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xii, 242 p.; 22 cm

1 v. (various pagings) ; 28 cm

1 v. (various pagings) ; 28 cm

During this final episode of the season, Edna Bonhomme spoke with Zoe Samudzi.This is Edna's last episode with the podcast after which Edna will continue to focus more on writing essays and books. You can get updates about Edna's work from www.ednabonhomme.com, Twitter @jacobinoire, or Substack Newsletter Mobile Fragments https://ednabonhomme.substack.com/Zoe Samudzi is a writer whose work has appeared in The New Inquiry, Verso, The New Republic, Daily Beast, Art in America, Hyperallergic, and other outlets. She is a contributing writer at Jewish Currents. Along with William C. Anderson, she is the co-author of As Black as Resistance: Finding the Conditions for Liberation (AK Press). Samudzi was a 2017 Public Imagination Fellow at the Yerba Buena Center for the Arts and holds a Ph.D. from the University of California San Francisco.ReferencesAs Black as Resistance: https://www.akpress.org/as-black-as-resistance.htmlThe Holocaust Analogy: https://www.versobooks.com/blogs/3908-the-holocaust-analogyLooking After: https://www.artforum.com/slant/zoe-samudzi-on-museums-and-human-remains-86153The Paradox of Plenty: https://www.artnews.com/art-in-america/features/otobong-nkanga-2-1234583810/For some info on the Herero and Nama genocide, you can read more about it here: https://www.ushmm.org/collections/bibliography/herero-and-nama-genocide

During this final episode of the season, Edna Bonhomme spoke with Zoe Samudzi.This is Edna's last episode with the podcast after which Edna will continue to focus more on writing essays and books. You can get updates about Edna's work from www.ednabonhomme.com, Twitter @jacobinoire, or Substack Newsletter Mobile Fragments https://ednabonhomme.substack.com/Zoe Samudzi is a writer whose work has appeared in The New Inquiry, Verso, The New Republic, Daily Beast, Art in America, Hyperallergic, and other outlets. She is a contributing writer at Jewish Currents. Along with William C. Anderson, she is the co-author of As Black as Resistance: Finding the Conditions for Liberation (AK Press). Samudzi was a 2017 Public Imagination Fellow at the Yerba Buena Center for the Arts and holds a Ph.D. from the University of California San Francisco.ReferencesAs Black as Resistance: https://www.akpress.org/as-black-as-resistance.htmlThe Holocaust Analogy: https://www.versobooks.com/blogs/3908-the-holocaust-analogyLooking After: https://www.artforum.com/slant/zoe-samudzi-on-museums-and-human-remains-86153The Paradox of Plenty: https://www.artnews.com/art-in-america/features/otobong-nkanga-2-1234583810/For some info on the Herero and Nama genocide, you can read more about it here: https://www.ushmm.org/collections/bibliography/herero-and-nama-genocide

During this final episode of the season, Edna Bonhomme spoke with Zoe Samudzi.This is Edna's last episode with the podcast after which Edna will continue to focus more on writing essays and books. You can get updates about Edna's work from www.ednabonhomme.com, Twitter @jacobinoire, or Substack Newsletter Mobile Fragments https://ednabonhomme.substack.com/Zoe Samudzi is a writer whose work has appeared in The New Inquiry, Verso, The New Republic, Daily Beast, Art in America, Hyperallergic, and other outlets. She is a contributing writer at Jewish Currents. Along with William C. Anderson, she is the co-author of As Black as Resistance: Finding the Conditions for Liberation (AK Press). Samudzi was a 2017 Public Imagination Fellow at the Yerba Buena Center for the Arts and holds a Ph.D. from the University of California San Francisco.ReferencesAs Black as Resistance: https://www.akpress.org/as-black-as-resistance.htmlThe Holocaust Analogy: https://www.versobooks.com/blogs/3908-the-holocaust-analogyLooking After: https://www.artforum.com/slant/zoe-samudzi-on-museums-and-human-remains-86153The Paradox of Plenty: https://www.artnews.com/art-in-america/features/otobong-nkanga-2-1234583810/For some info on the Herero and Nama genocide, you can read more about it here: https://www.ushmm.org/collections/bibliography/herero-and-nama-genocide

During this final episode of the season, Edna Bonhomme spoke with Zoe Samudzi.This is Edna's last episode with the podcast after which Edna will continue to focus more on writing essays and books. You can get updates about Edna's work from www.ednabonhomme.com, Twitter @jacobinoire, or Substack Newsletter Mobile Fragments https://ednabonhomme.substack.com/Zoe Samudzi is a writer whose work has appeared in The New Inquiry, Verso, The New Republic, Daily Beast, Art in America, Hyperallergic, and other outlets. She is a contributing writer at Jewish Currents. Along with William C. Anderson, she is the co-author of As Black as Resistance: Finding the Conditions for Liberation (AK Press). Samudzi was a 2017 Public Imagination Fellow at the Yerba Buena Center for the Arts and holds a Ph.D. from the University of California San Francisco.ReferencesAs Black as Resistance: https://www.akpress.org/as-black-as-resistance.htmlThe Holocaust Analogy: https://www.versobooks.com/blogs/3908-the-holocaust-analogyLooking After: https://www.artforum.com/slant/zoe-samudzi-on-museums-and-human-remains-86153The Paradox of Plenty: https://www.artnews.com/art-in-america/features/otobong-nkanga-2-1234583810/For some info on the Herero and Nama genocide, you can read more about it here: https://www.ushmm.org/collections/bibliography/herero-and-nama-genocide

During this final episode of the season, Edna Bonhomme spoke with Zoe Samudzi.This is Edna's last episode with the podcast after which Edna will continue to focus more on writing essays and books. You can get updates about Edna's work from www.ednabonhomme.com, Twitter @jacobinoire, or Substack Newsletter Mobile Fragments https://ednabonhomme.substack.com/Zoe Samudzi is a writer whose work has appeared in The New Inquiry, Verso, The New Republic, Daily Beast, Art in America, Hyperallergic, and other outlets. She is a contributing writer at Jewish Currents. Along with William C. Anderson, she is the co-author of As Black as Resistance: Finding the Conditions for Liberation (AK Press). Samudzi was a 2017 Public Imagination Fellow at the Yerba Buena Center for the Arts and holds a Ph.D. from the University of California San Francisco.ReferencesAs Black as Resistance: https://www.akpress.org/as-black-as-resistance.htmlThe Holocaust Analogy: https://www.versobooks.com/blogs/3908-the-holocaust-analogyLooking After: https://www.artforum.com/slant/zoe-samudzi-on-museums-and-human-remains-86153The Paradox of Plenty: https://www.artnews.com/art-in-america/features/otobong-nkanga-2-1234583810/For some info on the Herero and Nama genocide, you can read more about it here: https://www.ushmm.org/collections/bibliography/herero-and-nama-genocide

786 Seiten, Blätter CCLXX - CCXCI :

786 Seiten, Blätter CCLXX - CCXCI :

The purpose of this paper is to explore the effects of an alternative, transformative pedagogy that may assist us in responding to the urgent call for changes in the way educational leaders are prepared and developed. Within the contextual loom of preparation programs, the two theoretical perspectives of Transformative Learning Theory and Critical Social Theory are interwoven with the three pedagogical strategies of critical reflection, rational discourse, and policy praxis to increase students' awareness, acknowledgement, and action regarding issues of social justice and equity. (Contains 2 tables.)

(300)p. ; 22 cm

Theory Into Practice 1973: Volume 12 , Issue Index. Digitized from IA1630116-07 . Previous issue: sim_theory-into-practice_1972-12_11_5 . Next issue: sim_theory-into-practice_1973-02_12_1 .

Theory Into Practice 1989: Volume 28 , Issue Index. Digitized from IA1630116-01 . Previous issue: sim_theory-into-practice_autumn-1988_27_4 . Next issue: sim_theory-into-practice_winter-1989_28_1 .

Theory Into Practice 1990: Volume 29 , Issue Index. Digitized from IA1630116-01 . Previous issue: sim_theory-into-practice_autumn-1989_28_4 . Next issue: sim_theory-into-practice_winter-1990_29_1 .

Leadership development, a component of HRD, is becoming an area of increasingly important practice for all organizations. When companies such as Lawrence Livermore National Laboratory rely on knowledge workers for success, leadership becomes even more important. This research paper tests the hypothesis that leadership credibility and the courage to lead are important contributors to leadership effectiveness, where leadership effectiveness is defined by Laboratory measures of effectiveness including performance appraisal, ranking, salary, and subordinate evaluation. (Contains 4 tables.)

This paper reports on what two teacher candidates and their instructor learned from an action research project into the use of inquiry to teach mathematics. We use a model of the relation between theory and practice in teacher education to interpret what we learned about inquiry. This model describes three modes for teacher candidates to learn about teaching: (1) applying theory to practice; (2) interpreting theory and practice, and (3) building/refining personal, practical and professional theories. We learned to (1) apply the 4D-Cycle Model of inquiry, (2) interpret what it means for inquiry to be flexible, and (3) build a theory of teaching with inquiry based on non-linear and community-based dispositions of teachers toward learning. We conclude by suggesting that this model could constitute a developmental pathway by teacher candidates for experiencing the linkages between theory and practice.

This paper reports on what two teacher candidates and their instructor learned from an action research project into the use of inquiry to teach mathematics. We use a model of the relation between theory and practice in teacher education to interpret what we learned about inquiry. This model describes three modes for teacher candidates to learn about teaching: (1) applying theory to practice; (2) interpreting theory and practice, and (3) building/refining personal, practical and professional theories. We learned to (1) apply the 4D-Cycle Model of inquiry, (2) interpret what it means for inquiry to be flexible, and (3) build a theory of teaching with inquiry based on non-linear and community-based dispositions of teachers toward learning. We conclude by suggesting that this model could constitute a developmental pathway by teacher candidates for experiencing the linkages between theory and practice.

This paper reports on what two teacher candidates and their instructor learned from an action research project into the use of inquiry to teach mathematics. We use a model of the relation between theory and practice in teacher education to interpret what we learned about inquiry. This model describes three modes for teacher candidates to learn about teaching: (1) applying theory to practice; (2) interpreting theory and practice, and (3) building/refining personal, practical and professional theories. We learned to (1) apply the 4D-Cycle Model of inquiry, (2) interpret what it means for inquiry to be flexible, and (3) build a theory of teaching with inquiry based on non-linear and community-based dispositions of teachers toward learning. We conclude by suggesting that this model could constitute a developmental pathway by teacher candidates for experiencing the linkages between theory and practice.

This paper reports on what two teacher candidates and their instructor learned from an action research project into the use of inquiry to teach mathematics. We use a model of the relation between theory and practice in teacher education to interpret what we learned about inquiry. This model describes three modes for teacher candidates to learn about teaching: (1) applying theory to practice; (2) interpreting theory and practice, and (3) building/refining personal, practical and professional theories. We learned to (1) apply the 4D-Cycle Model of inquiry, (2) interpret what it means for inquiry to be flexible, and (3) build a theory of teaching with inquiry based on non-linear and community-based dispositions of teachers toward learning. We conclude by suggesting that this model could constitute a developmental pathway by teacher candidates for experiencing the linkages between theory and practice.

This paper reports on what two teacher candidates and their instructor learned from an action research project into the use of inquiry to teach mathematics. We use a model of the relation between theory and practice in teacher education to interpret what we learned about inquiry. This model describes three modes for teacher candidates to learn about teaching: (1) applying theory to practice; (2) interpreting theory and practice, and (3) building/refining personal, practical and professional theories. We learned to (1) apply the 4D-Cycle Model of inquiry, (2) interpret what it means for inquiry to be flexible, and (3) build a theory of teaching with inquiry based on non-linear and community-based dispositions of teachers toward learning. We conclude by suggesting that this model could constitute a developmental pathway by teacher candidates for experiencing the linkages between theory and practice.

This paper reports on what two teacher candidates and their instructor learned from an action research project into the use of inquiry to teach mathematics. We use a model of the relation between theory and practice in teacher education to interpret what we learned about inquiry. This model describes three modes for teacher candidates to learn about teaching: (1) applying theory to practice; (2) interpreting theory and practice, and (3) building/refining personal, practical and professional theories. We learned to (1) apply the 4D-Cycle Model of inquiry, (2) interpret what it means for inquiry to be flexible, and (3) build a theory of teaching with inquiry based on non-linear and community-based dispositions of teachers toward learning. We conclude by suggesting that this model could constitute a developmental pathway by teacher candidates for experiencing the linkages between theory and practice.

This paper reports on what two teacher candidates and their instructor learned from an action research project into the use of inquiry to teach mathematics. We use a model of the relation between theory and practice in teacher education to interpret what we learned about inquiry. This model describes three modes for teacher candidates to learn about teaching: (1) applying theory to practice; (2) interpreting theory and practice, and (3) building/refining personal, practical and professional theories. We learned to (1) apply the 4D-Cycle Model of inquiry, (2) interpret what it means for inquiry to be flexible, and (3) build a theory of teaching with inquiry based on non-linear and community-based dispositions of teachers toward learning. We conclude by suggesting that this model could constitute a developmental pathway by teacher candidates for experiencing the linkages between theory and practice.

This paper reports on what two teacher candidates and their instructor learned from an action research project into the use of inquiry to teach mathematics. We use a model of the relation between theory and practice in teacher education to interpret what we learned about inquiry. This model describes three modes for teacher candidates to learn about teaching: (1) applying theory to practice; (2) interpreting theory and practice, and (3) building/refining personal, practical and professional theories. We learned to (1) apply the 4D-Cycle Model of inquiry, (2) interpret what it means for inquiry to be flexible, and (3) build a theory of teaching with inquiry based on non-linear and community-based dispositions of teachers toward learning. We conclude by suggesting that this model could constitute a developmental pathway by teacher candidates for experiencing the linkages between theory and practice.

This paper reports on what two teacher candidates and their instructor learned from an action research project into the use of inquiry to teach mathematics. We use a model of the relation between theory and practice in teacher education to interpret what we learned about inquiry. This model describes three modes for teacher candidates to learn about teaching: (1) applying theory to practice; (2) interpreting theory and practice, and (3) building/refining personal, practical and professional theories. We learned to (1) apply the 4D-Cycle Model of inquiry, (2) interpret what it means for inquiry to be flexible, and (3) build a theory of teaching with inquiry based on non-linear and community-based dispositions of teachers toward learning. We conclude by suggesting that this model could constitute a developmental pathway by teacher candidates for experiencing the linkages between theory and practice.

Theory Into Practice 1966: Volume 5 , Issue Index. Digitized from IA1630116-07 . Previous issue: sim_theory-into-practice_1965-12_4_5 . Next issue: sim_theory-into-practice_1966-02_5_1 .

Theory Into Practice 1997: Volume 36 , Issue Index. Digitized from IA1630116-01 . Previous issue: sim_theory-into-practice_autumn-1996_35_4 . Next issue: sim_theory-into-practice_winter-1997_36_1 .

Theory Into Practice 2005: Volume 44 , Issue Index. Digitized from IA1630116-01 . Previous issue: sim_theory-into-practice_autumn-2004_43_4 . Next issue: sim_theory-into-practice_winter-2005_44_1 .

Theory Into Practice 2005: Volume 44 , Issue Index. Digitized from IA1630116-01 . Previous issue: sim_theory-into-practice_autumn-2004_43_4 . Next issue: sim_theory-into-practice_winter-2005_44_1 .

Theory Into Practice 2005: Volume 44 , Issue Index. Digitized from IA1630116-01 . Previous issue: sim_theory-into-practice_autumn-2004_43_4 . Next issue: sim_theory-into-practice_winter-2005_44_1 .

Theory Into Practice 2005: Volume 44 , Issue Index. Digitized from IA1630116-01 . Previous issue: sim_theory-into-practice_autumn-2004_43_4 . Next issue: sim_theory-into-practice_winter-2005_44_1 .

The Transglobal Secure Collaboration Program (TSCP) is a global consortium involving the U.S. Department of Defense, the United Kingdom Ministry of Defence (MoD), the Netherlands Ministry of Defence, and seven of the worlds largest aerospace and defense (A and D) companies. These parties have come together to address one problem: how to securely share information to enable collaboration throughout the A and D global community.

The theory and practice of whole language teaching should be integral and simultaneous components of preservice teacher education. A number of instructional strategies and class activities can be used to provide preservice teachers with experiences similar to experiences they will provide to elementary school children. Examples of class activities include: (1) writing workshops during language arts and reading methods courses; (2) weekly workshops for collaborative work on assignments, thematic units, and projects; (3) shared reading of literature focusing on techniques of reading aloud and questioning, and exposure to current children's literature; (4) dialogue journals and learning logs in which students summarize the day's learning activities and ideas; (5) learning centers focusing on different topics, activities, and skills, which underscore the advantages of students moving at their own pace; and (6) shared field placements, in which students observe and participate each week in the literacy activities of a primary, multi-age, whole language classroom. Specific assignments in language arts and classroom management courses which can help education students understand the whole language philosophy include studies of children's authors and illustrators, the design and implementation of learning centers, the creation of child-centered bulletin boards, and the development of a unit using literature as the text. (AC)

The theory and practice of whole language teaching should be integral and simultaneous components of preservice teacher education. A number of instructional strategies and class activities can be used to provide preservice teachers with experiences similar to experiences they will provide to elementary school children. Examples of class activities include: (1) writing workshops during language arts and reading methods courses; (2) weekly workshops for collaborative work on assignments, thematic units, and projects; (3) shared reading of literature focusing on techniques of reading aloud and questioning, and exposure to current children's literature; (4) dialogue journals and learning logs in which students summarize the day's learning activities and ideas; (5) learning centers focusing on different topics, activities, and skills, which underscore the advantages of students moving at their own pace; and (6) shared field placements, in which students observe and participate each week in the literacy activities of a primary, multi-age, whole language classroom. Specific assignments in language arts and classroom management courses which can help education students understand the whole language philosophy include studies of children's authors and illustrators, the design and implementation of learning centers, the creation of child-centered bulletin boards, and the development of a unit using literature as the text. (AC)

The theory and practice of whole language teaching should be integral and simultaneous components of preservice teacher education. A number of instructional strategies and class activities can be used to provide preservice teachers with experiences similar to experiences they will provide to elementary school children. Examples of class activities include: (1) writing workshops during language arts and reading methods courses; (2) weekly workshops for collaborative work on assignments, thematic units, and projects; (3) shared reading of literature focusing on techniques of reading aloud and questioning, and exposure to current children's literature; (4) dialogue journals and learning logs in which students summarize the day's learning activities and ideas; (5) learning centers focusing on different topics, activities, and skills, which underscore the advantages of students moving at their own pace; and (6) shared field placements, in which students observe and participate each week in the literacy activities of a primary, multi-age, whole language classroom. Specific assignments in language arts and classroom management courses which can help education students understand the whole language philosophy include studies of children's authors and illustrators, the design and implementation of learning centers, the creation of child-centered bulletin boards, and the development of a unit using literature as the text. (AC)

The theory and practice of whole language teaching should be integral and simultaneous components of preservice teacher education. A number of instructional strategies and class activities can be used to provide preservice teachers with experiences similar to experiences they will provide to elementary school children. Examples of class activities include: (1) writing workshops during language arts and reading methods courses; (2) weekly workshops for collaborative work on assignments, thematic units, and projects; (3) shared reading of literature focusing on techniques of reading aloud and questioning, and exposure to current children's literature; (4) dialogue journals and learning logs in which students summarize the day's learning activities and ideas; (5) learning centers focusing on different topics, activities, and skills, which underscore the advantages of students moving at their own pace; and (6) shared field placements, in which students observe and participate each week in the literacy activities of a primary, multi-age, whole language classroom. Specific assignments in language arts and classroom management courses which can help education students understand the whole language philosophy include studies of children's authors and illustrators, the design and implementation of learning centers, the creation of child-centered bulletin boards, and the development of a unit using literature as the text. (AC)

The theory and practice of whole language teaching should be integral and simultaneous components of preservice teacher education. A number of instructional strategies and class activities can be used to provide preservice teachers with experiences similar to experiences they will provide to elementary school children. Examples of class activities include: (1) writing workshops during language arts and reading methods courses; (2) weekly workshops for collaborative work on assignments, thematic units, and projects; (3) shared reading of literature focusing on techniques of reading aloud and questioning, and exposure to current children's literature; (4) dialogue journals and learning logs in which students summarize the day's learning activities and ideas; (5) learning centers focusing on different topics, activities, and skills, which underscore the advantages of students moving at their own pace; and (6) shared field placements, in which students observe and participate each week in the literacy activities of a primary, multi-age, whole language classroom. Specific assignments in language arts and classroom management courses which can help education students understand the whole language philosophy include studies of children's authors and illustrators, the design and implementation of learning centers, the creation of child-centered bulletin boards, and the development of a unit using literature as the text. (AC)

The theory and practice of whole language teaching should be integral and simultaneous components of preservice teacher education. A number of instructional strategies and class activities can be used to provide preservice teachers with experiences similar to experiences they will provide to elementary school children. Examples of class activities include: (1) writing workshops during language arts and reading methods courses; (2) weekly workshops for collaborative work on assignments, thematic units, and projects; (3) shared reading of literature focusing on techniques of reading aloud and questioning, and exposure to current children's literature; (4) dialogue journals and learning logs in which students summarize the day's learning activities and ideas; (5) learning centers focusing on different topics, activities, and skills, which underscore the advantages of students moving at their own pace; and (6) shared field placements, in which students observe and participate each week in the literacy activities of a primary, multi-age, whole language classroom. Specific assignments in language arts and classroom management courses which can help education students understand the whole language philosophy include studies of children's authors and illustrators, the design and implementation of learning centers, the creation of child-centered bulletin boards, and the development of a unit using literature as the text. (AC)

This paper describes an action plan for integrating multicultural theory into a teacher education social foundations course and presents results from an evaluation of this effort. The action plan for the course was to integrate the theory and practice of multicultural education across five master questions posed by T. Berg (1999) and in the context of five dimensions of multicultural education defined by J. Banks (1995). "Schools in Communities" was planned as an undergraduate course to introduce students to the foundations of education by studying social, philosophical, and historical aspects of U.S. culture. Through the use of the five master questions and the five dimensions of multicultural education, students were to focus on the forces and influences that guide the U.S. education system and the individual classroom. Among the features of the course were the use of texts representing the diversity of students, including examples from children's literature, and a variety of enrichment experiences, ranging from speakers through videos and interactive technology. Students also conducted an ethnographic study of a school. The responses of 27 students (7 African American, 18 Caucasian, 1 Arab) showed gains in their appreciation of the complexity of education and the relationship between schools and society. Twelve of the students commented that they really enjoyed the class, and 14 said that the class had opened their eyes to many educational issues. An appendix contains the course syllabus and some supplemental information. (SLD)

This paper describes an action plan for integrating multicultural theory into a teacher education social foundations course and presents results from an evaluation of this effort. The action plan for the course was to integrate the theory and practice of multicultural education across five master questions posed by T. Berg (1999) and in the context of five dimensions of multicultural education defined by J. Banks (1995). "Schools in Communities" was planned as an undergraduate course to introduce students to the foundations of education by studying social, philosophical, and historical aspects of U.S. culture. Through the use of the five master questions and the five dimensions of multicultural education, students were to focus on the forces and influences that guide the U.S. education system and the individual classroom. Among the features of the course were the use of texts representing the diversity of students, including examples from children's literature, and a variety of enrichment experiences, ranging from speakers through videos and interactive technology. Students also conducted an ethnographic study of a school. The responses of 27 students (7 African American, 18 Caucasian, 1 Arab) showed gains in their appreciation of the complexity of education and the relationship between schools and society. Twelve of the students commented that they really enjoyed the class, and 14 said that the class had opened their eyes to many educational issues. An appendix contains the course syllabus and some supplemental information. (SLD)

This paper describes an action plan for integrating multicultural theory into a teacher education social foundations course and presents results from an evaluation of this effort. The action plan for the course was to integrate the theory and practice of multicultural education across five master questions posed by T. Berg (1999) and in the context of five dimensions of multicultural education defined by J. Banks (1995). "Schools in Communities" was planned as an undergraduate course to introduce students to the foundations of education by studying social, philosophical, and historical aspects of U.S. culture. Through the use of the five master questions and the five dimensions of multicultural education, students were to focus on the forces and influences that guide the U.S. education system and the individual classroom. Among the features of the course were the use of texts representing the diversity of students, including examples from children's literature, and a variety of enrichment experiences, ranging from speakers through videos and interactive technology. Students also conducted an ethnographic study of a school. The responses of 27 students (7 African American, 18 Caucasian, 1 Arab) showed gains in their appreciation of the complexity of education and the relationship between schools and society. Twelve of the students commented that they really enjoyed the class, and 14 said that the class had opened their eyes to many educational issues. An appendix contains the course syllabus and some supplemental information. (SLD)

The Learning Classroom - Theory Into Practice ★ "Lost" Annenberg Teacher's Series More series information page:  https://web.archive.org/web/20181111113520/http://learner.org:80/resources/series172.html Interactive Webpage:  https://web.archive.org/web/20180111125240/http://www.learner.org/courses/learningclassroom/index.html Transcripts:  https://web.archive.org/web/20191111234213/http://www.learner.org/resources/transcripts/LearningClassroom/ The Learning Classroom: Theory Into Practice - Was a video course for K-12 teachers; 13 half-hour video programs , transcripts , print guide , and Web site This video-based course is an exploration of learning theory — appropriate for grades K-12 and all subject areas — for the training of preservice teachers and the professional development of inservice teachers. Hosted by Stanford University professor Linda Darling-Hammond, the 13 half-hour programs illustrate a variety of learning theories with applications to classroom practice. A Web site and print guide supplement the videos, with background readings, questions for discussion, and ongoing assignments that bring theory into practice. Produced by Detroit Public Television and Mort Crim Communications. 2003. ISBN: 1-57680-677-4 00 Preview 01 How People Learn - Introduction to Learning Theory 02 Learning As We Grow - Development and Learning 03 Building on What We Know - Cognitive Processing 04 Different Kinds of Smart - Multiple Intelligences 05 Feelings Count - Emotions and Learning 06 The Classroom Mosaic - Culture and Learning 07 Learning From Others - Learning in a Social Context 08 Watch It Do It Know It - Cognitive Apprenticeship 09 Thinking About Thinking - Metacognition 10 How We Organize Knowledge - The Structure of the Disciplines 11 Lessons for Life - Learning and Transfer 12 Expectations for Success - Motivation and Learning 13 Pulling It All Together - Creating Classrooms and Schools That Support Learning You may download the ★ entire series ★ at once, HERE (2.8 GB): https://archive.org/compress/the-learning-classroom/formats=MPEG4&file=/the-learning-classroom.zip Perhaps you might be interested in these other educator development series? Like: Reactions in Chemistry    The Science of Teaching Science   Science in Focus   Principles For Principals   Assessment in Math and Science - What's the Point Looking at Learning ... Again - Part 1   Looking at Learning ... Again - Part 2   Essential Science for Teachers - Life Science   Essential Science for Teachers - Earth and Space Science   Essential Science for Teachers - Physical Science   Mathematics - What's the Big Idea   The Economics Classroom: A Workshop for Grade 9-12 Teachers The Learning Classroom - Theory Into Practice   <---- You are Here Teaching "The Children of Willesden Lane"   Journey North   Teaching Chemistry ★ A Teacher's Series Bridging World History (Alternate) ★   ____________________________________________________________________________________ Copyright Disclaimer: Under Section 107 of the Copyright Act 1976, allowance is made for "fair use" for purposes such as criticism, comment, news reporting, teaching, scholarship, and research. Fair use is a use permitted by copyright statute that might otherwise be infringing. Non-profit, educational or personal use tips the balance in favor of fair use. This series has been discontinued due to rights expiration. ☠️ ___________________________________________________________________________________ Individual Program Descriptions Session 1. How People Learn: Introduction to Learning Theory This program introduces the main themes of the course. Teacher interviews and classroom footage illustrate why learning theory is at the core of good classroom instruction and demonstrate the broad spectrum of theoretical knowledge available for use in classroom practice. Session 2. Learning As We Grow: Development and Learning This program examines the concept of readiness for learning and illustrates how developmental pathways — including physical, cognitive, and linguistic — all play a part in students' learning. Featured are a first-grade teacher, a seventh- and eighth-grade science teacher, and a senior physics teacher, with expert commentary from University of California at Santa Cruz professor Roland Tharp and Yale University professor James P. Comer. Session 3. Building on What We Know: Cognitive Processing This program covers how prior knowledge, expectations, context, and practice affect processing and using information and making connections. Featured are a first-grade teacher, a ninth- and 10th-grade mathematics teacher, and a special education teacher, with expert commentary from Stanford University professor Roy Pea. Session 4. Different Kinds of Smart: Multiple Intelligences This program delves into Harvard University professor Howard Gardner's theory of multiple intelligences, describing how people have learning skills that differ in significant ways. Featured are teachers who share a class of five- through eight-year-olds, including several mainstreamed special needs students, and a ninth- and 10th-grade social studies teacher, with expert commentary from Howard Gardner. Session 5. Feelings Count: Emotions and Learning This program introduces ways to create an emotionally safe classroom to foster learning and to deal effectively with emotions and conflicts that can be obstacles. Featured are a fifth-grade teacher and an eighth-grade band teacher, with expert commentary from Daniel B. Goleman, author of the book Emotional Intelligence, and Yale University Professor James P. Comer. Session 6. The Classroom Mosaic: Culture and Learning This program discusses how culturally responsive teaching enables students to create connections, access prior knowledge and experience, and develop competence. Featured are a sixth-grade teacher and two ninth-grade teachers, with expert commentary from University of Wisconsin professor Gloria Ladson-Billings and University of Arizona professor Luis Moll. Session 7. Learning From Others: Learning in a Social Context Based on Lev Vygotsky's work, this program explores how learning relies on communication and interaction with others as communities of learners. The program features a fifth-grade teacher and a ninth- through 12-grade teacher, with expert commentary from Tufts University professor David Elkind, Yale University professor James P. Comer, and University of California at Santa Cruz professor Roland Tharp. Session 8. Watch It, Do It, Know It: Cognitive Apprenticeship This program demonstrates how teachers help their students develop expertise and accomplish complex tasks by modeling, assisted performance, scaffolding, coaching, and feedback. It features a fifth- and sixth-grade teacher and an 11th- and 12th-grade English and social studies teacher, with expert commentary from University of Michigan professor Annemarie Sullivan Palincsar. Session 9. Thinking About Thinking: Metacognition This program explores how thinking about thinking helps students better manage their own learning and learn difficult concepts deeply. The program features a senior English teacher and a sixth-grade teacher, with expert commentary from University of Michigan professor Annemarie Sullivan Palincsar and Lee S. Shulman, president of the Carnegie Foundation for the Advancement of Teaching. Session 10. How We Organize Knowledge: The Structure of the Disciplines This program covers the ways in which the organization of knowledge and understanding can influence learning. It also introduces Bruner's and Schwab's ideas about the structure of the disciplines. Featured are a fourth-grade teacher, a 10th-grade biology teacher, and a ninth- through 12th-grade teacher, with expert commentary from Lee S. Shulman, president of the Carnegie Foundation for the Advancement of Teaching. Session 11. Lessons for Life: Learning and Transfer This program describes what conditions are needed for knowledge and skills learned in one context to be retrieved and applied to a novel situation, and how different teaching strategies can increase the possibilities for transfer. The program features a fourth-grade teacher and a seventh- and eighth-grade teacher, with expert commentary from Lee S. Shulman, president of the Carnegie Foundation for the Advancement of Teaching. Session 12. Expectations for Success: Motivation and Learning Teachers can enhance their students' motivation by encouraging them to be thoughtfully and critically engaged in the learning process, by supporting their drive for mastery and understanding, and by helping them become self-confident. This program takes a second look at classrooms seen previously to show how motivational techniques work in concert with other learning theories. Stanford University School of Education Dean Deborah Stipek adds her insight to this program. Session 13. Pulling It All Together: Creating Classrooms and Schools That Support Learning This program discusses how schools can organize for powerful learning through a coherent, connected approach to teaching and learning that is reinforced and supported by structural features. This session features the staff and students of two schools: a public school in Michigan serving grades three through eight and a first-year charter school in California. Host Linda Darling-Hammond provides expert commentary. 

The Learning Classroom - Theory Into Practice ★ "Lost" Annenberg Teacher's Series More series information page:  https://web.archive.org/web/20181111113520/http://learner.org:80/resources/series172.html Interactive Webpage:  https://web.archive.org/web/20180111125240/http://www.learner.org/courses/learningclassroom/index.html Transcripts:  https://web.archive.org/web/20191111234213/http://www.learner.org/resources/transcripts/LearningClassroom/ The Learning Classroom: Theory Into Practice - Was a video course for K-12 teachers; 13 half-hour video programs , transcripts , print guide , and Web site This video-based course is an exploration of learning theory — appropriate for grades K-12 and all subject areas — for the training of preservice teachers and the professional development of inservice teachers. Hosted by Stanford University professor Linda Darling-Hammond, the 13 half-hour programs illustrate a variety of learning theories with applications to classroom practice. A Web site and print guide supplement the videos, with background readings, questions for discussion, and ongoing assignments that bring theory into practice. Produced by Detroit Public Television and Mort Crim Communications. 2003. ISBN: 1-57680-677-4 00 Preview 01 How People Learn - Introduction to Learning Theory 02 Learning As We Grow - Development and Learning 03 Building on What We Know - Cognitive Processing 04 Different Kinds of Smart - Multiple Intelligences 05 Feelings Count - Emotions and Learning 06 The Classroom Mosaic - Culture and Learning 07 Learning From Others - Learning in a Social Context 08 Watch It Do It Know It - Cognitive Apprenticeship 09 Thinking About Thinking - Metacognition 10 How We Organize Knowledge - The Structure of the Disciplines 11 Lessons for Life - Learning and Transfer 12 Expectations for Success - Motivation and Learning 13 Pulling It All Together - Creating Classrooms and Schools That Support Learning You may download the ★ entire series ★ at once, HERE (2.8 GB): https://archive.org/compress/the-learning-classroom/formats=MPEG4&file=/the-learning-classroom.zip Perhaps you might be interested in these other educator development series? Like: Reactions in Chemistry    The Science of Teaching Science   Science in Focus   Principles For Principals   Assessment in Math and Science - What's the Point Looking at Learning ... Again - Part 1   Looking at Learning ... Again - Part 2   Essential Science for Teachers - Life Science   Essential Science for Teachers - Earth and Space Science   Essential Science for Teachers - Physical Science   Mathematics - What's the Big Idea   The Economics Classroom: A Workshop for Grade 9-12 Teachers The Learning Classroom - Theory Into Practice   <---- You are Here Teaching "The Children of Willesden Lane"   Journey North   Teaching Chemistry ★ A Teacher's Series Bridging World History (Alternate) ★   ____________________________________________________________________________________ Copyright Disclaimer: Under Section 107 of the Copyright Act 1976, allowance is made for "fair use" for purposes such as criticism, comment, news reporting, teaching, scholarship, and research. Fair use is a use permitted by copyright statute that might otherwise be infringing. Non-profit, educational or personal use tips the balance in favor of fair use. This series has been discontinued due to rights expiration. ☠️ ___________________________________________________________________________________ Individual Program Descriptions Session 1. How People Learn: Introduction to Learning Theory This program introduces the main themes of the course. Teacher interviews and classroom footage illustrate why learning theory is at the core of good classroom instruction and demonstrate the broad spectrum of theoretical knowledge available for use in classroom practice. Session 2. Learning As We Grow: Development and Learning This program examines the concept of readiness for learning and illustrates how developmental pathways — including physical, cognitive, and linguistic — all play a part in students' learning. Featured are a first-grade teacher, a seventh- and eighth-grade science teacher, and a senior physics teacher, with expert commentary from University of California at Santa Cruz professor Roland Tharp and Yale University professor James P. Comer. Session 3. Building on What We Know: Cognitive Processing This program covers how prior knowledge, expectations, context, and practice affect processing and using information and making connections. Featured are a first-grade teacher, a ninth- and 10th-grade mathematics teacher, and a special education teacher, with expert commentary from Stanford University professor Roy Pea. Session 4. Different Kinds of Smart: Multiple Intelligences This program delves into Harvard University professor Howard Gardner's theory of multiple intelligences, describing how people have learning skills that differ in significant ways. Featured are teachers who share a class of five- through eight-year-olds, including several mainstreamed special needs students, and a ninth- and 10th-grade social studies teacher, with expert commentary from Howard Gardner. Session 5. Feelings Count: Emotions and Learning This program introduces ways to create an emotionally safe classroom to foster learning and to deal effectively with emotions and conflicts that can be obstacles. Featured are a fifth-grade teacher and an eighth-grade band teacher, with expert commentary from Daniel B. Goleman, author of the book Emotional Intelligence, and Yale University Professor James P. Comer. Session 6. The Classroom Mosaic: Culture and Learning This program discusses how culturally responsive teaching enables students to create connections, access prior knowledge and experience, and develop competence. Featured are a sixth-grade teacher and two ninth-grade teachers, with expert commentary from University of Wisconsin professor Gloria Ladson-Billings and University of Arizona professor Luis Moll. Session 7. Learning From Others: Learning in a Social Context Based on Lev Vygotsky's work, this program explores how learning relies on communication and interaction with others as communities of learners. The program features a fifth-grade teacher and a ninth- through 12-grade teacher, with expert commentary from Tufts University professor David Elkind, Yale University professor James P. Comer, and University of California at Santa Cruz professor Roland Tharp. Session 8. Watch It, Do It, Know It: Cognitive Apprenticeship This program demonstrates how teachers help their students develop expertise and accomplish complex tasks by modeling, assisted performance, scaffolding, coaching, and feedback. It features a fifth- and sixth-grade teacher and an 11th- and 12th-grade English and social studies teacher, with expert commentary from University of Michigan professor Annemarie Sullivan Palincsar. Session 9. Thinking About Thinking: Metacognition This program explores how thinking about thinking helps students better manage their own learning and learn difficult concepts deeply. The program features a senior English teacher and a sixth-grade teacher, with expert commentary from University of Michigan professor Annemarie Sullivan Palincsar and Lee S. Shulman, president of the Carnegie Foundation for the Advancement of Teaching. Session 10. How We Organize Knowledge: The Structure of the Disciplines This program covers the ways in which the organization of knowledge and understanding can influence learning. It also introduces Bruner's and Schwab's ideas about the structure of the disciplines. Featured are a fourth-grade teacher, a 10th-grade biology teacher, and a ninth- through 12th-grade teacher, with expert commentary from Lee S. Shulman, president of the Carnegie Foundation for the Advancement of Teaching. Session 11. Lessons for Life: Learning and Transfer This program describes what conditions are needed for knowledge and skills learned in one context to be retrieved and applied to a novel situation, and how different teaching strategies can increase the possibilities for transfer. The program features a fourth-grade teacher and a seventh- and eighth-grade teacher, with expert commentary from Lee S. Shulman, president of the Carnegie Foundation for the Advancement of Teaching. Session 12. Expectations for Success: Motivation and Learning Teachers can enhance their students' motivation by encouraging them to be thoughtfully and critically engaged in the learning process, by supporting their drive for mastery and understanding, and by helping them become self-confident. This program takes a second look at classrooms seen previously to show how motivational techniques work in concert with other learning theories. Stanford University School of Education Dean Deborah Stipek adds her insight to this program. Session 13. Pulling It All Together: Creating Classrooms and Schools That Support Learning This program discusses how schools can organize for powerful learning through a coherent, connected approach to teaching and learning that is reinforced and supported by structural features. This session features the staff and students of two schools: a public school in Michigan serving grades three through eight and a first-year charter school in California. Host Linda Darling-Hammond provides expert commentary. 

It is unrealistic to expect students to have future literacy about science, information, and technology if their education includes only facts and concepts relevant during the school years. While life presents situations that cannot be solved by learned responses, the metacognitive strategy is brought into play. Metacognitive skills are needed when habitual responses are not successful. Metacognitive skills will enable students to successfully cope with new situations. The main purpose of this paper is to propose a practical model of implementing strategies to increase students’ ability to comprehend texts and find solutions to word problems based on the theories and empirical background of metacognition. In addition, the distinction between metacognition and cognition and explicit instruction on the learning strategies to develop students metacognitive skills were discussed. It concludes that teachers can raise the level of metacognitive thought in their classrooms by modeling the processes. The use of metacognitive strategies will enable students to be independent and strategic learners.

Noting the importance of whole concept learning as opposed to fragmented non-meaningful facts, this paper presents a unit of study on animal habitats that is geared for a first-grade whole-language classroom in the later stages of the year. The major objective of the unit presented in the paper is for students to be able to identify the habitats of animals. The whole unit last from five to seven days, depending on the time needed for students to grasp the concepts. The paper offers a list of 29 objectives; a materials list; a list of the readings, and writing, science, math, social studies, listening and speaking, and art activities in the unit; unit planning forms for each of the scheduled five days of the unit; a story review form for parents to complete; a student self-evaluation form; an evaluation form for teachers to complete; a list of 10 resources; two sample activities; and a book report sheet. (RS)

1Voyage Towards the South Pole and Round the World Volume 1

By James Cook

Having, on his first voyage, discovered Australia, Cook still had to contend with those who maintained that the Terra Australians Incognita (the unknown Southern Continent) was a reality. To finally settle the issue, the British Admiralty sent Cook out again into the vast Southern Ocean with two sailing ships totalling only about 800 tons. Listen as Cook, equipped with one of the first chronometers, pushes his small vessel not merely into the Roaring Forties or the Furious Fifties but becomes the first explorer to penetrate the Antarctic Circle, reaching an incredible Latitude 71 degrees South, just failing to discover Antarctica. (Introduction by Shipley)

LibriVox volunteers bring you 16 recordings of Be Kind When You Can by Eliza Cook. This was the Weekly Poetry project for January 30, 2011.<br><br>Eliza Cook was an English author, Chartist poet and writer born in London Road, Southwark.<br><br>She was the daughter of a local tradesman. She attended the local Sunday Schools and was encouraged by the son of the music master to produce her first volume of poetry. From this she took confidence and in 1837 began to offer verse to the radical Weekly Dispatch, then edited by William Johnson Fox. She was a staple of its pages for the next ten years. She also offered material to The Literary Gazette, Metropolitan Magazine and New Monthly. (summary from Wikipedia)

3Life of Florence Nightingale, Volume 1

By Edward Tyas Cook

A history of Florence Nightingale (1820-1910), the founder of modern nursing. Here's the definitive biography, gleaned from a lifetime of her notes, letters and writings, that goes way beyond the mere legend of "The Lady With The Lamp", and the "Founder Of Modern Nursing". This well written saga covers the vastly more expanded story of her development into an intelligent woman with a high purpose, her social standing and family connections that opened many doors for her, her extensive work after the Crimean War working with governments to develop better health care delivery systems to the indigent in England and in India, and her voluminous writings on numerous topics. Volume 1 recounts her life from childhood through 1861. (Summary by Michele Fry)

4Life of Florence Nightingale, Volume 2

By Edward Tyas Cook

A history of Florence Nightingale (1820-1910), the founder of modern nursing. Here's the definitive biography, gleaned from a lifetime of her notes, letters and writings, that goes way beyond the mere legend of "The Lady With The Lamp", and the "Founder Of Modern Nursing". This well written saga covers the vastly more expanded story of her development into an intelligent woman with a high purpose, her social standing and family connections that opened many doors for her, her extensive work after the Crimean War working with governments to develop better health care delivery systems to the indigent in England and in India, and her voluminous writings on numerous topics. Volume 2 recounts her life from 1861 through her death in 1910. (Summary by Michele Fry)

The first of 3 voyages of Captain Cook - this one is to New Zealand and the South Pacific. - Summary by Lynda Marie Neilson

6Adrift in the Unknown; or Queer Adventures in a Queer Realm

By William Wallace Cook

A delightful, imaginative, and sometimes silly adventure in early science fiction. Join a noble scientist and some of his less noble associates as they take flight in a newly constructed, seemingly magical spaceship. After they land on the planet Mercury, they are caught in the crossfire in a war between futuristic Mercurean city-states which wield high-tech weaponry. As they fight for their own survivial and that of their fellow humans, each man is challenged to confront his own moral failings. Set aside your 21st-century knowledge of physics and settle in for a lighthearted, somewhat predictable romp through outer space. - Summary by Amanda Rumbaugh

7Voyage Towards the South Pole and Round the World Volume 2

By James Cook

Having disproved the myth of Terra Australis Incognita (The unknown Southern Continent), Cook returns to New Zealand via the Friendly Islands, Easter Island, Norfolk Island, New Caledonia, and Vanuatu. Cook then returns home via Cape Horn, discovering South Georgia and the South Sandwich Islands before putting into Cape Town to refit before finally sailing home. Volume 2 also includes the Journal of Captain Furneaux during the period when he was separated from Captain Cook - Summary by David Cole

8First Voyage of James Cook Volume 1

By James Cook

In May 1768, the Admiralty commissioned the 39-year old Cook to command a scientific voyage to the Pacific Ocean to observe and record the 1769 transit of Venus across the Sun. The expedition sailed aboard HMS Endeavour in August 1768, rounded Cape Horn and continued to Tahiti, where the observations of the transit were made. Cook then opened sealed orders for the second part of his voyage: to search the south Pacific for signs of the postulated rich southern continent of Terra Australis. Cook proceeded to circumnavigate New Zealand's two main islands, which is where this volume ends. - Summary by David Cole

9First Voyage of James Cook Volume 2

By James Cook

Following his discovery and circumnavigation of New Zealand recorded in Volume 1, Cook sailed westwards to Australia, whose east coast was at that time unknown. After initially sighting Port Hicks, Cook landed at Botany Bay, where he tried but failed to make contact with the native inhabitants. He proceeded northward, mapping about a thousand miles of coastline and discovering the Great Barrier Reef by severely damaging his ship in running into one of the reefs. The ship was in danger of sinking and limped to the mainland where, over a period of seven weeks, major repairs were made by the ship's crew. Cook then proceeded to Cape York, the northern tip of Australia and completed his circumnavigation of the globe via Batavia (modern Jakarta, Indonesia), the Cape of Good Hope and St. Helena. - Summary by David Cole

10Third Voyage of James Cook, Volume 1

By James Cook

Only months after his return from his mammoth Second Voyage, the Admiralty ordered Cook back to the Pacific, ostensibly to return Omai, a young man from Raiatea, to his homeland, but in fact to attempt the discovery of the Northwest Passage (a proposed route from the Pacific to the Atlantic north of Canada). Cook commanded HMS Resolution and was accompanied by Captain Clerke commanding HMS Discovery. After sailing to the Pacific via Tenerife, Cape Town and New Zealand, Omai was returned to his home, after which Cook became the first European to visit the Sandwich Islands (Hawaii) and then mapped the West Coast of North America. After many delays, he penetrated the Bering Strait, but was unable because of ice to proceed either East or West. He eventually returned to Hawaii, where Cook was killed by the natives. Following the death of Captain Clerke from tuberculosis, the ships eventually returned to Britain under the command of Captain Gore. This first volume covers only the portion of the voyage up to the first visit to Hawaii. - Summary by David Cole

Only months after his return from his mammoth Second Voyage, the Admiralty ordered Cook back to the Pacific, ostensibly to return Omai, a young man from Raiatea, to his homeland, but in fact to attempt the discovery of the Northwest Passage (a proposed route from the Pacific to the Atlantic north of Canada). Cook commanded HMS Resolution and was accompanied by Captain Clerke commanding HMS Discovery. After sailing to the Pacific via Tenerife, Cape Town and New Zealand, Omai was returned to his home, after which Cook became the first European to visit the Sandwich Islands (Hawaii) and then mapped the West Coast of North America. After many delays, he penetrated the Bering Strait, but was unable because of ice to proceed either East or West. He eventually returned to Hawaii, where Cook was killed by the natives. Following the death of Captain Clerke from tuberculosis, the ships eventually returned to Britain under the command of Captain Gore. This second volume covers the portion of the voyage from leaving Tonga, sailing through the Bering Strait and attempting to find a Northwest or Northeast passage, and sailing to Hawaii, up to immediately before Cook's death there. (Summary by David Cole)

From the darkest corners of the Amazon to the idyllic island paradise of Borneo, the early years of Weird Tales were chocked full of dread tales of jungle terrors. Fierce beasts, deadly cannibals and all other manner of unknown horrors await beneath the lush canopies of trees. Even if you aren't foolish enough to brave the dangers of the jungle, the jungle may come to you instead! Join us for another fright-filled collection of stories from the celebrated halls of Weird Tales magazine! - Summary by Ben Tucker