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Books on the topic 'Interdisciplinary approach in education High school teachers'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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1

H, Clarke John. Interdisciplinary high school teaching: Strategies for integrated learning. Boston: Allyn and Bacon, 1997.

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2

Interdisciplinary instruction: A practical guide for elementary and middle school teachers. 2nd ed. Upper Saddle River, N.J: Merrill, 2001.

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3

Wood, Karlyn E. Interdisciplinary instruction: A practical guide for elementary and middle school teachers. Upper Saddle River, N.J: Merrill, 1997.

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4

Interdisciplinary instruction: A practical guide for elementary and middle school teachers. 3rd ed. Upper Saddle River, N.J: Pearson Prentice Hall, 2005.

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5

Werner, Walter. Curriculum integration and school cultures. Burnaby, B.C: Tri-University Integration Project, 1991.

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6

Uganda, World Vision. Towards integrating peace education into the Uganda primary school and teacher education curricula. Kampala]: World Vision, 2004.

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7

Understanding how school change really happens: Reform at Brookville High. Thousand Oaks, Calif: Corwin Press, 1995.

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8

Baillat, Gilles. La profession enseignante face aux disciplines scolaires: Le cas de l'école primaire. Sherbrooke, QC: Éditions du CRP, 2008.

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9

Inciting change in secondary English language programs: The case of Cherry High School. New York: Palgrave Macmillan, 2009.

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10

Betty, Lee. Digital cookbook: A collection of digital arts activities for high school students. Edited by California Institute of the Arts. Community Arts Partnership. Digital Arts Network. Santa Clarita, CA: CalArts Community Arts Partnership, 2002.

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11

Lester, Nancy B. Learning change: One school district meets language across the curriculum. Portsmouth, NH: Boynton/Cook Publishers, 1990.

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12

Wick, John W. School-based evaluation: A guide for board members, superintendents, principals, department heads, and teachers. Boston: Kluwer-Nijhoff, 1987.

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13

Penn, Alexandra. Integrating academic and vocational education: A model for secondary schools. Alexandria, Va: Association for Supervision and Curriculum Development, 1996.

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14

Ontario Educational Research Council. Conference. [Papers presented at the 36th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1994]. [Toronto, ON: s.n.], 1994.

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15

Ontario Educational Research Council. Conference. [Papers presented at the 32nd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 7-8, 1990]. [Ontario: s.n.], 1990.

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16

Ontario Educational Research Council. Conference. [Papers presented at the 33rd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 6-7, 1991]. [Ontario: s.n.], 1991.

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17

Ontario Educational Research Council. Conference. [Papers presented at the 35th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 3-4, 1993]. [Toronto, Ont: s.n, 1993.

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18

Conference, Ontario Educational Research Council. [Papers presented at the 31st Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 8-9, 1989]. [Toronto, ON: s.n.], 1989.

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19

Conference, Ontario Educational Research Council. [Papers presented at the 30th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1988]. [Toronto, ON: s.n.], 1988.

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20

Ontario Educational Research Council. Conference. [Papers presented at the 28th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, Dec. 1986]. [Toronto, ON: s.n.]., 1986.

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21

Ontario Educational Research Council. Conference. [Papers presented at the 34th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 4 - 5, 1992]. [Ontario: s.n.], 1992.

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22

Coryell, Jane. Integrating art into secondary school history, English, and drama: Three cases of teacher development. c1995, 1995.

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23

(Editor), John H. Clarke, and Russell M. Agne (Editor), eds. Interdisciplinary High School Teaching: Strategies for Integrated Learning. Allyn & Bacon, 1996.

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24

Interdisciplinary Teams for High Schools. Phi Delta Kappa Educational Foundation, 1997.

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25

D, Tannenbaum Margaret, ed. Concepts and issues in school choice. Lewiston: E. Mellen Press, 1995.

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26

High schools that work: Best practice for CTE. Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, College of Education, the Ohio State University, 2002.

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27

Wood, Karlyn E. Interdisciplinary Instruction: A Practical Guide for Elementary and Middle School Teachers. Merrill Publishing Company, 1996.

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28

Interdisciplinary Instruction: A Practical Guide for Elementary and Middle School Teachers. Merrill Publishing Company, 1996.

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29

P, Gregg Gail, and Carroll Pamela S, eds. Books and beyond: Thematic approaches for teaching literature in high school. Norwood, Mass: Christopher-Gordon Publishers, 1998.

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30

(Editor), Gail P. Gregg, and Pamela S. Carroll (Editor), eds. Books and Beyond: Thematic Approaches for Teaching Literature in High School. Christopher-Gordon Publishers, 1998.

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31

(Editor), Douglas Kaufman, David M. Moss (Editor), and Terry A. Osborn (Editor), eds. Beyond the Boundaries: A Transdisciplinary Approach to Learning and Teaching. Praeger Publishers, 2003.

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32

Nelson, Tamara D. Holmlund. Development and implementation of an interdisciplinary high school program with exhibition assessment. 1996.

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33

Wood, Karlyn E. Interdisciplinary Instruction: A Practical Guide for Elementary and Middle School Teachers (2nd Edition). Prentice Hall, 2000.

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34

Wood, Karlyn E. Interdisciplinary Instruction: A Practical Guide for Elementary and Middle School Teachers (3rd Edition). 3rd ed. Prentice Hall, 2004.

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35

Wood, Karlyn E. Interdisciplinary Instruction: A Practical Guide for Elementary and Middle School Teachers (2nd Edition). 2nd ed. Prentice Hall, 2000.

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36

Wood, Karlyn E. Interdisciplinary Instruction: A Practical Guide for Elementary and Middle School Teachers (3rd Edition). Prentice Hall, 2004.

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37

Dunkin, Anne. Dancing in Your School: A Guide for Preschool and Elementary School Teachers. Princeton Book Company, 2006.

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38

Developing the Secondary School Mentor: A Case Study Approach. Learning Matters, 2005.

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39

Physical Sciences: Curriculum Resources and Activities for School Librarians and Teachers. Teacher Ideas Press, 2001.

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40

Blachowicz, Camille L. Z. Academic Vocabulary in Middle and High School: Effective Practices Across the Disciplines. Guilford Publications, 2015.

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41

Lang, Laura, Peter Fisher, Donna Ogle, and Camille Blachowicz. Academic Vocabulary in Middle and High School: Effective Practices Across the Disciplines. Guilford Publications, 2015.

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42

Using Technology to Study Cellular and Molecular Biology (NIH Curriculum Supplements for High School: Grades 9-12). Biological Sciences Curriculum Study, 2005.

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43

Teaching With Children's Literature (Bill Harp Professional Teachers Library). Christopher-Gordon Pub, 2000.

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44

Chisu, Cecilia Kutas. Ethnography of an integrated primary mathematics curriculum in a teacher training school in Hungary. 2006.

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45

Williams, Dennis, and Alexandra Penn. Integrating Academic and Vocational Education: A Model for Secondary Schools. Association for Supervision & Curriculum Deve, 1997.

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46

Kellough, Richard D. Integrating Language Arts and Social Studies for Intermediate and Middle School Students. Prentice Hall, 1995.

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47

D, Kellough Richard, ed. Integrating language arts and social studies for intermediate and middle school students. Englewood Cliffs, N.J: Merrill, 1996.

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48

Integrating Language Arts and Social Studies for Intermediate and Middle School Students. Prentice Hall, 1995.

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49

Essential facts about Covid-19: the disease, the responses, and an uncertain future. For South African learners, teachers, and the general public. Academy of Science of South Africa (ASSAf), 2021. http://dx.doi.org/10.17159/assaf.2021/0072.

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The first cases of a new coronavirus (SARS-CoV-2) were identified toward the end of 2019 in Wuhan, China. Over the following months, this virus spread to everywhere in the world. By now no country has been spared the devastation from the loss of lives from the disease (Covid-19) and the economic and social impacts of responses to mitigate the impact of the virus. Our lives in South Africa have been turned upside down as we try to make the best of this bad situation. The 2020 school year was disrupted with closure and then reopening in a phased approach, as stipulated by the Department of Education. This booklet is a collective effort by academics who are Members of the Academy of Science of South Africa (ASSAf) and other invited scholars to help you appreciate some of the basic scientific facts that you need to know in order to understand the present crisis and the various options available to respond to it. We emphasise that the threat of infectious diseases is not an entirely new phenomenon that has sprung onto the stage out of nowhere. Infectious diseases and pandemics have been with us for centuries, in fact much longer. Scientists have warned us for years of the need to prepare for the next pandemic. Progress in medicine in the course of the 20th century has been formidable. Childhood mortality has greatly decreased almost everywhere in the world, thanks mainly, but not only, to the many vaccines that have been developed. Effective drugs now exist for many deadly diseases for which there were once no cures. For many of us, this progress has generated a false sense of security. It has caused us to believe that the likes of the 1918 ‘Spanish flu’ pandemic, which caused some 50 million deaths around the world within a span of a few months, could not be repeated in some form in today’s modern world. The Covid-19 pandemic reminds us that as new cures for old diseases are discovered, new diseases come along for which we are unprepared. And every hundred or so years one of these diseases wreaks havoc on the world and interferes severely with our usual ways of going about our lives. Today’s world has become increasingly interconnected and interdependent, through trade, migrations, and rapid air travel. This globalisation makes it easier for epidemics to spread, somewhat offsetting the power of modern medicine. In this booklet we have endeavoured to provide an historical perspective, and to enrich your knowledge with some of the basics of medicine, viruses, and epidemiology. Beyond the immediate Covid-19 crisis, South Africa faces a number of other major health challenges: highly unequal access to quality healthcare, widespread tuberculosis, HIV infection causing AIDS, a high prevalence of mental illness, and a low life expectancy, compared to what is possible with today’s medicine. It is essential that you, as young people, also learn about the nature of these new challenges, so that you may contribute to finding future solutions.
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50

Bohdanowicz, Zbigniew. Klimatyczne ABC. Interdyscyplinarne podstawy współczesnej wiedzy o zmianie klimatu. Edited by Magdalena Budziszewska and Aleksandra Kardaś. University of Warsaw Press, 2021. http://dx.doi.org/10.31338/uw.9788323547303.

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In the face of the climate crisis, education based on the current scientific knowledge is an exceptionally urgent need. This textbook was created on the initiative of the scientists associated with the “UW for Climate” team, by 16 experts from the University of Warsaw and other academic centers, representing various fields of knowledge, such as physics, chemistry, biology, ecology, economics, psychology and engineering. Thus, it is an interdisciplinary textbook, just like the issue of climate change itself. The textbook is addressed to the university students interested in the basics of knowledge about climate change, regardless of the field of their study, as well as to the high school students and teachers. The individual topics of the “Climate ABC” are related to such areas of school knowledge as: physics, chemistry, biology and ecology, geography and social studies. The textbook also accompanies the online course under the same name offered by the University of Warsaw. The book is divided into four parts, presenting the mechanisms of global warming (part 1), its causes (part 2), consequences (part 3) and actions that can prevent the most negative effects of climate change (part 4).
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