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Books on the topic 'Continue teacher education'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Frenette, Normand. L'enseignement efficace: En vue de la formation continue des enseignants : version 1.3. Institut d'études pédagogiques de l'Ontario, 1988.

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2

Ulivieri, Simonetta, Franco Cambi, and Paolo Orefice, eds. Cultura e professionalità educative nella società complessa. Firenze University Press, 2010. http://dx.doi.org/10.36253/978-88-8453-698-3.

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The keynote of the recent history of the faculty of educational science of Florence University is change. This has emerged in response to the demands for education expressed by a new knowledge society, spawned by the processes of globalisation, and the social need to foster interculturalism and the dialogue between diversities. In this new dimension of change, education becomes the framework for preparation, but also for re-integrating and updating life itineraries that are swift and precarious, veined with insecurity and disillusionment. Even in the new approach, the scientific and cultural b

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3

Le portfolio de développement professionnel continu. Chenelière McGraw-Hill, 2002.

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4

Frenette, Normand. Enquête sur les besoins des enseignantes et des enseignants franco-ontariens en matière de formation initiale et continue. Conseil de l'éducation franco-ontarienne, 1987.

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5

Allal, Linda K. Vers une pratique de l'évaluation formative: Matériel de formation continue des enseignants. De Boeck Université, 1991.

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6

Ryden, John C. Continued safe driving: A manual for classroom instructors. The Administration, 1987.

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7

Ryden, John C. Continued safe driving: A workbook for course participants. The Administration, 1987.

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8

Ryden, John C. Continued safe driving: A booklet of tests for classroom sessions. The Administration, 1987.

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9

Ryden, John C. Continued safe driving: A manual for in-auto instructors : instructor's manuals--in auto sessions. The Administration, 1987.

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10

Trevarthen, Colwyn, Jonathan Delafield-Butt, and Aline-Wendy Dunlop, eds. The Child's Curriculum. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198747109.001.0001.

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The Child’s Curriculum Group was created by former nursery school teachers concerned about reduction of local government support for the schools they had nurtured. They have a lifelong commitment to excellent provision for young children and their families and they urge recognition of the benefits to a child and their lifetime of learning when parents and nursery educators nourish companionship in discovery of meaning for work and play in early years. The child’s enthusiasm inspires development of a generous and valued ‘common sense’ in the community. The editors of our book are academics who

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11

Shelton, Jon. Teacher Unions and the American Political Imagination. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252040870.003.0008.

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This chapter documents the reasons for the diminished number of teacher strikes in the US since 1981. It also argues that while teacher strikes have declined, the two national teacher unions, the American Federation of Teachers and the National Education Association, have become major political targets of Republicans and even some Democrats. The chapter offers the book’s conclusion: that struggles over public education were fundamental in the demise of labor liberalism and the rise of neoliberalism. It also chronicles how continued market reforms have undercut public education in the years aft

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12

Costa, Maria Adélia da. Formação de Professores para Educação Profissional: normatizações, metodologias e práticas. Brazil Publishing, 2020. http://dx.doi.org/10.31012/978-65-5861-160-8.

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The teacher training in Professional and Technologic Education (PTE) has been done by streamlined, fragmented and discontinuous government programmes. Notwithstanding, law No. 13415/2017 has established notorious knowledge, which the trend is to consolidate the precarious policies of teacher training for PTE. In this paper, I have the purpose of discussing the norms for teaching method considering the recurrent and historical gap in the effective policies of the obligation of training for the degree level or pedagogy complementation for the practice of the teacher profession. Moreover, my expe

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13

Fung, C. Victor. Complementary Bipolar Continua in Music Education. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190234461.003.0005.

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Classic Confucianism and classic Daoism were inspired by Yijing and were established during a period of nihilism. Both philosophical schools value human lives, expect individuals to improve continuously by self-cultivation, and recognize the world as a living organism. Despite their different emphases of dao, they are compatible to a great extent. For most people, it is necessary to utilize the different emphases to maintain a healthy diet, much like eating different types of food at different times of the day. Based on principles of yin and yang, the author proposes four complementary bipolar

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14

Harrod, Molly, Sanjay Saint, and Robert W. Stock. Teaching Inpatient Medicine. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190671495.001.0001.

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Each year, roughly 18,000 medical students graduate from 170 plus medical schools in the United States. Nearly all of these graduates will continue their medical education at one of the more than 1,000 teaching hospitals across the country. Because of the reduction in the resident work week and the more recent intern shift cap, medical education on the wards must be high yield. This educational responsibility falls on the shoulders of attending physicians, few of whom have had formal education in teaching. This book utilized an in-depth exploratory, qualitative approach to uncover how a group

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15

Marschark, Marc, Harry G. Lang, and John A. Albertini. Educating Deaf Students. Oxford University Press, 2006. http://dx.doi.org/10.1093/oso/9780195310702.001.0001.

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Over the past decade there has been a significant increase in interest from educators and the general public about deafness, special education, and the development of children with special needs. The education of deaf children in the United States has been seen as a remarkable success story around the world, even while it continues to engender domestic debate. In Educating Deaf Students: From Research to Practice, Marc Marschark, Harry G. Lang, and John A. Albertini set aside the politics, rhetoric, and confusion that often accompany discussions of deaf education. Instead they offer an accessi

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16

Continued professional learning and the experienced elementary school physical education specialist. 1992.

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17

Continued professional learning and the experienced elementary school physical education specialist. 1989.

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18

Lima, Cristiane Pereira, and Léia Teixeira Lacerda. Vivências e práticas pedagógicas sobre as relações de gênero: Anos iniciais do ensino fundamental. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-235-3.

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This book presents the results of pedagogical practices developed with children on gender relations topic. It aims to dialogue with professionals of early childhood education and early years of elementary school. It was created based on the need to produce educational resources able to encourage teachers and students on the development of this approach at school. The text is structured in 4 sessions. Section 1, “Gender relations at school”, presents the research paths, exposing theoretical and methodological reflections that may support the work of the educator. In section 2, “Childhood studie

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19

Le developpement professionnel continu en education: Nouvelles pratiques. Distribution de livres, Univers, 1997.

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20

Garrett, Matthew L., and Joshua Palkki. Honoring Trans and Gender-Expansive Students in Music Education. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197506592.001.0001.

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Trans and gender-expansive (TGE) youth deserve safe and empowering spaces to engage in high-quality school music experiences. Supportive music teachers ensure that all students have access to ethically and pedagogically sound music education. In this practical resource, authors Matthew Garrett and Joshua Palkki encourage music educators to honor gender diversity through ethically and pedagogically sound practices. Honoring Trans and Gender-Expansive Students in Music Education is intended for music teachers and music teacher educators across choral, instrumental, and general music classroom en

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21

DeJong, Matthew. Continued Momentum : Teaching As Mentoring: How Teachers Engage in the Mentoring of Students. BRILL, 2015.

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22

Waldron, Janice L., Stephanie Horsley, and Kari K. Veblen, eds. The Oxford Handbook of Social Media and Music Learning. Oxford University Press, 2020. http://dx.doi.org/10.1093/oxfordhb/9780190660772.001.0001.

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The rapid pace of technological change over the last decade, particularly in relation to social media and network connectivity, has deeply affected the ways in which individuals, groups, and institutions interact socially: This includes how music is made, learned, and taught globally in all manner of diverse contexts. The multiple ways in which social media and social networking intersect with the everyday life of the musical learner are at the heart of this book. The Oxford Handbook of Social Media and Music Learning opens up an international discussion of what it means to be a music learner,

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23

(Foreword), Mary Dilworth, ed. Transforming the Multicultural Education of Teachers: Theory, Research, and Practice (Multicultural Education, 12). Teachers College Press, 2002.

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24

Vavrus, Michael J. Transforming the Multicultural Education of Teachers: Theory, Research, and Practice (Multicultural Education, 12). Teachers College Press, 2002.

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25

Detterman, Robin, Jenny Ventura, Lihi Rosenthal, and Ken Berrick. Unconditional Education. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190886516.001.0001.

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After decades of reform, America's public schools continue to fail particular groups of students; the greatest opportunity gaps are faced by those whose achievement is hindered by complex stressors, including disability, trauma, poverty, and institutionalized racism. When students' needs overwhelm the neighborhood schools assigned to serve them, they are relegated to increasingly isolated educational environments. Unconditional Education (UE) offers an alternate approach that transforms schools into communities where all students can thrive. It reduces the need for more intensive and costly fu

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26

Louis-Philippe, Boucher, L'Hostie Monique 1954-, and Association canadienne-française pour l'avancement des sciences. Congrès, eds. Le développement professionnel continu en éducation: Nouvelles pratiques. Presses de l'Université du Québec, 1997.

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27

Kamii, Constance, and Linda Leslie Joseph. Young Children Continue to Reinvent Arithmetic - 2nd Grade: Implications of Piaget's Theory (Early Childhood Education Series (Teachers College Pr)). 2nd ed. Teachers College Press, 2003.

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28

La formation continue: De la réflexion à l'action. Presses de l'Université du Québec, 2001.

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29

Eric, George, and Kentucky Commission on Human Rights., eds. Segregation continues to ease but one more school outside guideline, record eight Black teachers added Fayette County Public Schools, 1988-89: Teacher distribution most segregated ever, Black administrators at 11-year high. Kentucky Commission on Human Rights, 1989.

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30

Stitzlein, Sarah M. American Public Education and the Responsibility of its Citizens. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190657383.001.0001.

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Not only is the future of our public schools in jeopardy, so is our democracy. Public schools are central to a flourishing democracy, where children learn how to deliberate and solve problems together, build shared identities, and come to value justice and liberty. As citizen support for public schools wanes, our democratic way of life is at risk. While we often hear about the poor performance of students and teachers, the current educational crisis is at heart not about accountability, but rather about citizen responsibility. Yet citizens increasingly do not feel that public schools are our s

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31

Harrod, Molly, Sanjay Saint, and Robert W. Stock. Teaching Medicine. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190671495.003.0001.

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Medical schools in the United States now graduate some 18,000 students a year, and most of them will continue their medical education at one of the more than 1,000 teaching hospitals. Time constraints, complex patients, and the involvement of multiple disciplines in the care of patients have necessitated changes in medical education on the units. Unlike prior research, this project focused on the context in which learning happens and designated the team as the focus of research. The authors spent time with 12 outstanding attendings and their teams in order to provide detailed descriptions of t

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32

Fung, C. Victor. Balance. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190234461.003.0007.

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Balance is the second part of the change-balance-liberation trilogy. He (和‎harmony) is its key approach, which infers a condition in which each element should exert its strengths to make the bigger whole stronger or better. A dynamic flexibility is required in maintaining a continuous balance for all. A musical balance should be connected to the state of balance in broader life. In music education, the teacher needs to pay attention to the changing needs of the learner and of the society. The four complementary bipolar continua and the three musical zones presented in earlier chapters are used

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33

Ghislain, Carlier, Renard Jean-Pierre, and Paquay Léopold, eds. La formation continue des enseignants: Enjeux, innovation et réflexivité : regards multiples sur le stage en éducation physique du CUFOCEP. De Boeck Université, 2000.

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34

Knabem, Andréa, Cláudia Sampaio Corrêa da Silva, and Marucia Patta Bardagi. Orientação, desenvolvimento e aconselhamento de carreira para estudantes universitários no Brasil. Brazil Publishing, 2020. http://dx.doi.org/10.31012/978-65-5861-313-8.

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Career Development is a lifelong process of self-exploration and awareness, continual acquisition of knowledge about the ever-changing world of work, and decision-making. During undergraduation, students face several challenges and can sometimes feel insecure about their career choices, their future as workers, their skills, and therefore be at risk of dropout, disengagement or psychological suffering. Higher Education institutions and career counselors have to be well informed and prepared to provide career interventions that help students in this training and transition period. Orientação, d

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35

Seidman, Naomi. Sarah Schenirer and the Bais Yaakov Movement. Liverpool University Press, 2019. http://dx.doi.org/10.3828/liverpool/9781906764692.001.0001.

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Sarah Schenirer is one of the unsung heroes of twentieth-century Orthodox Judaism. The Bais Yaakov schools she founded in interwar Poland had an unparalleled impact on a traditional Jewish society threatened by assimilation and modernity, educating a generation of girls to take an active part in their community. The movement grew at an astonishing pace, expanding to include high schools, teacher seminaries, summer programmes, vocational schools, and youth movements, in Poland and beyond; it continues to flourish throughout the Jewish diaspora. This book explores the movement through the tensio

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