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The Formation of Genesis 1-11: Biblical and Other Precursors
by David M. CarrThere is general agreement in the field of Biblical studies that study of the formation of the Pentateuch is in disarray. David M. Carr turns to the Genesis Primeval History, Genesis 1-11, to offer models for the formation of Pentateuchal texts that may have traction within this fractious context. Building on two centuries of historical study of Genesis 1-11, this book provides new support for the older theory that the bulk of Genesis 1-11 was created out of a combination of two originally separate source strata: a Priestly source and an earlier non-Priestly source that was used to supplement the Priestly framework. Though this overall approach contradicts some recent attempts to replace such source models with theories of post-Priestly scribal expansion, Carr does find evidence of multiple layers of scribal revision in the non-P and P sources, from the expansion of an early independent non-Priestly primeval history with a flood narrative and related materials to a limited set of identifiable layers of Priestly material that culminate in the P-like redaction of the whole. This book synthesizes prior scholarship to show how both the P and non-Priestly strata of Genesis also emerged out of a complex interaction by Judean scribes with non-biblical literary traditions, particularly with Mesopotamian textual traditions about primeval origins. The Formation of Genesis 1-11 makes a significant contribution to scholarship on one of the most important texts in the Hebrew Bible and will influence models for the formation of the Hebrew Bible as a whole.
The Formation of Professional Identity: The Path from Student to Lawyer
by Patrick Emery Longan Daisy Hurst Floyd Timothy W. FloydBecoming a lawyer is about much more than acquiring knowledge and technique. As law students learn the law and acquire some basic skills, they are also inevitably forming a deep sense of themselves in their new roles as lawyers. That sense of self – the student’s nascent professional identity – needs to take a particular form if the students are to fulfil the public purposes of lawyers and find deep meaning and satisfaction in their work. In this book, Professors Patrick Longan, Daisy Floyd, and Timothy Floyd combine what they have learned in many years of teaching and research concerning the lawyer’s professional identity with lessons derived from legal ethics, moral psychology, and moral philosophy. They describe in depth the six virtues that every lawyer needs as part of his or her professional identity, and they explore both the obstacles to acquiring and deploying those virtues and strategies for overcoming those impediments. The result is a straightforward guide for law students on how to cultivate a professional identity that will allow them to make a meaningful difference in the lives of others and to flourish as individuals.
The Formation of Professional Identity: The Path from Student to Lawyer
by Patrick Emery Longan Daisy Hurst Floyd Timothy W. FloydBecoming a lawyer is about much more than acquiring knowledge and technique. As law students learn the law and acquire some basic skills, they are also inevitably forming a deep sense of themselves in their new roles as lawyers. That sense of self – the student’s nascent professional identity – needs to take a particular form if the students are to fulfil the public purposes of lawyers and find deep meaning and satisfaction in their work. In this book, Professors Patrick Longan, Daisy Floyd, and Timothy Floyd combine what they have learned in many years of teaching and research concerning the lawyer’s professional identity with lessons derived from legal ethics, moral psychology, and moral philosophy. They describe in depth the six virtues that every lawyer needs as part of his or her professional identity, and they explore both the obstacles to acquiring and deploying those virtues and strategies for overcoming those impediments. The result is a straightforward guide for law students on how to cultivate a professional identity that will allow them to make a meaningful difference in the lives of others and to flourish as individuals.
The Formation of Scholars: Rethinking Doctoral Education for the Twenty-First Century (Jossey-Bass/Carnegie Foundation for the Advancement of Teaching #11)
by George E. Walker Chris M. Golde Laura Jones Andrea Conklin Bueschel Pat HutchingsThis groundbreaking book explores the current state of doctoral education in the United States and offers a plan for increasing the effectiveness of doctoral education. Programs must grapple with questions of purpose. The authors examine practices and elements of doctoral programs and show how they can be made more powerful by relying on principles of progressive development, integration, and collaboration. They challenge the traditional apprenticeship model and offer an alternative in which students learn while apprenticing with several faculty members. The authors persuasively argue that creating intellectual community is essential for high-quality graduate education in every department. Knowledge-centered, multigenerational communities foster the development of new ideas and encourage intellectual risk taking.
Formation of Teachers for Catholic Schools: Challenges and Opportunities in a New Era (Catholic Education Globally: Challenges and Opportunities #1)
by Leonardo Franchi Richard RymarzThis book explores in a theoretical and practical sense the challenges and opportunities arising in the initial and ongoing formation processes for teachers in Catholic schools. It showcases a range of international perspectives on how prospective teachers for Catholic schools are prepared both academically and pastorally for their professional role. Divided into two parts, Part 1 of the book focuses on certain countries in the Anglosphere; each country with a dedicated chapter in which the academic and pastoral approaches to teacher formation are examined in the context of its particular cultural, political and religious landscape. Part 2 of the book examines specific areas of interest with particular reference to what it means for the Catholic Church’s mission to offer suitable formation to its corps of teachers. Building on the editors' previous work, this book offers a fresh perspective on this subject by bringing together observations from selected local contexts on what Catholic teacher formation looks like as a set of organised processed and structures. It also shows how the study of educational themes offers challenges to current practices, but also opportunities for fruitful engagement with other educational perspectives.
The Formation of the Biblical Canon: The Old Testament: Its Authority and Canonicity
by Lee Martin McDonaldLee Martin McDonald provides a magisterial overview of the development of the biblical canon --- the emergence of the list of individual texts that constitutes the Christian bible. In these two volumes -- in sum more than double the length of his previous works -- McDonald presents his most in-depth overview to date. McDonald shows students and researchers how the list of texts that constitute 'the bible' was once far more fluid than it is today and guides readers through the minefield of different texts, different versions, and the different lists of texts considered 'canonical' that abounded in antiquity. Questions of the origin and transmission of texts are introduced as well as consideration of innovations in the presentation of texts, collections of documents, archaeological finds and Church councils.In this first volume McDonald reexamines issues of canon formation once considered settled, and sets the range of texts that make up the Hebrew Bible (or Old Testament) in their broader context. Each indidvidual text is discussed, as are the cultural, political and historical situations surrounding them.The second volume considers the New Testament, and the range of so-called 'apocryphal' gospels that were written in early centuries, and used by many Christian groups before the canon was closed. Also included are comprehensive appendices which show various canon lists for both Old and New Testaments and for the bible as a whole.
The Formation of the Biblical Canon: The New Testament: Its Authority and Canonicity
by Lee Martin McDonaldLee Martin McDonald provides a magisterial overview of the development of the biblical canon --- the emergence of the list of individual texts that constitutes the Christian bible. In these two volumes -- in sum more than double the length of his previous works -- McDonald presents his most in-depth overview to date. McDonald shows students and researchers how the list of texts that constitute 'the bible' was once far more fluid than it is today and guides readers through the minefield of different texts, different versions, and the different lists of texts considered 'canonical' that abounded in antiquity. Questions of the origin and transmission of texts are introduced as well as consideration of innovations in the presentation of texts, collections of documents, archaeological finds and Church councils.In the first volume McDonald reexamines issues of canon formation once considered settled, and sets the range of texts that make up the Hebrew Bible (or Old Testament) in their broader context. Each indidvidual text is discussed, as are the cultural, political and historical situations surrounding them.This second volume considers the New Testament, and the range of so-called 'apocryphal' gospels that were written in early centuries, and used by many Christian groups before the canon was closed. Also included are comprehensive appendices which show various canon lists for both Old and New Testaments and for the bible as a whole.
Formation of the Earth, Grade 9: STEM Road Map for High School (STEM Road Map Curriculum Series)
by Carla C. Johnson Janet B. Walton Erin E. Peters-BurtonWhat if you could challenge your ninth graders to use geologic theory and standards of measurement to explore different epochs and time periods of the Earth’s formation? With this volume in the STEM Road Map Curriculum Series, you can! Formation of the Earth outlines a journey that will steer your students toward authentic problem solving while grounding them in integrated STEM disciplines. Like the other volumes in the series, this book is designed to meet the growing need to infuse real-world learning into K–12 classrooms. This interdisciplinary, three-lesson module uses project- and problem-based learning to help students investigate how Earth science professionals gather information and develop theories about the formation of the Earth and the processes taking place since the proliferation of humans. Working in teams, students will work to identify, define and describe the attributes scientists use to delineate Earth’s eras, periods, and epochs, in order to determine the appropriate boundary event to define the Anthropocene Epoch, and will develop a publication-ready textbook entry for an Earth science textbook. To support this goal, students will do the following: • Identify, define, and describe attributes of eras, periods, and epochs which have marked geologic time in Earth’s history. • Evaluate various possible index layers and boundary events that mark the beginning of the Anthropocene Epoch to determine which is most appropriate when labeling the current epoch in Earth’s history. • Design and present a multimedia presentation to share with textbook publishers regarding information on the Anthropocene Epoch, to include in a secondary-level Earth science textbook. • Create a publication-ready textbook entry describing the Anthropocene Epoch. The STEM Road Map Curriculum Series is anchored in the Next Generation Science Standards, the Common Core State Standards, and the Framework for 21st Century Learning. In-depth and flexible, Formation of the Earth can be used as a whole unit or in part to meet the needs of districts, schools, and teachers who are charting a course toward an integrated STEM approach.
Formation of the Earth, Grade 9: STEM Road Map for High School (STEM Road Map Curriculum Series)
by Carla C. Johnson Janet B. Walton Erin E. Peters-BurtonWhat if you could challenge your ninth graders to use geologic theory and standards of measurement to explore different epochs and time periods of the Earth’s formation? With this volume in the STEM Road Map Curriculum Series, you can! Formation of the Earth outlines a journey that will steer your students toward authentic problem solving while grounding them in integrated STEM disciplines. Like the other volumes in the series, this book is designed to meet the growing need to infuse real-world learning into K–12 classrooms. This interdisciplinary, three-lesson module uses project- and problem-based learning to help students investigate how Earth science professionals gather information and develop theories about the formation of the Earth and the processes taking place since the proliferation of humans. Working in teams, students will work to identify, define and describe the attributes scientists use to delineate Earth’s eras, periods, and epochs, in order to determine the appropriate boundary event to define the Anthropocene Epoch, and will develop a publication-ready textbook entry for an Earth science textbook. To support this goal, students will do the following: • Identify, define, and describe attributes of eras, periods, and epochs which have marked geologic time in Earth’s history. • Evaluate various possible index layers and boundary events that mark the beginning of the Anthropocene Epoch to determine which is most appropriate when labeling the current epoch in Earth’s history. • Design and present a multimedia presentation to share with textbook publishers regarding information on the Anthropocene Epoch, to include in a secondary-level Earth science textbook. • Create a publication-ready textbook entry describing the Anthropocene Epoch. The STEM Road Map Curriculum Series is anchored in the Next Generation Science Standards, the Common Core State Standards, and the Framework for 21st Century Learning. In-depth and flexible, Formation of the Earth can be used as a whole unit or in part to meet the needs of districts, schools, and teachers who are charting a course toward an integrated STEM approach.
Formation organisationspädagogischer Erkenntnis (Organisation und Pädagogik #35)
by Tamara DiederichsWissenschaftlichen Erkenntnissen wird in der heutigen Gesellschaft ein bedeutsamer Stellenwert zugeschrieben. Insbesondere vor dem Hintergrund einer zunehmenden Pluralisierung von Wissen und Erkenntnis scheint es notwendig zu sein, sich mit der Wissenschaft und der Produktion ihrer Erkenntnisse auch aus einer wissenschaftsreflexiven Perspektive zu beschäftigen. Die "Formation organisationspädagogischer Erkenntnis" schließt an diese Notwendigkeit an und liefert einen Beitrag zur Rekonstruktion (erziehungs-)wissenschaftlicher Erkenntnisproduktion am Beispiel pädagogischer Organisationsforschung, indem der Frage nachgegangen wird, welche Bedingungen der Möglichkeit Erkenntnisinteressen in einem institutionalisierten Teildiskurs pädagogischer Organisationsforschung formieren
Formative action: From instrument to design
by René Kneyber Dominique Sluijsmans Valentina Devid Blanca Wilde LópezFormative practices can motivate students, enhance their self-regulation, and help find a better balance between education and assessment. However, the successful implementation of formative practices and feedback in lessons begins with a well thought out educational design. In this book, the authors outline the implementation principles to which formative action must adhere to be of practical and substantive significance. They also explain how educators can use feedback more effectively and efficiently, and the essential role of instilling a shared sense of quality. This book is for teachers, educators, leaders, and curriculum developers from primary to higher education who want to successfully integrate formative practices into their daily teaching methods.
Formative Assessment: Responding to Your Students
by Harry Grover TuttleThis "how-to" book on formative assessment is filled with practical suggestions for teachers who want to use formative assessment in their classrooms. With practical strategies, tools, and examples for teachers of all subjects and grade levels, this book shows you how to use formative assessment to promote successful student learning.
Formative Assessment: Responding to Your Students
by Harry Grover TuttleThis "how-to" book on formative assessment is filled with practical suggestions for teachers who want to use formative assessment in their classrooms. With practical strategies, tools, and examples for teachers of all subjects and grade levels, this book shows you how to use formative assessment to promote successful student learning.
Formative Assessment and Feedback Tool: Design and Evaluation of a Web-based Application to Foster Student Performance (BestMasters)
by Kevin DussIn this book, Kevin Duss tackles the well-known problem in the teaching structure of today’s universities that despite the immense potential of formative feedback towards students is not or only insufficiently applied. The author uses existing research and modern technologies to develop a web-based feedback application that enhances both objective and perceived student performance. This work makes a first step towards a design theory for formative feedback applications and gives guidance for their successful implementation.
Formative Assessment and Science Education (Contemporary Trends and Issues in Science Education #12)
by Nigel Bell B. CowieThis work documents the findings of a research project which investigated the ways in which teachers and students used formative assessment to improve the teaching and learning of science in some New Zealand classrooms. It will be of interest to graduate students and researchers, as well as teacher educators, curriculum developers, and assessment specialists.
Formative Assessment for English Language Arts: A Guide for Middle and High School Teachers
by Amy BenjaminThis book demonstrates how formative assessments, unlike standardized tests, provide the kind of communication between teachers and students that help teachers make instructional decisions to improve student performance.
Formative Assessment for English Language Arts: A Guide for Middle and High School Teachers
by Amy BenjaminThis book demonstrates how formative assessments, unlike standardized tests, provide the kind of communication between teachers and students that help teachers make instructional decisions to improve student performance.
Formative Assessment for Teaching and Learning
by Bill Boyle Marie Charles'A unique blend of scholarly research-based principles of effective formative assessment with practical suggestions for use in the classroom. The authors show how the essence of formative assessment is in teachers' responses to the substance students' understandings, with a focus on how teachers can use pedagogical strategies to move students forward toward important learning outcomes. I highly recommend the book for both researchers and practitioners. It is an engaging, in-depth, sophisticated treatment of formative assessment.' - James H. McMillan, Virginia Commonwealth University Formative Assessment (AFL) supplies the strategy to support effective teaching, and to make learning deep and sustained. This book shows how to develop your planning for learner-centred day-to-day teaching and learning situations through an understanding of formative teaching, learning and assessment. Within each chapter, based on real teaching situations, the strategies of the 'formative assessment toolkit' are identified and analysed: guided group teaching differentiation observation & evidence elicitation analysis & feedback co-construction reflective planning self-regulation dialogue & dialogic strategies. The principles set out in this book can be applied to any age or stage in education, but will be particularly useful to current practising teachers, students following international and national teacher training courses; CPD or in-service work; and MEd and MA post-graduate assessment/teaching and learning modules.
Formative Assessment for Teaching and Learning (PDF)
by Marie Charles Bill Boyle'A unique blend of scholarly research-based principles of effective formative assessment with practical suggestions for use in the classroom. The authors show how the essence of formative assessment is in teachers' responses to the substance students' understandings, with a focus on how teachers can use pedagogical strategies to move students forward toward important learning outcomes. I highly recommend the book for both researchers and practitioners. It is an engaging, in-depth, sophisticated treatment of formative assessment.' - James H. McMillan, Virginia Commonwealth University Formative Assessment (AFL) supplies the strategy to support effective teaching, and to make learning deep and sustained. This book shows how to develop your planning for learner-centred day-to-day teaching and learning situations through an understanding of formative teaching, learning and assessment. Within each chapter, based on real teaching situations, the strategies of the 'formative assessment toolkit' are identified and analysed: guided group teaching differentiation observation & evidence elicitation analysis & feedback co-construction reflective planning self-regulation dialogue & dialogic strategies. The principles set out in this book can be applied to any age or stage in education, but will be particularly useful to current practising teachers, students following international and national teacher training courses; CPD or in-service work; and MEd and MA post-graduate assessment/teaching and learning modules.
The Formative Assessment Handbook: Resources to Improve Learning Outcomes for All Students
by Marine Freibrun Sandy BrunetExplore the "why," "what," and "how" of formative assessments in the classroom In The Formative Assessment Handbook: Resources to Improve Learning Outcomes for All Students, the authors, with over 40 years of cumulative classroom, school, and district and state-level experience, deliver a crucial toolkit of ready-to-go ideas, activities, and reproducibles that make it easy to implement formative assessment quickly, effectively, and efficiently. You'll also learn what formative assessment is, what it looks like, and why it’s a critical component to student achievement. The authors explain how to set your classroom up for success and develop & select learning targets and success criteria to create a clear pathway and roadmap for your formative assessments. You’ll also find: Up-to-date research supporting the use of formative assessment in the classroom Instructions for properly utilizing pre-assessments Collaborative routines you can implement during instruction Discussions of dialogic teaching and dialectic synergy An indispensable resource for both new and veteran K-12 educators, The Formative Assessment Handbook will also prove invaluable to administrators and educational coaches.
The Formative Assessment Handbook: Resources to Improve Learning Outcomes for All Students
by Marine Freibrun Sandy BrunetExplore the "why," "what," and "how" of formative assessments in the classroom In The Formative Assessment Handbook: Resources to Improve Learning Outcomes for All Students, the authors, with over 40 years of cumulative classroom, school, and district and state-level experience, deliver a crucial toolkit of ready-to-go ideas, activities, and reproducibles that make it easy to implement formative assessment quickly, effectively, and efficiently. You'll also learn what formative assessment is, what it looks like, and why it’s a critical component to student achievement. The authors explain how to set your classroom up for success and develop & select learning targets and success criteria to create a clear pathway and roadmap for your formative assessments. You’ll also find: Up-to-date research supporting the use of formative assessment in the classroom Instructions for properly utilizing pre-assessments Collaborative routines you can implement during instruction Discussions of dialogic teaching and dialectic synergy An indispensable resource for both new and veteran K-12 educators, The Formative Assessment Handbook will also prove invaluable to administrators and educational coaches.
Formative Assessment in a Professional Learning Community
by Betsy Moore Todd StanleyThe ideas and examples in this book help teachers successfully collaborate to raise student achievement through the use of formative assessments. Here, Todd Stanley and Betsy Moore, educators with over 40 years of combined experience, offer proven formative assessment strategies to teachers in a professional learning community.
Formative Assessment in a Professional Learning Community
by Betsy Moore Todd StanleyThe ideas and examples in this book help teachers successfully collaborate to raise student achievement through the use of formative assessments. Here, Todd Stanley and Betsy Moore, educators with over 40 years of combined experience, offer proven formative assessment strategies to teachers in a professional learning community.
Formative Assessment in Action: Weaving the Elements Together (PDF)
by Shirley ClarkeThis follow-up to Shirley Clarke's hugely popular Unlocking Formative Assessment focuses on bringing it all together in the primary classroom amp; how to weave all the elements of formative assessment, coherently and manageably, into everyday teaching. Uniquely, this book develops whole-lesson examples to showcase the key elements of formative assessment in action.
Formative Assessment in the Secondary Classroom (PDF)
by Shirley ClarkeThis highly practical guide focuses on learning objectives, effective questioning and feedback as the key elements of formative assessment - assessment for learning - in the secondary classroom. Taking forward core themes developed in Unlocking Formative Assessment , Shirley Clarke shows how marking and feedback complete the 'learning loop' which starts with learning intentions and success criteria. The ways in which pupils are told what is expected of them, how well they are doing, and how their efforts are appraised, lie at the heart of effective assessment for learning.