Lanterna Rally
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Cheating Lessons
Author: James M. Lang
Publisher: Harvard University Press
Published: 2013-09-02
Total Pages: 268
ISBN-13: 0674726235
DOWNLOAD EBOOK →Cheating Lessons is a guide to tackling academic dishonesty at its roots. James Lang analyzes the features of course design and classroom practice that create cheating opportunities, and empowers teachers to build more effective learning environments. Instructors who curb academic dishonesty become better educators in other ways as well.
What the Best College Teachers Do
Author: Ken Bain
Publisher: Harvard University Press
Published: 2011-09-01
Total Pages: 218
ISBN-13: 0674065549
DOWNLOAD EBOOK →What makes a great teacher great? Who are the professors students remember long after graduation? This book, the conclusion of a fifteen-year study of nearly one hundred college teachers in a wide variety of fields and universities, offers valuable answers for all educators. The short answer is—it’s not what teachers do, it’s what they understand. Lesson plans and lecture notes matter less than the special way teachers comprehend the subject and value human learning. Whether historians or physicists, in El Paso or St. Paul, the best teachers know their subjects inside and out—but they also know how to engage and challenge students and to provoke impassioned responses. Most of all, they believe two things fervently: that teaching matters and that students can learn. In stories both humorous and touching, Ken Bain describes examples of ingenuity and compassion, of students’ discoveries of new ideas and the depth of their own potential. What the Best College Teachers Do is a treasure trove of insight and inspiration for first-year teachers and seasoned educators.
What the Best College Students Do
Author: Ken Bain
Publisher: Harvard University Press
Published: 2012-08-27
Total Pages: 300
ISBN-13: 0674070380
DOWNLOAD EBOOK →The author of the best-selling What the Best College Teachers Do is back with more humane, doable, and inspiring help, this time for students who want to get the most out of college—and every other educational enterprise, too. The first thing they should do? Think beyond the transcript. The creative, successful people profiled in this book—college graduates who went on to change the world we live in—aimed higher than straight A’s. They used their four years to cultivate habits of thought that would enable them to grow and adapt throughout their lives. Combining academic research on learning and motivation with insights drawn from interviews with people who have won Nobel Prizes, Emmys, fame, or the admiration of people in their field, Ken Bain identifies the key attitudes that distinguished the best college students from their peers. These individuals started out with the belief that intelligence and ability are expandable, not fixed. This led them to make connections across disciplines, to develop a “meta-cognitive” understanding of their own ways of thinking, and to find ways to negotiate ill-structured problems rather than simply looking for right answers. Intrinsically motivated by their own sense of purpose, they were not demoralized by failure nor overly impressed with conventional notions of success. These movers and shakers didn’t achieve success by making success their goal. For them, it was a byproduct of following their intellectual curiosity, solving useful problems, and taking risks in order to learn and grow.
The Teachers' Institute
Trusting Teachers with School Success
Author: Kim Farris-Berg
Publisher: Rowman & Littlefield
Published: 2013
Total Pages: 253
ISBN-13: 1610485106
DOWNLOAD EBOOK →Lately, our nation's strategy for improving our schools is mostly limited to "getting tough" with teachers. Blaming teachers for poor outcomes, we spend almost all of our energy trying to control teachers' behavior and school operations. But what if all of this is exactly the opposite of what is needed? What if teachers are the answer and not the problem? What if trusting teachers, and not controlling them, is the key to school success? Examining the experiences of teachers who are already trusted to call the shots, this book answers: What would teachers do if they had the autonomy not just to make classroom decisions, but to collectively--with their colleagues--make the decisions influencing whole school success? Decisions such as school curriculum, how to allocate the school budget, and whom to hire. Teachers with decision-making authority create the schools that many of us profess to want. They individualize learning. Their students are active (not passive) learners who gain academic and life skills. The teachers create school cultures that are the same as those in high-performing organizations. They accept accountability and innovate, and make efficient use of resources. These promising results suggest: it's time to trust teachers.
Teachers' Institute
Author: Teachers' Institute, Norwood, New York
Publisher:
Published: 1883
Total Pages:
ISBN-13:
DOWNLOAD EBOOK →Deep Mediations
Author: Karen Redrobe
Publisher: U of Minnesota Press
Published: 2021-03-09
Total Pages: 421
ISBN-13: 1452962944
DOWNLOAD EBOOK →The preoccupation with “depth” and its relevance to cinema and media studies For decades the concept of depth has been central to critical thinking in numerous humanities-based disciplines, legitimizing certain modes of inquiry over others. Deep Mediations examines why and how this is, as scholars today navigate the legacy of depth models of thought and vision, particularly in light of the “surface turn” and as these models impinge on the realms of cinema and media studies. The collection’s eighteen essays seek to understand the decisive but evolving fixation on depth by considering the term’s use across a range of conversations as well as its status in relation to critical methodologies and the current mediascape. Engaging contemporary debates about new computing technologies, the environment, history, identity, affect, audio/visual culture, and the limits and politics of human perception, Deep Mediations is a timely interrogation of depth’s ongoing importance within the humanities. Contributors: Laurel Ahnert; Taylor Arnold, U of Richmond; Erika Balsom, King’s College London; Brooke Belisle, Stony Brook University; Jinhee Choi, King’s College London; Jennifer Fay, Vanderbilt U; Lisa Han, UC Santa Barbara; Jean Ma, Stanford U; Shaka McGlotten, Purchase College-SUNY; Susanna Paasonen, U of Turku, Finland; Jussi Parikka, U of Southampton; Alessandra Raengo, Georgia State U; Pooja Rangan, Amherst College; Katherine Rochester, VIA Art Fund in Boston; Karl Schoonover, University of Warwick (UK); Jordan Schonig, Michigan State U; John Paul Stadler, North Carolina State U; Nicole Starosielski, New York U; Lauren Tilton, U of Richmond.
Culturally Responsive Teaching and The Brain
Author: Zaretta Hammond
Publisher: Corwin Press
Published: 2014-11-13
Total Pages: 311
ISBN-13: 1483308022
DOWNLOAD EBOOK →A bold, brain-based teaching approach to culturally responsive instruction To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. Culturally responsive instruction has shown promise, but many teachers have struggled with its implementation—until now. In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction. The book includes: Information on how one’s culture programs the brain to process data and affects learning relationships Ten “key moves” to build students’ learner operating systems and prepare them to become independent learners Prompts for action and valuable self-reflection
Preparing Teachers for Deeper Learning
Author: Linda Darling-Hammond
Publisher: Harvard Education Press
Published: 2021-02-08
Total Pages: 477
ISBN-13: 1682532941
DOWNLOAD EBOOK →Preparing Teachers for Deeper Learning answers an urgent call for teachers who educate children from diverse backgrounds to meet the demands of a changing world. In today’s knowledge economy, teachers must prioritize problem-solving ability, adaptability, critical thinking, and the development of interpersonal and collaborative skills over rote memorization and the passive transmission of knowledge. Authors Linda Darling-Hammond and Jeannie Oakes and their colleagues examine what this means for teacher preparation and showcase the work of programs that are educating for deeper learning, equity, and social justice. Guided by the growing knowledge base in the science of learning and development, the book examines teacher preparation programs at Alverno College, Bank Street College of Education, High Tech High’s Intern Program, Montclair State University, San Francisco Teacher Residency, Trinity University, and University of Colorado Denver. These seven programs share a common understanding of how people learn that shape similar innovative practices. With vivid examples of teaching for deeper learning in coursework and classrooms; interviews with faculty, school partners, and novice teachers; surveys of teacher candidates and graduates; and analyses of curriculum and practices, Preparing Teachers for Deeper Learning depicts transformative forms of teaching and teacher preparation that honor and expand all students’ abilities, knowledges, and experiences, and reaffirm the promise of educating for a better world.
