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Teaching --- Teachers --- Teachers. --- Teaching. --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Education --- Instructional systems --- Pedagogical content knowledge --- Training --- Faculty (Education) --- Instructors --- School teachers --- Schoolteachers --- School employees

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When it comes to science, many of today's children experience narrow and impoverished learning opportunities, which, as professor Judah Schwartz writes in the preface to this book, lead ulitmately to a mere caricature of science. One source of the problem is the wrong—terribly wrong—belief that science is an inappropriate subject for early elementary education and certainly for kindergarten education. As a curative to this prevalent and unfortunate situation, this well-written and thought-provoking book presents the state-of-the-art in science education for kindergarten and primary schools. It begins with a thorough theoretical discussion on why it is incumbent on the science educator to teach science already at first stages of childhood. It goes on to analyze and synthesize a broad range of educational approaches and themes such as: inquiry-based teaching; learning through authentic problems; scaffolding; situated learning; learning through projects; non-verbal knowledge; and informal learning. The book also presents fresh novel strategies to science teaching such as learning science through designing, building, evaluating and redesigning simple artifacts; and Inquiry Events. Numerous examples illustrating how the theories presented may be brought into practice are provided.

Science --- Study and teaching (Elementary) --- Study and teaching (Preschool) --- Early childhood education. --- Learning & Instruction. --- Science Education. --- Teaching and Teacher Education. --- Early Childhood Education. --- Study and teaching. --- Education --- Science education --- Scientific education --- Learning. --- Instruction. --- Science education. --- Teaching. --- Child development. --- Learning process --- Comprehension --- Child study --- Children --- Development, Child --- Developmental biology --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training --- Development

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Moral Education Beyond the Teaching of Right and Wrong By Colin Wringe Keele University, UK PHILOSOPHY AND EDUCATION This volume is unique in providing a comprehensive discussion of moral education in the light of a range of ethical theories. In a balanced, thoughtful and penetrating account, all of these are shown to have a contribution to make to our moral understanding, and hence to moral education, even if none provides a definitive criterion of moral conduct. Though divine command is rejected as a source of moral justification, the possible contribution of some religious traditions to moral education is sympathetically considered. Fashionable relativism and recent moves towards inculcatory authoritarianism are both firmly rejected. The argument is philosophically rigorous throughout. Contemporary issues addressed include the links between personal morality and citizenship, including world citizenship, family values and sexual morality. A final chapter considers some of the practical concerns of the moral educator. The language is lucid and concise and, though written with professional philosophers of education and teacher educators in mind, the text will be readily accessible to practising teachers and those in training, as well as to members of the general public concerned for the moral education of the next generation. This volume is for professional philosophers of education and teacher educators, as well as for school teachers and administrators, teachers in training and other education students. Reviewers’ comments: "It cautions against the current tendency to reduce moral education to a set of specific rules and behaviours" [and is to be praised for] "its emphasis on the complexity of the moral life and its openness to a variety of views." "Its critiques (of recent discussions of moral education) are well done." [It also] "contains an excellent review of current moral theory." "I found these chapters valuable . . . because they provide first rate formulations and discussions of the views taken up. I do not know of a better review of contemporary moral theory. It is thoroughly well written and well argued…Wringe does an excellent job of developing an even handed critique. The final chapters on citizenship are also well done." "I think the main contribution of this book is to pull together a body of philosophical material relevant to moral education in one place and to provide an invariably competent and readable discussion and critique of this material." "In fact, it is superbly written.".

Moral education. --- Education. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Education --- Character education --- Ethical education --- Child rearing --- Ethics --- Religious education --- Ethics. --- Educational Philosophy. --- Teaching and Teacher Education. --- Philosophy. --- Deontology --- Ethics, Primitive --- Ethology --- Moral philosophy --- Morality --- Morals --- Philosophy, Moral --- Science, Moral --- Philosophy --- Values --- Education—Philosophy. --- Teaching. --- Didactics --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge

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As America’s classrooms become more demographically diverse, educators must learn how to respond to the different needs and cultural styles of children who represent such diversity. Diversity Training for Classroom Teaching is a resource guide geared to help educators create classroom communities that respond to diversity. The learning activities presented in this volume define terminology, provide activities to raise self-awareness, include newspaper articles that illustrate the relevance of concepts, and allow for an overall dialogue about diverse issues. This book encourages readers to generate their own construction of effective multicultural education and learn how to adapt it across various student populations and educational problems. At the same time, learning activities encourage readers to respect and seek to understand the experiences and worldviews of different people and how these diverse realities influence what is meant by multicultural education. "An incredibly practical, down to earth approach to dealing with potentially difficult material. Based on current, scholarly work, this book gives teachers real-world help for our increasingly diverse schools. The additional resources listed at the end of each chapter provide a window into the astonishing array of additional scholarly and useful materials." Patricia M. Raskin, Ph.D., Associate Professor of Organization and Leadership, Teachers College, Columbia University "It is a terrific book that provides clear and necessary guidance that helps teachers and students explore issues of diversity in a profound and yet simple and engaging manner. It is a must for those interested in learning how best to address the complexity of this issue in ways that are likely to yield results." Rafael Art. Javier, Ph.D., Professor and Director of Community Outreach Initiatives and Special Programs, St. John’s University "Diversity Training for Classroom Teaching, by Caroline Clauss-Ehlers is a well constructed comprehensive guide through the maze of "cultural competence," racism, and many other aspects of diversity in our society. The book is easy to use with many clear and well thought out exercises that will be valuable to both the teachers and their students. Additional web notes, references, and bibliographies for every chapter enhance the book so it is both a text and a training manual." Paul Jay Fink, M.D., Former American Psychiatric Association President.

Multicultural education --- Teachers --- Training of --- Faculty (Education) --- Instructors --- School teachers --- Schoolteachers --- School employees --- Intercultural education --- Education --- Culturally relevant pedagogy --- Applied psychology. --- Psychology, clinical. --- Teaching and Teacher Education. --- Cross Cultural Psychology. --- Clinical Psychology. --- Clinical psychology. --- Applied psychology --- Psychagogy --- Psychology, Practical --- Social psychotechnics --- Psychology --- Psychiatry --- Psychology, Applied --- Psychological tests --- Teaching. --- Cross-cultural psychology. --- Cross-cultural psychology --- Ethnic groups --- Ethnic psychology --- Folk-psychology --- Indigenous peoples --- National psychology --- Psychological anthropology --- Psychology, Cross-cultural --- Psychology, Ethnic --- Psychology, National --- Psychology, Racial --- Race psychology --- National characteristics --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training

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Multigrade teaching poses a challenge to learning. Millions of learners worldwide are taught by teachers who, at any one time, are responsible for two or more school grades/years. These are the invisible multigrade teachers who struggle to provide learning opportunities for all within curriculum and teacher education systems designed for monograded classes. In many countries multigraded classes arise out of necessity and are regarded as second class education. Yet in some parts of the world learning and teaching in multigraded settings is embraced as the pedagogy of choice, offering equivalent, and sometime superior, learning opportunities. Multigrade teaching provides an opportunity for improved learning. This book is based on original research on challenges and opportunities in Colombia, England, Ghana, Malawi, Nepal, Sri Lanka, Sudan, Peru, Turks and Caicos and Vietnam. Its purpose is to raise awareness among educational policymakers and practitioners worldwide of the realities of multigrade classes in the context of Education for All, and to explore the implications for teachers, teacher educators, curriculum developers and educational planners. .

Combination of grades. --- Teaching. --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Education --- Instructional systems --- Pedagogical content knowledge --- Training --- Multigraded classes --- Educational acceleration --- Curricula --- Curriculum planning. --- Curriculum Studies. --- Learning & Instruction. --- Educational Policy and Politics. --- International and Comparative Education. --- Teaching and Teacher Education. --- Curriculum development --- Planning --- Design --- Curriculums (Courses of study). --- Education—Curricula. --- Learning. --- Instruction. --- Educational policy. --- Education and state. --- International education . --- Comparative education. --- Learning process --- Comprehension --- Core curriculum --- Courses of study --- Curricula (Courses of study) --- Curriculums (Courses of study) --- Schools --- Study, Courses of --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- History --- Government policy