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Our International Education
by Sherry Marx Monica Housen Christine TapuWhat makes a person pack up and move to another country? What does she or he hope to gain from the experience? How do children fit into the picture? Our International Education presents the stories of three American women, a university professor, a high school math teacher, and a high school English as a second language teacher, who move to Hungary for a year to teach. Each woman brings her young children and enrolls them in local Hungarian public schools though none of them speak Hungarian at the beginning of the experience. The autoethnographic stories that make up Our International Education weave together the personal and professional dimensions of life abroad, illuminating not only the realities of negotiating work, school, and family life in another country, but also the complexities of cultural adjustment and second language acquisition. First-person storytelling makes this book a compelling read for those considering a move abroad with their family, and an excellent supplemental narrative for those studying second language acquisition, acculturation, autoethnography, and international education. “These interconnected stories of three women and their children living in Hungary offer an alternately uplifting and heartrending look at what families face when overseas. The co-authors present a deeply personal and vivid account of their bold adventure, from the initial thrill to the gradual revelation that life abroad is not always the carefree romp that some might perceive. Our International Education masterfully demonstrates the unequivocal impact of cross-cultural understanding.” – Eleni Kounalakis, United States Ambassador to Hungary 2010-2013 and author of Madam Ambassador: Three Years of Diplomacy, Dinner Parties, and Democracy in Budapest.
Our Isles: Poems Celebrating The Art Of Rural Trades And Traditions
by Angus D. Birditt Lilly HedleyFrom baker, beekeeper and birdwatcher to falconer, farrier and forager, join poet Angus and printmaker Lilly as they explore the British Isles, uncovering and celebrating our crafts and traditions.
Our National River Ganga: Lifeline of Millions
by Rashmi SanghiThere is a plethora of information available on the river Ganga in the form of books, blogs, articles, websites, videos. Unfortunately, most of the information about this famous river is in a scattered form and reproduced from unverified sources. This contributed volume is the first multi-author volume publication on this subject. The River Ganga includes a vast array of topics written by several authors of distinction. Topics include; hydrology, tributaries, water uses, and environmental features such as river water quality, aquatic and terrestrial flora/fauna, natural resources, ecological characteristics, sensitive environmental components and more. Part I gives a basic introduction of the Ganga river. The existing data and available information from various sources has been compiled in a pictorial fashion in the form of cmaps. Its cultural importance with changing times is also discussed. Part II looks at the rich biodiversity of the Ganga Basin. It gives a detailed description of the major floral and faunal biodiversity with special emphasis on the national aquatic animal dolphin and Sunderbans, the largest mangrove wetland in the world. Part III examines ‘The Ganga Water as it flows’. It focuses on the water quality as well as its associated challenges. Part IV looks at the complexities of issues confronting the river ‘Ganga in changing times’ be it snowmelt runoff, river bank erosion hazards and hydropower assessments; how the factors of population, poverty and pollution contribute to the fate of the river. Part IV touches on economic aspects derived from the river such as business opportunities and tourism.
Our Pet Rabbits: Band 04/blue (Collins Big Cat Phonics For Letters And Sounds Ser.)
by Suzy Senior Lucy Barnard Collins Big CatCollins Big Cat Phonics for Letters and Sounds features exciting fiction and non-fiction decodable readers to enthuse and inspire children. They are fully aligned to Letters and Sounds Phases 1–6 and contain notes in the back. The Handbooks provide support in demonstration and modelling, monitoring comprehension and expanding vocabulary. Blue/Band 4 books offer longer, repeated patterns with sequential events and integrated literary and natural language. This book focuses on adjacent consonants with long vowel phonemes. Pages 14 and 15 allow children to re-visit the content of the book, supporting comprehension skills, vocabulary development and recall. Reading notes within the book provide practical support for reading Big Cat Phonics for Letters and Sounds with children, including a list of all the sounds and words that the book will cover.
Our Snowman: Whatever The Weather: Our Snowman (Start Reading: Whatever the Weather)
by Cynthia RiderLook we are making a big snowman with a red nose, a green scarf and blue buttons. Look at our big snowman!
Our Solar System: Read It Yourself - Level 4 Fluent Reader (Read It Yourself)
by LadybirdOur Solar System is massive! It is hard for us to even imagine its size. Collect lots of interesting facts as you travel through and explore planets, comets, and asteroids in this fascinating book. Our Solar System is from Fluent Reader Level 4 and is ideal for more fluent readers aged from 7+ who are starting to read independently.Each book has been carefully checked by educational and subject consultants and includes comprehension puzzles, book band information, and tips for helping children with their reading. With five levels to take children from first phonics to fluent reading and a wide range of different stories and topics for every interest, Read It Yourself helps children build their confidence and begin reading for pleasure.
Our Underachieving Colleges: A Candid Look at How Much Students Learn and Why They Should Be Learning More
by Derek BokDrawing on a large body of empirical evidence, former Harvard President Derek Bok examines how much progress college students actually make toward widely accepted goals of undergraduate education. His conclusions are sobering. Although most students make gains in many important respects, they improve much less than they should in such important areas as writing, critical thinking, quantitative skills, and moral reasoning. Large majorities of college seniors do not feel that they have made substantial progress in speaking a foreign language, acquiring cultural and aesthetic interests, or learning what they need to know to become active and informed citizens. Overall, despite their vastly increased resources, more powerful technology, and hundreds of new courses, colleges cannot be confident that students are learning more than they did fifty years ago. Looking further, Bok finds that many important college courses are left to the least experienced teachers and that most professors continue to teach in ways that have proven to be less effective than other available methods. In reviewing their educational programs, however, faculties typically ignore this evidence. Instead, they spend most of their time discussing what courses to require, although the lasting impact of college will almost certainly depend much more on how the courses are taught. In his final chapter, Bok describes the changes that faculties and academic leaders can make to help students accomplish more. Without ignoring the contributions that America's colleges have made, Bok delivers a powerful critique--one that educators will ignore at their peril.
Our Underachieving Colleges: A Candid Look at How Much Students Learn and Why They Should Be Learning More
by Derek BokDrawing on a large body of empirical evidence, former Harvard President Derek Bok examines how much progress college students actually make toward widely accepted goals of undergraduate education. His conclusions are sobering. Although most students make gains in many important respects, they improve much less than they should in such important areas as writing, critical thinking, quantitative skills, and moral reasoning. Large majorities of college seniors do not feel that they have made substantial progress in speaking a foreign language, acquiring cultural and aesthetic interests, or learning what they need to know to become active and informed citizens. Overall, despite their vastly increased resources, more powerful technology, and hundreds of new courses, colleges cannot be confident that students are learning more than they did fifty years ago. Looking further, Bok finds that many important college courses are left to the least experienced teachers and that most professors continue to teach in ways that have proven to be less effective than other available methods. In reviewing their educational programs, however, faculties typically ignore this evidence. Instead, they spend most of their time discussing what courses to require, although the lasting impact of college will almost certainly depend much more on how the courses are taught. In his final chapter, Bok describes the changes that faculties and academic leaders can make to help students accomplish more. Without ignoring the contributions that America's colleges have made, Bok delivers a powerful critique--one that educators will ignore at their peril.
Our World Through English class 10 - Andhra Pradesh Board
by Sri Navuluri Peraiah Sri Y.G.K.Murthy Sri K.Venkata Rama Rayudu Sri G.Sreenivasa Rao Dr. T.T.P. Mohan Babu Smt. K.Indira Sri K. Srinivas Reddy Sri Ch. Pradyumna Kumar Sri K. Ramesh Rao Sri V. Johnson Sri K.Janaki Ramaiah Smt G. Rajanikantha Kumari‘Our World through English’ Class X has been prepared in accordance with the syllabus for a ten-year course in English as a second language. Hoping you would supplement this textbook with some other material of your choice for effective classroom transaction. The text book contains 8 Units containing 3 units each. The book aims at improving proficiency in the use of English language. The overall aim of the textbook is to make you proficient users of English.
Ourselves (Exploring Play)
by Helen ShelbourneThis exciting topic-based series offers early years practitioners collections of activities based on familiar themes. The activities can be easily implemented and readily incorporated into curriculum planning through links made to the Foundation Stage curriculum. Each book includes: activities that can be used on their own or as part of a themed program ideas for enjoying an all round curriculum approach guidance on expanding existing ideas and resources linked ideas to be carried out at home. Ourselves looks at families and society and includes important topics such as friendship and identity.
Ourselves (Exploring Play)
by Helen ShelbourneThis exciting topic-based series offers early years practitioners collections of activities based on familiar themes. The activities can be easily implemented and readily incorporated into curriculum planning through links made to the Foundation Stage curriculum. Each book includes: activities that can be used on their own or as part of a themed program ideas for enjoying an all round curriculum approach guidance on expanding existing ideas and resources linked ideas to be carried out at home. Ourselves looks at families and society and includes important topics such as friendship and identity.
Ourselves: Why We Are Who We Are
by Frank SmithThis book delves into how we come to terms with ourselves, with other people, and with the world in general. It is about how we come to be what we are, and to think the way we do. It is a book about influences on this process. A particular influence to which Smith gives central consideration is language, not just in terms of the communicative networks in which it engages us--the “information” that presents itself to us--but in the largely unsuspected framework for thought that lies within language itself. He also considers deeply the role of technology. This is a book of description, not of explanations--these are two quite different intellectual territories. Smith writes about what can be observed, not philosophized about. Thus he does not discuss the inner workings of the human brain. His claim is that what he is interested in--thinking, learning, understanding, remembering--have never been found in the brain. The aim is to describe the scope and limits for how we can be seen to think, learn, understand, and remember--but not to “explain” such behavior by recourse to hypothetical inner entities. Ourselves speaks especially to educators. It outlines the possibilities and limitations inherent in all of us. It delineates who we are, but also stresses that no two people are the same, that what we become depends on our journeys in life and the people we encounter on the way. The formal part of learning that is called education is particularly sensitive to the role of people who organize critical experiences for us, our teachers. The brief summaries at the end of each chapter reinforce and highlight points that are of particular relevance to teachers. Researchers, professionals, and graduate students across the fields of literacy education, psychology of reading, learning theory, human learning, educational psychology, and psycholinguistics will find this book compelling.
Ourselves: Why We Are Who We Are
by Frank SmithThis book delves into how we come to terms with ourselves, with other people, and with the world in general. It is about how we come to be what we are, and to think the way we do. It is a book about influences on this process. A particular influence to which Smith gives central consideration is language, not just in terms of the communicative networks in which it engages us--the “information” that presents itself to us--but in the largely unsuspected framework for thought that lies within language itself. He also considers deeply the role of technology. This is a book of description, not of explanations--these are two quite different intellectual territories. Smith writes about what can be observed, not philosophized about. Thus he does not discuss the inner workings of the human brain. His claim is that what he is interested in--thinking, learning, understanding, remembering--have never been found in the brain. The aim is to describe the scope and limits for how we can be seen to think, learn, understand, and remember--but not to “explain” such behavior by recourse to hypothetical inner entities. Ourselves speaks especially to educators. It outlines the possibilities and limitations inherent in all of us. It delineates who we are, but also stresses that no two people are the same, that what we become depends on our journeys in life and the people we encounter on the way. The formal part of learning that is called education is particularly sensitive to the role of people who organize critical experiences for us, our teachers. The brief summaries at the end of each chapter reinforce and highlight points that are of particular relevance to teachers. Researchers, professionals, and graduate students across the fields of literacy education, psychology of reading, learning theory, human learning, educational psychology, and psycholinguistics will find this book compelling.
Out and About: A Teacher's Guide to Safe Practice Out of School
by Maureen O'Connor`A concise, common-sense and most valuable guide.' - TES `The wise LEA will use this publication to review its own guidelines and in-service training for out-of-school education, but this will be no substitute for investing in a copy for every head teacher. Without doubt, the wise head will also wish to invest in further copies for staff colleagues.' - Education `An invaluable summary of contacts in the UK.' - Safety Education
Out and About: A Teacher's Guide to Safe Practice Out of School
by Maureen O'Connor`A concise, common-sense and most valuable guide.' - TES `The wise LEA will use this publication to review its own guidelines and in-service training for out-of-school education, but this will be no substitute for investing in a copy for every head teacher. Without doubt, the wise head will also wish to invest in further copies for staff colleagues.' - Education `An invaluable summary of contacts in the UK.' - Safety Education
Out of Eden: Adam and Eve and the Problem of Evil
by Paul W. KahnIn Out of Eden, Paul W. Kahn offers a philosophical meditation on the problem of evil. He uses the Genesis story of the Fall as the starting point for a profound articulation of the human condition. Kahn shows us that evil expresses the rage of a subject who knows both that he is an image of an infinite God and that he must die. Kahn's interpretation of Genesis leads him to inquiries into a variety of modern forms of evil, including slavery, torture, and genocide. Kahn takes issue with Hannah Arendt's theory of the banality of evil, arguing that her view is an instance of the modern world's lost capacity to speak of evil. Psychological, social, and political accounts do not explain evil as much as explain it away. Focusing on the existential roots of evil rather than on the occasions for its appearance, Kahn argues that evil originates in man's flight from death. He urges us to see that the opposite of evil is not good, but love: while evil would master death, love would transcend it. Offering a unique perspective that combines political and cultural theory, law, and philosophy, Kahn here continues his project of advancing a political theology of modernity.
Out of Eden: Adam and Eve and the Problem of Evil
by Paul W. KahnIn Out of Eden, Paul W. Kahn offers a philosophical meditation on the problem of evil. He uses the Genesis story of the Fall as the starting point for a profound articulation of the human condition. Kahn shows us that evil expresses the rage of a subject who knows both that he is an image of an infinite God and that he must die. Kahn's interpretation of Genesis leads him to inquiries into a variety of modern forms of evil, including slavery, torture, and genocide. Kahn takes issue with Hannah Arendt's theory of the banality of evil, arguing that her view is an instance of the modern world's lost capacity to speak of evil. Psychological, social, and political accounts do not explain evil as much as explain it away. Focusing on the existential roots of evil rather than on the occasions for its appearance, Kahn argues that evil originates in man's flight from death. He urges us to see that the opposite of evil is not good, but love: while evil would master death, love would transcend it. Offering a unique perspective that combines political and cultural theory, law, and philosophy, Kahn here continues his project of advancing a political theology of modernity.
Out of Eden: Reading, Rhetoric, and Ideology in Genesis 2-3 (The Library of Hebrew Bible/Old Testament Studies)
by Beverly J. StrattonOut of Eden contributes towards conversations about interpreting scripture. Rather than adopting traditional views (creation and 'fall' or growth), this study integrates literary-critical theories and feminist scholarship to read the Genesis narrative in relation to concerns of contemporary communities. The question of how we might engage the interpretative process and the rhetorical power of texts as we live our lives 'out of Eden' is addressed. Stratton argues that the interpretration of Genesis 2-3 matters, that there are consequences for the actions we take on the basis of our interpretations, and that we should enter the interpretative process only with care.
Out-of-Field Teaching Across Teaching Disciplines and Contexts
by Linda Hobbs Raphaela PorschThis edited book is a compilation of research by the members of the Out-of-Field Teaching Across Specialisations (OOF-TAS) Collective, and is the second book by the Collective. It extends from the work begun in the 2019 book, Examining the Phenomenon of “Teaching Out-of-Field” by showcasing the broad range of research agendas and findings relating to this phenomenon internationally. This book provides research and commentary relating to the out-of-field teaching phenomenon in primary, secondary and tertiary education, and across different subjects. It provides snapshots of the effects, causes, measurement, and other characteristics of out-of-field teaching in and across contexts, including states and countries, school types and school levels, subjects and specializations. The different chapters provide commentary at different units of analysis, and focus on: the effects of out-of-field teaching for teachers and their students; the school contexts/cultures that do or do not support them; the leadership practices that assign the teachers to out-of-field subjects; and the systems that create/perpetuate the need for out-of-field teaching assignments. Chapter 15 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.
Out-of-Field Teaching and Education Policy: International Micro-Education Policy
by Anna Elizabeth Du PlessisThis book focuses on the elusive out-of-field teaching phenomenon and its direct effects on quality education globally. Based on the experiences and concerns of teachers and school leaders, it investigates the phenomenon’s impact on everyday teaching and school practices, and offers insights into the challenges that out-of-field teachers face in maintaining their role as the “knowledgeable counterpart” in their teaching and learning environments. In this frame, it also highlights the often-overlooked importance of initial teacher education and its preparation of prospective teachers for employment in complex school contexts, subjects or year levels. The book emphasises the need to develop specific policy strategies to effectively address the global implications of out-of-field teaching, and explores the potential of micro-education policies as targeted support resources for teachers in these challenging positions. Through this new policy lens, which renegotiates the discourse of education policy as a quality education improvement framework, the book offers readers a comprehensive understanding of the urgent need for policy to uphold all stakeholders involved in these unique and complex environments. Accordingly, the book is a valuable resource for academic advisors, decision-makers, policy-makers, and educational and school leaders in developing new approaches to improving school outcomes that promote the retention of teachers for a strong and stable teaching workforce.
Out-of-Field Teaching Practices: What Educational Leaders Need to Know
by Anna Elizabeth du PlessisSociety perceives the role of school leaders as ‘fixers’. Yet the author poses some confronting questions: can they fix or manage the out-of-field phenomenon without having in-depth knowledge and understanding? Can educators teach the next generation of teachers and school leaders without appreciating the realities of the workplace? Can policymakers develop effective policies without a deeper understanding of the workforce issues that influence quality education beyond the obvious issues? Many dilemmas face today’s teaching workforce and workplaces. The book takes the reader on a journey as experienced in real life by teachers and school leaders. It aims an extreme global focus on the quality of education and on governments’ achievements in providing opportunities to prepare the next generation of students for their future. The author’s assessment exposes more concerns than assurances. Anna du Plessis’ academic career includes more than 25 years of classroom experience across three countries. Her journey in leadership positions started during her fourth year of teaching. Her compassion for teachers, school leaders and students stimulated a search for a deeper understanding of the lifeworld and challenges facing educational practitioners. The objective in this book is to share information that will improve education systems, strategies, decisions, policies and actions. Readers of this book might be parents, student teachers, prospective school leaders, educational directors, policymakers or teacher educators. Only knowing and understanding can inform well-directed decisions.
‘Out of School’ Ethnic Minority Young People in Hong Kong (Education in the Asia-Pacific Region: Issues, Concerns and Prospects #32)
by Miron Kumar Bhowmik Kerry John KennedyThis book offers a comprehensive overview of ‘out of school’ ethnic minority young people in Hong Kong. The focus is on the extent of the phenomena, reasons behind it and a description of ‘out of school’ life. Employing qualitative research methods and adopting a case study approach that involved fieldwork comprising 15 in-depth interviews and 2 observations with 11 ‘out of school’ ethnic minority young people, this book provides detailed insights into the phenomena. Information gained from an additional 22 in-depth interviews with 20 other stakeholders related to ethnic minority education, from time spent at three schools and key document analysis are also incorporated. Drawing on critical race theory, this book presents a critical discussion of the ‘out of school’ issue for ethnic minority young people in a privileged Chinese context.
Out of the Shadows: The Global Intensification of Supplementary Education (International Perspectives on Education and Society #22)
by Janice Aurini Julian Dierkes Scott DaviesSupplementary education consists of private instruction that complements and sometimes 'shadows' formal school content. Providers range from informal and part-time tutors to highly institutionalized, multi-national corporate franchises. This phenomenon is growing worldwide and has many potential impacts on formal education systems. This volume is the first multi-national examination of this topic and includes 'big picture' analyses to comparatively explain the intensity, authority and policy contexts of supplementary education. Quantitative and qualitative case studies of countries with high and low intensity forms of supplementary education are detailed. The chapters aim to deepen comparative and interdisciplinary knowledge on the impact of these educational markets on formal school systems, and inform future research and policy on supplementary education.
Out of the spiral of conflict: Our conflicts - And how we solve them
by Andrea Hartmann-PiraudeauThe topic of spiraling conflict and what happens to us when we are in conflict fascinates everyone equally. The reaction is then thoughtfulness and self-reflection. Everyone has their own conflicts and therefore the topic is close to us. Conflicts are usually stressful and therefore we wish for explanations and ways out.· What dynamics do conflicts take on and how do they develop?· What happens to us when we enter the spiral of conflict.· How does our thinking, our view of things and our interests change?· What does the conflict do to us and how do we get out of the vortex?That is what this book is about. It is based on scientific findings from psychology and conflict research.
Out on Good Behavior: Teaching math while looking over your shoulder
by Barry Garelick“Tell the administration what they want to hear, then do what is best for your students.”That’s advice Barry Garelick tries to follow in the process of becoming a fully credentialed teacher which entails being monitored by two mentors.As the Mark Twain of education writing, Garelick presents this collection of essays which chronicle his experiences at two schools, teaching math.With essays such as, “Not Making Sense, and a Conversation I Never Had; “Math Talk”, Stalin’s Hemorrhoids and Murder of Crows”, Garelick gives the reader a verité-style glimpse into the daily routines of math teaching and exposes a lot of the nonsense that teachers are advised to follow, and which they feel guilty about when they don’t.