This is as true of scientific empiricism as it is of poststructualism.The Houses of History provides a comprehensive introduction to the twelve schools of thought which have had the greatest influence on the study of history in the twentieth century. Ranging from Empiricism to Postcolonialism, Marxism to the Ethnohistorians, each chapter begins with an introduction to the particular school, the main protagonists, the critics, and is followed by a useful section of further readings. From the classic, such as G. R. Elton's England Under the Tudors and E. P. Thompson's The Making of the English Working Class, to the recent, such as Henrietta Whiteman's White Buffalo Woman and Judith Walkowitz's City of Dreadful Delight, the diverse selections collected here bring together the leading historians and theorists of the century.Comprehensive and accessible to undergraduates, The Houses of History is ideally suited to classroom use.

    

    Through lively re-creations of actual workshops that he regularly conducts for students and teachers, Blau invites his readers to become active participants in workshops on such topics as:helping students read more difficult texts than they think they can readwhere interpretations come fromthe problem of background knowledge in teaching classic textshow to deal with competing and contradictory interpretationswhat's worth saying about a literary textbalancing respect for readers with respect for texts and intellectual authorityensuring that literary discussions are lively and productivehow to develop valuable and engaging writing assignments.Each workshop includes reflections on what transpired and a discussion of the workshop's rationale and outcomes in the larger context of an original and practice-based theory of literary competence and instruction.

    It is a book that brought Ivan Illich to public attention. Full of detail on programs and concerns, the book gives examples of the ineffectual nature of institutionalized education. Illich posited self-directed education, supported by intentional social relations in fluid informal arrangements.

    How did people get here? Why did Europe win? In Teaching What Really Happened, Loewen goes beyond the usual textbook-dominated social studies course to illuminate a wealth of intriguing, often hidden facts about Americas past. Calling for a new way to teach history, this book will help teachers move beyond traditional textbooks to tackle difficult but important topics like conflicts with Native Americans, slavery, and racial oppression. Throughout, Loewen shows time and again how teaching what really happened not only connects better with all kinds of students, it better prepares those students to be tomorrows citizens.

    Drawing on in-depth observations of black and white middle-class, working-class, and poor families, Unequal Childhoods explores this fact, offering a picture of childhood today. Here are the frenetic families managing their children's hectic schedules of "leisure" activities; and here are families with plenty of time but little economic security. Lareau shows how middle-class parents, whether black or white, engage in a process of "concerted cultivation" designed to draw out children's talents and skills, while working-class and poor families rely on "the accomplishment of natural growth," in which a child's development unfolds spontaneously—as long as basic comfort, food, and shelter are provided. Each of these approaches to childrearing brings its own benefits and its own drawbacks. In identifying and analyzing differences between the two, Lareau demonstrates the power, and limits, of social class in shaping the lives of America's children.The first edition of Unequal Childhoods was an instant classic, portraying in riveting detail the unexpected ways in which social class influences parenting in white and African-American families. A decade later, Annette Lareau has revisited the same families and interviewed the original subjects to examine the impact of social class in the transition to adulthood.

    Rather than a set of fixed lessons, Visible Thinking is a varied collection of practices, including thinking routines, small sets of questions or a short sequence of steps as well as the documentation of student thinking. Using this process thinking becomes visible as the students' different viewpoints are expressed, documented, discussed and reflected upon. Helps direct student thinking and structure classroom discussion.Can be applied with students at all grade levels and in all content areas. Includes easy-to-implement classroom strategies.The book also comes with a DVD of video clips featuring Visible Thinking in practice in different classrooms.

    A comprehensive look at the Boxer Rebellion of 1898-1900, a bloody uprising in north China against native Christians and foreign missionaries.

    Covering the entire English curriculum, from basic reading and writing to digital literacy, media literacy, and integrated instruction, it proved to be a revolutionary guide for preservice and inservice teachers alike. And with it author Jim Burke became one of the most trusted names in secondary English.Now, in this new edition, "ETC"2, Jim incorporates his current thinking. He also shows how teachers can address standards and assessment issues while maintaining their commitment to meaningful, engaging curriculum. With all this, plus updated revisions and 40 percent completely new material, his "ETC2" is a must-have addition to every English teacher's bookshelf.Written for the way most teachers read-on the run, in search of a particular solution-the second edition retains the original's highly structured format with a new more open design for ease of use. Chapters are clearly subdivided; lessons are presented step-by-step; and assessment is integrated throughout. Outstanding new features include: increased emphasis on theoretical foundations completely revised major curriculum areas, especially reading and writing changes that reflect the latest use of technology in the classroom updated recommendations for the latest resources improved alignment with the latest standards and assessments sample instructional sequences to show how a complete unit looks new instructional design and planning tools expanded strategies for helping English Language Learners. Discover-or rediscover-a valued colleague who challenges you to reexamine your own classroom practice. Read "ETC2," reference it, share it, but most of all USE it-as your primary source of information about classroom management, curriculum content, professional development, and more.

    Historically, the humanities have been central to education because they have rightly been seen as essential for creating competent democratic citizens. But recently, Nussbaum argues, thinking about the aims of education has gone disturbingly awry both in the United States and abroad. Anxiously focused on national economic growth, we increasingly treat education as though its primary goal were to teach students to be economically productive rather than to think critically and become knowledgeable and empathetic citizens. This shortsighted focus on profitable skills has eroded our ability to criticize authority, reduced our sympathy with the marginalized and different, and damaged our competence to deal with complex global problems. And the loss of these basic capacities jeopardizes the health of democracies and the hope of a decent world. In response to this dire situation, Nussbaum argues that we must resist efforts to reduce education to a tool of the gross national product. Rather, we must work to reconnect education to the humanities in order to give students the capacity to be true democratic citizens of their countries and the world. Drawing on the stories of troubling--and hopeful--educational developments from around the world, Nussbaum offers a manifesto that should be a rallying cry for anyone who cares about the deepest purposes of education.

    This thoroughly revised edition includes the newest portrait of the Millennial student; current research from cognitive psychology; a focus on outcomes maps; the latest legal options on copyright issues; and how to best use new technology including wikis, blogs, podcasts, vodcasts, and clickers. Entirely new chapters include subjects such as matching teaching methods with learning outcomes, inquiry-guided learning, and using visuals to teach, and new sections address Felder and Silverman's Index of Learning Styles, SCALE-UP classrooms, multiple true-false test items, and much more.Praise for the Third Edition of Teaching at Its BestEveryone--veterans as well as novices--will profit from reading Teaching at Its Best, for it provides both theory and practical suggestions for handling all of the problems one encounters in teaching classes varying in size, ability, and motivation."--Wilbert McKeachie, Department of Psychology, University of Michigan, and coauthor, McKeachie's Teaching TipsThis new edition of Dr. Nilson's book, with its completely updated material and several new topics, is an even more powerful collection of ideas and tools than the last. What a great resource, especially for beginning teachers but also for us veterans!"--L. Dee Fink, author, Creating Significant Learning ExperiencesThis third edition of Teaching at Its Best is successful at weaving the latest research on teaching and learning into what was already a thorough exploration of each topic. New information on how we learn, how students develop, and innovations in instructional strategies complement the solid foundation established in the first two editions."--Marilla D. Svinicki, Department of Psychology, The University of Texas, Austin, and coauthor, McKeachie's Teaching Tips

    This book also introduces a chapter reference guide to the No Child Left Behind Act, and provides a look at multiculturalism and multilingualism.

    Throughout their highly personal conversations recorded here, Horton and Freire discuss the nature of social change and empowerment and their individual literacy campaigns. The ideas of these men developed through two very different channels: Horton's, from the Highlander Center, a small, independent residential education center situated outside the formal schooling system and the state; Freire's, from within university and state-sponsored programs. Myles Horton, who died in January 1990, was a major figure in the civil rights movement and founder of the Highlander Folk School, later the highlander Research and Education Center. Paulo Freire, author of Pedagogy of the Oppressed, established the Popular Culture Movement in Recife, Brazil's poorest region, and later was named head of the New National Literacy Campaign until a military coup forced his exile from Brazil. He has been active in educational development programs worldwide. For both men, real liberation is achieved through popular participation. The themes they discuss illuminate problems faced by educators and activists around the world who are concerned with linking participatory education to the practice of liberation and social change. How could two men, working in such different social spaces and times, arrive at similar ideas and methods? These conversations answer that question in rich detail and engaging anecdotes, and show that, underlying the philosophy of both, is the idea that theory emanates from practice and that knowledge grows from and is a reflection of social experience.

    This well-written book is grounded in the reality of teaching today to show real-world teachers who want to use assessment in their classroom the latest tools necessary to teach more effectively. The fifth edition of Classroom Assessment addresses the range of assessments that teachers are likely to use in their classrooms. With expanded coverage of problems related to measurement of special education children, a new student website with online activities, and an improved instructor's manual, this book continues to be a cutting-edge and indispensable resource not only for instructors, but also for pre- and in-service teachers. New to This Edition: *Chapter 12 contains new material dealing with formative assessment as well as assessment FOR learning. *The text is committed to fostering readers' realizations regarding the critical link between testing and teaching. Instructional implications are constantly stressed in the text. early childhood assessment throughout the text. *The 5th edition contains a brand-new website providing readers with Extra Electronic Exercises for each chapter, so readers, if they wish, can solidify their understanding of what chapters address (go to www.ablongman.com/popham5e). *A newly revised Instructor's Resource Manual contains Instructor-to-Instructor suggestions as well as a test for each chapter. It also includes a mid-term and final exam and an effective inventory measuring students' confidence in assessment. Here's what your colleagues have to say about this book: Dr. Popham has done a tremendous job in researching and incorporating current trends throughout the entire text! Terry H. Stepka, Arkansas State University Overall, I am extremely satisfied with the text. It is well-written, and I love the author's sense of humor! Terry H. Stepka, Arkansas State University I LOVE the arrangement of the chapters and the high quality of the self-checks and discussion questions that are provided. Karen E. Eifler, University of Portland

    Newkirk reminds us that our deepest reading pleasures are often found when we slow down and pay close attention, and this book clearly demonstrates how slow reading deepens the thinking of both teachers and students. A must-read for anyone concerned about the state of reading-you will enjoy reading The Art of Slow Reading slowly. Kelly Gallagher, author of Readicide: How Schools Are Killing Reading and What You Can Do About ItThis beautiful and hugely important book overflows with advice and wisdom about reading-enjoying it, teaching it. Newkirk reminds us why words matter, that words on page or screen are not there just to be 'processed, ' but to savor and enjoy, to help us think and see more clearly, to touch our hearts and help us touch the world. Mike Rose, author of Why School?: Reclaiming Education for All of Us (Read Mike Rose's blog)If someone were to ask me who to read, what to read, and how to read it, I would say, without hesitating, they should read Tom Newkirk, read The Art of Slow Reading, and read it slowly, again and again. He is to reading and teaching, literacy and learning what Michael Pollan is to food and eating. Tom Newkirk gives us permission to take our time when we read, to remember why we read, and to take from that reading not just the nutrients and knowledge but the pleasure we sought to cultivate in our students-and ourselves-in the past. Jim Burke, author of The English Teacher's Companion and What's the Big Idea?This book challenges popular notions of reading-the idea that quick, extractive reading is the goal for students. I argue that traditional acts of 'slow reading'-memorization, performance, annotation, and elaboration-are essential for deep, pleasurable, thoughtful reading. Thomas NewkirkThis important book rests on a simple but powerful belief-that good readers practice the art of paying attention. Building on memoir, research, and many examples of classroom practice, Thomas Newkirk, recuperates six time-honored practices of reading-performance, memorization, centering, problem-finding, reading like a writer, and elaboration-to help readers engage in thoughtful, attentive reading.The Art of Slow Reading provides preservice and inservice teachers with concrete practices that for millennia have promoted real depth in reading. It will show how these practices enhance the reading of a variety of texts, from Fantastic Mr. Fox to The Great Gatsby to letters from the IRS.Just as slow reading is essential for real comprehension, it is also clearly crucial to the deep pleasure we take in reading-for the way we savor texts-and for the power of reading to change us.Tom's Washington Post article: Reading is not a race: The virtues of the 'slow reading' movement