The Teacher's Toolkit provides an overview of recent thinking innovations in teaching and presents over fifty learning techniques for all subjects and age groups, with dozens of practical ideas for managing group work, tackling behavioural issues and promoting personal responsibility. It also presents tools for checking your teaching skills - from lesson planning to performance management.
Offering the possibility of a new relationship between teachers and learners, this book describes an approach to teaching styles and student progress, whereby the emphasis is on activity-based learning, rather than on teaching, and on teacher-student collaboration, rather than instruction. The book aims to show how students of any age and ability can take responsibility for their own learning in an environment of positive regard, as teachers become facilitators rather than instructors.
Offering the possibility of a new relationship between teachers and learners, this book describes an approach to teaching styles and student progress, whereby the emphasis is on activity-based learning, rather than on teaching, and on teacher-student collaboration, rather than instruction. The book aims to show how students of any age and ability can take responsibility for their own learning in an environment of positive regard, as teachers become facilitators rather than instructors.
The Teacher's Toolkit provides an overview of recent thinking innovations in teaching and presents over fifty learning techniques for all subjects and age groups, with dozens of practical ideas for managing group work, tackling behavioural issues and promoting personal responsibility. It also presents tools for checking your teaching skills - from lesson planning to performance management.
Every child is an individual whose knowledge and understanding needs to be developed in ways that help them succeed. How do you manage this alongside the realities of the curriculum? How do you achieve this for a full classroom of expectant learners? Psychology for Teachers explains how psychology can be intelligently applied to the classroom to meet the needs of different learners. It encourages you to review your own practice to develop a personal teaching style, supported by research findings and an awareness of the factors underpinning high-quality teaching. Focusing on how an understanding of psychological theory can support effective teaching and learning this book contains case studies and tasks to make sure that you really understand how theory can be meaningfully applied in the classroom. Additional online materials The book is supported by a companion website including resources such as free journal articles, additional activities and links to relevant information. Scott Buckler is a Senior Lecturer and Paul Castle is a Chartered Psychologist, Health Care Professions Council-registered and Senior Lecturer. Both are based at the University of Worcester.
The achievement of academic excellence is inherently competitive. Deliberate government policies, globalisation and changes in communication technologies mean that competitiveness in the academic world is sharper than ever before. At the centre of this is the seeking of prestige, at all levels from the national system to the individual. Prestige in Academic Life aims to increase understanding of motivation in universities by exploring the part that prestige plays, for good and ill. The book’s focus on motivation and prestige helps to answer fundamental questions that run through much discussion on universities, such as why some problems are never solved; why change can be so difficult to achieve; and how individuals and groups can enable it to happen. Issues explored include: • What role does prestige play in academic life? • How does prestige play out in the working lives of academics, students, administrators and institutional leaders? • How can the positive aspects of prestige be encouraged and the negative ones diminished? University leaders and managers, academics, administrators and students, indeed all who are interested in universities, will find this valuable reading. It will help those in leadership positions to enhance the efficiency, effectiveness and wellbeing of their institutions, and will support academic staff in negotiating their career path. Paul Blackmore is Professor of Higher Education in the International Centre for University Policy Research, Policy Institute at King’s, at King’s College London.
Dr Henri de Rothschild was a fifth generation Rothschild and perhaps the most famous of the Paris Rothschilds of the fin-de-siècle period. A 'sleeping partner' of the bank and the non-drinking owner of Mouton-Rothschild, Henri spent much of his life building medical institutions and promoting scientific medicine, including the promotion of Ehrlich's Salvarsan to cure syphilis and the use of radium to cure cancer. His hospital in a working class area of northern Paris boasted the latest in medical advances. Henri was particularly influential in developing the new science of infant feeding, while his broader concerns with infant health led to his playing a prominent role in the development of the specialty of pediatrics. This biography of Henri de Rothschild focuses on his medical achievements and that of his close family in France. Henri, his wife Mathilde and his mother Thérèse all had busy medical careers during World War I. The book also gives an account of both women's experiences of the war. Along with his explicitly scientific medical concerns, Henri was also a prolific playwright and, under the pseudonym André Pascal, wrote several plays about doctors. This book situates the plays, and particularly the themes of charlatanism, women doctors and medical ethics, in their contemporary context of the social and medical life of Paris. A fascinating and vividly written study of a somewhat neglected figure in the history of the illustrious Rothschild family, this book will make a valuable addition to the libraries of scholars in the history of medicine and those studying child health and welfare, the portrayal of doctors in literature, and more broadly the social and cultural life of early-twentieth century Paris.
How can ideas and concepts from psychology be applied smartly to the classroom to meet the needs of different learners? Supported by research and an awareness of the factors underpinning high-quality teaching, this book encourages teachers, and those training to teach, to examine their own methods in order to develop as confident, evidence-informed professionals. This third edition includes: · A new chapter on the psychology of elearning · A new discussion of applied cognitive theories in the classroom · The use of internationally friendly terminology throughout the book · Some streamlining of content to offer a more cohesive reading experience
From Sean Connery to Roy Rogers, from comedy to political satire, films that include espionage as a plot device run the gamut of actors and styles. More than just "spy movies," espionage films have evolved over the history of cinema and American culture, from stereotypical foreign spy themes, to patriotic star features, to the Cold War plotlines of the sixties, and most recently to the sexy, slick films of the nineties. This filmography comprehensively catalogs movies involving elements of espionage. Each entry includes release date, running time, alternate titles, cast and crew, a brief synopsis, and commentary. An introduction analyzes the development of these films and their reflection of the changing culture that spawned them.
This is a comprehensive and highly emotive volume, borne of years of intensive research and many trips to the battlefields of the Great War. It seeks to humanize the Menin Gate Memorial (North), to offer the reader a chance to engage with the personal stories of the soldiers whose names have been chiseled there in stone. Poignant stories of camaraderie, tragic twists of fate and noble sacrifice have been collated in an attempt to bring home the reality of war and the true extent of its tragic cost. It is hoped that visitors to the battlefields, whether their relatives are listed within or not, will find their experience enriched by having access to this treasure trove of stories.
How are platforms such as Facebook and Twitter used by citizens to frame contentious parades and protests in ‘post-conflict’ Northern Ireland? What do these contentious episodes tell us about the potential of information and communication technologies to promote positive intergroup contact in the deeply divided society? These issues are addressed in what is the first in-depth qualitative exploration of how social media were used during the union flag protests (December 2012-March 2013) and the Ardoyne parade disputes (July 2014 and 2015). The book focuses on the extent to which affective publics, mobilised and connected via expressions of solidarity on social media, appear to escalate or de-escalate sectarian tensions caused by these hybrid media events. It also explores whether citizen activity on these online platforms has the potential to contribute to peacebuilding in Northern Ireland.
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