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Understanding How We Learn (PDF)
by Yana Weinstein Megan Smith Oliver Caviglioli Megan SumerackiEducational practice does not, for the most part, rely on research findings. Instead, there's a preference for relying on our intuitions about what's best for learning. But relying on intuition may be a bad idea for teachers and learners alike. This accessible guide helps teachers to integrate effective, research-backed strategies for learning into their classroom practice. The book explores exactly what constitutes good evidence for effective learning and teaching strategies, how to make evidence-based judgments instead of relying on intuition, and how to apply findings from cognitive psychology directly to the classroom. Including real-life examples and case studies, FAQs, and a wealth of engaging illustrations to explain complex concepts and emphasize key points, the book is divided into four parts: Evidence-based education and the science of learning Basics of human cognitive processes Strategies for effective learning Tips for students, teachers, and parents. Written by "The Learning Scientists" and fully illustrated by Oliver Caviglioli, Understanding How We Learn is a rejuvenating and fresh examination of cognitive psychology's application to education. This is an essential read for all teachers and educational practitioners, designed to convey the concepts of research to the reality of a teacher's classroom.
Understanding in Mathematics (Studies In Mathematics Ser. #Vol. 2)
by Anna SierpinskaThe concept of understanding in mathematics with regard to mathematics education is considered in this volume. The main problem for mathematics teachers being how to facilitate their students' understanding of the mathematics being taught. In combining elements of maths, philosophy, logic, linguistics and the psychology of maths education from her own and European research, Dr Sierpinska considers the contributions of the social and cultural contexts to understanding. The outcome is an insight into both mathematics and understanding.
Understanding in Mathematics
by Anna SierpinskaThe concept of understanding in mathematics with regard to mathematics education is considered in this volume. The main problem for mathematics teachers being how to facilitate their students' understanding of the mathematics being taught. In combining elements of maths, philosophy, logic, linguistics and the psychology of maths education from her own and European research, Dr Sierpinska considers the contributions of the social and cultural contexts to understanding. The outcome is an insight into both mathematics and understanding.
Understanding Inclusion: Core Concepts, Policy and Practice
by Richard WoolleyUnderstanding Inclusion is a rich, comprehensive exploration of inclusion in education, challenging us to think about being ‘inclusive’ in its broadest sense. It unpicks a wide range of complex themes and issues that impact on educational practice, supporting educational professionals in helping teachers and learners understand difference as the norm, and not the exception. Underpinned by the latest research, discussion is brought to life through vignettes of real experiences and examples of practice from a range of settings and across continents. Chapters consider crucial aspects of inclusion: Social inclusion and social class Global perspectives on culture and identity Aspirations and social mobility Relationships and sexual behaviours Gender equality and diversity Perceptions of ability and disability Barriers to learning Multilingualism in schools Religion and belief Restorative justice for inclusion Inclusion and the arts Teaching Assistants and inclusion The central role of leadership. Written by experts with extensive experience in a range of educational contexts, Understanding Inclusion is designed for all those engaged in understanding the complexities of teaching and learning. With reflective questions and selected reading designed to support further study, it will be essential reading for students on Education Studies and related course, and pre- and in-service teachers.
Understanding Inclusion: Core Concepts, Policy and Practice
by Richard WoolleyUnderstanding Inclusion is a rich, comprehensive exploration of inclusion in education, challenging us to think about being ‘inclusive’ in its broadest sense. It unpicks a wide range of complex themes and issues that impact on educational practice, supporting educational professionals in helping teachers and learners understand difference as the norm, and not the exception. Underpinned by the latest research, discussion is brought to life through vignettes of real experiences and examples of practice from a range of settings and across continents. Chapters consider crucial aspects of inclusion: Social inclusion and social class Global perspectives on culture and identity Aspirations and social mobility Relationships and sexual behaviours Gender equality and diversity Perceptions of ability and disability Barriers to learning Multilingualism in schools Religion and belief Restorative justice for inclusion Inclusion and the arts Teaching Assistants and inclusion The central role of leadership. Written by experts with extensive experience in a range of educational contexts, Understanding Inclusion is designed for all those engaged in understanding the complexities of teaching and learning. With reflective questions and selected reading designed to support further study, it will be essential reading for students on Education Studies and related course, and pre- and in-service teachers.
Understanding Individual Differences in Language Development Across the School Years
by J. Bruce Tomblin Marilyn A. NippoldThis volume presents the findings of a large-scale study of individual differences in spoken (and heard) language development during the school years. The goal of the study was to investigate the degree to which language abilities at school entry were stable over time and influential in the child’s overall success in important aspects of development. The methodology was a longitudinal study of over 600 children in the US Midwest during a 10-year period. The language skills of these children -- along with reading, academic, and psychosocial outcomes -- were measured. There was intentional oversampling of children with poor language ability without being associated with other developmental or sensory disorders. Furthermore, these children could be sub-grouped based on their nonverbal abilities, such that one group represents children with specific language impairment (SLI), and the other group with nonspecific language impairment (NLI) represents poor language along with depressed nonverbal abilities. Throughout the book, the authors consider whether these distinctions are supported by evidence obtained in this study and which aspects of development are impacted by poor language ability. Data are provided that allow conclusions to be made regarding the level of risk associated with different degrees of poor language and whether this risk should be viewed as lying on a continuum. The volume will appeal to researchers and professionals with an interest in children’s language development, particularly those working with children who have a range of language impairments. This includes Speech and Language Pathologists; Child Neuropsychologists; Clinical Psychologists working in Education, as well as Psycholinguists and Developmental Psychologists.
Understanding Individual Differences in Language Development Across the School Years
by J. Bruce Tomblin Marilyn A. NippoldThis volume presents the findings of a large-scale study of individual differences in spoken (and heard) language development during the school years. The goal of the study was to investigate the degree to which language abilities at school entry were stable over time and influential in the child’s overall success in important aspects of development. The methodology was a longitudinal study of over 600 children in the US Midwest during a 10-year period. The language skills of these children -- along with reading, academic, and psychosocial outcomes -- were measured. There was intentional oversampling of children with poor language ability without being associated with other developmental or sensory disorders. Furthermore, these children could be sub-grouped based on their nonverbal abilities, such that one group represents children with specific language impairment (SLI), and the other group with nonspecific language impairment (NLI) represents poor language along with depressed nonverbal abilities. Throughout the book, the authors consider whether these distinctions are supported by evidence obtained in this study and which aspects of development are impacted by poor language ability. Data are provided that allow conclusions to be made regarding the level of risk associated with different degrees of poor language and whether this risk should be viewed as lying on a continuum. The volume will appeal to researchers and professionals with an interest in children’s language development, particularly those working with children who have a range of language impairments. This includes Speech and Language Pathologists; Child Neuropsychologists; Clinical Psychologists working in Education, as well as Psycholinguists and Developmental Psychologists.
Understanding Individual Experiences of COVID-19 to Inform Policy and Practice in Higher Education: Helping Students, Staff, and Faculty to Thrive in Times of Crisis (Routledge Research in Higher Education)
by Amy Aldous BergersonUtilizing findings from more than 200 interviews with students, staff, and faculty at a US university, this volume explores the immediate and real-life impacts of COVID-19 on individuals to inform higher education policy and practice in times of crisis. Documenting the profound impacts that COVID-19 had on university operations and teaching, this text foregrounds a range of participant perspectives on key topics such as institutional leadership and loss of community, managing motivation and the move to online teaching and learning, and coping with the adverse mental health effects caused by the pandemic. Far from dwelling on the negative, the volume frames the lived experiences and implications of COVID-19 for higher education through a positive, progressive lens, and considers how institutions can best support individual and collective thriving during times of crisis. This text will benefit researchers, academics, and educators in higher education with an interest in the sociology of education, higher education management, and eLearning more broadly. Those specifically interested in student affairs practice, as well as the administration of higher education, will also benefit from this book.
Understanding Individual Experiences of COVID-19 to Inform Policy and Practice in Higher Education: Helping Students, Staff, and Faculty to Thrive in Times of Crisis (Routledge Research in Higher Education)
by Amy Aldous Bergerson Shawn R. CoonUtilizing findings from more than 200 interviews with students, staff, and faculty at a US university, this volume explores the immediate and real-life impacts of COVID-19 on individuals to inform higher education policy and practice in times of crisis. Documenting the profound impacts that COVID-19 had on university operations and teaching, this text foregrounds a range of participant perspectives on key topics such as institutional leadership and loss of community, managing motivation and the move to online teaching and learning, and coping with the adverse mental health effects caused by the pandemic. Far from dwelling on the negative, the volume frames the lived experiences and implications of COVID-19 for higher education through a positive, progressive lens, and considers how institutions can best support individual and collective thriving during times of crisis. This text will benefit researchers, academics, and educators in higher education with an interest in the sociology of education, higher education management, and eLearning more broadly. Those specifically interested in student affairs practice, as well as the administration of higher education, will also benefit from this book.
Understanding Instructionally Useful Assessment (Student Assessment for Educators)
by Carla Evans Scott MarionUnderstanding Instructionally Useful Assessment offers new insights into how various types of assessments, from the state to the classroom, will differ in their usefulness for supporting instructional decision-making and student learning. In order to most effectively serve students, it is essential that educators avoid conflating the assessment information that teachers use for instructional purposes and the data that leaders and administrators use for evaluative or monitoring purposes. This book provides classroom teachers as well as school and district leaders with a clear conception of what makes assessments—their purpose, design, reporting, and resulting information—useful or not for informing instruction and how they can select assessment tools suited to specific purposes. Each chapter addresses the knowledge and skills that K-12 staff need in order to challenge claims made by policymakers, test vendors, or even other educators that any assessment can be used to inform instruction. Educators will come away better prepared to remove unnecessary or redundant assessments from their systems and to create structures, policies, and processes that best support the instructional usefulness of assessments for student learning.
Understanding Instructionally Useful Assessment (Student Assessment for Educators)
by Carla Evans Scott MarionUnderstanding Instructionally Useful Assessment offers new insights into how various types of assessments, from the state to the classroom, will differ in their usefulness for supporting instructional decision-making and student learning. In order to most effectively serve students, it is essential that educators avoid conflating the assessment information that teachers use for instructional purposes and the data that leaders and administrators use for evaluative or monitoring purposes. This book provides classroom teachers as well as school and district leaders with a clear conception of what makes assessments—their purpose, design, reporting, and resulting information—useful or not for informing instruction and how they can select assessment tools suited to specific purposes. Each chapter addresses the knowledge and skills that K-12 staff need in order to challenge claims made by policymakers, test vendors, or even other educators that any assessment can be used to inform instruction. Educators will come away better prepared to remove unnecessary or redundant assessments from their systems and to create structures, policies, and processes that best support the instructional usefulness of assessments for student learning.
Understanding Intellectual Disabilities: Historical Perspectives, Current Practices, and Future Directions
by Ronald L. Taylor Stephen B. Richards Michael P. BradyThe third edition provides thorough coverage of the causes and characteristics of intellectual disabilities as well as detailed discussions of the validated instructional approaches in the field today. A revised "Future Directions" chapter explores the most recent philosophical, social, legal, medical, educational, and personal issues that professionals and people with intellectual disabilities face. All chapters have been updated with recent developments in research and the newest terminology being used in the field. This comprehensive and current introductory textbook is ideally suited for introductory or methods courses related to intellectual disabilities.
Understanding Intellectual Disabilities: Historical Perspectives, Current Practices, and Future Directions
by Ronald L. Taylor Stephen B. Richards Michael P. BradyThe third edition provides thorough coverage of the causes and characteristics of intellectual disabilities as well as detailed discussions of the validated instructional approaches in the field today. A revised "Future Directions" chapter explores the most recent philosophical, social, legal, medical, educational, and personal issues that professionals and people with intellectual disabilities face. All chapters have been updated with recent developments in research and the newest terminology being used in the field. This comprehensive and current introductory textbook is ideally suited for introductory or methods courses related to intellectual disabilities.
Understanding Intellectual Disability: A Guide for Professionals and Parents (Understanding Atypical Development)
by Margherita Orsolini Ciro RuggeriniUnderstanding Intellectual Disability: A Guide for Professionals and Parents supports professionals and parents in understanding critical concepts, correct assessment procedures, delicate and science-infused communication practices and treatment methods concerning children with intellectual disabilities. From a professional perspective, this book relies on developmental neuropsychology and psychiatry to describe relevant measures and qualitative observations when making a diagnosis and explores the importance of involving parents in the reconstruction of a child’s developmental history. From a parent’s perspective, the book shows how enriched environments can empower children’s learning processes, and how working with patients, families, and organizations providing care and treatment services can be effectively integrated with attachment theory. Throughout seven chapters, the book offers an exploration of diagnostic procedures, new insights on the concept of intelligence and the role of communication and secure attachment in the mind’s construction. With expertise from noteworthy scholars in the field, the reader is given an overview of in-depth assessment and intervention practices illustrated by several case studies and examples, as well as a lifespan perspective from a Human Rights Model of disability. Understanding Intellectual Disability is an accessible guide offering an up-to-date vision of intellectual disability and is essential for psychologists, health care professionals, special educators, students in clinical psychology, and parents. Things are connected through invisible bonds: you cannot pluck a flower without unsettling a star. Galileo Galilei
Understanding Intellectual Disability: A Guide for Professionals and Parents (Understanding Atypical Development)
by Margherita Orsolini Ciro RuggeriniUnderstanding Intellectual Disability: A Guide for Professionals and Parents supports professionals and parents in understanding critical concepts, correct assessment procedures, delicate and science-infused communication practices and treatment methods concerning children with intellectual disabilities. From a professional perspective, this book relies on developmental neuropsychology and psychiatry to describe relevant measures and qualitative observations when making a diagnosis and explores the importance of involving parents in the reconstruction of a child’s developmental history. From a parent’s perspective, the book shows how enriched environments can empower children’s learning processes, and how working with patients, families, and organizations providing care and treatment services can be effectively integrated with attachment theory. Throughout seven chapters, the book offers an exploration of diagnostic procedures, new insights on the concept of intelligence and the role of communication and secure attachment in the mind’s construction. With expertise from noteworthy scholars in the field, the reader is given an overview of in-depth assessment and intervention practices illustrated by several case studies and examples, as well as a lifespan perspective from a Human Rights Model of disability. Understanding Intellectual Disability is an accessible guide offering an up-to-date vision of intellectual disability and is essential for psychologists, health care professionals, special educators, students in clinical psychology, and parents. Things are connected through invisible bonds: you cannot pluck a flower without unsettling a star. Galileo Galilei
Understanding Interactions at Science Centers and Museums: Approaching Sociocultural Perspectives
by Eva Davidsson Anders JakobssonThere is an increasing interest in understanding learning and knowledge development when visitors attend informal institutions, such as museums, science centers, aquariums and botanical gardens. But in what ways do visitors develop new knowledge, skills and awareness about displayed issues in these kinds of settings and how does the exhibition environment affect and scaffold learning processes? In this book, the authors turn their attention to visitors’ and staff members’ actions and dialogues during the visits in order to identify and study learning situations. A common approach is the use and development of socio-cultural and cultural-historical frameworks and theories as means for coming closer to the significance of interactions at different levels and in different contexts. The individual chapters cover learning interactions in relation to staff members’ roles and identities, family visits, exhibitions as resources for professional development and school visits.
Understanding International Students from Asia in American Universities: Learning and Living Globalization
by Yingyi Ma Martha A. Garcia-MurilloThis book is about international students from Asia studying at American universities in the age of globalization. It explores significant questions, such as: Why do they want to study in America? How do they make their college choices? To what extent do they integrate with domestic students, and what are the barriers for intergroup friendship? How do faculty and administrators at American institutions respond to changing campus and classroom dynamics with a growing student body from Asia? Have we provided them with the skills they need to succeed professionally? As they are preparing to become the educational, managerial and entrepreneurial elites of the world, do Asian international students plan to stay in the U.S. or return to their home country? Asian students constitute over 70 percent of all international students. Almost every major American university now faces unprecedented enrollment growth from Asian students. However, American universities rarely consider if they truly understand the experiences and needs of these students. This book argues that American universities need to learn about their Asian international students to be able to learn from them. It challenges the traditional framework that emphasizes adjustment and adaptation on the part of international students. It argues for the urgency to shift from this framework to the one calling for proactive institutional efforts to bring about successful experiences of international students.
Understanding Islam: A Guide for Teachers
by Imran MograMisconceptions and misunderstandings about Islam and fear of causing offence can be barriers to being an effective teacher in a diverse school. This book aims to give non-Muslim teachers the confidence to engage meaningfully with important facets of Muslim pupils&’ lives leading to a richer and more rewarding experience in the classroom. Aspects of Islam explored include: the foundations and obligations of faith, ethical dimensions placed upon Muslims, the importance of education in Muslim communities and contemporary issues faced by communities in the UK. To deepen your understanding, each chapter is enriched by case studies linked to the classroom, expert voices that offer authenticity and reflective tasks that encourage you to consider key concepts in greater depth. This is essential reading for new and experienced teachers in primary and secondary schools wishing to deepen their knowledge of Islam.
Understanding Islam: A Guide for Teachers
by Imran MograMisconceptions and misunderstandings about Islam and fear of causing offence can be barriers to being an effective teacher in a diverse school. This book aims to give non-Muslim teachers the confidence to engage meaningfully with important facets of Muslim pupils&’ lives leading to a richer and more rewarding experience in the classroom. Aspects of Islam explored include: the foundations and obligations of faith, ethical dimensions placed upon Muslims, the importance of education in Muslim communities and contemporary issues faced by communities in the UK. To deepen your understanding, each chapter is enriched by case studies linked to the classroom, expert voices that offer authenticity and reflective tasks that encourage you to consider key concepts in greater depth. This is essential reading for new and experienced teachers in primary and secondary schools wishing to deepen their knowledge of Islam.
Understanding Islam: A Guide for Teachers
by Imran MograMisconceptions and misunderstandings about Islam and fear of causing offence can be barriers to being an effective teacher in a diverse school. This book aims to give non-Muslim teachers the confidence to engage meaningfully with important facets of Muslim pupils&’ lives leading to a richer and more rewarding experience in the classroom. Aspects of Islam explored include: the foundations and obligations of faith, ethical dimensions placed upon Muslims, the importance of education in Muslim communities and contemporary issues faced by communities in the UK. To deepen your understanding, each chapter is enriched by case studies linked to the classroom, expert voices that offer authenticity and reflective tasks that encourage you to consider key concepts in greater depth. This is essential reading for new and experienced teachers in primary and secondary schools wishing to deepen their knowledge of Islam.
Understanding Israel/Palestine: Race, Nation, and Human Rights in the Conflict (Teaching Race and Ethnicity #0)
by Eve SpanglerThe Israeli-Palestinian conflict is the longest, ongoing hot-and-cold war of the 20th and 21st centuries. It has produced more refugees than any current conflict, generating fully one quarter of all refugees worldwide. Everyone knows that the Palestinian-Israeli conflict is important itself, and is also fueling tensions throughout the Middle East. Yet most people shy away from this conflict, claiming it is “just too complicated” to understand. This book is written for people who want a point of entry into the conversation. It offers both a historic and analytic framework. Readers, whether acting as students, parishioners, neighbors, voters, or dinner guests will find in these pages an analysis of the most commonly heard Israeli positions, and a succinct account of the Palestinian voices we seldom hear. I argue that human rights standards have never been used as the basis on which the Israeli-Palestinian conflict should be resolved and that only these standards can produce a just and sustainable resolution. This book will be useful for classes in Middle East studies, peace and conflict studies, Middle East history, sociology of race, and political science. It can be helpful for church groups, labor groups, or other grass roots organizations committed to social justice, and for all readers who wish to be informed about this important topic. “Professor Spangler’s … quest for historical and political understanding takes us on a brave and intimate journey into the consequences of Jewish privilege and Jewish victimhood, the agendas of imperial superpowers, and the Palestinian struggle for self-determination.” Alice Rothchild, MD, author of Broken Promises, Broken Dreams: Stories of Jewish and Palestinian Trauma and Resilience, and producer and director of documentary film, Voices Across the Divide “[A] sharp, poignant, well-documented dossier [that] provides readers with all the most-needed facts to grasp the conflict and get involved.” – Sam Bahour, co-editor of Homeland: Oral Histories of Palestine and Palestinians and business development consultant and activist based in Palestine “[T]his one is exceptional! It recounts a historical tale; it provides theoretical underpinnings; it does comparative work; it examines all the details and aspects of ongoing debates; and it brings all to life with real-life stories … the wonder of this book is its insistence on hope – not a naïve, idealistic hope, but one accompanied by a tool-box for concrete action that might right the wrongs of this tragic tale.” Anat Biletzki, Professor of Philosophy, Tel Aviv University and Albert Schweitzer Professor of Philosophy, Quinnipiac University; Chairperson of B’Tselem, 2001–2006 Eve Spangler is a sociologist and a human and civil rights activist. For the last decade, her work has focused on the Israel/Palestine conflict; she argues that human rights are the neglected standards that could lead to a just and sustainable solution.
Understanding Key Education Issues: How We Got Here and Where We Go From Here
by Matthew LynchIn this age of education innovation and reform, schools must evolve and react to current policy trends. This accessible book offers research-based insights into six key educational trends and issues that are impacting K–12 learning today: year-round schooling, assessments, educating minorities, anti-intellectualism, issues of social promotion and retention, and school design. Each chapter unpacks research and policy issues relating to these topics and provides administrators with practical advice on how they should approach these issues to improve learning in their schools. The ideas and strategies in Understanding Key Education Issues will help educators across the country achieve greater efficiency, better results, and a higher purpose.
Understanding Key Education Issues: How We Got Here and Where We Go From Here
by Matthew LynchIn this age of education innovation and reform, schools must evolve and react to current policy trends. This accessible book offers research-based insights into six key educational trends and issues that are impacting K–12 learning today: year-round schooling, assessments, educating minorities, anti-intellectualism, issues of social promotion and retention, and school design. Each chapter unpacks research and policy issues relating to these topics and provides administrators with practical advice on how they should approach these issues to improve learning in their schools. The ideas and strategies in Understanding Key Education Issues will help educators across the country achieve greater efficiency, better results, and a higher purpose.
Understanding Language and Literacy Development: Diverse Learners in the Classroom
by Xiao-lei WangUnderstanding Language and Literacy Development: Diverse Learners in the Classroom offers effective supporting strategies to address the cultural and linguistic diversity of students in contemporary classrooms. Discusses learners with different linguistic abilities—infancy, early childhood, middle childhood, and adolescence—by suggesting effective ways to reach them based on their strengths and needs Emphasizes language and literacy supporting strategies in a variety of everyday classroom settings Includes activities and questions to motivate readers to think and develop their own perspectives on language and literacy development Considers a variety of different language acquisition experiences, including monolingual, multilingual, and language impairment Discusses different types of literacies, including digital and hypertext Connects language and literacy development to identity and motivation to contextualize learning styles for pre-service teachers Supported by a companion website that includes additional resources such as PowerPoint presentations by chapter and a summary of relevant information from the Common Core K–12 English Language Arts Standards
Understanding Language and Literacy Development: Diverse Learners in the Classroom
by Xiao-lei WangUnderstanding Language and Literacy Development: Diverse Learners in the Classroom offers effective supporting strategies to address the cultural and linguistic diversity of students in contemporary classrooms. Discusses learners with different linguistic abilities—infancy, early childhood, middle childhood, and adolescence—by suggesting effective ways to reach them based on their strengths and needs Emphasizes language and literacy supporting strategies in a variety of everyday classroom settings Includes activities and questions to motivate readers to think and develop their own perspectives on language and literacy development Considers a variety of different language acquisition experiences, including monolingual, multilingual, and language impairment Discusses different types of literacies, including digital and hypertext Connects language and literacy development to identity and motivation to contextualize learning styles for pre-service teachers Supported by a companion website that includes additional resources such as PowerPoint presentations by chapter and a summary of relevant information from the Common Core K–12 English Language Arts Standards