Resources
Speaking the Lower Frequencies demonstrates how students can be critical consumers of media while retaining the pleasure they derive from it. In Walter R. Jacobs's classes on media and society, students use the instructor's experiences as a model for investigating their own histories. By creating new social contexts and meanings, the students learn to "speak the lower frequencies. Jacobs looks at the students' reception and critique of pop culture texts like the movie I Like It Like That and the television show The XFiles to provide evidence for the effects of alternative pedagogy on critical literacy. He shows that when students are encouraged to be more than just passive receptors of the media they learn to develop active, critical voices that they use both inside and outside the classroom. Jacobs also explains how students can become more aware and active in attempts to create democratic possibilities for themselves and others. (From the Publisher)
Awards and Recognition for Exceptional Teachers is the only book written with a focus on the need of teachers everywhere to receive recognition for outstanding work with students in the classroom. The focus is on K-12 and community college teachers. It covers recognition programs in the USA, Canada, London, UK, Wales, Scotland, Northern Ireland, Belize (San Pedro), Australia, South America and a few other countries. You will learn why all exceptional teachers must have local and state awards and recognition programs: * Every K-12 and community college system needs a teacher recognition program – less than 50% have them! * All exceptional teachers should receive a special "thank you" from the board and administration – 85-95% don't! * Learn how improved student learning evolves as teachers' self-images improve through recognition and national certification programs. * Learn why board members and parents need to understand how recognition programs impact on improved student learning. * Parents will learn about exceptional teachers and should demand all teachers be hired and retained at that level. (From the Publisher)
Teaching First-Year College Students is a thoroughly expanded and updated edition of Teaching College Freshmen, which has become a classic in the field since it was published in 1991. The book offers concrete suggestions about specific strategies and approaches for faculty who teach first-year courses. The new edition is based on the most current research on teaching and learning and incorporates information about the demographic changes that have occurred in student populations since the first edition was published. The updated strategies are designed to help first-year students adjust effectively to both the academic and nonacademic pressures of college. The authors also help faculty understand first-year students and show how their experiences in high school have prepared or not prepared them for the world of higher education. (From the Publisher)
This book brings teachers a bold vision and on-the-ground Monday morning practicality. It will move educators to think differently about technology’s potential for strengthening students' critical thinking, writing, reflection, and interactive learning. Will Richardson demystifies words like "blog," "wiki," and "aggregator" making classroom technology an easily accessible component of classroom research, writing, and learning. This guide demonstrates how Web tools can generate exciting new learning formats, and explains how to apply these tools in the classroom to engage all students in a new world of synchronous information feeds and interactive learning. With detailed, simple explanations, definitions and how-tos, critical information on Internet safety, and helpful links, this exciting book opens an immense toolbox, with specific teaching applications for * Web logs, the most widely adopted tool of the read/write Web * Wikis, a collaborative Webspace for sharing published content * Rich Site Summary (RSS), feeding specific content into the classroom * Aggregators, collecting content generated via the RSS feed * Social bookmarking, archiving specific Web addresses * Online photo galleries This book makes it possible for anyone, no matter how inexperienced, to harness this amazing technology for the classroom today! (From the Publisher)
In this book, Karen Hammerness sheds light on the complex relationship between teachers' ideal and the realities of school life. Through the stories of four teachers, she reveals how teacher educators can help new teachers articulate, develop, and sustain their visions and assist them as they navigate the gap between their visions and their daily work. (From the Publisher)
A comprehensive guide for effectively integrating assessment in the classroom. Based on extensive research, this book offers teachers a thorough grounding in all aspects of classroom assessment for enhancing student learning and achievement. While the major focus is on how to design quality performance tasks and scoring guides, the book also provides guidance on setting standards-based learning targets, analyzing assessment data, and using instructional strategies to provide effective feedback to students. The book also covers portfolios, grading practices, and issues of high-stakes testing. (From the Publisher)
Communities of Difference looks at the implications of educational practices in communities that are differentiated by issues of language, culture, and technology. Trifonas and contributors argue that a "community" is at once a gathering of like-minded individuals in solidarity of purpose and conviction, and also a gathering that excludes others. The chapters in this collection reveal this tension between theory and practice in order to engage the models of community and the theories of difference that support them as a way to teach, to learn, and to know. (From the Publisher)
An article published in “Academe” on the AAUP website, arguing that we should embrace the responsibility for critically evaluating our work as teachers – assessment should be the “property” of faculty, it should work for us rather than against us.
To be or not to be. That is the question. To be a teacher-performer or not to be. Authors Timpson and Burgoyne assert that teachers are inherently performers and as such, techniques from the stage enhance and expand a teacher’s ready repertoire of discipline-based content. While teachers are trained as planners and scholars, very few are trained as performers. Using performance theory, the authors show how an educator can transform ordinary classroom experiences into occasions that attract and engage the students. In this second edition of Teaching and Performing, the authors expand on the possibilities of using warm-up exercises, assuming roles, props, lighting, blocking, energy, concentration, and a variety of other techniques important to good theatre and good teaching. (From the Publisher)