Addressing the primary curriculum as a whole, this book: defines a clear, philosophical rationale for more creative practices in the classroom; offers help and advice on the planning and implementation of effective creative teaching; and includes examples of good practice that aid teacher development in this area. Written by leading practitioners and experts, this is a core text for teachers who wish to maintain high standards when approaching the curriculum creatively.
This book is a collection of research work done in different parts of the worldwith one common goal – to enhance teaching and learning through technology. Content interaction and learning support are some of the key issues in the book. Many of the contributors worked together, so to speak, in cyber space as a result of technological advances. Many got to know one another through conferences we attended since the late 90’s. Many of the ideas in the book were presented at ICT2006 and ICT2007. The conference attracted about 300 researchers and practitioners around the world annually. One of the authors of Chapter One was indeed a keynote speaker from the conference.
This book brings together an international team of leading translation teachers and researchers to address concerns that are central in translation pedagogy. The authors address the location and weighting in translation curricula of learning and training, theory and practice, and the relationships between the profession, its practitioners, its professors and scholars.
This book considers the various difficulties encountered, with reference to current thinking about the origins, maintenance and treatment of personality disorder. Written by practitioners for practitioners, it provides a framework for developing effective care plans with minimal use of technical terms and jargon. Rather than promote an approach based on a single theoretical model, consideration is given to ways in which different approaches can be effectively combined within a multi-disciplinary team. The book is divided into two sections...
The framework for teaching is a research-based set of components of instruction that are grounded in a constructivist view of learning and teaching. The framework may be used for many purposes, but its full value is realized as the foundation for professional conversations among practitioners as they seek to enhance their skill in the complex task of teaching. The framework may be used as the foundation of a school’s or district’s recruitment and hiring, mentoring, coaching, professional development, and teacher evaluation processes, thus linking all those activities together and helping teachers become more thoughtful practitioners.
This book is a collection of research work done in different parts of the worldwith one common goal – to enhance teaching and learning through technology. Content interaction and learning support are some of the key issues in the book. Many of the contributors worked together, so to speak, in cyber space as a result of technological advances. Many got to know one another through conferences we attended since the late 90’s. Many of the ideas in the book were presented at ICT2006 and ICT2007. The conference attracted about 300 researchers and practitioners around the world annually. One of the authors of Chapter One was indeed a keynote speaker from the conference.
