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Books on the topic 'Curriculum offerings'

Author: Grafiati
Published: 20 February 2023

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1

Kolar, Joseph. Education for employment: Maximizing training level curriculum offerings [and] quality assistance plan (QAP). Springfield, Ill.]: The Department, 1986.

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2

West, Jerry. An analysis of course offerings and enrollments as related to school characteristics. [Washington, D.C.?]: National Center for Education Statistics, 1985.

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3

West, Jerry. An analysis of course offerings and enrollments as related to school characteristics. [Washington, D.C.?]: National Center for Education Statistics, 1985.

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4

Louis, Diodato, Evaluation Technologies Inc, and National Center for Education Statistics., eds. An analysis of course offerings and enrollments as related to school characteristics. [Washington, D.C.?]: National Center for Education Statistics, 1985.

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5

Steven, Heller, and Arisman Marshall, eds. Teaching illustration: Course offerings and class projects from the leading undergraduate and graduate programs. New York: Allworth Press, 2006.

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6

Marchant, Stewart L. The 24 hour curriculum in residential schools offering placements to primary age children experiencing emotional and behaviour difficulties. Birmingham: University of Birmingham, 1997.

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7

Programme d'etudes pour les écoles élémentaires offrant l'enseignement selon l'article 159 (1) (a) du School Act =: Program of studies for elementary schools offering instruction according to Section 159 (1) (a) of the School Act. [Edmonton, Alta.]: Alberta Education, Language Services, 1985.

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8

A, Ruessink H., ed. Curriculum offering in primary education in The Netherlands: Summary. Enschede: National Institute for Curriculum Development, 1985.

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9

Inc, Evaluation Technologies, and National Center for Education Statistics., eds. Course offerings and enrollments in the arts and humanities at the secondary school level. Washington, D.C: National Center for Education Statistics, 1985.

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10

W, Lau William, ed. American university programs in computer science: Their resources, facilities & course offering. 2nd ed. Fullerton, Calif: GGL Educational Press, 1985.

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11

Teaching illustration: Course offerings and class projects from the leading undergraduate and graduate programs. New York, NY: Allworth Press, 2007.

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12

Teaching Illustration: Course Offerings and Class Projects from the Leading Graduate and Undergraduate Programs. Skyhorse Publishing Company, Incorporated, 2010.

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13

Gilbert, Anne Green. Creative Dance for All Ages. 2nd ed. Human Kinetics, 2015. http://dx.doi.org/10.5040/9781718212763.

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Creative Dance for All Ages, Second Edition, has had a long history of providing a dance curriculum to teachers and students preparing to teach creative dance. Author Anne Gilbert demystifies expectations when teaching creative dance and provides the theory, methods, and lesson ideas for success in a variety of settings and with students of all ages. This one-stop resource offers dance teachers everything they need, including a sequential curriculum, lesson plans, instructional strategies, assessment, and other forms. It’s like having a seasoned dance teacher at your side offering inspiration and guidance all year long. Internationally recognized master teacher and author Anne Gilbert Green presents creative dance for everyone and tips on meeting the challenges of teaching it. She offers a complete package for teaching creative dance that includes the theory, methodology, and lesson plans for various age groups that can be used in a variety of settings. Gilbert also offers an entire dance curriculum for sequential teaching and learning. The second edition of her classic text has been revised, reorganized, and updated to meet all the needs of dance teachers.
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14

Allen, James. Directory of U. S. Colleges and Universities Offering a Curriculum in Ltc Administration and State Board Licensure Requirements for Ltc Administrators. National Association of Boards of Examiners o, 1997.

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15

Brown, Ken, and Robert S. Rubin. Management Education in Business Schools. Edited by Adrian Wilkinson, Steven J. Armstrong, and Michael Lounsbury. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780198708612.013.26.

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A variety of forces are creating pressure for change in the management education offerings in business schools, including: financial strain, diversity in students, niche course demand, and new teaching technologies. In this chapter various perspectives on management education are reviewed and these forces are discussed. A select number of formative academic studies on management education are noted along with a more detailed look at two trending topics in the academic literature: online teaching and critiques of business school curricula. For each topic, key studies are reviewed and future research directions are noted.
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16

Hamdy, Freddie C., and Ian Eardley, eds. Oxford Textbook of Urological Surgery. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199659579.001.0001.

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Offering a comprehensive guide to both practising clinicians and students, the Oxford Textbook of Urological Surgery is a practical resource mapped to the curriculum for urological training as approved by the General Medical Council (GMC). Bringing together the expertise of over 100 specialists’ contributors in the field, this evidence-based volume covers all major areas, including functional urology, stone disease, infection, andrology, nephrology, transplantation, uroradiology, and paediatric urology. Presented in a clear and accessible way, this highly illustrated full colour textbook includes over 500 photographs, radiographs, and line drawings. The Oxford Textbook of Urological Surgery is a highly valuable source of information, and will become the standard reference text for all who study urological disease and its treatment.
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17

Gonzalez, Gabriella, Christopher Doss, Julia Kaufman, and Robert Bozick. Supporting Middle-Skills STEM Workforce Development: Analysis of Workplace Skills in Demand and Education Institutions' Curricular Offerings in the Oil and Gas Sector. RAND Corporation, 2019. http://dx.doi.org/10.7249/rr2899.

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18

Lauter, Paul. Canons and Contexts. Oxford University Press, 1991. http://dx.doi.org/10.1093/oso/9780195055931.001.0001.

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This collection of essays places issues central to literary study, particularly the question of the canon, in the context of institutional practices in American colleges and universities. Lauter addresses such crucial concerns as what students should read and study, how standards of "quality" are defined and changed, the limits of theoretical discourse, and the ways race, gender, and class shape not only teaching, curricula, and research priorities, but collegiate personnel actions as well. The book examines critically the variety of recent proposals for "reforming" higher education, and it calls into question many practices, like employing large numbers of part-timers, now popular with college managers. Offering concrete examples of a "comparative" method for teaching literary texts, and specific instances about "integrating" curricula, Canons and Contexts proposes realistic ideas for creating varied, spirited, and democratic classrooms and colleges.
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19

MacKenzie, Judith-Anne. 6. Unregistered land. Oxford University Press, 2016. http://dx.doi.org/10.1093/he/9780198748373.003.0006.

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Course-focused and comprehensive, the Textbook on series provide an accessible overview of the key areas on the law curriculum. This chapter continues the discussion of the planned purchase of 2 Trant Way, which has an unregistered title, by Barbara Bell. It looks at what Barbara (or, more likely, her professional adviser) will have to do, either before or after exchanging contracts, to ensure that it is safe for her to buy the property. Barbara will need to check two things about the property she is planning to buy. She needs to ensure that: Victoria Ventnor, the vendor, owns the property she is offering to sell; and the property is free from any encumbrances (third-party rights) other than those which have already been revealed. The chapter explains how these two aspects of proving title are dealt with in the unregistered system.
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20

Dorfman, Jay. Theory and Practice of Technology-Based Music Instruction. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780199795581.001.0001.

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Based on educational theory and on recognized music teaching methods, Theory and Practice of Technology-Based Music Instruction develops a framework for examining music teaching that uses technology to introduce, reinforce, and assess skills and concepts. The framework guides in-depth discussions about theoretical and philosophical foundations of technology-based music instruction (TBMI), materials for teaching, teaching behaviors, and assessment of student work, teacher work, and fit of technology into the music program. The book includes examples of TBMI lessons from real teachers, and analyses of the successful and developing parts of these lessons. The book also addresses issues of accountability and standards; recommendations for professional development; and the future of the field, embodied in emerging technologies, alternative ensembles, and social issues. It will be a key volume for teachers implementing new curricular offerings and for music teacher educators as a foundation for teaching with technology beyond a focus on software and hardware.
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21

Nightingale, Claire, and Jonathan Sandy. Illustrated Questions in Orthodontics. Oxford University Press, 2014. http://dx.doi.org/10.1093/oso/9780198714828.001.0001.

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Illustrated Questions in Orthodontics takes a problem-based approach to orthodontics, offering a unique resource for undergraduate dentists. This book contains a comprehensive set of questions mapped to undergraduate orthodontics curricula, including chapters on examination and diagnosis, treatment planning, pathology, appliances, and anchorage. Each chapter is packed with high-quality clinical photographs and x-rays to help readers to test their skills in identifying and describing various orthodontic problems and presentations. Furthermore, every question is answered with extensive feedback, setting each topic in a clinical context in order to teach as well as test. The ideal revision resource for undergraduate dentists looking to test and consolidate their knowledge ahead of placements and exams, Illustrated Questions in Orthodontics will also form a useful tool for postgraduate dentists and orthodontic therapists.
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22

Guiliano, Jennifer. A Primer for Teaching Digital History. Duke University Press, 2022. http://dx.doi.org/10.1215/9781478022299.

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A Primer for Teaching Digital History is a guide for college and high school teachers who are teaching digital history for the first time or for experienced teachers who want to reinvigorate their pedagogy. It can also serve those who are training future teachers to prepare their own syllabi, as well as teachers who want to incorporate digital history into their history courses. Offering design principles for approaching digital history that represent the possibilities that digital research and scholarship can take, Jennifer Guiliano outlines potential strategies and methods for building syllabi and curricula. Taking readers through the process of selecting data, identifying learning outcomes, and determining which tools students will use in the classroom, Guiliano outlines popular research methods including digital source criticism, text analysis, and visualization. She also discusses digital archives, exhibits, and collections as well as audiovisual and mixed-media narratives such as short documentaries, podcasts, and multimodal storytelling. Throughout, Guiliano illuminates how digital history can enhance understandings of not just what histories are told but how they are told and who has access to them.
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23

Ingleheart, Jennifer. Masculine Plural. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198819677.001.0001.

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The Classics were core to the curriculum and ethos of the intensely homosocial Victorian and Edwardian public schools. Yet ancient homosexuality and erotic pedagogy were problematic to the educational establishment, which expurgated classical texts with sexual content. This volume analyses the intimate nexus between the Classics, sex, and education primarily through the figure of the schoolmaster Philip Gillespie Bainbrigge (1890–1918), whose clandestine writings explore homoerotic desires and comment on classical education. It reprints Bainbrigge’s surviving works: Achilles in Scyros (a verse drama featuring a cross-dressing Achilles and a Chorus of lesbian schoolgirls) and a Latin dialogue between schoolboys (with a translation by Jennifer Ingleheart). Like other similarly educated men of his era, Bainbrigge used Latin as an intimate homoerotic language; after reading Bainbrigge’s dialogue, A. E. Housman went on to write a scholarly article in Latin about ancient sexuality, Praefanda. This volume, therefore, also examines the parallel of Housman’s Praefanda, its knowing Latin, and bold challenge to mainstream morality. Bainbrigge’s works show the queer potential of Classics. His underground writings owe more to a sexualized Rome than an idealized Greece, offering a provocation to the study of Classical Reception and the history of sexuality. Bainbrigge refuses to apologize for homoerotic desire, celebrates the pleasures of sex, and disrupts mainstream ideas about the Classics and the relationship between ancient and modern. As this volume demonstrates, Rome is central to Queer Classics: it provided a male elite with a liberating erotic language, and offers a variety of models for same-sex desire.
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24

Alperin, Holly, and Sarah Benes. Lesson Planning for Skills-Based Health Education. Human Kinetics, 2021. http://dx.doi.org/10.5040/9781718215535.

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Lesson Planning for Skills-Based Elementary Health Education is a highly practical resource for elementary health educators or general classroom teachers looking for innovative, tried-and-true ways to implement health education. The text offers effective skills-based learning activities, lessons, units, and assessments for your classroom that you can use as they are or with modifications to meet the needs of your students. You can use this text to build a completely new curriculum or to supplement your existing curriculum, providing a smooth transition from a content-based approach to a skills-based approach. The authors explain the rationale and foundation for making that transition, putting the lesson plans, activities, and assessments into context as you learn how to implement a skills-based approach. The 130 lessons and activities in Lesson Planning for Skills-Based Elementary Health Education have been • created by the authors and experienced teachers broadly recognized for their expertise in skills-based health education; • organized to map to the skills in the National Health Education Standards and align with a five-step skill-development model; • designed to be adaptable to meet the needs of all students; and • enhanced with student worksheets that are available in both English and Spanish. Lesson Planning for Skills-Based Elementary Health Education is an ideal companion to The Essentials of Teaching Health Education, a foundational text by Benes and Alperin that presents teaching and assessment strategies for planning and implementing a skills-based approach to teaching health education. Together, these two books can help you effectively teach skills-based health education from day one. Lesson Planning for Skills-Based Elementary Health Education offers a detailed, easy-to-use learning activity template and employs a teacher-friendly format that has been proven effective in the field. The text is organized into two parts. Part I delves into key aspects of planning, implementing, and assessing a skills-based approach, offering you a strong foundation in the core concepts of the approach. Each of the part II chapters is devoted to a skill addressed in the National Health Education Standards, providing you with the following material: • An overview of the skill • Key considerations for teaching the skill • A unit outline • Assessments • Lesson plans • Learning activities Lesson Planning for Skills-Based Elementary Health Education offers you all you need to put a skills-based approach into practice: the solid foundational information that explains the concepts and the resources, tools, and strategies to help you implement the lesson plans and activities that will aid your students in developing proficiency in the skills emphasized in the national standards. AUDIENCE Resource for elementary health education teachers and administrators. Supplemental text for undergraduate- and graduate-level courses in health education teaching methods.
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25

Benedict, Cathy. Music and Social Justice. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190062125.001.0001.

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This book challenges and reframes traditional ways of addressing many of the topics we have come to think of as social justice. Offering practical suggestions for helping both teachers and students think philosophically (and thus critically) about the world around them, each chapter engages with important themes through music making and learning as it presents scenarios, examples of dialogue with students, unit ideas, and lesson plans geared toward elementary students (ages 6–14). Taken-for-granted subjects often considered sacrosanct or beyond the understanding of elementary students, such as friendship, racism, poverty, religion, and class, are addressed and interrogated in a way that honors the voice and critical thinking of the elementary student. Suggestions are given that help both teachers and students to pause, reflect, and redirect dialogue with questions that uncover bias, misinformation, and misunderstandings that too often stand in the way of coming to know and embracing difference. Guiding questions, which anchor many curricular mandates, are used throughout in order to scaffold critical and reflective thinking beginning in the earliest grades of elementary music education. Where does social justice reside? Whose voice is being heard, and whose is being silenced? How do we come to think of and construct poverty? How is it that musics become used the way they are used? What happens to songs initially intended for socially driven purposes when their significance is undermined? These questions and more are explored, encouraging music teachers to embrace a path toward socially just engagements at the elementary level.
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