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Author: Robert Tremmel
Publisher: Boynton/Cook
Published: 2002
Total Pages: 196
ISBN-13:
DOWNLOAD EBOOK →What do writing teachers need to know? And what do they need to know how to do?
Author: Florida. Department of Public Instruction
Publisher:
Published: 1924
Total Pages: 84
ISBN-13:
DOWNLOAD EBOOK →Author: Luciana C. de Oliveira
Publisher: Springer
Published: 2019-01-17
Total Pages: 334
ISBN-13: 3030022455
DOWNLOAD EBOOK →This practitioner-based book provides different approaches for reaching an increasing population in today’s schools - English language learners (ELLs). The recent development and adoption of the Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (CCSS-ELA/Literacy), the Common Core State Standards for Mathematics, the C3 Framework, and the Next Generation Science Standards (NGSS) highlight the role that teachers have in developing discipline-specific competencies. This requires new and innovative approaches for teaching the content areas to all students. The book begins with an introduction that contextualizes the chapters in which the editors highlight transdisciplinary theories and approaches that cut across content areas. In addition, the editors include a table that provides a matrix of how strategies and theories map across the chapters. The four sections of the book represent the following content areas: English language arts, mathematics, science, and social studies. This book offers practical guidance that is grounded in relevant theory and research and offers teachers suggestions on how to use the approaches described.
Author: Deborah Stern
Publisher: Corwin
Published: 1994-12-07
Total Pages: 368
ISBN-13: 9780803961838
DOWNLOAD EBOOK →This is a clear presentation of the rationale and steps required by an English teacher to develop a thinking, meaning-centred curriculum. The first part of the book studies the development of the co-creative classroom in which the students participate in curriculum development. Issues tackled include classroom management and assessment of student work. The second part comprises individual units of instruction, complete with daily lesson plans, selected readings and student worksheets. The volume will have a broad appeal to both teachers and high school students.
Author: Dan Walker, Jr
Publisher: Routledge
Published: 2013-10-18
Total Pages: 198
ISBN-13: 1317920112
DOWNLOAD EBOOK →Provides detailed instructional strategies, sample lesson plans, and sample assessments which can be adapted in your classroom to help create better readers and more effective writers.
Author: Julius Nicholas Hook
Publisher: Simon & Schuster Books For Young Readers
Published: 1982
Total Pages: 552
ISBN-13:
DOWNLOAD EBOOK →Author: Thomas C. Thompson
Publisher:
Published: 2002
Total Pages: 260
ISBN-13:
DOWNLOAD EBOOK →Contains fifteen essays in which the authors explore the possibility of partnerships and exchanges between high school and college instructors with the goal of improving the ability of students to succeed at college-level writing tasks.
Author: John Gordon
Publisher: SAGE
Published: 2015-03-10
Total Pages: 214
ISBN-13: 1473918421
DOWNLOAD EBOOK →This book is an indispensable guide for anyone training to become a secondary English teacher. It provides an overview of the main topics taught in schools, informed by good teaching practice drawn from the classroom and supported by research and theory, and engages with the requirements of the 2014 National Curriculum for England. Each chapter is based around a ‘lesson feedback’ case study informed by real classroom observations combined with research findings to explore and analyse what underpins high quality English teaching. Coverage includes: · Encouraging a love of reading in your classroom · How to teach effective writing for pleasure and for information · Developing students’ grammar, vocabulary and spoken English · Inspiring teaching using drama, poetry and Shakespeare · Intelligent use of media and new literacies in teaching This is essential reading on all secondary English initial teacher education courses, including school-based (SCITT, School Direct, Teach First), university-based (PGCE) and employment-based routes into teaching.
Author: George E. Newell
Publisher: Routledge
Published: 2015-06-05
Total Pages: 259
ISBN-13: 1317702670
DOWNLOAD EBOOK →Focused on the teaching and learning argumentative writing in grades 9-12, this important contribution to literacy education research and classroom practice offers a new perspective, a set of principled practices, and case studies of excellent teaching. The case studies illustrate teaching and learning argumentative writing as the construction of knowledge and new understandings about experiences, ideas, and texts. Six themes key to teaching argumentative writing as a thoughtful, multi‐leveled practice for deep learning and expression are presented: teaching and learning argumentative writing as social practice, teachers’ epistemological beliefs about argumentative writing, variations in instructional chains, instructional conversations in support of argumentative writing as deep learning and appreciation of multiple perspectives, contextualized analysis of argumentative writing, and the teaching and learning of argumentative writing and the construction of rationalities.
Author: Milbrey W. McLaughlin
Publisher: University of Chicago Press
Published: 2001-10-20
Total Pages: 240
ISBN-13: 9780226500706
DOWNLOAD EBOOK →American high schools have never been under more pressure to reform: student populations are more diverse than ever, resources are limited, and teachers are expected to teach to high standards for all students. While many reformers look for change at the state or district level, the authors here argue that the most local contexts—schools, departments, and communities—matter the most to how well teachers perform in the classroom and how satisfied they are professionally. Their findings—based on one of the most extensive research projects ever done on secondary teaching—show that departmental cultures play a crucial role in classroom settings and expectations. In the same school, for example, social studies teachers described their students as "apathetic and unwilling to work," while English teachers described the same students as "bright, interesting, and energetic." With wide-ranging implications for educational practice and policy, this unprecedented look into teacher communities is essential reading for educators, administrators, and all those concerned with U. S. High Schools.
