Teaching and Learning in a Multilingual School: Choices, Risks, and Dilemmas is for teachers and teacher educators working in communities that educate children who do not speak English as a first language. At the center of the book are findings from a four-year critical ethnographic case study of a Canadian high school with a large number of emigrant students from Hong Kong and rich descriptions of the multitude of ways teachers and students thought about, responded to, and negotiated the issues and dilemmas that arose.
First Facts: BugsFirst Facts Bugs introduces children to the world of reading, with lively ilustrations and simple text to help build confidence and development. Bursting with fun bug facts and figures, children will love flicking through and learning as they go. Questions such as "how many legs does a millipede have?" and "what do beatles eat?" are answered.
Blended learning: Research reports & examples of best practices
The volume presents a synthesis of case studies and research within the field of blended learning – a combination of good experience and theoretical knowledge. The term blended learning was first used in American literature and it meant to grasp the blend of traditional teaching and technology based teaching using a wide variety of pedagogical methods and different forms for technology (Gynther 2005). The concept and understanding of the term blended learning is not a homogeneous field within learning theory. The major conclusion to be drawn is that blended learning is difficult to conceptualise as one idea.
Quick Activities to Build a Very Voluminous Vocabulary (Grades 4-8)
Puzzle Charades, Word Pyramids, Vocabulary Plays, and Synonym Concept Wheels are just a few of the classroom-tested activities that will get all your students excited about learning vocabulary. Also includes mini-lessons, graphic organizers, and learning strategies. Plus, with their “voluminous” vocabularies your students are sure to become better writers, readers, and test-takers!
Provides summaries, new theoretical frameworks and new findings on how children learn to read. This book highlights how research has moved from descriptions of changes during learning towards understanding the processes by which learning takes place.
