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Can I tell you about Sensory Processing Difficulties?: A guide for friends, family and professionals
by Sue AllenMeet Harry - a young boy with sensory processing difficulties. Harry invites readers to learn about why he finds it hard to process sensory information effectively, and how even simple thing such as washing, dressing and coping with meal times can be challenging for him. He also talks about difficulties he faces at school and why large groups and loud noises are especially hard. He explains how other people can have different sensory processing issues and talks about what he and those around him can do to help. This illustrated book is ideally suited for readers aged 7 and upwards and occupational therapists, teachers, parents, family members and friends of those with sensory processing difficulties.
Can Pop Culture and Shakespeare Exist in the Same Classroom?: Using Student Interest to Bring Complex Texts to Life
by Kristine Gritter Kathryn Schoon-Tanis Matthew AlthoffExpecting students to jump right into a rigorous literature discussion is not always realistic. Students need scaffolding so that they will be more engaged and motivated to read the text and think about it on a deeper level. This book shows English language arts teachers a very effective way to scaffold—by tapping into students’ interest in pop culture. You’ll learn how to use your students’ ability to analyze pop culture and transfer that into helping them analyze and connect to a text. Special Features: Tools you can use immediately, such as discussion prompts, rubrics, and planning sheets Examples of real student literature discussions using pop culture Reflection questions to help you apply the book’s ideas to your own classroom Connections to the Common Core State Standards for reading, speaking, and listening Throughout the book, you’ll discover practical ways that pop culture and classic texts can indeed coexist in your classroom. As your students bridge their academic and social lives, they’ll become more insightful about great literature--and the world around them.
Can Pop Culture and Shakespeare Exist in the Same Classroom?: Using Student Interest to Bring Complex Texts to Life
by Kristine Gritter Kathryn Schoon-Tanis Matthew AlthoffExpecting students to jump right into a rigorous literature discussion is not always realistic. Students need scaffolding so that they will be more engaged and motivated to read the text and think about it on a deeper level. This book shows English language arts teachers a very effective way to scaffold—by tapping into students’ interest in pop culture. You’ll learn how to use your students’ ability to analyze pop culture and transfer that into helping them analyze and connect to a text. Special Features: Tools you can use immediately, such as discussion prompts, rubrics, and planning sheets Examples of real student literature discussions using pop culture Reflection questions to help you apply the book’s ideas to your own classroom Connections to the Common Core State Standards for reading, speaking, and listening Throughout the book, you’ll discover practical ways that pop culture and classic texts can indeed coexist in your classroom. As your students bridge their academic and social lives, they’ll become more insightful about great literature--and the world around them.
Can Schools Save Indigenous Languages?: Policy and Practice on Four Continents (Palgrave Studies in Minority Languages and Communities)
by Richard Hill Vuokko Hirvonen Leena Huss Nkonko M. Kamwangamalu Luis Enrique Lopez Stephen May Nicanor Rebolledo Bernard Spolsky Teresa L. McCartyThis volume offers a close look at four cases of indigenous language revitalization: Maori in Aotearoa/New Zealand, Saami in Scandinavia, Hñähñö in Mexico and Quechua and other indigenous languages in Latin America. Essays by experts from each case are in turn discussed in international perspective by four counterpart experts.
Can Science Resolve the Nature / Nurture Debate? (New Human Frontiers)
by Margaret Lock Gisli PalssonFollowing centuries of debate about "nature and nurture" the discovery of DNA established the idea that nature (genes) determines who we are, relegating nurture (environment) to icing on the cake. Since the 1950s, the new science of epigenetics has demonstrated how cellular environments and certain experiences and behaviors influence gene expression at the molecular level, with significant implications for health and wellbeing. To the amazement of scientists, mapping the human genome indirectly supported these insights. Anthropologists Margaret Lock and Gisli Palsson outline vituperative arguments from Classical times about the relationship between nature and nurture, furthered today by epigenetic findings and the demonstration of a "reactive genome." The nature/nurture debate, they show, can never be put to rest, because these concepts are in constant flux in response to the new insights science continually offers.
Can the Church Be Decolonized? Holy Cross Education in Bangladesh (SpringerBriefs in Education)
by Liz Jackson Md Shaikh FaridThis book explores the decolonization of Holy Cross education in Bangladesh. It reveals how the church’s educational mission adapted to decolonization processes over time, including Bangladesh’s handover from British India to Pakistan in 1947, and its independence and national development from 1971 to the present day. This book describes the ongoing decolonization of Catholic education in Bangladesh, with the use of archival texts as well as interviews with local and foreign personnel, who are based in two of the most prestigious Holy Cross educational institutions in Dhaka. Providing a close examination of the impact of colonization on Bangladeshi education, it serves as a useful reference to students, scholars, and educators of Bangladeshi and South Asian studies, and postcolonial and decolonial educational and religious studies.
Can We Read Letters?: Reflections on Fundamental Issues in Reading and Dyslexia Research
by Finn Egil Tønnessen Per Henning Uppstad“In their new book, Finn Egil Tønnessen and Per Henning Uppstad provide a set of theoretical and philosophical reflections on research in reading and dyslexia. It is a pleasure to welcome this book, which reflects the many contributions made by researchers at the National Centre for Reading Education and Research in Stavanger, Norway.” – Professor Usha Goswami, University of Cambridge.Careful reflection on the concepts and methods used is a prerequisite for further development in any field of research.The authors think cognitive psychology has become too dominant in reading and dyslexia research, arguing that it should be combined with behaviourism and connectionism – in part by focusing on the concept of ‘skill’. The key components of a skill are claimed to be automaticity, awareness and shifts between them. Reading is defined as an interpretative skill, which should be viewed from the perspective of hermeneutics.The authors use these fundamental analyses and definitions to shed new light on the ‘balanced approach to reading instruction’, ‘reading fluency’ and other key concepts. The book also deals with problems in the definition of ‘dyslexia’ and proposes a method to arrive at clear and fruitful definitions. It concludes with a chapter trying to answer the question of in what sense, or to what extent, it can be claimed that reading and dyslexia research has made progress.The book mainly builds on articles published over the past 25 years by Professor Finn Egil Tønnessen at the National Centre for Reading Education and Research, Stavanger, Norway.
Can We Skip Lunch and Keep Writing?: Collaborating in Class & Online, Grades 3-6
by Julie D. RamsayPublishing podcasts, writing digital stories with choose your own adventure endings, and collaborating with students around the country through wikis, Skype, and VoiceThread, Julie D. Ramsay never imagined that she and her fifth grade students would be forging a new frontier using technology to support writing lessons. In a school district with minimal resources and a prescriptive curriculum that makes originality a constant challenge, Julie could have continued teaching grammar and writing skills in isolation. But when she realized how hungry her students were for real writing activities that enabled them to share and learn from their peers in other states, she overcame every obstacle that threatened to stunt their creativity and limit their opportunities to communicate in a digital world. Can We Skip Lunch and Keep Writing? shows teachers how to weave technology throughout the curriculum and get students so fired up about writing that they don' t want to stop when the class period ends. Readers will learn how to select appropriate digital tools, guide and involve students in the learning process, and differentiate instruction to meet individual needs. Through Julie' s inspiring stories and lessons, teachers in the intermediate and middle grades will discover how technology-assisted writing can foster innovation, global communication, and creative problem solving, developing responsible, productive digital citizens whose inherent love of learning will travel with them throughout their lifetimes.
Can We Skip Lunch and Keep Writing?: Collaborating in Class & Online, Grades 3-6
by Julie D. RamsayPublishing podcasts, writing digital stories with choose your own adventure endings, and collaborating with students around the country through wikis, Skype, and VoiceThread, Julie D. Ramsay never imagined that she and her fifth grade students would be forging a new frontier using technology to support writing lessons. In a school district with minimal resources and a prescriptive curriculum that makes originality a constant challenge, Julie could have continued teaching grammar and writing skills in isolation. But when she realized how hungry her students were for real writing activities that enabled them to share and learn from their peers in other states, she overcame every obstacle that threatened to stunt their creativity and limit their opportunities to communicate in a digital world. Can We Skip Lunch and Keep Writing? shows teachers how to weave technology throughout the curriculum and get students so fired up about writing that they don' t want to stop when the class period ends. Readers will learn how to select appropriate digital tools, guide and involve students in the learning process, and differentiate instruction to meet individual needs. Through Julie' s inspiring stories and lessons, teachers in the intermediate and middle grades will discover how technology-assisted writing can foster innovation, global communication, and creative problem solving, developing responsible, productive digital citizens whose inherent love of learning will travel with them throughout their lifetimes.
Can We Teach Children to Be Good? (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Roger StraughanAfter reflecting on the terms 'goodness' and 'teaching', this book describes and critically examines a number of attempts to define the nature of morality in terms of its form or its content, thereby teasing out the many conflicting views of 'moral education' which follow from these theories.
Can We Teach Intelligence?: A Comprehensive Evaluation of Feuerstein's Instrumental Enrichment Programme
by Nigel BlaggThis compelling book provides one of the most comprehensive and detailed evaluations of a very popular cognitive skills course -- Reuven Feuerstein's Instrumental Enrichment Programme. Feuerstein claims that his program, a model for diagnosing and remedying cognitive deficiencies in poor attainers, can equip pupils with the basic prerequisites of thinking, thereby enabling them to become more effective learners. Combining innovative and traditional experimental techniques, this text analyzes both teacher and pupil outcomes on a wide range of issues including abilities, accomplishments, and behavioral characteristics. The implications of the study are set against theoretical and practical issues involved in other popular intellectual skills training programs. "Real world" concerns that have been largely ignored by research literature are addressed, as are their effects on the teaching of thinking skills.
Can We Teach Intelligence?: A Comprehensive Evaluation of Feuerstein's Instrumental Enrichment Programme
by Nigel BlaggThis compelling book provides one of the most comprehensive and detailed evaluations of a very popular cognitive skills course -- Reuven Feuerstein's Instrumental Enrichment Programme. Feuerstein claims that his program, a model for diagnosing and remedying cognitive deficiencies in poor attainers, can equip pupils with the basic prerequisites of thinking, thereby enabling them to become more effective learners. Combining innovative and traditional experimental techniques, this text analyzes both teacher and pupil outcomes on a wide range of issues including abilities, accomplishments, and behavioral characteristics. The implications of the study are set against theoretical and practical issues involved in other popular intellectual skills training programs. "Real world" concerns that have been largely ignored by research literature are addressed, as are their effects on the teaching of thinking skills.
Can You Beat Churchill?: Teaching History through Simulations
by Michael A. BarnhartHow do you get students to engage in a historical episode or era? How do you bring the immediacy and contingency of history to life? Michael A. Barnhart shares the secret to his award-winning success in the classroom with Can You Beat Churchill?, which encourages role-playing for immersive teaching and learning. Combating the declining enrollment in humanities classes, this innovative approach reminds us how critical learning skills are transmitted to students: by reactivating their curiosity and problem-solving abilities.Barnhart provides advice and procedures, both for the use of off-the-shelf commercial simulations and for the instructor who wishes to custom design a simulation from scratch. These reenactments allow students to step into the past, requiring them to think and act in ways historical figures might have. Students must make crucial or dramatic decisions, though these decisions need not align with the historical record. In doing so, they learn, through action and strategic consideration, the impact of real individuals and groups of people on the course of history. There is a quiet revolution underway in how history is taught to undergraduates. Can You Beat Churchill? hopes to make it a noisy one.
Can You Count in Greek?: Exploring Ancient Number Systems (Grades 5-8)
by Judy Leimbach Kathy LeimbachDiscovering the way people in ancient cultures conducted their lives is fascinating for young people, and learning how these people counted and calculated is a part of understanding these cultures. This book offers a concise, but thorough, introduction to ancient number systems. Students won't just learn to count like the ancient Greeks; they'll learn about the number systems of the Mayans, Babylonians, Egyptians, and Romans, as well as learning Hindu-Arabic cultures and quinary and binary systems. Symbols and rules regarding the use of the symbols in each number system are introduced and demonstrated with examples. Activity pages provide problems for the students to apply their understanding of each system. Can You Count in Greek? is a great resource for math, as well as a supplement for social studies units on ancient civilizations. This valuable resource builds understanding of place value, number theory, and reasoning. It includes everything you need to easily incorporate these units in math or social studies classes. Whether you use all of the units or a select few, your students will gain a better understanding and appreciation of our number system.Grades 5-8
Can You Count in Greek?: Exploring Ancient Number Systems (Grades 5-8)
by Judy Leimbach Kathy LeimbachDiscovering the way people in ancient cultures conducted their lives is fascinating for young people, and learning how these people counted and calculated is a part of understanding these cultures. This book offers a concise, but thorough, introduction to ancient number systems. Students won't just learn to count like the ancient Greeks; they'll learn about the number systems of the Mayans, Babylonians, Egyptians, and Romans, as well as learning Hindu-Arabic cultures and quinary and binary systems. Symbols and rules regarding the use of the symbols in each number system are introduced and demonstrated with examples. Activity pages provide problems for the students to apply their understanding of each system. Can You Count in Greek? is a great resource for math, as well as a supplement for social studies units on ancient civilizations. This valuable resource builds understanding of place value, number theory, and reasoning. It includes everything you need to easily incorporate these units in math or social studies classes. Whether you use all of the units or a select few, your students will gain a better understanding and appreciation of our number system.Grades 5-8
Canaan and Israel in Antiquity: Second Edition
by K. L. NollThis comprehensive classic textbook represents the most recent approaches to the biblical world by surveying Palestine's social, political, economic, religious and ecological changes from Palaeolithic to Roman eras. Designed for beginners with little knowledge of the ancient world, and with copious illustrations and charts, it explains how and why academic study of the past is undertaken, as well as the differences between historical and theological scholarship and the differences between ancient and modern genres of history writing. Classroom tested chapters emphasize the authenticity of the Bible as a product of an ancient culture, and the many problems with the biblical narrative as a historical source. Neither "maximalist" nor "minimalist'" it is sufficiently general to avoid confusion and to allow the assignment of supplementary readings such as biblical narratives and ancient Near Eastern texts. This new edition has been fully revised, incorporating new graphics and English translations of Near Eastern inscriptions. New material on the religiously diverse environment of Ancient Israel taking into account the latest archaeological discussions brings this book right up to date.
Canaan and Israel in Antiquity: Second Edition
by K. L. NollThis comprehensive classic textbook represents the most recent approaches to the biblical world by surveying Palestine's social, political, economic, religious and ecological changes from Palaeolithic to Roman eras. Designed for beginners with little knowledge of the ancient world, and with copious illustrations and charts, it explains how and why academic study of the past is undertaken, as well as the differences between historical and theological scholarship and the differences between ancient and modern genres of history writing. Classroom tested chapters emphasize the authenticity of the Bible as a product of an ancient culture, and the many problems with the biblical narrative as a historical source. Neither "maximalist" nor "minimalist'" it is sufficiently general to avoid confusion and to allow the assignment of supplementary readings such as biblical narratives and ancient Near Eastern texts. This new edition has been fully revised, incorporating new graphics and English translations of Near Eastern inscriptions. New material on the religiously diverse environment of Ancient Israel taking into account the latest archaeological discussions brings this book right up to date.
Canaanite Myths and Legends
by John C. GibsonTablets of poetic mythological texts unearthed during the excavation of Ugarit have been edited and translated to shed new light on the religion and literature of the ancient world.
The Canaanites and Their Land: The Tradition of the Canaanites (The Library of Hebrew Bible/Old Testament Studies)
by Niels Peter LemcheIt is an interesting consequence of the new reconstructions of the early history of Israel that the Israelites must originally have been Canaanites. Nevertheless, an outspoken hatred against Canaanites permeates the Old Testament. Lemche presents a new way of explaining the anti-Canaanite sentiments of the Old Testament historians, while at the same time disclosing some of the aims and ideas which governed Old Testament history writing.
Canadian Education: Governing Practices & Producing Subjects
by Brenda L. Spencer Kenneth D. Gariepy Kari Dehli James RyanCanadian Education: Governing Practices and Producing Subjects is an absolutely critical volume bridging a number of key areas in Canadian education – classroom politics, schools, teachers’ work, higher education, and much more – with the theoretical contributions of Michel Foucault. The result is illuminating, engaging, and critically provocative. The essays are carefully chosen and utilize Foucauldian concepts such as governmentality, discipline, subjectivity, and genealogy to excellent critical effect. With a skillfully crafted introduction that nicely brings the entire collection into sharp focus, the editors have provided a text that is a must read for critical scholars and students alike. Mona Gleason, Department of Educational Studies, University of British Columbia This excellent text presents a Foucauldian analysis of selected educational practices, contemporary reform initiatives, and current educational policy, in the Canadian context. The authors demonstrate how rich theoretical constructs such as bio-power, governmentality and disciplinary power can illuminate everyday practices and policies, making “the cultural unconscious apparent” (Fouacult, 1989, p. 71). Canadian Education: Governing Practices and Producing Subjects is essentially a hopeful book: it demonstrates the radicalizing role of theory as we try to understand and complicate educational structures and processes. This is an essential text for all those interested in Foucauldian analyses of education and a must read for undergraduate and graduate students in Canadian faculties of education. Anne M. Phelan, University of British Columbia This volume is most useful in the ways in which it achieves a close look and a wide sweep of education policy, its deployment and its effects, as these are embedded in schooling practices, educational strategies, and pedagogy. It offers the ground from which to consider the potential for education to be aimed at the development of a socially just citizenry while also helping to reveal the structures of power and processes of social control that operate within current neoliberal technologies of governmentality. It is against these that reform-minded educators and curriculum and policy developers can set themselves. While theoretically complex and original in its conceptual approach, this book is also practically informative and eminently readable, making it useful to teachers, school administrators, education policy developers, parents, students, and communities at all levels of the schooling spectrum.” Magda Lewis, PhD. Professor and Queen’s National Scholar, Queen’s University, Kingston. Magda Lewis, Ph.D. Professor and Queen’s National Scholar, Queen’s University, Kingston
The Canadian GED For Dummies
by Murray Shukyn Dale E. ShuttleworthWith a General Education Development (GED) diploma, a Canadian's chance for employment and higher education opportunities increases dramatically. The Canadian GED For Dummies offers Canadians taking the test the edge they need to succeed. Unlike other guides, which overwhelm readers with information, this friendly guide provides readers with what they need to know. The book offers two full practice tests and detailed walk-throughs and explanations for every solution. In addition to the essential GED basics, readers will benefit from general information regarding test preparation--from registering and studying effectively to managing time during the exam.
The Canadian GED For Dummies
by Murray Shukyn Dale E. ShuttleworthWith a General Education Development (GED) diploma, a Canadian's chance for employment and higher education opportunities increases dramatically. The Canadian GED For Dummies offers Canadians taking the test the edge they need to succeed. Unlike other guides, which overwhelm readers with information, this friendly guide provides readers with what they need to know. The book offers two full practice tests and detailed walk-throughs and explanations for every solution. In addition to the essential GED basics, readers will benefit from general information regarding test preparation--from registering and studying effectively to managing time during the exam.
Cancel Wars: How Universities Can Foster Free Speech, Promote Inclusion, and Renew Democracy
by Sigal R. Ben-PorathAn even-handed exploration of the polarized state of campus politics that suggests ways for schools and universities to encourage discourse across difference. College campuses have become flashpoints of the current culture war and, consequently, much ink has been spilled over the relationship between universities and the cultivation or coddling of young American minds. Philosopher Sigal R. Ben-Porath takes head-on arguments that infantilize students who speak out against violent and racist discourse on campus or rehash interpretations of the First Amendment. Ben-Porath sets out to demonstrate the role of the university in American society and, specifically, how it can model free speech in ways that promote democratic ideals. In Cancel Wars, she argues that the escalating struggles over “cancel culture,” “safe spaces,” and free speech on campus are a manifestation of broader democratic erosion in the United States. At the same time, she takes a nuanced approach to the legitimate claims of harm put forward by those who are targeted by hate speech. Ben-Porath’s focus on the boundaries of acceptable speech (and on the disproportional impact that hate speech has on marginalized groups) sheds light on the responsibility of institutions to respond to extreme speech in ways that proactively establish conversations across difference. Establishing these conversations has profound implications for political discourse beyond the boundaries of collegiate institutions. If we can draw on the truth, expertise, and reliable sources of information that are within the work of academic institutions, we might harness the shared construction of knowledge that takes place at schools, colleges, and universities against truth decay. Of interest to teachers and school leaders, this book shows that by expanding and disseminating knowledge, universities can help rekindle the civic trust that is necessary for revitalizing democracy.
Cancel Wars: How Universities Can Foster Free Speech, Promote Inclusion, and Renew Democracy
by Sigal R. Ben-PorathAn even-handed exploration of the polarized state of campus politics that suggests ways for schools and universities to encourage discourse across difference. College campuses have become flashpoints of the current culture war and, consequently, much ink has been spilled over the relationship between universities and the cultivation or coddling of young American minds. Philosopher Sigal R. Ben-Porath takes head-on arguments that infantilize students who speak out against violent and racist discourse on campus or rehash interpretations of the First Amendment. Ben-Porath sets out to demonstrate the role of the university in American society and, specifically, how it can model free speech in ways that promote democratic ideals. In Cancel Wars, she argues that the escalating struggles over “cancel culture,” “safe spaces,” and free speech on campus are a manifestation of broader democratic erosion in the United States. At the same time, she takes a nuanced approach to the legitimate claims of harm put forward by those who are targeted by hate speech. Ben-Porath’s focus on the boundaries of acceptable speech (and on the disproportional impact that hate speech has on marginalized groups) sheds light on the responsibility of institutions to respond to extreme speech in ways that proactively establish conversations across difference. Establishing these conversations has profound implications for political discourse beyond the boundaries of collegiate institutions. If we can draw on the truth, expertise, and reliable sources of information that are within the work of academic institutions, we might harness the shared construction of knowledge that takes place at schools, colleges, and universities against truth decay. Of interest to teachers and school leaders, this book shows that by expanding and disseminating knowledge, universities can help rekindle the civic trust that is necessary for revitalizing democracy.
Cancer Caregiving in the United States: Research, Practice, Policy (Caregiving: Research • Practice • Policy)
by Ronda C. Talley, Ruth McCorkle and Walter F. BaileDespite advances in detection and treatment, cancer remains a source of pain and distress to patients and of complex challenges to the loved ones caring for them. The trend toward shorter hospital stays in particular has increased the physical, psychological, and financial burden on caregivers, often leading to adverse effects on patients.Cancer Caregiving in the United States illuminates these complex concerns with authoritative detail. This wide-ranging volume provides a comprehensive survey of cancer-related issues, including those affecting the care triad (patients-family members- professionals) and quality of care as well as the numerous physical, emotional, and financial challenges that caregivers may need to confront. Sources of caregiver difficulty at each stage of the disease, from diagnosis to end of life, are explored. Each chapter analyzes its topic in terms of practice, research, education, and policy, providing a wealth of literature reviews, assessment and care models, interventions, and recommendations for future study and practice. Coverage includes:Caregiving issues for cancer patients with long-term, short-term, and intermittent needs.Family caregivers as members of the treatment team.The impact of health disparities on caregivers.Cancer care policy and advocacy.End-of-life issues for cancer caregivers.Legal, financial, and ethical issues. Cancer Caregiving in the United States is a core reference for researchers, professionals/scientist-practitioners, and graduate students in such caregiving fields as clinical psychology, social work, nursing, public health and medicine, social policy, and educational policy.