Search Results for teaching-for-purpose

Through actions and responses, teachers stimulate what their students do in the classroom. ... suggest that evaluative behaviors (positive or negative) on the part of the teacher Teaching With Purpose 13 CHAPTER Role of the Teacher.

Author: John E. Penick

Publisher: NSTA Press

ISBN: 9780873552417

Category: Education

Page: 66

View: 504

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Teaching with Purpose provides a framework for coordinating unique students and school with your desired educational outcomes and the education research literature. All this is explained within the book's easy-to-grasp structure.
2005 By John E. Penick

organizations that bring purpose education to K–12 schools throughout the US. The profiles describe the models they use, some of their strategies, and the response from teachers, principals, and students. Each profile demonstrates the ...

Author: Heather Malin

Publisher: Harvard Education Press

ISBN: 9781682532591

Category: Education

Page: 280

View: 483

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In Teaching for Purpose, Heather Malin explores the idea of purpose as the purpose of education and shows how educators can prepare youth to live intentional, fulfilling lives. The book highlights the important role that purpose—defined as “a future-directed goal that is personally meaningful and aimed at contributing to something larger than the self”—plays in optimal youth development and in motivating students to promote the cognitive and noncognitive skills that teachers want to instill. Based on a decade of research conducted at the Stanford University Center on Adolescence, the book explores how educators and schools can promote purpose through attention to school culture, curriculum, project learning, service learning, and other opportunities. Malin argues for expansive thinking on the direction schools should take, especially in terms of educating students to be creative, innovative, and self-directed critical thinkers. The book includes profiles of six organizations working in schools across the US that have made purpose development a priority. Infused with the engaging voices of purposeful youth, Teaching for Purpose offers a fresh, inspirational guide for educators who are looking for new ways to support students to succeed not only in school, but in life.
2021-03-09 By Heather Malin

Teach on Purpose! empowers teachers across all content areas to create meaningful teaching and learning experiences together with their students for the success of all. “Examines powerfully both the art and the science, the heart and the ...

Author: Leslie David Burns

Publisher: Teachers College Press

ISBN: 9780807774922

Category: Education

Page: 161

View: 971

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Great teaching is not just a matter of talent or creativity or passion. Teachers are made, not born, and great teachers know why they do what they do in their classrooms. They do it strategically and purposefully based on technique. Teach on Purpose! demonstrates a high-quality research-based and practical approach to teaching that focuses on how to use data about students’ identities, experiences, and knowledge to design responsive curriculum and instruction that ensures learning. The authors provide secondary school teachers with scientifically proven strategies for creating learning environments that increase student motivation, engagement, and academic achievement. The text features model units authored and taught by practicing classroom teachers in math, science, social studies, and language arts to demonstrate key principles that can be used in any classroom to be a true professional educator. Teach on Purpose! empowers teachers across all content areas to create meaningful teaching and learning experiences together with their students for the success of all. “Examines powerfully both the art and the science, the heart and the mind of teaching, arguing for distributive practices that link healing and hope to profound opportunities based in responsive classroom engagements” —David Kirkland, associate professor of English and Urban Education, New York University “Will energize you and remind you why you joined the teaching profession in the first place.” —Renee Boss, National Board Certified Teacher and Education Blogger “Encourages us all to remember that we shape our students with the skills we help them develop and, just as equally, with the fires we ignite within them.” —Ashley Lamb-Sinclair, former student and 2016 Kentucky Teacher of the Year “Soon-to-be-teachers, new teachers, veteran teachers, embittered teachers, emboldened teachers, and even those who prepare and work with those teachers will benefit from this book.” —Brandon Abdon, Advanced Placement Program, The College Board

The text first discusses Perceptive Teaching and then explores five unique approaches to lesson planning: behaviorist, constructivist, aesthetic, ecological, and integrated social-emotional learning.

Author: Christy McConnell

Publisher:

ISBN: 9780807763988

Category: Education

Page:

View: 541

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"Lesson Planning with Purpose takes readers on a journey through many pathways to engaging and meaningful educational experiences. The text first discusses Perceptive Teaching and then explores five unique approaches to lesson planning: behaviorist, constructivist, aesthetic, ecological, and integrated social-emotional learning. Chapters end with a sample lesson that can be compared across approaches"--
2020-06-19 By Christy McConnell

Meaning and purpose in learning and teaching Cox, Sue. approach based on learning as 'doing', ... The teacher neither 'acts upon' the child, nor takes a non-interventionist approach. Rather, as a fellow participant, they support the ...

Author: Cox, Sue

Publisher: McGraw-Hill Education (UK)

ISBN: 9780335235735

Category: Education

Page: 206

View: 960

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"This is a timely book, enabling teachers to reflect critically upon their existing work-place practices, which have been so powerfully shaped by the target culture and the logic of performativity that has underpinned it for two decades. More importantly it will empower primary school teachers to play a more active role in effecting curriculum and pedagogical change in their schools and classrooms."Professor John Elliot, School of Education, University of East Anglia, UK This book encourages the reader to question the existing culture of schooling and its practices, which have been shaped and dominated by a target led and outcomes driven agenda. The book draws attention to some of the conflicts that arise in the demand for performance on the one hand and teachers' responsiveness to children and their learning on the other. Sue Cox sets out to show how change might be based on clear understandings of how children learn and how teachers contribute to that learning. She does this by providing frameworks for change and shows how, from these perspectives, participation is key to children's education, both as an account of their learning and as a democratic principle. She explores the potential for transformation in teachers working collaboratively with children in areas such as interaction, curriculum and assessment. An underlying aim of the book is to provide the tools for teachers to develop a principled approach to what they do and how they think in order to challenge, and to re-construct entrenched practices and thinking. This book provides thoughtful reading and promotes reflective thinking for primary teachers and teachers in training, offering insights into new ways of approaching and developing primary education. Sue Cox is Senior Lecturer for The School of Education and Lifelong Learning at the University of East Anglia, UK.
2011-09-01 By Cox, Sue

Author: Carole Urzúa

Publisher:

ISBN: OCLC:18725249

Category: Children

Page: 64

View: 145

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1981 By Carole Urzúa

anyone can teach because learning to teach is not complicated. I want to argue that the primary purpose of teacher education is to prepare students for the specialized work of teaching in a manner that improves considerably what can be ...

Author: Peter P. Grimmett

Publisher: Routledge

ISBN: 9781000520446

Category: Education

Page: 296

View: 953

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This text both challenges and traces the development of a culture of regulation, standardization, performativity, and governmentality evident in Anglophone teaching practice and education. Framed by a brief history of teacher education research and policy in North America over the last six decades, the text argues that the instrumentalization of curriculum and pedagogy has robbed teachers of their pedagogical soul, passion, and purpose. Using a conceptual model, Grimmett forges a pathway for teachers to adopt a soulful way forward in professional practice, individually and collectively enhancing autonomy over programs, and protecting the public trust placed in them as educators. This text will benefit researchers, academics, and educators with an interest in teachers and teacher education, educational policy and politics, and curriculum thinking and enactment more broadly. Those specifically interested in pedagogy, educational change and reform, and the philosophy of education will also benefit from this book.
2021-12-31 By Peter P. Grimmett

Author: John E. Penick

Publisher:

ISBN: STANFORD:36105114566446

Category: Science

Page: 66

View: 830

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2005 By John E. Penick

This guide puts kids on the courtesy path by helping them understand the importance of showing politeness, speaking and acting kindly, being positive, respecting the feelings of others.

Author: Cheri J. Meiners

Publisher: Mango

ISBN: 1633535983

Category: Character

Page: 48

View: 581

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With Bestselling author of 1.8 books worldwideAuthor Cheri Meiners is ranked #26 on Neilson Bookscan in children's emotional management books. Now, she writes a book in instilling values, ages 4 to 7.

"This is a timely book, enabling teachers to reflect critically upon their existing work-place practices, which have been so powerfully shaped by the target culture and the logic of performativity that has underpinned it for two decades.

Author: Sue Cox

Publisher: McGraw-Hill Education (UK)

ISBN: 9780335239320

Category: Education

Page: 160

View: 139

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"This is a timely book, enabling teachers to reflect critically upon their existing work-place practices, which have been so powerfully shaped by the target culture and the logic of performativity that has underpinned it for two decades. More importantly it will empower primary school teachers to play a more active role in effecting curriculum and pedagogical change in their schools and classrooms." Professor John Elliot, School of Education, University of East Anglia, UK This book encourages you to question the existing culture of schooling, its principles and practices. Current practices have been shaped and dominated by a target led and outcomes driven agenda. The book addresses some of the conflicts that arise in the demand for performance on the one hand and teachers' responsiveness to children and their learning on the other. Sue Cox sets out to show how change might be based on clear understandings of how children learn and how teachers contribute to that learning. She does this by providing frameworks for change and shows how, from these perspectives, participation is key to children's learning. She then goes on to explore the implications for teachers working collaboratively with children in areas such as interaction, curriculum and assessment. An underlying aim of the book is to provide the tools for teachers to develop a principled approach to what they do and how they think in order to challenge some entrenched practices and thinking. This book provides thoughtful reading and promotes reflective thinking for primary teachers, teachers in training and researchers with insight into new ways of thinking about and developing primary education.
2011-09-16 By Sue Cox

The text features model units authored and taught by practicing classroom teachers in math, science, social studies, and language arts to demonstrate key principles that can be used in any classroom to be a true professional educator.

Author: Leslie David Burns

Publisher: Teachers College Press

ISBN: 0807757888

Category:

Page: 176

View: 782

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Great teaching is not just a matter of talent or creativity or passion. Teachers are made, not born, and great teachers know why they do what they do in their classrooms. They do it strategically and purposefully based on technique. Teacher on Purpose! demostrates a high-quality research-based and practical approach to teaching that focuses on how to use data about students; identities, experiences, and knowledge to design responsive curriculum and instruction that ensures learning. The authors provide secondary school teachers with scientifically proven strategies for creating learning environments that increase student motivation, engagement, and academic achievement. The text features model units authored and taught by practicing classroom teachers in math, science, social studies, and language arts to demonstrate key principles that can be used in any classroom to be a true professional educator. Teach on Purpose! empowers teachers across all content areas to create meaningful teaching and learning experiences together with their students for the success of all.
2016-05-08 By Leslie David Burns

Although all topics are firmly grounded in relevant research, a distinguishing feature of the text is the array of hands-on, practical examples, materials, and tasks that pre- and in-service teachers can use to develop the complex skills ...

Author: Dana R. Ferris

Publisher: Routledge

ISBN: 9781136696640

Category: Foreign Language Study

Page: 425

View: 557

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This popular, comprehensive theory-to-practice text is designed to help teachers understand the task of writing, L2 writers, the different pedagogical models used in current composition teaching, and reading–writing connections. Moving from general themes to specific pedagogical concerns, it includes practice-oriented chapters on the role of genre, task construction, course and lesson design, writing assessment, feedback, error treatment, and classroom language (grammar, vocabulary, style) instruction. Although all topics are firmly grounded in relevant research, a distinguishing feature of the text is the array of hands-on, practical examples, materials, and tasks that pre- and in-service teachers can use to develop the complex skills involved in teaching second language writing. Each chapter includes Questions for Reflection, Further Reading and Resources, Reflection and Review, and Application Activities. An ideal text for L2 teacher preparation courses, courses that include both L1 and L2 students, and workshops for instructors of L2 writers in academic (secondary and postsecondary) settings, the accessible synthesis of theory and research enables readers to see the relevance of the field’s knowledge base to their own present or future classroom settings and student writers.
2013-10-01 By Dana R. Ferris

Author: Nancy Hilts Deane

Publisher:

ISBN: 0395145228

Category: English language

Page: 136

View: 356

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A central premise of this book, though, is that systematic theory and research can play an important role in such debates by providing evidence of how students think, how their ideas interact with the information they encounter both in ...

Author: Keith C. Barton

Publisher: Routledge

ISBN: 9781135645137

Category: Education

Page: 304

View: 141

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In Teaching History for the Common Good, Barton and Levstik present a clear overview of competing ideas among educators, historians, politicians, and the public about the nature and purpose of teaching history, and they evaluate these debates in light of current research on students' historical thinking. In many cases, disagreements about what should be taught to the nation's children and how it should be presented reflect fundamental differences that will not easily be resolved. A central premise of this book, though, is that systematic theory and research can play an important role in such debates by providing evidence of how students think, how their ideas interact with the information they encounter both in school and out, and how these ideas differ across contexts. Such evidence is needed as an alternative to the untested assumptions that plague so many discussions of history education. The authors review research on students' historical thinking and set it in the theoretical context of mediated action--an approach that calls attention to the concrete actions that people undertake, the human agents responsible for such actions, the cultural tools that aid and constrain them, their purposes, and their social contexts. They explain how this theory allows educators to address the breadth of practices, settings, purposes, and tools that influence students' developing understanding of the past, as well as how it provides an alternative to the academic discipline of history as a way of making decisions about teaching and learning the subject in schools. Beyond simply describing the factors that influence students' thinking, Barton and Levstik evaluate their implications for historical understanding and civic engagement. They base these evaluations not on the disciplinary study of history, but on the purpose of social education--preparing students for participation in a pluralist democracy. Their ultimate concern is how history can help citizens engage in collaboration toward the common good. In Teaching History for the Common Good, Barton and Levstik: *discuss the contribution of theory and research, explain the theory of mediated action and how it guides their analysis, and describe research on children's (and adults') knowledge of and interest in history; *lay out a vision of pluralist, participatory democracy and its relationship to the humanistic study of history as a basis for evaluating the perspectives on the past that influence students' learning; *explore four principal "stances" toward history (identification, analysis, moral response, and exhibition), review research on the extent to which children and adolescents understand and accept each of these, and examine how the stances might contribute to--or detract from--participation in a pluralist democracy; *address six of the principal "tools" of history (narrative structure, stories of individual achievement and motivation, national narratives, inquiry, empathy as perspective-taking, and empathy as caring); and *review research and conventional wisdom on teachers' knowledge and practice, and argue that for teachers to embrace investigative, multi-perspectival approaches to history they need more than knowledge of content and pedagogy, they need a guiding purpose that can be fulfilled only by these approaches--and preparation for participatory democracy provides such purpose. Teaching History for the Common Good is essential reading for history and social studies professionals, researchers, teacher educators, and students, as well as for policymakers, parents, and members of the general public who are interested in history education or in students' thinking and learning about the subject.
2004-07-13 By Keith C. Barton

Although all topics are firmly grounded in reviews of relevant research, a distinguishing feature of this text is its array of hands-on, practical examples, materials, and tasks, which are presented in figures and in the main text.

Author: Dana R. Ferris

Publisher: Routledge

ISBN: 9781135626938

Category: Education

Page: 448

View: 549

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In keeping with the spirit of the first edition, Teaching ESL Composition: Purpose, Process, and Practice, Second Edition presents pedagogical approaches to the teaching of ESL composition in the framework of current theoretical perspectives on second language writing processes, practices, and writers. The text as a whole moves from general themes to specific pedagogical concerns. A primary goal is to offer a synthesis of theory and practice in a rapidly evolving community of scholars and professionals. The focus is on providing apprentice teachers with practice activities that can be used to develop the complex skills involved in teaching second language writing. Although all topics are firmly grounded in reviews of relevant research, a distinguishing feature of this text is its array of hands-on, practical examples, materials, and tasks, which are presented in figures and in the main text. The synthesis of theory and research in a form that is accessible to preservice and in-service teachers enables readers to see the relevance of the field's knowledge base to their own present or future classroom settings and student writers. Each chapter includes: *Questions for Reflection--pre-reading questions that invite readers to consider their own prior experiences as students and writers and to anticipate how these insights might inform their own teaching practice; *Reflection and Review--follow-up questions that ask readers to examine and evaluate the theoretical information and practical suggestions provided in the main discussion; and *Application Activities--a range of hands-on practical exercises, such as evaluating and synthesizing published research, developing lesson plans, designing classroom activities, executing classroom tasks, writing commentary on sample student papers, and assessing student writing. The dual emphasis on theory and practice makes this text appropriate as a primary or supplementary text in courses focusing on second language writing theory, as well as practicum courses that emphasize or include second language writing instruction or literacy instruction more generally. New in the Second Edition: *updated research summaries consider new work that has appeared since publication of the first edition; *revised chapter on research and practice in the use of computers in second language writing courses covers recent developments; *streamlined number and type of Application Activities focus on hands-on practice exercises and critical analysis of primary research; and *revisions throughout reflect the authors' own experiences with the text and reviewers' suggestions for improving the text.
2004-09-15 By Dana R. Ferris

This book offers a new vision for teaching literacy to adolescents that moves beyond reading for its own sake and toward reading as a way to motivate students to connect with their world.

Author: Paula M. Selvester

Publisher: Teachers College Press

ISBN: 9780807753729

Category: Education

Page: 194

View: 369

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This book offers a new vision for teaching literacy to adolescents that moves beyond reading for its own sake and toward reading as a way to motivate students to connect with their world. The authors draw on the voices of adolescent readers to discover how teachers can encourage their students to explore their identities, face injustices, and contribute to their communities. Readers learn how to incorporate the core issues of a socially responsible pedagogy into their own curricula to support strong literacy skills across the content areas. Each chapter includes reflection questions that move the reader toward personal and professional development, along with classroom applications that provide specific strategies and ideas for engaging literacy projects. This dynamic book: Outlines a socially responsible pedagogy that will assist teachers in creating meaningful experiences to motivate even the most disengaged students, takes a critical approach to teaching and learning that recognizes the importance of explicitly addressing issues of power and identity, examines effective school-wide models that promote a climate of responsibility toward the larger society.

She writes as she speaks, with an infectious, almost breathless enthusiasm--for cellos large and tiny, for summer schools by the sea and, above all, making learning fun for children.This book celebrates forty years of teaching, and it is ...

Author: Wendy Max

Publisher: Authorhouse UK

ISBN: 154629323X

Category: Education

Page: 266

View: 656

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Wendy Max grew up in a protected environment where a woman's role was to be a caring wife and loving mother. She married young and had four bouncing boys by the time she was thirty. Wendy wanted more than that--tea parties and flower arranging were not enough for a woman with a lively mind and plenty of energy. But what could she do with only a Cordon Bleu certificate to show for herself?Here is the story of how, from nowhere, Wendy achieved renown in the world of cello teaching, how the great and the good flocked to her classes, and how she fought to carve herself a career against parental disapproval. Wendy's spirit and fortitude shine out in every page. She writes as she speaks, with an infectious, almost breathless enthusiasm--for cellos large and tiny, for summer schools by the sea and, above all, making learning fun for children.This book celebrates forty years of teaching, and it is packed full of tips for aspiring music teachers, insights into what talent is, how media attention affects people, and gives appendices that generously share learning games and useful music. All this alongside the parallel story of how Wendy outgrew her restraining parents and made them proud of her.
2019 By Wendy Max

It is that if we are to teach citizenship, then it is tobe done effectively and inthe best way we can, within our particular ... Such anapproach revisits with teachers the purpose of students learning their particular subject.

Author: James Arthur

Publisher: Routledge

ISBN: 9781134130573

Category: Education

Page: 208

View: 201

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This text supports student teachers, NQTs and practitioners in implementing the Citizenship Order in secondary schools - to be introduced in September 2002. With a practical, clear focus, the authors provide an intellectual challenge; argument and evidence to help the reader come to an informed view on the complex and controversial issues in each chapter; well-focused examples; and strategies for use in the classroom.
2013-10-18 By James Arthur

Author: Reuben Tshuma

Publisher:

ISBN: OCLC:775579228

Category: Critical pedagogy

Page: 786

View: 295

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2009 By Reuben Tshuma

Helping College Students Find Purpose Today's college students are demanding that their educational experiences address the core questions of meaning and purpose.

Author: Robert J. Nash

Publisher: John Wiley & Sons

ISBN: 0470557184

Category: Education

Page: 352

View: 719

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Praise for Helping College Students Find Purpose "A generous and inspiring book! In the spirit of 'convocation,' Nash and Murray call together both university faculty and student affairs professionals to provide them new means for helping more college students realize the highest purpose of higher education—that, in pursuing the means to make a living, one comes to make a meaning worth living for." —Robert Kegan, William and Miriam Meehan Professor of Adult Learning and Professional Development, Harvard University "Educators across campuses—faculty and administrators alike—will find in this book not only the importance of helping their students construct meaning upon which to base their academic and life ambitions, but also practical suggestions for doing so. Ultimately, those who will benefit most from this book are students whose education inside and outside the classroom is informed by the type of cross-campus, interdisciplinary approach to meaning-making put forth by the authors." —Gwendolyn Jordan Dungy, executive director, NASPA—Student Affairs Administrators in Higher Education "This comprehensive compendium is a must-read for any higher education professional interested in responding to students' ubiquitous concerns about existential issues concerning purpose and meaning. It brings together classical and contemporary thought, conceptual depth, and concrete suggestions for practice. This scholarship is enriched and enlivened by the authors' personal perspectives and experiences, and by student voices and vignettes. Buy it and keep it handy as a source of wisdom and good counsel." —Arthur W. Chickering, coauthor, Encouraging Authenticity and Spirituality in Higher Education and Education and Identity "A thoughtful, provocative, moving, yet practical guide for any teacher seeking to make the college classroom a space for inspiration and hope." —Ruth Behar, professor of anthropology, University of Michigan; MacArthur Genius Award winner; and author, The Vulnerable Observer: Anthropology That Breaks Your Heart
2009-12-22 By Robert J. Nash

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