Books on the topic 'Fair game Education'

The textbook reveals the general issues of organizing the mental activity of preschool children: the development of mental actions and mental abilities, the features of developing, problem-based learning and its methods, the meaning and place of active methods of organizing mental activity in pedagogical work with children, the technology of using active learning tools — intellectual games and cognitive fairy tales. For the organization of independent work of students, sample topics of seminars, practical classes, questions for the test, the final test of the discipline are offered. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. For students of secondary vocational education institutions of pedagogical profile, students of the system of additional professional education( advanced training), practitioners of preschool educational institutions and all those who are interested in the development of the mental activity of preschoolers.

Shakespeare’s grammar school education gave him a thorough grounding in Latin, and possibly some Greek, and in the writings of classical authors. He drew on and developed this knowledge at every stage of his career, most conspicuously in the remarkably diverse tragedies and other plays in which he dramatized Greek and Roman history. ‘Classical plays’ first considers Titus Andronicus and then Julius Caesar, which he wrote seven or so years later. It also discusses Troilus and Cressida, Timon of Athens, and his last two classical plays Coriolanus and Antony and Cleopatra for which he drew far more extensively on Plutarch.

Digital and analog games have long served modern public libraries as educational tools and as drawcards for new patrons – from dedicated gaming zones and children’s spaces to Minecraft gaming days, makerspaces, and virtual reality collections. Much has been written about the role of games and play in libraries’ programming and collections. But their wider role in transforming libraries as public institutions remains unexplored. In this book, the authors draw on ethnographic research to provide a rich portrait of the intersection between games, play, and public libraries. They look at how games and play are increasingly spilling out of designated zones within libraries and beyond their walls, as part of a broader reconfiguration and “reimagining” of libraries in the digital era. The library’s association with play has historically been understood through its classification as a “third place”: somewhere to relax, socialise and experiment outside of the utilitarian demands of work and home. But far from just offering patrons an opportunity for detached leisure, this book illustrates how libraries are connecting games and play to policies agendas around their municipality’s economic and cultural development. Attending to the institutionalisation of play, the book sheds new light both on the contradictions at the heart of play as a theoretical concept, and what libraries are in contemporary public life.

Abstract In 1980, single-mother families were five times as likely as two-parent families to be poor. Forty years later, single-mother families are still five times as likely to be poor. How can this be given the vast increases in education and employment achieved by American women over the past four decades? This book provides some answers. The authors undertake a deep dive into the economics of single motherhood with almost 40 years of data from two large national surveys, the Census Bureau’s Current Population Survey (CPS) and the National Longitudinal Survey of Youth’s (NLSY) 1979 cohort. They find that the mystery of single mother’s economic stagnation can be explained by changes in the kind of women most likely to become single mothers. In 1980, most single mothers were divorced women; 40 years later, the majority are mothers who gave birth out of wedlock. On paper, divorced women look a lot like their married contemporaries, but with one income instead of two. Never-married mothers are a completely different population. They have less education, work less, and receive lower economic returns to their educational credentials when they do work. They’re also far more likely to themselves have grown up in underprivileged families. These findings accord with a scholarly tradition that dates back to the publication of the 1965 Moynihan Report. Moynihan, the authors aver, raised public awareness of single parenthood as a matter of public interest, and also pointed the way to a better public policy.

Honours are expressions of appreciation that can take various forms, ranging from orders, crosses, medals, decorations, prizes, trophies, and certificates to honorific titles and other awards. They can be found in virtually all spheres of life. There are awards far beyond the political and military sectors: in the humanitarian sector, in architecture, arts (film, television, radio, dance, music, literature), design, education, journalism, advertising, games, and sports. Honours also play a large role in academia and business. Awards are not only widespread; they also have a long history. Awards have great visibility, can raise the intrinsic motivation of recipients, and strengthen the commitment and loyalty to the giver. They are particularly well suited to honour broad achievements and indicate what the giver’s goals are. Awards are symbolic and hence cheap; they differ significantly from monetary incentives.

Performance-Based Assessment for Middle and High School Physical Education is a cutting-edge book that teachers trust for assessing middle school and high school physical education students. Also a highly popular undergraduate text for courses that focus on performance-based assessment, this new third edition features significant additions, enhancements, and updates: • New chapters on effective management and instruction delivery, which make it appropriate for PETE instructors using the book for secondary methods courses • A new chapter on assessments with various instructional models, including Sport Education, Teaching Games for Understanding, Cooperative Learning, Personalized System of Instruction, and Teaching Personal and Social Responsibility • A new chapter on assessing dance (with sample dance units in the web resource) • A new sample unit on ultimate Frisbee in the chapter on invasion games • An expanded section on cognitive assessments, with suggestions for writing tests • Updated content on rubrics Performance-Based Assessment shows readers how to use portfolios to assess fitness, and it offers an example of a portfolio assessment for a high school fitness course. It also guides readers in using skill tests in physical education. Written by two authors with a combined 26 years of experience teaching physical education in public schools, the text discusses various assessment formats, helping PETE students and in-service teachers know both what to assess and how to assess it. Readers learn how to develop culminating and progressive assessments, as well as plan for continuous performance-based assessments and acquire effective teaching strategies for standards-based instruction. All content is aligned with current SHAPE America national standards and is supported by research from educational assessment giants such as Tom Guskey, Richard Stiggins, Dylan William, Robert Marzano, and James Popham. The book is organized into four parts, with part I introducing readers to performance-based assessment issues such as the need for change in the assessment process, how assessments can be used to enhance learning, the various assessment domains and methods, and the use of rubrics in assessments. Part II explores aspects of managing and implementing physical education lessons. In part III, readers learn about the components of performance-based assessment, and in part IV, they delve into issues affecting grading and implementing continuous performance-based assessment. This groundbreaking text explains the theory behind assessment and, through its numerous models, shows how to apply that theory in practice. The text is filled with practical examples, much more so than the typical assessment book. And it is supplemented by a web resource that houses forms, charts, and other material for instructors to use in their performance-based assessments. Class size, skill levels, and time factors can make assessments difficult―but far from impossible. The examples in the book are meant to be modified as needed, with the ideas in the book used as starting points. Teachers can use the material, examples, and tools in this book to create assessments that enhance student learning, providing them feedback to let them know what they have accomplished and how they can work toward goals of greater competence.

The descriptions and examples of unethical behaviors in sport in this book will challenge readers to rethink how they view sport and question whether participating in sport builds character―especially at the youth and amateur levels. Sport potentially can teach character as well as social and moral values, but only when these positive concepts are consistently taught, modeled, and reinforced by sport leaders with the moral courage to do so. The seeming moral crisis threatening amateur and youth sport―evidenced by athletes, coaches, and parents alike making poor ethical choices―and ongoing scandals regarding performance-enhancing drug use by professional athletes make sports ethics a topic of great concern. This work enables readers to better understand the ethical challenges facing competitive sport by addressing issues such as gamesmanship, doping, cheating, sportsmanship, fair play, and respect for the game. A compelling read for coaches, sport administrators, players, parents, and sport fans, the book examines specific examples of unethical behaviors―many cases of which occur in amateur and educational sports―to illustrate how these incidents threaten the perception that sport builds character. It identifies and investigates the multiple reasons for cheating in sport, such as the fact that the rewards for succeeding are so high, and the feeling of athletes that they must behave as they do to "level the playing field" because everyone else is cheating, being violent, taking performance-enhancing drugs, or doing whatever it takes to win. Readers will gain insight into how coaches and sport administrators can achieve the goals for youth, interscholastic, intercollegiate, and Olympic sport by stressing moral values and character development as well as see how specific recommendations can help ensure that sport can serve to build character rather than teach bad behavior in the pursuit of victory.