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Thinking Like an Engineer: Lessons That Develop Habits of Mind and Thinking Skills for Young Engineers in Grade 4
by Debbie DaileyThinking Like an Engineer focuses on high-interest, career-related topics in the elementary curriculum related to engineering. Students will explore interdisciplinary content, foster creativity, and develop higher order thinking skills with activities aligned to relevant content area standards. Students will complete design challenges, visit with an engineer, and investigate real-world problems to plan feasible engineering solutions. Thinking Like an Engineer reflects key emphases of curricula from the Center for Gifted Education at William & Mary, including the development of process skills in various content areas and the enhancement of discipline-specific thinking and habits of mind through hands-on activities. Grade 4
Thinking Like an Engineer: Lessons That Develop Habits of Mind and Thinking Skills for Young Engineers in Grade 4
by Debbie DaileyThinking Like an Engineer focuses on high-interest, career-related topics in the elementary curriculum related to engineering. Students will explore interdisciplinary content, foster creativity, and develop higher order thinking skills with activities aligned to relevant content area standards. Students will complete design challenges, visit with an engineer, and investigate real-world problems to plan feasible engineering solutions. Thinking Like an Engineer reflects key emphases of curricula from the Center for Gifted Education at William & Mary, including the development of process skills in various content areas and the enhancement of discipline-specific thinking and habits of mind through hands-on activities. Grade 4
Thinking Nursing (UK Higher Education OUP Humanities & Social Sciences Health & Social Welfare)
by Tom Mason Elizabeth Mason-WhiteheadThinking NursingThis major new textbook provides a unique one-stop resource that introduces nursing students to the disciplines that underpin nursing practice. The broad range of subjects covered includes Sociology, Psychology, Anthropology, Public Health, Philosophy, Economics, Politics and Science. Written by nursing lecturers with nursing students in mind, this book enables nurses to grasp the principles behind these disciplines and apply the concepts to everyday health care practices. Each chapter offers: ·The theoretical background of the major tenets of each discipline ·A comprehensive discussion of how they relate to practice·Cross-references to other relevant chapter sections ·Suggestions for further reading·A glossary of key terms. Practical advice is also available in a chapter dedicated to methods of research, planning and construction of written work. Moreover, the textbook encourages creative and lateral thinking beyond its use in planning and writing assignments. Thinking Nursing is essential reading for nursing students on Common Foundation Programmes (both at diploma and degree level) and qualified nurses undertaking additional specialist training including masters degrees, as well as those involved in planning, designing and the implementation of educational courses for nurses.
Thinking Outside the Voice Box: Adolescent Voice Change in Music Education
by Bridget SweetThe changing adolescent voice counts among the most awkward of topics voice teachers and choir directors face. Adolescent voice students already find themselves at a volatile developmental time in their lives, and the stresses and possible embarrassments of unpredictable vocal capabilities make participation in voice-based music an especially fraught event. In this practical teaching guide, author Bridget Sweet encourages a holistic approach to female and male adolescent voice change. Sweet's approach takes full consideration of the body, brain, and auditory system; vocal anatomy and physiology in general, as well as during male and female voice change; and the impact of hormones on the adolescent voice, especially for female singers. Beyond the physical, it also addresses the emotional and psychological components: ideas of resolve and perseverance that are essential to adolescent navigation of voice change; and exploration of portrayals and stereotypes in pop culture that influence how people anticipate voice change experiences for teens and 'tweens, from The Brady Bunch to The Wonder Years to The Simpsons. As a whole, Teaching Outside the Voice Box encourages music educators to more effectively and compassionately assist students through this developmental experience.
Thinking Outside the Voice Box: Adolescent Voice Change in Music Education
by Bridget SweetThe changing adolescent voice counts among the most awkward of topics voice teachers and choir directors face. Adolescent voice students already find themselves at a volatile developmental time in their lives, and the stresses and possible embarrassments of unpredictable vocal capabilities make participation in voice-based music an especially fraught event. In this practical teaching guide, author Bridget Sweet encourages a holistic approach to female and male adolescent voice change. Sweet's approach takes full consideration of the body, brain, and auditory system; vocal anatomy and physiology in general, as well as during male and female voice change; and the impact of hormones on the adolescent voice, especially for female singers. Beyond the physical, it also addresses the emotional and psychological components: ideas of resolve and perseverance that are essential to adolescent navigation of voice change; and exploration of portrayals and stereotypes in pop culture that influence how people anticipate voice change experiences for teens and 'tweens, from The Brady Bunch to The Wonder Years to The Simpsons. As a whole, Teaching Outside the Voice Box encourages music educators to more effectively and compassionately assist students through this developmental experience.
Thinking Philosophically about Education: The Selected Works of Richard Pring
by Richard PringIn the World Library of Educationalists series, international experts themselves compile career-long collections of what they judge to be their finest pieces – extracts from books, key articles, salient research findings, major theoretical and practical contributions – so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands and see how their work contributes to the development of the field. Thinking Philosophically about Education highlights several key writings from Richard Pring’s international career in education, providing a historical perspective in relation to current debates about philosophy of education in the UK and internationally, drawing attention to issues of current concern. The text explores key themes such as critical realism, teachers as researchers and a way forward for policy through carefully selected examples from Richard Pring’s writings. A short introduction is provided for each chapter to help readers to understand the significance of what is presented and how this relates to other chapters in the book. Comprehensible and articulate, this selection displays the knowledge and rigor that has made Richard Pring one of the world’s most respected and eminent scholars of the field of philosophy and education. Comprising Richard Pring’s personal selection of what he considers to be his influential writing from book chapters and journal articles throughout his career, it will be of interest to all followers of his work and any reader interested in the development of philosophy and education in the UK and internationally.
Thinking Philosophically about Education: The Selected Works of Richard Pring
by Richard PringIn the World Library of Educationalists series, international experts themselves compile career-long collections of what they judge to be their finest pieces – extracts from books, key articles, salient research findings, major theoretical and practical contributions – so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands and see how their work contributes to the development of the field. Thinking Philosophically about Education highlights several key writings from Richard Pring’s international career in education, providing a historical perspective in relation to current debates about philosophy of education in the UK and internationally, drawing attention to issues of current concern. The text explores key themes such as critical realism, teachers as researchers and a way forward for policy through carefully selected examples from Richard Pring’s writings. A short introduction is provided for each chapter to help readers to understand the significance of what is presented and how this relates to other chapters in the book. Comprehensible and articulate, this selection displays the knowledge and rigor that has made Richard Pring one of the world’s most respected and eminent scholars of the field of philosophy and education. Comprising Richard Pring’s personal selection of what he considers to be his influential writing from book chapters and journal articles throughout his career, it will be of interest to all followers of his work and any reader interested in the development of philosophy and education in the UK and internationally.
Thinking Physics for Teaching
by C. Bernardini C. Tarsitani M. VicentiniThe research in Physics Education has to do with the search of solutions to the complex problem of how to improve the learning and teaching of physics. The complexity of the problem lies in the different fields of knowledge that need to be considered in the research. In fact, besides the disciplinary knowledge in physics (which must be considered from the conceptual, the historical, and the epistemological framework), one has to take into account some basic knowledge in the context of psychology and the cognitive sciences (for the general and contextual aspects of learning) and some basic knowledge in education and comunication (for what concerns teaching skills and strategies). Looking back at the historical development of the research one may recognize that the complexity of the endeavour was not clear at first but became clear in its development, which shifted the focus of the research in the course of time from physics to learning to teaching. We may say that the research started, more than 30 years ago, with a focus on disciplinary knowledge. Physicists in different parts of the western world, after research work in some field of physics, decided to concentrate on the didactical comunication of physical knowledge.
Thinking Politically: Liberalism in the Age of Ideology
by Raymond AronThinking Politically brings together a series of remarkable interviews with Raymond Arn that form a political history of our time. Ranging over an entire lifetime, from his youthful experience with the rise of Nazi totalitarianism in Berlin to the dénouement of the cold war. Aron mediates on the threats to liberty and reason in the bloody twentieth century. Originally published as The Committed Observer, this volume provides one of the fullest accounts available of the dramatic events of the "short century," which began with the pistol shot in Saravejo in 1914 and ended with the collapse of the ideological monsters whose deadly nature Aron had ruthlessly exposed for a half-century. In addition to the interviews published in the original edition. Thinking Politically incorporates three interviews never before published in book form. This supplemental material clarifies Aron's role as a voice of prudential reason in an unreasonable age and allows unparalled access to the principal influences on Aron's thought. The volume concludes with 'Democratic States and Totalitarian States," an address by Aron to the French Philosophical Society as well as the accompanying debate with Jacques Maritain, Victor Basch, and other intellectuals. Thinking Politically serves as an ideal gateway into Aron's reflections, and offers a superb single-volume introduction to the major events and conflicts of the twentieth century. It will be a welcome addition to the libraries of political theorists, historians, sociologists, philosophers, and citizens wishing to understand the political and intellectual currents of the age.
Thinking Politically: Liberalism in the Age of Ideology
by Raymond AronThinking Politically brings together a series of remarkable interviews with Raymond Arn that form a political history of our time. Ranging over an entire lifetime, from his youthful experience with the rise of Nazi totalitarianism in Berlin to the dénouement of the cold war. Aron mediates on the threats to liberty and reason in the bloody twentieth century. Originally published as The Committed Observer, this volume provides one of the fullest accounts available of the dramatic events of the "short century," which began with the pistol shot in Saravejo in 1914 and ended with the collapse of the ideological monsters whose deadly nature Aron had ruthlessly exposed for a half-century. In addition to the interviews published in the original edition. Thinking Politically incorporates three interviews never before published in book form. This supplemental material clarifies Aron's role as a voice of prudential reason in an unreasonable age and allows unparalled access to the principal influences on Aron's thought. The volume concludes with 'Democratic States and Totalitarian States," an address by Aron to the French Philosophical Society as well as the accompanying debate with Jacques Maritain, Victor Basch, and other intellectuals. Thinking Politically serves as an ideal gateway into Aron's reflections, and offers a superb single-volume introduction to the major events and conflicts of the twentieth century. It will be a welcome addition to the libraries of political theorists, historians, sociologists, philosophers, and citizens wishing to understand the political and intellectual currents of the age.
Thinking Practices in Mathematics and Science Learning
by James G. Greeno Shelley V. GoldmanThe term used in the title of this volume--thinking practices--evokes questions that the authors of the chapters within it begin to answer: What are thinking practices? What would schools and other learning settings look like if they were organized for the learning of thinking practices? Are thinking practices general, or do they differ by disciplines? If there are differences, what implications do those differences have for how we organize teaching and learning? How do perspectives on learning, cognition, and culture affect the kinds of learning experiences children and adults have? This volume describes advances that have been made toward answering these questions. These advances involve several agendas, including increasing interdisciplinary communication and collaboration; reconciling research on cognition with research on teaching, learning, and school culture; and strengthening the connections between research and school practice. The term thinking practices is symbolic of a combination of theoretical perspectives that have contributed to the volume editors' understanding of how people learn, how they organize their thinking inside and across disciplines, and how school learning might be better organized. By touring through some of the perspectives on thinking and learning that have evolved into school learning designs, Greeno and Goldman begin to establish a frame for what they are calling thinking practices. This volume is a significant contribution to a topic that they believe will continue to emerge as a coherent body of scientific and educational research and practice.
Thinking Practices in Mathematics and Science Learning
by James G. Greeno Shelley V. GoldmanThe term used in the title of this volume--thinking practices--evokes questions that the authors of the chapters within it begin to answer: What are thinking practices? What would schools and other learning settings look like if they were organized for the learning of thinking practices? Are thinking practices general, or do they differ by disciplines? If there are differences, what implications do those differences have for how we organize teaching and learning? How do perspectives on learning, cognition, and culture affect the kinds of learning experiences children and adults have? This volume describes advances that have been made toward answering these questions. These advances involve several agendas, including increasing interdisciplinary communication and collaboration; reconciling research on cognition with research on teaching, learning, and school culture; and strengthening the connections between research and school practice. The term thinking practices is symbolic of a combination of theoretical perspectives that have contributed to the volume editors' understanding of how people learn, how they organize their thinking inside and across disciplines, and how school learning might be better organized. By touring through some of the perspectives on thinking and learning that have evolved into school learning designs, Greeno and Goldman begin to establish a frame for what they are calling thinking practices. This volume is a significant contribution to a topic that they believe will continue to emerge as a coherent body of scientific and educational research and practice.
Thinking Reading: What every secondary teacher needs to know about reading
by Dianne Murphy James MurphyDespite the efforts of teachers and educators, every year secondary schools across the English-speaking world turn out millions of functionally illiterate leavers. The costs in human misery and in wasted productivity are catastrophic. What can schools do to prevent this situation? In this highly accessible book James and Dianne Murphy combine more than 50 years of experience to provide teachers with a thorough, easy to use introduction to the extensive research on reading and its effects on student achievement. Drawing on the work of experts from around the world, the authors explore how we learn to read, how the many myths and misconceptions around reading developed, and why they continue to persist.Building on these foundations chapters go on to examine how the general secondary school classroom can support all levels of reading more effectively, regardless of subject; how school leaders can ensure that their systems, practices and school culture deliver the very best literacy provision for all students; and what it takes to ensure that a racing intervention aimed at adolescent struggling readers is truly effective. The overall message of this books is one of great optimism: the authors demonstrate that the right of every child to learn to read is entirely achievable if schools employ the best research-driven practice.
The Thinking School: Developing a dynamic learning community
by Kulvarn AtwalA modern-day reflective guide to detail how school leaders can develop a unique and expansive learning environment for teachers. The book is a practical manual that includes examples of activities that can be promoted to develop informal and formal teacher learning activities. Atwal argues that in the very workplaces where the core business is 'learning', the quality of staff learning in schools is poor and underdeveloped - there is significant room for improvement. This book is essential reading for all those interested in driving improvement in education in schools and anyone who has cared about children's learning or teacher learning.
Thinking Sex with the Great Whore: Deviant Sexualities and Empire in the Book of Revelation (Routledge Interdisciplinary Perspectives on Biblical Criticism)
by Luis Menéndez-AntuñaMany scholars in Biblical and Revelation studies have written at length about the imperial and patriarchal implications of the figure of the Whore of Babylon. However, much of the focus has been on the links to the Roman Empire and ancient attitudes towards gender. This book adds another layer to the conversation around this evocative figure by pursuing an ideological critique of the Great Whore that takes into account contemporary understandings of sexuality, and in so doing advances a de-moralization of apparent sexual deviancy both in the present and in the past. Offering an emancipatory reading of Revelation 17-18 using Foucauldian, postcolonial and queer historiographies, this study sets out alternative paths for identity construction in Biblical texts. By using these alternative critical lenses, the author argues that the common neglect of the ethical and political impact of Biblical texts in the present can be overcome. This, in turn, allows for fresh reflection on the study of the Bible and its implications for progressive politics. Situated at the intersection of Revelation Studies, Biblical Studies and Hermeneutics, as well as Contextual/Liberationist Theologies and Queer and Postcolonial Criticism, this is a cutting edge study that will be of keen interest to scholars of Theology and Religious Studies.
Thinking Sex with the Great Whore: Deviant Sexualities and Empire in the Book of Revelation (Routledge Interdisciplinary Perspectives on Biblical Criticism)
by Luis Menéndez-AntuñaMany scholars in Biblical and Revelation studies have written at length about the imperial and patriarchal implications of the figure of the Whore of Babylon. However, much of the focus has been on the links to the Roman Empire and ancient attitudes towards gender. This book adds another layer to the conversation around this evocative figure by pursuing an ideological critique of the Great Whore that takes into account contemporary understandings of sexuality, and in so doing advances a de-moralization of apparent sexual deviancy both in the present and in the past. Offering an emancipatory reading of Revelation 17-18 using Foucauldian, postcolonial and queer historiographies, this study sets out alternative paths for identity construction in Biblical texts. By using these alternative critical lenses, the author argues that the common neglect of the ethical and political impact of Biblical texts in the present can be overcome. This, in turn, allows for fresh reflection on the study of the Bible and its implications for progressive politics. Situated at the intersection of Revelation Studies, Biblical Studies and Hermeneutics, as well as Contextual/Liberationist Theologies and Queer and Postcolonial Criticism, this is a cutting edge study that will be of keen interest to scholars of Theology and Religious Studies.
Thinking Skills: Critical Thinking And Problem Solving (PDF)
by John Butterworth Geoff ThwaitesThinking Skills, Second edition, is the only endorsed coursebook that provides complete coverage of the Cambridge AS and A Level Thinking Skills syllabus offering substantially updated, new and revised content. It also contains extensive extra material to cover related awards. Written by experienced and highly respected authors, this book includes features such as clearly focused and differentiated units, stimulating student activities with commentaries to develop analytical skills, summaries of key concepts to review learning, end-of-chapter assignments to reinforce knowledge and skills, and a mapping grid to demonstrate the applicability of each unit to awards including Critical Thinking, BMAT and TSA.
Thinking Skills and Creativity in Second Language Education: Case Studies from International Perspectives (Research on Teaching Thinking and Creativity)
by Li LiAcross the world, education is being restructured to include greater focus on developing critical and creative skills. In second language education, research suggests that cognition and language development are closely related. Yet despite increasing interest in the teaching of thinking skills, critical thinking has not been widely intergrated into language teaching. Thinking Skills and Creativity in Second Language Education presents a range of investigations exploring the relationship between thinking skills and creativity, and second language education. Focusing on cognitive, affective, social, and emotional perspectives, this book highlights current research and raises questions that will set the direction for future research. Its aims are as follows: Provide an in-depth understanding of the link between second language development and thinking skills. Consider approaches to developing thinking skills in second language instruction. Examine practices in implementing thinking skills in second language learning. Offer an updated list of sources of information on thinking skills in second language education. A new addition to the Research on Teaching Thinking and Creativity series, this book is relevant to researchers in the field of educational psychology, to Masters degree and PhD students in this field, and to anyone interested in developing thinking skills.
Thinking Skills and Creativity in Second Language Education: Case Studies from International Perspectives (Research on Teaching Thinking and Creativity)
by Li LiAcross the world, education is being restructured to include greater focus on developing critical and creative skills. In second language education, research suggests that cognition and language development are closely related. Yet despite increasing interest in the teaching of thinking skills, critical thinking has not been widely intergrated into language teaching. Thinking Skills and Creativity in Second Language Education presents a range of investigations exploring the relationship between thinking skills and creativity, and second language education. Focusing on cognitive, affective, social, and emotional perspectives, this book highlights current research and raises questions that will set the direction for future research. Its aims are as follows: Provide an in-depth understanding of the link between second language development and thinking skills. Consider approaches to developing thinking skills in second language instruction. Examine practices in implementing thinking skills in second language learning. Offer an updated list of sources of information on thinking skills in second language education. A new addition to the Research on Teaching Thinking and Creativity series, this book is relevant to researchers in the field of educational psychology, to Masters degree and PhD students in this field, and to anyone interested in developing thinking skills.
Thinking Skills and Early Childhood Education
by Patrick J. CostelloFirst Published in 2000. Routledge is an imprint of Taylor & Francis, an informa company.
Thinking Skills and Early Childhood Education
by Patrick J. CostelloFirst Published in 2000. Routledge is an imprint of Taylor & Francis, an informa company.
Thinking Skills and Problem-Solving - An Inclusive Approach: A Practical Guide for Teachers in Primary Schools
by Belle Wallace June Maker Diana CaveDiscover and develop your pupils' strengths across the multiple intelligences by improving their problem solving skills. This book will: tell teachers all they need to know about multiple intelligences and problem solving provide a bank of problems that can be integrated into any lesson plan help teachers to identify gifted and able pupils guide schools on how to organize their curriculum using example curriculum plans. For teachers working across the Foundation Stage, Key Stages One and Two, Headteachers and those working at management level.
Thinking Skills and Problem-Solving - An Inclusive Approach: A Practical Guide for Teachers in Primary Schools
by Belle Wallace June Maker Diana CaveDiscover and develop your pupils' strengths across the multiple intelligences by improving their problem solving skills. This book will: tell teachers all they need to know about multiple intelligences and problem solving provide a bank of problems that can be integrated into any lesson plan help teachers to identify gifted and able pupils guide schools on how to organize their curriculum using example curriculum plans. For teachers working across the Foundation Stage, Key Stages One and Two, Headteachers and those working at management level.
Thinking Skills for Professionals
by B. GreethamThis book gives professionals and business people the essential tools to become better thinkers and decision-makers. It sets out simple methods and techniques to avoid poor decision making by developing our conceptual, creative and critical thinking skills, along with ways of incorporating them within our daily lives.
Thinking Skills for the Digital Generation: The Development of Thinking and Learning in the Age of Information
by Balu H. Athreya Chrystalla MouzaThis important text synthesizes the state of knowledge related to thinking and technology and provides strategies for helping young people cultivate thinking skills required to navigate the new digital landscape. The rise of technology has resulted in new ways of searching and communicating information among youth, often creating information “overload”. We do not know how the new technologies will affect the ways young people learn and think. There are plenty of warnings about the dangers of information technology, but there is also enormous potential for technology to aid human thinking, which this book explores from an open-minded perspective.Coverage Includes:- An up to date review of the literature on thinking skills in general, and in relation to technology.- Practical guidelines for thinking with technology.- A scholarly review of the characteristics of the digital generation.- A discussion of the various steps involved in the thinking process.- A historical context of the Information Age and the transition from oral history, to printing press, to the Internet.Thinking Skills for the Digital Generation: The Development of Thinking and Learning in the Age of Information is an invaluable reference for educators and research professionals particularly interested in educational technology, and improving thinking and problem-solving skills.