Parents and children will love documenting and looking back on the important years from preschool to 12th grade. My School Years Journal & Keepsake is a colorful, beautifully designed and functional book for recording and preserving memories from these fun years. Kids and parents will love filling out this book together over the years, making it a much-loved keepsake of memories.
Record your school memories in this guided keepsake journal every year from kindergarten through twelfth grade. Chronicle every year of your journey through school—from kindergarten through twelfth grade. Each section of this guided journal includes prompts for recording your favorite memories of each school year, what you learned, and the things you are looking forward to doing. This keepsake also includes a removable and reusable “First day of school” milestone card, a dry-erase pen, and a die-cut cover to which you can insert photos from each school year.
Learn the secrets to getting your entire school excited about math! This book from acclaimed author Dr. Nicki Newton and experienced instructional specialist Janet Nuzzie shows you how to integrate engaging math instruction at every level, from the small group project to the school-wide assembly. With contributions from math coaches, district leaders, and classroom teachers, this book will give you the practical tools you need to boost student proficiency, encourage collaboration between staff members, and make math an important part of school life. You’ll also learn how to: Create a safe and inviting environment for mathematics instruction; Devote adequate amounts of instructional time to help students develop their skill set as proficient mathematicians; Use real-world contexts and hands-on instruction to boost engagement; Give students the tools and opportunities to be confident, to question, to take risks, and to make mistakes; And much much more!
Education issues feature almost daily in print media, online, on the radio and on television, much of which focuses on the perceived deficits of students and teachers. Singled out for special attention are low socio-economic status (SES) schools which are frequently characterised by teachers and students with little investment in learning and teaching. Yet within this plethora of educational discussion there is no contemporary, longitudinal study of what it means to learn and teach in a disadvantaged school within the policy context of the ‘education revolution’ in Australia. Drawing on 500 interviews conducted over a four period with the Principal, parents, teachers and students at a regional low SES school, this book challenges the profile of one school as represented on the ‘My School’ website which publishes the results of National Assessment Program in Literacy and Numeracy (NAPLAN). Chapters situate the original research within an international and national educational context, before exploring topics including leadership and management, student behaviour, constructs of the ‘good teacher’, the involvement of parents in school and the ‘digital revolution’. The book closes with an appraisal of the major themes that emerged from the multiple perspectives of the study. This is the first book to provide a longitudinal ethnographic study of a school in Australia, which examines the impact of the ‘education revolution’ on the Principal, parents, teachers and students. It comprehensively challenges the official ‘My School’ representation of a low SES school and will appeal to researchers in education, as well as those involved in postgraduate teacher education and sociology courses, both from Australia and internationally.
This volume will contain selected proceedings from the 2013 Symposium on Music Teacher Education, sponsored by NAfME’s Society for Music Teacher Education and hosted at University of North Carolina. After an introduction written by SMTE Chair, Doug Orzolek, the initial chapter will represent the keynote address of the symposium by Karen Hammerness, Director of Program Research for the Bard Master of Arts in Teaching Program. Hammerness will bring her comparative work with music teacher educators in Finland and Norway to bear in her address: From Inspiring Visions to Everyday Practices: Exploring Vision and Practice in Music Teacher Education. Hammerness’s research distills into three main themes. To mitigate against the fragmentation that characterizes so much of contemporary education, teacher education programs must: 1) promote a clear vision of teachers and teaching; 2) be coherent, reflecting shared understanding of teaching and learning among faculty and students; 3) be built around a strong, core curriculum that is deeply tied to the practices of teaching. These three themes will orient the remainder of chapters in the volume, which will come from invited primary presenters at the 2013 Symposium. Due to selectivity of blind peer review (twenty-one percent accept rate), these presentations represent the most rigorous research, and best practices grounded in research, that the music education profession has to offer.
In 2008, life blessed my husband, Sean, and me with two healthy babies. We have an engaging and magnetic tale of parenting with unique learning strategies on the go that all parents can benefit from; however, this book is far more than that. As a professional educator, I saw how both everyday events like planning food and clothing and planning special trips like a visit to Disney World were gateways to introducing children to life skills and to nurturing cognitive development through learning strategies. With minimal planning time, any parent can use these strategies to inspire their children to learn, and the best part is that the planning and the execution of the plans are fun and exciting. Each chapter is devoted to exposing children to diverse learning strategies: strategies to elicit proper behavior in public events, strategies for choosing souvenirs as teaching tools, and strategies to journal your childrens precious life events. The concluding chapter is a strategy unit guide for learning during a special tripin this case, New York Cityand we got to test that guide in June 2013.
This book brings together the personal accounts and reflections of nineteen mathematical model-builders, whose specialty is probabilistic modelling. The reader may well wonder why, apart from personal interest, one should commission and edit such a collection of articles. There are, of course, many reasons, but perhaps the three most relevant are: (i) a philosophicaJ interest in conceptual models; this is an interest shared by everyone who has ever puzzled over the relationship between thought and reality; (ii) a conviction, not unsupported by empirical evidence, that probabilistic modelling has an important contribution to make to scientific research; and finally (iii) a curiosity, historical in its nature, about the complex interplay between personal events and the development of a field of mathematical research, namely applied probability. Let me discuss each of these in turn. Philosophical Abstraction, the formation of concepts, and the construction of conceptual models present us with complex philosophical problems which date back to Democritus, Plato and Aristotle. We have all, at one time or another, wondered just how we think; are our thoughts, concepts and models of reality approxim&tions to the truth, or are they simply functional constructs helping us to master our environment? Nowhere are these problems more apparent than in mathematical model ling, where idealized concepts and constructions replace the imperfect realities for which they stand.
