, bisexual, trans, intersex or queer PK-12 teachers and/or administrators (either “out” or “not out”) recount their personal experiences as a queer teachers. The authors of these stores write about significant experiences that describe how their sexual identity has shaped who they are today as teachers/administrators, by answering the following questions: • In light of your sexual identity, how did you become who you are today? • Why did you decide to become a teacher? What role did your sexual identity play in that decision? • What kinds of significant moments, including queer issues (e.g., bullying) regarding students and/or yourself, have you experience in your teaching? • In light of who you are as an individual, what do you hope to achieve and become as a queer teacher in the future?
More Voices from the Classroom by Brian Hand,Lori Norton-Meier,Jeong-yoon Jang Pdf
The intent of this book is to provide a rich and broad view of the impact of argument-based inquiry in classrooms from the perspective of the teacher. There are two important reasons for such a book. The first is that we as researchers constantly work to present our views of these experiences with the voice of the teachers only being relayed through the perspective of the researcher. We need as a community to listen to what the teachers are telling us. The second reason is that as demands grow to provide opportunities for students to pose questions, make claims, and provide evidence, that is, to think critically and reason like scientists, we need to understand what this looks like from the perspective of the teacher. This book brings together a range of teachers from several countries who have used the Science Writing Heuristic (SWH) approach to teach argument-based inquiry. These teachers have all gone through professional development programs and successfully implemented the approach at a high level.
Student Voice Revolution by Adam Fletcher (F. C.) Pdf
Student Voice Revolution: The Meaningful Student Involvement Handbook is the brand new mastery guide focused on student voice, student engagement, student/adult partnerships and more. Containing tons of details, this book is focused on engaging all students in every school as partners in every facet of education for the purpose of strengthening their commitment to learning, community and democracy. There are more than 75 examples from the author's experience and research throughout education literature. Never before published tools, new models and useful tips are featured, along with hundreds of citations, dozens of current and historical anecdotes and more. This book also highlights unique approaches, detailed assessment and critical examinations of school activities, all of which make this unlike anything else available today. It was written for educators, students, teachers-in-training, school leaders and advocates for education reform. Student Voice Revolution is an optimistic, realistic and practical wake up call for the future of schools in democratic society. Are YOU ready for the revolution?
CLIL in Action by David Marsh,María Luisa Pérez Cañado,Juan Ráez Padilla Pdf
This volume explores the current position of CLIL on the three main fronts where it is attracting particular attention in specialized literature, namely, implementation, research, and teacher training. To this end, it presents evidence from national and international research projects, governmentally-financed pedagogical initiatives, grassroots experiences and investigations, and inter-institutional training programs which offer insights into how CLIL is working in action on the afore-mentioned three levels. The opening section of the book (â oeCLIL in action: Practical considerationsâ ) provides a window into how CLIL implementation is unravelling at the grassroots level vis-à-vis key aspects for CLIL development, such as the design of materials, the use of ICT, and the importance of extramural exposure. The second part (â oeThe effects of CLIL on language learning: Research-based evidenceâ ) explores some key areas for future research, showcasing how engaging in research as a device that drives reflection is the best possible way to continue moving the CLIL agenda forward. Finally, in the third part (â oePreparing teachers for CLIL: Practical proposalsâ ), the interface of research and pedagogy is discussed, as the former informs the latter in a clear instantiation of what Coyle (2011) terms â oeevidence-based practiceâ in setting necessary teacher training actions in place. As such, the volume addresses three burning issues in the CLIL scenario through practical and research-based proposals of tried-and-true CLIL development. If all three strands â " implementation, research, and training â " dovetail and progress in harmony, a solid template will be built for the future and the CLIL agenda will be pushed forward. By pooling together the insights of a set of researchers, teacher trainers, policy makers, and grassroots practitioners, this volume will contribute to this much-needed endeavour.
Voices from the Language Classroom by Kathleen M. Bailey,David Nunan Pdf
This volume is a collection of nineteen original papers written by teachers and researchers about what actually happens in language classrooms, both those in which language is the topic of instruction and those where it functions primarily as the medium of instruction. The authors utilize a variety of research methods, with an emphasis on the collection and analysis of qualitative data. Chapters investigate such issues as language-related anxiety, curriculum renewal, classroom interaction, teachers' on-line decision-making, and sociopolitical concerns which affect life in schools. Among the countries represented in the research are Australia, Hong Kong, Hungary, Japan, Mexico, Pakistan, Peru, Singapore, South Africa, Spain, the Sultanate of Oman, and the United States. --From publisher's description.
Multiple Voices in the Translation Classroom by Maria González Davies Pdf
The main aim of this book is to provide teaching ideas that can be adapted to different learning environments and that can be used with different language combinations. The pedagogical approach and the activities, tasks and projects are based on Communicative, Humanistic and Socioconstructivist principles: the students are actively involved in their learning process by making decisions and interacting with each other in a classroom setting that is a discussion forum and hands-on workshop.Clear aims are specified for the activities, which move from the most rudimentary level of the word, to the more complicated issues of syntax and, finally, to those of cultural difference. Moreover, they attempt to synthesize various translation theories, not only those based on linguistics, but those derived from cultural studies as well. This volume will be of interest to translation teachers, to foreign language teachers who wish to include translation in their classes, to graduates and professional translators interested in becoming teachers, and also to administrators exploring the possibility of starting a new translation programme.
Rethinking Classroom Participation by Katherine Schultz Pdf
Katherine Schultz examines the complex role student silence can play in teaching and learning. Urging teachers to listen to student silence in new ways, this book offers real-life examples and proven strategies for "rethinking classroom participation" to include all students--those eager to raise their hands to speak and those who may pause or answer in different ways. --from publisher description.
Voices of Social Education by Bernardo E. Pohl,Christine Beaudry,Cameron White Pdf
There is only one place where social education can occur and flourish: through the voices that create a pedagogy of change. And it is these voices where the most exciting and provocative moments can occur for those of us who are passionate about education, teaching, social justice, equity, and love. As such, social education is a journey-an endeavor that makes us savor the experience of the journey more than the destination. And social education is a journey that ins enhanced through educator and student voices because it occurs in the most important spaces of our personal and professional lives. It occurs in the hallways of the schools we teach, in the staff meetings we attend, in the mountain villages we venture to visit, in the places we work, and in the spaces we occupy. Moreover, social education is a unique kind of journey because it is a human experience that seldom occurs alone. It happens with our colleagues and our loved ones. It happens with our students, administrators, and other professionals who are fighting for the same things that we so fervently believe. In the end, social education occurs and flourishes in the trenches because it is the active pursuit of getting our hands dirty in our endless pursuit for a better and more just world. Social education is also a narrative, which takes on a different meaning for each one of us. This is because sooner or later each person that embarks into the journey of social education develops its own personal definition of what social education entails through his or her own personal landscape and knowledge. This personal landscape has been evolving since we were very young with some of the best examples of human courage and tenacity in the fight for social justice. Voices of Social Education: A Pedagogy of Change is a collection of personal stories. In this volume, academics, teachers, students, activists, and artists share their personal stories of triumph, tribulations, and courage in their daily fight for social justice and equality. The term social education is not defined as a set number of guidelines or a specific definition; we give the term an organic fluency to stress that social education is a point of encounter--a common space-- where we can share with each other our experiences, values, and culture to form a more genuine and just social experience.
Classroom Voices on Education and Race by Daniel Frio Pdf
Classroom Voices on Education and Race presents core educational issues— with an emphasis on race and the racial achievement gap, school culture, and curriculum—through the unfiltered and poignant voices of high school students. Students from urban, rural, and suburban public schools express a strong desire for a more active role in their classrooms, as well as for a curriculum that is more responsive to their world.
Written by an award-winning classroom teacher with years of experience integrating moviemaking into curriculum, this book offers quick-start lesson plans for any content area and grade level, helping students amplify their voices and effect change through moviemaking. Our world hinges on storytelling and the ways in which stories can be told are always evolving. For students to become future-ready, confident creators of original content, they need opportunities to share their stories. Moviemaking helps students showcase their learning, process their lives and connect with others in a meaningful way. Moviemaking in the Classroom breaks down the process of digital storytelling to help teachers plan efficient and effective instructional sequences. The book provides guidance on how to purposefully build visual and audio literacy skills to improve student work and increase student efficacy in the creative process. Also included are practical suggestions for removing barriers from the storytelling process, such as how to provide more opportunities for students to tell their stories during a single academic year. This book: • Shows teachers how to create efficient and effective lesson sequences with digital storytelling in mind, particularly in a blended learning environment. • Supports teachers who are new to digital storytelling by showing the impact and importance of providing students with multiple opportunities to tell their stories. • Offers project ideas for teachers already implementing digital storytelling in their classes and shows how to streamline workflow and improve their professional practice. • Supports distance and remote learning through a full chapter on strategies for applying these practices to a distance learning environment. • Fosters diversity, inclusion and student empowerment by showcasing student examples on topics including racism, death and illness, immigration, gun violence and pollution. This book provides insight, inspiration and practical ideas to empower teachers of all content areas to implement moviemaking projects with their students using best practices.