• Эта книга — репринт оригинального издания, созданный на основе электронной копии высокого разрешения, которую очистили и обработали вручную, сохранив структуру и орфографию оригинального издания. Редкие, забытые и малоизвестные книги, изданные с петровских времен до наших дней, вновь доступны в виде печатных книг.
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  • Эта книга — репринт оригинального издания, созданный на основе электронной копии высокого разрешения, которую очистили и обработали вручную, сохранив структуру и орфографию оригинального издания. Редкие, забытые и малоизвестные книги, изданные с петровских времен до наших дней, вновь доступны в виде печатных книг.
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  • Historians and teacher educators nationwide are now engaged in discussions about the importanceof history teacher preparation. Interest within the history profession about the teaching of K-12history has increased significantly during the past two decades, particularly since the controversyover the National Standards for History's publication. This attention is evident not only in the historicalprofessions' various publications, but also in the federal government's multi-million dollarTeaching American History Program and the No Child Left Behind Act. Professional historiansare increasingly committed to improving the teaching of history at the K-12 level through manyforms of collaboration.History Education 101's thirteen essays are organized into three sections: context, practice, andnew directions. The essays' contributors, tenured faculty who teach history teaching methodscourses in colleges and universities throughout the United States, focus on how history educationhas, is, and will be taught to new K-12 teachers throughout the United States. Perhaps more thanever, it is critical for Americans to understand the role of higher education in the preparation of future middle and high school historyteachers. This book provides important insights for academics in history and education departments as well as other individuals whoare concerned with the status and improvement of history teaching in the schools, particularly current and future elementary andseco...
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    6239 РУБ.

  • This collection brings together a range of international historians and educationalists interested in the future of history education. The book is designed to provide a clear and critical account of current practice and recent developments in the teaching of history in higher education, and to offer practical advice and assistance to tutors and all those interested in the development and enhancement of the subject.
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  • According to the working definition of the International Big History Association. Big History seeks to understand the integrated history of the Cosmos, Earth, Life and Humanity, using the best available empirical evidence and scholarly methods. In recent years Big History has been developing very fast indeed. Big History courses are taught in the schools and universities of several dozen countries. Hundreds of researchers are involved in studying and teaching Big History. The unique approach of Big History, the interdisciplinary genre of history that deals with the grand narrative of 13.8 billion years, has opened up a vast amount of research agendas. Big History brings together constantly updated information from the scientific disciplines and merges it with the contemplative realms of philosophy and the humanities. It also provides a connection between the past, present, and future. Big History is a colossal and extremely heterogeneous field of research encompassing all the forms of existence and all timescales. Unsurprisingly, Big History may be presented in very different aspects and facets. In this volume the Big History is presented and discussed in three different ways. In its first part. Big History is explored in terms of methodology, theories of knowledge, as well as showcasing the personal approach of scholars to Big History. The second section comprises such articles that could clarify Big Historys main trends and laws. The third part of this book explores the nature of teaching Big History as well as profiling a number of educational methods. This volume will be useful both for those who study interdisciplinary macroproblems and for specialists working in focused directions, as well as for those who are interested in evolutionary issues of Astrophysics, Geology, Biology, History, Anthropology, Linguistics and other areas of study.
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  • Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.
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  • A perennial discussion about teacher development is the optimal content background for teachers. Inrecent years, that discussion has taken center stage in the work of mathematics education researchers,mathematicians, mathematics professional developers, and mathematics education policymakers. Muchof the existing and prior work in this area has been directed toward mathematical knowledge forteaching at the elementary level. The work described in this volume takes a sometimes-neglectedapproach, focusing on the dynamic nature of mathematical understanding rather than on a stabledescription of mathematical knowledge, and on mathematics for secondary teaching rather thanmathematics for teaching at the elementary level.The work reported in Mathematical Understanding for Secondary Teaching: A Framework and Classroom-Based Situations is a practice-basedresponse to the question of what mathematical understandings secondary teachers could productively use in their teaching. For each of more than 50events, our team of almost 50 mathematics educators who were experienced mathematics teachers developed descriptions of the mathematics thatteachers could use-each of those descriptions (consisting of the event and the mathematics related to the event) is what we call a Situation. Wedeveloped our Framework for Mathematical Understanding for Secondary Teaching (MUST) based on an analysis of our entire set of Situations. Wecall the work practice-based because the MUST framework is based on actu...
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  • Enterprise 2: Elementary is a communicative course, specially designed to motivate and involve students in effective learning at elementary level. The course provides systematic preparation for all the skills required for successful communication both in written and spoken form. Each unit, along with its corresponding unit in the Workbook, is designed to be taught in about three to four teaching hours. The Workbooks contain a variety of vocabulary, grammar, communication, reading and writing exercises. The Teachers Books provide step-by-step teaching notes, extra ideas for optional activities, a full key to the exercises in the Students Books and the Workbooks, photocopiable assessment tests and the tapescripts of the listening exercises in the Students Books.
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  • A volume in International Review of History EducationSeries Editor Peter Lee, Rosalyn Ashby, Stuart FosterAs educators in the United States and Europe develop national history standards for K-12 students, the question of what todo with national history canons is a subject of growing concern. Should national canons still be the foundation for theteaching of history? Do national canons develop citizenship or should they be modified to accommodate the new realities ofglobalization? Or should they even be discarded outright? These questions become blurred by the debates over preservingnational heritages, by so-called 'history wars' or 'culture wars,' and by debates over which pedagogical frameworks to use.These canon and pedagogical debates often overlap, creating even more confusion. A misconceived "skills vs. content"debate often results. Teaching students to think chronologically and historically is not the same as teaching a nationalheritage or a cosmopolitan outlook. But what exactly is the difference? Policy-makers and opinion leaders often confuse thepedagogical desirability of using a 'framework' for studying history with their own efforts to reaffirm the centrality ofnational identity rooted in a vision of their nation's history as a way of inculcating citizenship and patriotism. These are the issues discussed in this volume."Today's students are citizens of the world and must be taught to think in global, supranational terms. ...
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  • Эта книга — репринт оригинального издания, созданный на основе электронной копии высокого разрешения, которую очистили и обработали вручную, сохранив структуру и орфографию оригинального издания. Редкие, забытые и малоизвестные книги, изданные с петровских времен до наших дней, вновь доступны в виде печатных книг.
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  • Over the last decade there has been a large amount of research indicating the benefits of daily exercise. That said, why are children not engaging in exercises that will improve their fitness? Many children find fitness boring and routine. Elementary age children have stated they preferred skill-related over health-related activities. We know that physical educators can "do fitness to children" through traditional teaching methods. However, there is little if any transfer from classroom to outside-of-class activity. Teachers need to experiment with new teaching strategies that will motivate the learner. By shifting ownership and responsibility to the students they can take charge of their own individual fitness. Incorporating a high autonomy teaching climate into a fitness based unit can accomplish just that.
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  • Эта книга — репринт оригинального издания (издательство "Chicago", 1921 год), созданный на основе электронной копии высокого разрешения, которую очистили и обработали вручную, сохранив структуру и орфографию оригинального издания. Редкие, забытые и малоизвестные книги, изданные с петровских времен до наших дней, вновь доступны в виде печатных книг.The history of geography as a subject in the curriculum of the elementary school from 1776 to 1860.
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  • A Short History of the Modern Media presents a concise history of the major media of the last 150 years, including print, stage, film, radio, television, sound recording, and the Internet. Offers a compact, teaching-friendly presentation of the history of mass media Features a discussion of works in popular culture that are well-known and easily available Presents a history of modern media that is strongly interdisciplinary in nature
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  • Enterprise 2: Elementary is a communicative course, specially designed to motivate and involve students in effective learning at elementary level. The course provides systematic preparation for all the skills required for successful communication both in written and spoken form. Each unit, along with its corresponding unit in the Workbook, is designed to be taught in about three to four teaching hours. The Teachers Book contains: answers to the exercises in the coursebook, supported by teaching notes and optional oral or written activities. The teaching notes provide guidance on how to deal with the material as it appears in each unit in the Students Book. The objectives of each unit are set out clearly in the Teachers Book. three tests of two versions each with answer sheets (to be used by students to fill in their answers) as well as the answers to each test and a marking scheme. The tests help teachers check vocabulary and structures presented in the course. Each test is to be given after students have done the relevant revision unit in their books. tapescripts of the recorded material. answers to the exercises in the Workbook.
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  • Document from the year 2018 in the subject English Language and Literature Studies - Linguistics, Islamic Azad University, language: English, abstract: The history of language teaching has been dominated by the upward progression of teaching methods. Much of language teaching prior to the twentieth century was conducted according to a so called grammar translation methodology, which was replaced by a revolution in language teaching that focused on the Direct Method. This was then followed by a series of methods that started with Audiolingualism, developed during and after world war two. Following these methods, several methods, including audio-visual method, cognitive code, and a cluster of new methods that emerged in the 1970s such as the silent way, suggestopedia, Total Physical Response, Communicative language teaching and Task-based learning were introduced.
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  • A volume in Teaching and Learning Social StudiesSeries Editor: William B. Russell III, University of Central FloridaRecent advances in technology have created easy access for classroom teachers and students alike to a vast storeof primary sources. This fact accompanied by the growing emphasis on primary documents through educationreform movements has created a need for active approaches to learning from such sources. Unpuzzling Historywith Primary Sources addresses this need. It looks at the role that primary sources can play in a social studiescurriculum in the 21st century. Each chapter deals with a different aspect of teaching primary sources.Each chapter includes a discussion of key issues, model activities, and resources for upper elementary through high school teachers. A model lessonplan also appears at the end of most chapters. Chapter one presents a unique perspective on the nature of history and primary sources. This isfollowed by chapters on how historical thinking and inquiry relate to primary sources.Other chapters deal with individual types of primary sources. A glance at the table of contents will certainly draw the teacher's interest regardlessof teaching style. The skills that students gain from working with primary sources prepare them for the many responsibilities and duties of being acitizen in a democracy. Therefore, the book closes with a chapter pointing to the relationship of primary sources to citizenship education. This bookwill be useful as a re...
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  • Эта книга — репринт оригинального издания (издательство "New York, The Macmillan company; London, Macmillan & co., ltd.", 1896 год), созданный на основе электронной копии высокого разрешения, которую очистили и обработали вручную, сохранив структуру и орфографию оригинального издания. Редкие, забытые и малоизвестные книги, изданные с петровских времен до наших дней, вновь доступны в виде печатных книг.A history of elementary mathematics with hints on methods of teaching
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  • Yonge has collected the stories of individual characters beyond elementary English history: "The endeavor has not been to chronicle facts, but to put together a series of pictures of persons and events", from Rollo to Edward II. Originally released in 1873.
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  • A volume in Research on Technology and the Teaching and Learningof Mathematics: Syntheses, Cases, and PerspectivesAccording to NCTM's Principles and Standards for School Mathematics, "Technology isessential in teaching and learning of mathematics; it influences the mathematics that is taughtand it enhances students' learning." How does research inform this clarion call for technology inmathematics teaching and learning? In response to the need to craft appropriate roles fortechnology in school mathematics new technological approaches have been applied to theteaching and learning of mathematics, and these approaches have been examined by researchersworld-wide.The first volume provides insight into what research suggests about the nature of mathematicslearning in technological environments. Included in this volume are syntheses of research ontechnology in the learning of rational number, algebra, elementary and secondary geometry,mathematical modeling, and calculus. Additional chapters synthesize research on technology in the practice of teaching and on equityissues in the use of technology in mathematics instruction. Instead of simply reporting achievement scores of students who use technologyin their learning, authors provide thoughtful analyses of bodies of research with the goal of understanding the ways in which technologyaffects what and how students learn. Each of the chapters in this volume is written by a team of experts whose own research hasprovided i...
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  • A volume in Curriculum and Teaching DialogueSeries Editors: David J. Flinders, Indiana University and P. Bruce Uhrmacher, University of DenverCurriculum and Teaching Dialogue (CTD) is a publication of the American Association ofTeaching and Curriculum (AATC), a national learned society for the scholarly fields of teachingand curriculum. The fields includes those working on the theory, design and evaluation of educationalprograms at large. University faculty members identified with this field are typicallyaffiliated with the departments of curriculum and instruction, teacher education, educationalfoundations, elementary education, secondary education, and higher education.CTD promotes all analytical and interpretive approaches that are appropriate for the scholarlystudy of teaching and curriculum. In fulfillment of this mission, CTD addresses a range of issuesacross the broad fields of educational research and policy for all grade levels and types of educationalprograms.
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  • Curriculum and Teaching Dialogue (CTD) is a publication of the American Association of Teaching andCurriculum (AATC), a national learned society for the scholarly field of teaching and curriculum. Thefield includes those working on the theory, design and evaluation of educational programs at large. At the university level, facultymembers identified with this field are typically affiliated with the departments of curriculum and instruction, teacher education,educational foundations, elementary education, secondary education, and higher education. CTD promotes all analytical andinterpretive approaches that are appropriate for the scholarly study of teaching and curriculum. In fulfillment of this mission, CTDaddresses a range of issues across the broad fields of educational research and policy for all grade levels and types of educationalprograms.
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  • ABOUT THE BOOKThe book is entitled History Wars and the Classroom: Global Perspectives and examines how ten separate countries have experienced debates and disputes over the contested nature of the subject, for example the ‘Black Armband’ and ‘Whitewash’ factions in Australia who adopt opposingly celebratory or denigratory views of Australian history, especially when evaluating episodes of poor racial relations. There are also tensions between traditional/patriotic views of history teaching and reformed or ‘new’ history. There are issues of political control of the curriculum and parallel issues of who writes it (very topical in England at the moment over two expat ‘big picture’ historians who work at Harvard and Columbia (Niall Ferguson and Simon Schama)).ENDORSEMENTS:“An important collection for anyone seeking to understand the incendiary nature of the history curriculum across the globe.” Sam Wineburg, Margaret Jacks Professor of Education and History, Stanford University, USA.“A powerfully and impressively wide-ranging collection of essays, which vividly remind usthat the debates on the teaching of history are global rather than merely national”.Sir David Cannadine, Dodge Professor of History, Princeton University, USA. CONTENTS: Acknowledgements. Introduction, Tony Taylor and Robert Guyver. Preface Peter Seixas. Legacies, Ruptures and Inertias: History in the Argentine School System, Maria Paula Gonzalez. Under Siege from Right and Left: A Tale of the Australian School H...
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  • Hints on the Teaching of Elementary Chemistry in Schools and Science Classes is an unchanged, high-quality reprint of the original edition of 1896.Hansebooks is editor of the literature on different topic areas such as research and science, travel and expeditions, cooking and nutrition, medicine, and other genres. As a publisher we focus on the preservation of historical literature. Many works of historical writers and scientists are available today as antiques only. Hansebooks newly publishes these books and contributes to the preservation of literature which has become rare and historical knowledge for the future.
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    2239 РУБ.

  • This book is a collection of my experience teaching lower elementary technology over the course of one year. There are lessons, curriculum documents, and thoughts regarding many issues that can arise while teaching technology to young children. This book is intended to be a reference for those who are interested in starting from scratch or for those who are looking for new ideas on how or what to teach regarding information literacy.
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  • Curriculum and Teaching Dialogue is the journal of the American Association of Teaching andCurriculum. The purpose of AATC as originally defined in Article 1, Section 2A and Section2B of the AATC Constitution is: To constitute a national learned society for the scholarly field ofteaching and curriculum (teaching is the more inclusive concept, curriculum is an integral partof teaching the "what to teach" aspect). In the larger universities, faculty members identifiedwith this field of scholarly study are typically affiliated with the departments of curriculum andinstruction, teacher education, and elementary secondary education. To promote the scholarlystudy of teaching and curriculum. All analytical and interpretive approaches that are appropriatefor the scholarly study of teaching and curriculum shall be encouraged. In fulfillment of thismission, this volume addresses a range of issues across the broad fields of teaching andcurriculum for all ages, grade levels, and types of programs.
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  • Книга "The Idea of History [1946 Edition]".2014 Reprint of 1946 Edition. Full facsimile of the original edition, not reproduced with Optical Recognition Software. R. C. Collingwood (1889-1943) was an English philosopher and historian. Collingwood is most famous for his book "The Idea of History." The book came to be a major inspiration for philosophy of history in the English-speaking world. It is extensively cited. According to Collingwood, the science which is dedicated to the study of mind is history. Collingwood's philosophy of mind and action is thus to be found in his philosophy of history, primarily in "The Idea of History" (1946). The claim that history is the study of mind is prima facie counter-intuitive because many of us tend to think of history as a descriptive science of the past rather than as a normative science of thought. Collingwood's claim that history is the study of mind is in line with the distinction between the Naturwissenschaften and Geisteswissenschaften that is found in continental philosophy of social science.
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