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DO NOT Leave Your Language Alone: The Hidden Status Agendas Within Corpus Planning in Language Policy
by Joshua A. FishmanThis book, focused on corpus planning in language policy, provides a broad, integrative framework and also discusses multiple languages in detail. It provides readers with great familiarity with a wide range of language cases and at the same time gives them the theoretical tools and analysis to see how they inter-relate.The novelty of this volume i
DO NOT Leave Your Language Alone: The Hidden Status Agendas Within Corpus Planning in Language Policy
by Joshua A. FishmanThis book, focused on corpus planning in language policy, provides a broad, integrative framework and also discusses multiple languages in detail. It provides readers with great familiarity with a wide range of language cases and at the same time gives them the theoretical tools and analysis to see how they inter-relate.The novelty of this volume i
Do Parents Know They Matter?: Raising achievement through parental engagement
by Alma Harris Kirstie Andrew-Power Janet GoodallIt is commonly agreed that engaging parents with their child's learning is positive and has wide-reaching benefits. This book articulates why parental engagement is of value and how it can be achieved with positive results. Beyond the why and how, the book explores what effective parental engagement is, making explicit the link between this and the impact on the learning of the child. To support this, practical, workable solutions and strategies are provided through case studies. The book provides a powerful combination of academic theory supported with quantifiable and qualitative evidence from students, parents and schools, alongside answers provided by those who work with the challenges of this agenda on a daily basis. It will challenge, motivate and inspire understanding through the political agenda, and empower and enable schools to develop their practice.
Do Teachers Care About Truth?: Epistemological Issues for Education (Routledge Library Editions: Philosophy of Education #2)
by E. P. BrandonThis book, first published in 1987, examines the notion of truth and then discusses knowledge and the way in which much of our knowledge revises or rejects the common-sense we start from. The author argues that our knowledge is not as secure as some would like to think and that there are important limits to the possibility for explanation. He shows how values permeate our ordinary thinking and argues against the objectivity of these values, showing the practical consequences of this argument for teaching in schools. This stimulating approach to a fundamental educational issue does not require previous experience of formal philosophy and will be useful to both education students and teachers in schools.
Do Teachers Care About Truth?: Epistemological Issues for Education (Routledge Library Editions: Philosophy of Education)
by E. P. BrandonThis book, first published in 1987, examines the notion of truth and then discusses knowledge and the way in which much of our knowledge revises or rejects the common-sense we start from. The author argues that our knowledge is not as secure as some would like to think and that there are important limits to the possibility for explanation. He shows how values permeate our ordinary thinking and argues against the objectivity of these values, showing the practical consequences of this argument for teaching in schools. This stimulating approach to a fundamental educational issue does not require previous experience of formal philosophy and will be useful to both education students and teachers in schools.
Do Teachers Wish to Be Agents of Change?: Will Principals Support Them?
by Allen Menlo LeVerne ColletThis study surveyed principals and teachers in ten countries to compare principal and teacher attitudes toward the involvement of teachers in several change and development responsibilities. The participating countries were: Australia, Canada, China, Hungary, Israel, Japan, Netherlands, Singapore, South Africa, and United States. Each country administered mirror versions of a questionnaire to samples of at least 50 principals and at least 100 teachers. The questionnaires listed twenty items describing change responsibilities in which teachers might become involved. For each item, both principals and teachers assigned two teacher involvement ratings: their personal preference, and their estimate of the preference of their role counterpart. These involvement ratings produced four dependent variables: Principal Preferences, Principal Estimates, Teacher Preferences, and Teacher Estimates. For each variable, item responses were clustered to form index sub-scores that measured attitudes toward five education domains: Administration and Coordination, Human Relations, Teacher Support, Classroom Learning, and Evaluation. Systematic planned comparisons were conducted to determine the most important principal-teacher issues within and between countries, and how issues change across index domains. Typical results indicate low awareness of each other’s aspirations and expectations. The first and last chapters of this book discuss the potential of teacher leaders to become agents of change within their own schools. Several social-psychological competencies are then described for these teachers in their work.
Do This in Remembrance of Me: The Disputed Words in the Lukan Institution Narrative (Luke 22.19b-20): An Historico-Exegetical, Theological and Sociological Analysis (The Library of New Testament Studies #314)
by Bradly BillingsThis title posits a new explanation of the longstanding textual problem affecting the Words of Institution in St. Luke's Gospel, by arguing that the social situation of the early Christian community explains why such emendations were made. By examining the manner in which manuscripts function as windows into the social world of early Christianity, Billings provides a fruitful study of the longstanding gap in our knowledge of a significant textual problem represented by the Western Text of Luke.
Do What You Are: Discover The Perfect Career For You Through The Secrets Of Personality Type
by Paul D. TiegerFinding a career path that you’re passionate about can be difficult—but it doesn't have to be! With this bestselling guide, learn how to find a fulfilling career that fits your personality. Do What You Are—the bestselling classic that has helped more than a million people find truly satisfying work—is now updated for the modern workforce. With the global economy's ups and downs, the advent of astonishing new technology, the migration to online work and study, and the ascendancy of mobile communication, so much has changed in the American workplace since this book's fifth edition was published in 2014. What hasn't changed is the power of Personality Type to help people achieve job satisfaction. This updated edition, featuring 30% new material, is especially useful for millennials and baby boomers who are experiencing midlife career switches, and even those looking for fulfillment in retirement. This book will lead you through the step-by-step process of determining and verifying your Personality Type. Then you'll learn which occupations are popular with each Type, discover helpful case studies, and get a full rundown of your Type's work-related strengths and weaknesses. Focusing on each Type's strengths, Do What You Are uses workbook exercises to help you customize your job search, get the most out of your current career, obtain leadership positions, and ensure that you achieve the best results in the shortest period of time.
Do Women Entrepreneurs Practice a Different Kind of Entrepreneurship? (Emerald Points)
by Alison TheakerWhilst the number of women-owned enterprises has been increasing, they account for only 35% of business ownership in the UK. The term “woman entrepreneur” is suggested to be somewhat problematic, as it seems that women simply practise entrepreneurship, challenging the preconceptions people may have about businesses run by women. Do Women Entrepreneurs Practice a Different Kind of Entrepreneurship? identifies the entrepreneurship model of successful women entrepreneurs, and if they support or diverge from mainstream definitions. Alison Theaker examines female entrepreneurs’ experiences to understand whether their entrepreneurship practices conform to existing models, and whether the concept of “success” has different meanings for such businesses than in mainstream entrepreneurial theory.
Do Women Entrepreneurs Practice a Different Kind of Entrepreneurship? (Emerald Points)
by Alison TheakerWhilst the number of women-owned enterprises has been increasing, they account for only 35% of business ownership in the UK. The term “woman entrepreneur” is suggested to be somewhat problematic, as it seems that women simply practise entrepreneurship, challenging the preconceptions people may have about businesses run by women. Do Women Entrepreneurs Practice a Different Kind of Entrepreneurship? identifies the entrepreneurship model of successful women entrepreneurs, and if they support or diverge from mainstream definitions. Alison Theaker examines female entrepreneurs’ experiences to understand whether their entrepreneurship practices conform to existing models, and whether the concept of “success” has different meanings for such businesses than in mainstream entrepreneurial theory.
Do You Know What You Look Like?: Interpersonal Relationships In Education
by Jack LevyMuch of the work in this book has originated from an international project called "Education for Teachers". Educational researchers from Holland, USA, Australia and Israel look at an important element of teacher behaviour - that is the interpersonal actions which create and maintain a positive classroom atmosphere. The book uses systems theory and family therapy to analyze what happens in classrooms, looking at classes as "big families". It provides a simple way to collect feedback from participants in communication in education (students, teachers, principles, student-teacher supervisors). Thus for example, differences between students' perceptions and the teachers self-perception of the teacher communication style are are formed. This feedback can be used to improve teaching. The book reviews research on communication styles of teachers in secondary education with the help of the questionnaire on teacher interaction and includes implications for teacher programs.
Do You Know What You Look Like?: Interpersonal Relationships In Education
by Jack LevyMuch of the work in this book has originated from an international project called "Education for Teachers". Educational researchers from Holland, USA, Australia and Israel look at an important element of teacher behaviour - that is the interpersonal actions which create and maintain a positive classroom atmosphere. The book uses systems theory and family therapy to analyze what happens in classrooms, looking at classes as "big families". It provides a simple way to collect feedback from participants in communication in education (students, teachers, principles, student-teacher supervisors). Thus for example, differences between students' perceptions and the teachers self-perception of the teacher communication style are are formed. This feedback can be used to improve teaching. The book reviews research on communication styles of teachers in secondary education with the help of the questionnaire on teacher interaction and includes implications for teacher programs.
Do You Think You're Clever?: The Oxford and Cambridge Questions
by John FarndonWhat happens if I drop an ant? What books are bad for you? What percentage of the world's water is contained in a cow? The Oxbridge undergraduate interviews are infamous for their unique ways of assessing candidates, and from these peculiar enquiries, professors can tell just how smart you really are. John Farndon has collected together 75 of the most intriguing questions taken from actual admission interviews and gives full answers to each, taking the reader through the fascinating histories, philosophies, sciences and arts that underlie each problem. This is a book for everyone who likes to think they're clever, or who thinks they'd like to be clever. And cleverness is not just knowing stuff, it's how laterally, deeply and interestingly you can bend your brain. Guesstimating the population of Croydon, for example, opens a chain of thought from which you can predict the strength of a nuclear bomb ...and that's just the start of it.
Do You Understand Me?: My Life, My Thoughts, My Autism Spectrum Disorder
by Sofie Koborg BrøsenThis illustrated book has is an insider's view of life as a child with autism attending a mainstream school and will be an invaluable resource in helping other children to understand their classmates with autism spectrum disorders. Readers will find this an entertaining, informative and attitude-changing read.
Do You Want to Share That with the Class?: Honest Advice and Hilarious Anecdotes for Primary ECTs
by James Pearce_______________“If there's one thing I can guarantee in your first year, it's that you will experience every emotion possible. Fear should never be the first… always start with excitement!” Those words were the best piece of advice I was given as I stepped into my first teaching role and I wrote this book to show you the same. While teaching is a rollercoaster, the rewarding career you are about to embark on will be filled with fun, challenge, success, satisfaction and much more._______________Each chapter in this funny book explores an element of the school year that any new primary teacher could encounter during their first year in the classroom. From assemblies to trips, observations to Ofsted, and Christmas performances to performance reviews, each topic is bursting with anecdotes (with all of the funny bits left in) and provides tips and techniques to help you navigate the Early Career Framework. This book is here to be a companion and a guide as you approach your first teaching role and to support you both professionally and personally.
Do You Want to Share That with the Class?: Honest Advice and Hilarious Anecdotes for Primary ECTs
by James Pearce_______________“If there's one thing I can guarantee in your first year, it's that you will experience every emotion possible. Fear should never be the first… always start with excitement!” Those words were the best piece of advice I was given as I stepped into my first teaching role and I wrote this book to show you the same. While teaching is a rollercoaster, the rewarding career you are about to embark on will be filled with fun, challenge, success, satisfaction and much more._______________Each chapter in this funny book explores an element of the school year that any new primary teacher could encounter during their first year in the classroom. From assemblies to trips, observations to Ofsted, and Christmas performances to performance reviews, each topic is bursting with anecdotes (with all of the funny bits left in) and provides tips and techniques to help you navigate the Early Career Framework. This book is here to be a companion and a guide as you approach your first teaching role and to support you both professionally and personally.
Do Your Lessons Love Your Students?: Creative Education for Social Change
by Mariah Rankine-Landers Jessa Brie MorenoStrengthen your culturally responsive teaching by designing curricula that leads to equitable, humanized outcomes. In this powerful new book, Jessa Brie Moreno and Mariah Rankine-Landers reveal how artistic research and creative inquiry across subject areas and grades can help you access your learners’ collective wisdom and potential. Moreno and Rankine-Landers describe the SPIRAL framework for centering culturally responsive teaching and learning through the arts, showing how and why these iterative processes lead to liberatory outcomes. You’ll learn how to use creative inquiry to address power dynamics in teaching and learning, and how to critically reflect on your curriculum, including investigating whose narratives are centered, whose have been erased, and which marginalized stories can be brought forward. You’ll also find out how to alter the learning space to set a container for creative practice, which is key to navigating cultural shifts, building trust, and setting a collaborative and collective mindset. The book offers a variety of practical activities you can implement right away, such as using visual art making, writing, and storytelling as prompts to activate meaning making and to disrupt unconscious biases, as well as using creative dialogue and character development for embodied learning, introspection, and identification. With the addition of this book to your professional library, you’ll have new tools for building belonging and justice, and engaging all students through artistic research, dialogue, and deep listening.
Do Your Lessons Love Your Students?: Creative Education for Social Change
by Mariah Rankine-Landers Jessa Brie MorenoStrengthen your culturally responsive teaching by designing curricula that leads to equitable, humanized outcomes. In this powerful new book, Jessa Brie Moreno and Mariah Rankine-Landers reveal how artistic research and creative inquiry across subject areas and grades can help you access your learners’ collective wisdom and potential. Moreno and Rankine-Landers describe the SPIRAL framework for centering culturally responsive teaching and learning through the arts, showing how and why these iterative processes lead to liberatory outcomes. You’ll learn how to use creative inquiry to address power dynamics in teaching and learning, and how to critically reflect on your curriculum, including investigating whose narratives are centered, whose have been erased, and which marginalized stories can be brought forward. You’ll also find out how to alter the learning space to set a container for creative practice, which is key to navigating cultural shifts, building trust, and setting a collaborative and collective mindset. The book offers a variety of practical activities you can implement right away, such as using visual art making, writing, and storytelling as prompts to activate meaning making and to disrupt unconscious biases, as well as using creative dialogue and character development for embodied learning, introspection, and identification. With the addition of this book to your professional library, you’ll have new tools for building belonging and justice, and engaging all students through artistic research, dialogue, and deep listening.
Do Your Own Thing
by Richard PhoenixDo Your Own Thing is a full-length work of non-fiction from artist and musician Richard Phoenix detailing his experiences of the best underground arts scene you've never heard of——Do Your Own Thing, a project run by learning disability arts organisation Heart n Soul. Looking at the transformative potential of working to support creative young people make the music and art they want to, this book contributes essential new voices, reflections and considerations to the established ideas of 'Do It Yourself' culture. Phoenix's book, written with a disarming and idiosyncratic voice, asks what our often reductive understanding of DIY aesthetics might mean in light of questions about access, support and who gives permission to whom to make art, guiding us through the kind of project only spoken about in funding reports and transforming it into a polyphonic, collaborative and joyful work of art.
Docent, kom aan je werk toe!: 33 cases uit het dagelijks leven van een docent
by René van Kralingen Pieter MostertDit boek is geschreven voor docenten en managers werkzaam in het hoger beroepsonderwijs. Vrijwel iedere docent voert overleg met collega's over zelf ontwikkeld studiemateriaal, is betrokken bij de accreditatie van de opleiding en is lid van een interne commissie: een scala van taken, aangegroeide activiteiten nog daargelaten. Docentschap is meer dan lesgeven. Dit boek helpt docenten om zelf te koken in de keuken van het hoger onderwijs. De organisatie van het onderwijs is ingewikkeld geworden; daardoor zijn de taken van docenten erg versnipperd. Dit boek pleit voor een vereenvoudiging van onderwijsconcepten, toetssystemen, kwaliteitsborging, etc.De auteurs hebben de ambitie om met dit boek alle docenten in staat te stellen betrokken te raken bij de ontwikkeling en verbetering van hun opleiding, niet omdat dat moet van een of andere instantie, maar omdat ze het zelf willen. Intrinsiek gedreven dus.In 33 cases nemen de auteurs diverse rollen en taken onder de loep, die een docent naast zijn lesgevende taken uitvoert. Zij analyseren elke case door te kijken naar de organisatie, de formele kaders, de onderlinge communicatie en de didactiek. Vervolgens wordt duidelijk aangegeven wat een docent in deze situatie beter achterwege kan laten en vooral wat hij of zij wel zou moeten doen. Deze suggesties zijn niet wollig of trendy, maar scherp en onderscheidend. Onconventioneel, maar wel effectief.
Dockside: Night Of The Ghost (stage 6 Book 1) (PDF)
by John TownsendDockside, the award-winning reading intervention programme, is specifically designed for older children who are struggling with their reading, or for children learning English as an additional language. It provides an opportunity for children to practise their reading skills at a suitable level with age-appropriate storylines. A handy breakdown of key words is included as well as question prompts to encourage discussion. The series is set in an everyday world featuring a range of strong characters and stories to which children can relate, and enjoy, providing a unique approach to reading intervention.
Dockside: Fear Of Heights (stage 6 Book 4) (PDF)
by John TownsendDockside, the award-winning reading intervention programme, is specifically designed for older children who are struggling with their reading, or for children learning English as an additional language. It provides an opportunity for children to practise their reading skills at a suitable level with age-appropriate storylines. A handy breakdown of key words is included as well as question prompts to encourage discussion. The series is set in an everyday world featuring a range of strong characters and stories to which children can relate, and enjoy, providing a unique approach to reading intervention.
Dockside: The Mistake (Stage 6, Book 6) (PDF)
by John TownsendDockside, the award-winning reading intervention programme, is specifically designed for older children who are struggling with their reading, or for children learning English as an additional language. It provides an opportunity for children to practise their reading skills at a suitable level with age-appropriate storylines. A handy breakdown of key words is included as well as question prompts to encourage discussion. The series is set in an everyday world featuring a range of strong characters and stories to which children can relate, and enjoy, providing a unique approach to reading intervention
Dockside: An Act Of Kindness (stage 6 Book 7) (PDF)
by John TownsendDockside, the award-winning reading intervention programme, is specifically designed for older children who are struggling with their reading, or for children learning English as an additional language. It provides an opportunity for children to practise their reading skills at a suitable level with age-appropriate storylines. A handy breakdown of key words is included as well as question prompts to encourage discussion. The series is set in an everyday world featuring a range of strong characters and stories to which children can relate, and enjoy, providing a unique approach to reading intervention.
Dockside: Dark Castle (PDF)
by John Townsend Philippa BatemanDockside, the award-winning reading intervention programme, is specifically designed for older children who are struggling with their reading, or for children learning English as an additional language. It provides an opportunity for children to practise their reading skills at a suitable level with age-appropriate storylines. A handy breakdown of key words is included as well as question prompts to encourage discussion. The series is set in an everyday world featuring a range of strong characters and stories to which children can relate, and enjoy, providing a unique approach to reading intervention.