What Can I Be? STEM Careers from A to Z, Teachey Tiffani

Автор: Richards, Jack C.
Название: Jack c richards` 50 tips for teacher development
ISBN: 1108408362 ISBN-13(EAN): 9781108408363
Издательство: Cambridge University Press
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Цена: 17930.00 T
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Описание: Highly-practical teacher development tips, grounded in best practice.

Автор: Michael McCarthy, Randi Reppen, Jeanne McCarten, P
Название: Grammar and Beyond Level 2 Teacher Support Resource Book with CD-ROM
ISBN: 1107676533 ISBN-13(EAN): 9781107676534
Издательство: Cambridge University Press
Цена: 10150.00 T
Наличие на складе: Нет в наличии.
Описание: Based on extensive research, Grammar and Beyond ensures that students study accurate information about grammar and apply it in their own speech and writing. The Grammar and Beyond Teacher Support Resource Book with CD-ROM, Level 2, provides suggestions for applying the target grammar to all four major skill areas, helping instructors facilitate dynamic and comprehensive grammar classes; an answer key and audio script for the Student's Book; a CD-ROM containing ready-made, easily scored Unit Tests, as well as 32 PowerPoint® presentations to streamline lesson preparation and encourage lively heads-up interaction.

Название: Teachers` Professional Development: Assessment, Training, and Learning
ISBN: 9462095345 ISBN-13(EAN): 9789462095342
Издательство: Brill
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Цена: 66410.00 T
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Описание: A central aspect of teachers’ professional knowledge and competence is the ability to assess students’ achievements adequately. Giving grades and marks is one prototypical task in this context. Besides giving grades, assessments for school placements or tracking decisions belong to these tasks. Relevant students’ characteristics which influence teachers’ assessments do not only involve academic achievement but also students’ responses to different task demands as well as non-academic characteristics such as learning motivation or school anxiety. Closely associated with the investigation of teachers’ assessment competences and, more specifically, the investigation of conditions associated with high quality of assessments is the development and evaluation of teacher training programs to improve professional competences. In recent years, there has been considerable progress in the domain of professional teacher training; however, only a very limited number of studies are dedicated to the question to what extend training programs might offer valuable approaches to improve the quality of assessments and to implement high assessment competences. Another important field which is closely related to teachers’ competences concerns the question how teachers’ professional development is linked to students’ learning and learning outcomes. In recent years, the societal demand for evidence that teachers’ professional development will result in improved student learning outcomes is increasing. This volume brings together questions on assessment, training, and learning in the professional development of teachers which have not been fully discussed yet. The identification of these research gaps was the reason for dedicating a series of lectures given at the University of Luxembourg 2012 to the topic of professionalization of teachers in these domains. Therefore, this book contains contributions from outstanding international scholars in different academic disciplines to present ideas about open research questions concerning the domains of assessment, training, and learning in the professional development of teachers.

Автор: Wendy Robinson
Название: A Learning Profession?: Teachers and their Professional Development in England and Wales 1920–2000
ISBN: 946209571X ISBN-13(EAN): 9789462095717
Издательство: Brill
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Цена: 119540.00 T
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Описание: This ground-breaking book uncovers a hidden history of the professional development of serving teachers. Drawing on hitherto unpublished archive material, Wendy Robinson reveals an optimistic and liberal age of high class conferences in the 1920s and 1930s, in London hotels and Oxford colleges, free from government control, where teachers from across the country and abroad, gathered for professional, intellectual and cultural ‘refreshment’. The status attached to these occasions was signified by the celebrities who graced them, including royalty, public intellectuals, educational practitioners and politicians. Professor Robinson then shows how post-war training became more instrumental, taken over by the Ministry of Education with its centrally-prescribed advanced courses, and, from 1970, by Local Education Authorities’ invention of apparently democratic Teachers’ Centres. This analysis is complemented by face-to-face interviews with teachers and other practitioners once active in professional development. Fascinating, detailed interviews brilliantly capture teachers’ lived experience of professional development and its influence on their teaching, career development and professional identity. Fresh and original, lucidly written by one of the leading historians of education in Britain, A Learning Profession? is essential and engaging reading for those interested in the development of a teaching profession.

Название: Dimensions in Mentoring: A Continuum of Practice from Beginning Teachers to Teacher Leaders
ISBN: 9460918697 ISBN-13(EAN): 9789460918698
Издательство: Brill
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Цена: 119540.00 T
Наличие на складе: Невозможна поставка.
Описание: This book provides practitioners, researchers, and those involved in mentoring activities insight into varying types of mentoring. It covers aspects of mentoring with preservice teachers, K-12 practitioners, academia, and professionals in public and private sectors. Other areas not typically covered include service learning, faculty and graduate student writing and research groups, undergraduate and graduate student mentoring groups, online programs for alternatively certified teachers, formal mentoring programs for marginalized and underrepresented populations, academic mentoring for tenured faculty, and mentoring support for administrators at all levels! A unique approach to mentoring, a variety of theoretical contexts and frameworks is presented and suggestions for discussions, assignments, and dialogue opportunities are offered at the end of each chapter. These suggestions are practical applications and implications for extending conversations among professionals and are easily transferable to a variety of professional development activities. While primarily intended for teacher educators, it is a complete guide for those in public education who are interested in professional development activities. The topics addressed are useful to those who are new to the field of mentoring and to those who support mentoring projects at any level.

Название: Teaching Chemistry – A Studybook: A Practical Guide and Textbook for Student Teachers, Teacher Trainees and Teachers
ISBN: 9462091382 ISBN-13(EAN): 9789462091382
Издательство: Brill
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Цена: 51800.00 T
Наличие на складе: Невозможна поставка.
Описание: This book focuses on developing and updating prospective and practicing chemistry teachers’ pedagogical content knowledge. The 11 chapters of the book discuss the most essential theories from general and science education, and in the second part of each of the chapters apply the theory to examples from the chemistry classroom. Key sentences, tasks for self-assessment, and suggestions for further reading are also included. The book is focused on many different issues a teacher of chemistry is concerned with. The chapters provide contemporary discussions of the chemistry curriculum, objectives and assessment, motivation, learning difficulties, linguistic issues, practical work, student active pedagogies, ICT, informal learning, continuous professional development, and teaching chemistry in developing environments.

Название: Beginning Teachers: Reviewing Disastrous Lessons
ISBN: 9463000712 ISBN-13(EAN): 9789463000710
Издательство: Brill
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Цена: 33210.00 T
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Описание: In this collection of narratives, beginning teachers describe and reflect on critical incidents—classes that didn't quite go to plan. These experiences are recalled in a general way and all names and locations are fictionalized. Each narrative, while situated in a classroom, focuses on the experience of the teacher/author and sheds light on their thinking as they work through the complex event they are remembering. Beginning teachers then imagine how they might approach a similar situation in the future. While developing reflective practice techniques can support and enhance individual practice when these accounts are shared with others there is some scope for enhancing educative experiences generally. There is a long tradition of reflective practice writing in education, and this small workbook aims to make a contribution to this genre. Each reflective practitioner narrative is followed with an invitation to discussion section and periodically through the workbook sideline methodologies are introduced that readers can use to support further analysis. The beginning teacher narratives are authentic, complex and alive and as a consequence they will generate lively discussion in tutorial spaces with beginning teachers. The materials are informed by various strands of poststructural and critical theory and therefore they are intended to reflect a dialogic stance—rather than signpost specific directions. Cover image: ‘Three legged chair—an accident waiting to happen’, by Crowhurst (2012)

Автор: Juan de Dios Martinez Agudo
Название: Native and Non-Native Teachers in English Language Classrooms: Professional Challenges and Teacher Education
ISBN: 1501512110 ISBN-13(EAN): 9781501512117
Издательство: Walter de Gruyter
Цена: 123910.00 T
Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Despite being highly debated in applied linguistics and L2 teaching literature, the controversial issue of (non)nativeness still remains unresolved. Contemporary critical research has questioned the theoretical foundations of the nativeness paradigm, which still exerts a strong influence in the language teaching profession.Written by well-known researchers and teacher educators from all over the world, both NSs and NNSs, the selected contributions of this volume cover a great variety of aspects related to the professional role and status of both NS and NNS teachers in terms of both perceived differences and professional concerns and challenges. The strongest aspects of this volume are the global perspectives and the implications for future research and teacher education. It is precisely this international perspective which makes this volume illustrative of different realities with a similar objective in mind: the improvement of second language teaching and teacher education. In today's world, being a NS or NNS should not really matter but rather teachers' professional competences.This publication thus provides a forum of reflection and discussion for all L2 educators who need to be aware of how much they might offer to their future students.

Название: Personalising Learning in Open-Plan Schools
ISBN: 9463001913 ISBN-13(EAN): 9789463001915
Издательство: Brill
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Цена: 51800.00 T
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Описание: How can widely acknowledged challenges facing regional secondary schools with high concentrations of low SES students, ineffectual curricula, and poor levels of student engagement, attendance, and wellbeing, be addressed? In this book we report on key outcomes of the Bendigo Education Plan that aimed to improve the academic attainment and wellbeing of 3000 regional secondary students. This Plan entailed rebuilding four Years 7-10 colleges, and developing a differentiated and personalised curriculum, with teachers team-teaching in open-plan settings. We analyse how and why teachers and students adapted to these new practices. We focus on both generic changes in the schools, around the use of ICTs and the organisation of the curriculum, and on specific approaches to teaching and learning in English, mathematics, science, social studies and studio arts. This book provides research-based guidelines on how the curriculum can be renewed and enacted effectively in these and like schools. In analysing a large-scale attempt to address the challenge of making learning personalised and meaningful for this cohort of students, our book addresses larger questions about quality secondary curriculum and successful teacher professional learning support.

Автор: Simone Torsani
Название: CALL Teacher Education: Language Teachers and Technology Integration
ISBN: 9463004769 ISBN-13(EAN): 9789463004763
Издательство: Brill
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Цена: 119540.00 T
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Описание: CALL Teacher Education is a practical resource for teacher trainers who are about to deal with the challenging and exciting task of preparing language teachers to integrate technology into their everyday professional practice. As research yields results that show the solid and growing potential of technology for language education, Computer Assisted Language Learning has become a rather common subject in teacher training programmes worldwide. Based on the author’s experience in teacher education, the present book aims at providing trainers with thorough methodological foundations and practical understanding to design and implement effective CALL courses. To achieve this goal, the volume collects and harmonises the different sources that constitute the base-knowledge of CALL Teacher Education and gradually leads the reader from theory down to practice. The volume, the first monograph on this subject, offers a comprehensive overview of CALL Teacher Education, both as an academic discipline and as a practice ambit, and explores among others the following topics: The relationship between technology and language learning; The integration of technology into language education; Theoretical foundations of CALL teacher training; Frameworks and standards for CALL education; Approaches and processes; CALL training procedures; Curriculum design.

Автор: Liz Dale, Rosie Tanner
Название: CLIL Activities: A Resource for Subject and Language Teachers (+ CD-ROM)
ISBN: 0521149843 ISBN-13(EAN): 9780521149846
Издательство: Cambridge University Press
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Цена: 62510.00 T
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Описание: Innovative activities for Content and Language Integrated Learning (CLIL) teachers and trainee teachers.