Everyone agreed on that - public school authorities, psychiatrists, even the mother who loved her but could not reach her. Everyone, except one remarkable teacher who understood what it was like to be eight years old and hurt and angry and confused. A teacher who saw Hannah as she could be rather than what she seemed to be.One child. One teacher. Just enough to add up to a very human miracle..."-from the back cover-

    Compilation of puzzles, exercises and brain teasers requiring the use of problem-solving skills.

    The authors adhere to the beliefs that supervisors should look at teaching before looking at the teacher, and that the supervisor should look at the classroom and school environment within the context of instruction. Continuing in approach and philosophy as previous editions, the Eighth Edition will continue to lean toward practice, with heavy emphasis on the supervisor's responsibilities as an instructor.

    

    Paperback with spiral binding, as pictured; name inside; mild shelf wear (mth)

    The material covers intellectual education and church and monastic schools before the time of the universities.

    Delightful instructions and clear-cut directions plus valuable tips on organization and care of supplies have earned this unique book the reputation of being one of the most extensive collections of art activities available.

    Designed for classroom teachers, reading teachers, and special education teachers who will soon be entering teaching for the first time, this text provides a tutorial for learning the elements of phonemic awareness and phonics. In addition, it helps sharpen teachers' knowledge of phonics, onsets and rimes, and how syllables affect pronunciation.

    Not because he altered the theology, but by the way Van Til put the pieces of the puzzle together.Van Til understood that he starting point in theology is God. For Van Til, this meant the self-authenticating God of Scripture, in whom all potentiality and actuality were full realized. In other words, there was no hidden potential within God himself. He was thus the source of all knowledge and without him all human attempts at knowledge would fail unless it ultimately rested on this self-sufficient God.This view led to a revolution in the way others, following Van Til's lead, understood other areas of human action: mathematics, philosophy, apologetics, theology, education, science, psychology, history and economics. And this book, under the general editorship of Gary North, is a collection of essays on these topics as the authors set forth a Christian view of their particular area of specialty.This is a great resource for those who want an introduction to a broad-based Biblical world-and-life view to see how Christian theism is the only rational belief system that provides a secure basis for rational human endeavor.

    

    It begins with the assumption that what is taught in schools is not (and should not be) subject matter but rather ways of thinking. The main point is that the classroom should be converted into a community of inquiry, and that one can begin doing that with children. Based on the curriculum that Matt Lipman has developed at the Institute for the Advancement of Philosophy for Children, which he heads, this book describes the curriculum and explains its use. The text is self-contained, however.This revision is thorough-going and incorporates new chapters, as well as new material in old chapters. Part One focuses on the need of educational change and the importance of philosophical inquiry in developing new approaches. Part Two discusses curriculum and teaching methodology, including teacher behavior conducive to helping children. Part Three deals with developing logic skills and moral judgment. It concludes with a chapter on the sorts of philosophical themes pertinent to ethical inquiry for children: the right and the fair, perfect and right, free will and determinism, change and growth, truth, caring, standards and rules, thinking and thinking for oneself. Education, in this sense, is not a matter of dispensing information; it is the process of assisting in the growth of the whole individual.

    

    

    Surveys the historical development of and conflicts concerning the commitment mass schooling and equal education since the early decades of the nineteenth century.