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Books on the topic 'School subject/discipline'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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1

Discipline: The most important subject we teach. Lanham, Md: University Press of America, 1990.

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2

Fountain, Joanna F. Subject headings for school and public libraries: An LCSH/Sears companion. 4th ed. Santa Barbara, Calif: Libraries Unlimited, 2012.

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3

Bell, Soares Lina, ed. How to integrate comprehension, vocabulary, and writing across the disciplines: Questions from the classroom. Westerville, Ohio: Association for Middle Level Education, 2015.

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4

Fountain, Joanna F. Subject headings for school and public libraries: An LCSH/Sears companion. 3rd ed. Englewood, Colo: Libraries Unlimited, 2001.

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5

Fountain, Joanna F. Subject headings for school and public libraries: An LCSH/Sears companion. 2nd ed. Englewood, Colo: Libraries Unlimited, 1996.

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6

Parker, Robert P. The consequences of writing: Enhancing learning in the disciplines. Upper Montclair, N.J: Boynton/Cook, 1987.

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7

Riddle, Weihs Jean, ed. Standard cataloging for school and public libraries. 3rd ed. Englewood, Colo: Libraries Unlimited, 2001.

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8

Riddle, Weihs Jean, ed. Standard cataloging for school and public libraries. 2nd ed. Englewood, Colo: Libraries Unlimited, 1996.

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9

Riddle, Weihs Jean, ed. Standard cataloging for school and public libraries. Englewood, Colo: Libraries Unlimited, 1990.

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10

Riddle, Weihs Jean, ed. Standard cataloging for school and public libraries. 4th ed. Westport, Conn: Libraries Unlimited, 2007.

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11

Jean, Weihs, ed. Standard cataloging for school and public libraries. Santa Barbara, California: Libraries Unlimited, an imprint of ABC-CLIO, LLC, 2014.

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12

G, Elliott Peggy, ed. Reading activities for middle and secondary schools: A handbook for teachers. 2nd ed. New York: Teachers College Press, 1986.

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13

Kuprina, Elena. Co-creation in music and music education. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1019193.

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The monograph is devoted to the problem of musical co-creation, represents the artistic and dynamic system. The author considers the musical co-creation from the perspective of interdisciplinary approach, as the phase of the creative process, featuring self-contained characteristics, manifested in the "I" and "I'm Different" through specific regularities and principles. In music co-creation differentiated into spheres, types and forms, where the role of the ratio of the subjects and the performance of co-creative artistic projects are analyzed from the position of system dynamics. In music education operates a pedagogy of co-creation, manifesting the specifics through professional, psychological, reflective, and educational facets. Presented to the organizational form of the pedagogy of co-creation, from the perspective of information approach given the findings of a study of the influence of pop on the sensory system of the student of a musician-performer (the performer). Can be used in courses of the disciplines of the history of music, music psychology and music pedagogy, pedagogy of co-creation. Addressed to students of music schools, teachers, musicians of all disciplines, musicologists and cultural studies, researchers, creative processes, and a wide circle of curious readers.
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14

Barsch, Sebastian, ed. Geschichtsdidaktische Perspektive auf die 'Vormoderne'. Kiel: Universitätsverlag Kiel | Kiel University Publishing, 2021. http://dx.doi.org/10.38072/2703-0784/v1.

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Current research shows the importance of interaction between content knowledge and pedagogical content knowledge for history teachers. This is considered effective for the design of history lessons. But even beyond these practical implications, the question of the relationship between historical studies and history education is of great importance. Both approaches have a common object: the past. However, the methodically approaches to the past follow different ways. While historical scholarship reconstructs the past by using sources, history education is dedicated to the reception of history. A dialogue between these two approaches can expand the boundaries of both disciplines with new insights. The anthology is dedicated to such an interlocking of historical research and history education using the example of pre-modern history. In the essays, perspectives opened up by scholars are supplemented by comments from history educators. Thus, on the one hand, it is reflected how subject-specific research could enrich teaching in schools and universities. In addition, these findings are classified in terms of historical theory and empirics.
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15

E, Densmore Ann, and Harman Deborah R, eds. Language intervention with school-aged children: Conversation, narrative, and text. San Diego, Calif: Singular Pub. Group, 1995.

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16

V, Ebenezer Jazlin, ed. English language arts and reading on the Internet: A resource for K-12 teachers. Upper Saddle River, N.J: Prentice Hall, 2001.

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17

V, Ebenezer Jazlin, ed. English language arts and reading on the Internet: A resource for K-12 teachers. 2nd ed. Upper Saddle River, N.J: Pearson/Merrill/Prentice Hall, 2005.

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18

1965-, Fisher Douglas, ed. Language arts workshop: Purposeful reading and writing instruction. Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall, 2006.

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19

Strickland, Dorothy S. Literacy leadership in early childhood: The essential guide. New York: Teachers College Press, 2007.

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20

Andee, Rubin, ed. Electronic quills: A situated evaluation of using computers for writing in classrooms. Hillsdale, N.J: L. Erlbaum Associates, 1993.

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21

Meier, Terri. Black communications and learning to read: Building on children's linguistic and cultural strengths. New York, NY: Lawrence Erlbaum Associates, 2007.

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22

Meier, Terri. Black communications and learning to read: Building on children's linguistic and cultural strengths. New York: Lawrence Erlbaum Associates, 2008.

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23

Standish, Alex, and Alka Sehgal-Cuthbert. What Should Schools Teach?: Disciplines, Subjects, and the Pursuit of Truth. Institute of Education Press (IOE Press), 2017.

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24

Buchanan, Ian. A Dictionary of Critical Theory. Oxford University Press, 2018. http://dx.doi.org/10.1093/acref/9780198794790.001.0001.

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Over 750 entriesThe most authoritative and up-to-date dictionary of critical theory available, covering the Frankfurt school, cultural materialism, cultural studies, gender studies, film studies, literary theory, hermeneutics, historical materialism, Internet studies, and sociopolitical critical theory. It explains complex theoretical discourses, such as Marxism, psychoanalysis, structuralism, deconstruction, and postmodernism clearly and provides biographies of figures who have influenced the discipline, such as Deleuze and Foucault.This new edition has been updated to extend coverage of diaspora, race, and postcolonial theory, and of queer and sexuality studies, ensuring that it remains invaluable for students of literary and cultural studies and anyone studying a humanities subject requiring a knowledge of theory.
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25

Parker, Robert R., and Vera Goodkin. The Consequences of Writing: Enhancing Learning in the Disciplines. Boynton/Cook, 1986.

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26

Weihs, Jean, and Sheila S. Intner. Standard Cataloging for School and Public Libraries 4th Edition. 4th ed. Libraries Unlimited, 2007.

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27

Lewis. Literacy in Secondary School. David Fulton Publish, 1999.

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28

Casey, Heather Kenyon. Literacy Learning Clubs in Grades 4-8: Engaging Students across the Disciplines (Best Practices in Action). The Guilford Press, 2017.

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29

Maureen, Lewis, and Wray David 1950-, eds. Literacy in the secondary school. London: David Fulton Publishers, 2000.

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30

Smith, Carl Bernard, and Peggy G. Elliott. Reading Activities for Middle and Secondary Schools: A Handbook for Teachers. 2nd ed. Teachers College Pr, 1987.

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31

Selinger, Ben, and Russell Barrow. Chemistry in the Marketplace. CSIRO Publishing, 2017. http://dx.doi.org/10.1071/9781486303335.

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Chemicals are everywhere. Many are natural and safe, others synthetic and dangerous. Or is it the other way around? Walking through the supermarket, you might ask yourself: Should I be eating organic food? Is that anti-wrinkle cream a gimmick? Is it worth buying BPA-free plastics? This new edition of Chemistry in the Marketplace provides fresh explanations, fascinating facts and funny anecdotes about the serious science in the products we buy and the resources we use. It might even save you some money. With chapters on the chemistry found in different parts of our home, in the backyard and in the world around us, Ben Selinger and Russell Barrow explain how things work, where marketing can be deceptive and what risks you should really be concerned about. Chemistry in the Marketplace is a valuable resource for university lecturers, high school teachers and students of chemistry and chemistry related subjects and disciplines, such as biochemistry, microbiology and science in society.
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32

Stapf, Ingrid, Regina Ammicht Quinn, Michael Friedewald, Jessica Heesen, and Nicole Krämer, eds. Aufwachsen in überwachten Umgebungen. Nomos Verlagsgesellschaft mbH & Co. KG, 2021. http://dx.doi.org/10.5771/9783748921639.

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Digital technologies are exerting a growing influence on the lives of children and teenagers: from video monitoring of babies and educational robots in nursery school to AI-powered learning assistants used to guarantee individual success in education. However, issues relating to privacy, surveillance and data protection are seldom reflected on with regard to this sensitive and important social sphere. The majority of these applications generate data which reveal a great deal about the adolescents who use them. This study addresses this subject area. Together with practitioners from the field of education and with the goal of laying the foundations for addressing this issue in both academic and (socio-) political discourse, it depicts interdisciplinary and transdisciplinary exchange that extends beyond disciplines and academic borders. The authors Regina Ammicht Quinn, Jutta Croll, Sephan Dreyer, Michael Freidewald, Elena Frense, Marit Hansen, Asmae Harrach-Lasfaghi, Jessica Heesen, Gerrit Hornung, Andreas Janson, Nicole Krämer-Mertens, Leonie Kreidel, Marco Leimeister, Yannic Meier, Judith Meinert, Maxi Nebel, Carsten Ochs, Dr. Senta Pfaff-Rüdiger, Alexander Roßnagel, Sofia Schöbel, Reinhold Schulze-Tammena, Matthias Söllner, Ingrid Stapf and Prof. Dr. Isabel Zorn.
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33

Ruth, Schoenbach, and WestEd, eds. Reading for understanding: A guide to improving reading in middle and high school classrooms. San Francisco: Jossey-Bass, 1999.

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34

Naremore, Rita, Ann E. Densmore, and Deborah R. Harman. Language Intervention with School-Aged Children: Conversation, Narrative and Text. Singular, 1994.

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35

Rapoport-Albert, Ada, ed. Hasidism Reappraised. Liverpool University Press, 1996. http://dx.doi.org/10.3828/liverpool/9781874774204.001.0001.

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Hasidism has been a seminal force and source of controversy in the Jewish world since its inception in the second half of the eighteenth century. Indeed, almost every ideological trend that has made itself felt among Jews since that time has claimed to have derived some inspiration from this vibrant movement. While this is sure testimony to its vitality and originality, it has also given rise to many misconceptions as to what hasidism is about. This book offers a wide-ranging treatment of the subject in all its aspects. The book encompasses a complete field of modern scholarship in a discipline that is central to the understanding of modern Jewish history and the contemporary Jewish world. The book is dedicated to the memory of Joseph Weiss, and its opening section assesses his contribution to the study of hasidism in the context of his relationship with Gershom Scholem and Scholem's long-standing influence on the field. The remaining chapters are arranged thematically under seven headings: the social history of hasidism; the social functions of mystical ideals in the hasidic movement; distinctive outlooks and schools of thought within hasidism; the hasidic tale; the history of hasidic historiography; contemporary hasidism; and the present state of research on hasidism. The book also incorporates an extensive introduction that places the various articles in their intellectual context, as well as a bibliography of hasidic sources and contemporary scholarly literature. It shows an intellectual world at an important juncture in its development and points to the direction in which scholarly study of hasidism is likely to develop in the years to come.
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36

Ebenezer, Jazlin V., and James C. Greenlaw. English Language Arts and Reading on the Internet: A Resource for K-12 Teachers. Prentice Hall, 2000.

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37

Ebenezer, Jazlin V., and James C. Greenlaw. English Language Arts and Reading on the Internet (2nd Edition) (On The Internet Series). 2nd ed. Prentice Hall, 2004.

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38

Frey, Nancy, and Douglas B. Fisher. Language Arts Workshop: Purposeful Reading and Writing Instruction. Prentice Hall, 2005.

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39

Schulkin, Jay, and Michael Power, eds. Integrating Evolutionary Biology into Medical Education. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198814153.001.0001.

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Clinicians and scientists are increasingly recognising the importance of an evolutionary perspective in studying the aetiology, prevention, and treatment of human disease; the growing prominence of genetics in medicine is further adding to the interest in evolutionary medicine. In spite of this, too few medical students or residents study evolution. This book builds a compelling case for integrating evolutionary biology into undergraduate and postgraduate medical education, as well as its intrinsic value to medicine. Chapter by chapter, the authors – experts in anthropology, biology, ecology, physiology, public health, and various disciplines of medicine – present the rationale for clinically-relevant evolutionary thinking. They achieve this within the broader context of medicine but through the focused lens of maternal and child health, with an emphasis on female reproduction and the early-life biochemical, immunological, and microbial responses influenced by evolution. The tightly woven and accessible narrative illustrates how a medical education that considers evolved traits can deepen our understanding of the complexities of the human body, variability in health, susceptibility to disease, and ultimately help guide treatment, prevention, and public health policy. However, integrating evolutionary biology into medical education continues to face several roadblocks. The medical curriculum is already replete with complex subjects and a long period of training. The addition of an evolutionary perspective to this curriculum would certainly seem daunting, and many medical educators express concern over potential controversy if evolution is introduced into the curriculum of their schools. Medical education urgently needs strategies and teaching aids to lower the barriers to incorporating evolution into medical training. In summary, this call to arms makes a strong case for incorporating evolutionary thinking early in medical training to help guide the types of critical questions physicians ask, or should be asking. It will be of relevance and use to evolutionary biologists, physicians, medical students, and biomedical research scientists.
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40

Literacy Leadership in Early Childhood: The Essential Guide (Language and Literacy Series). Teachers College Press, Teachers College, Columbia University, 2007.

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41

Schoenbach, Ruth, Cynthia Greenleaf, and Lynn Murphy. Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms. Wiley & Sons, Incorporated, John, 2012.

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42

Schoenbach, Ruth, Cynthia Greenleaf, Christine Cziko, and Lori Hurwitz. Reading for Understanding. Jossey-Bass, 1999.

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43

Schoenbach, Ruth, Cynthia Greenleaf, and Lynn Murphy. Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms. Wiley & Sons, Incorporated, John, 2012.

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44

Schoenbach, Ruth, Cynthia Greenleaf, and Lynn Murphy. Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms. Wiley & Sons, Incorporated, John, 2012.

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45

Rubin, Andee, with contributi Barnhardt and Teachers, and Bertram C. Bruce. Electronic Quills: A Situated Evaluation of Using Computers for Writing in Classrooms (Technology in Education Series). Lawrence Erlbaum, 1992.

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46

Rubin, Andee, and Bertram C. Bruce. Electronic Quills: A Situated Evaluation of Using Computers for Writing in Classrooms (Technology in Education Series). Lawrence Erlbaum, 1992.

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47

Meier, Terri, and Terry Meier. Black Communications and Learning to Read: Building on Children's Linguistic and Cultural Strengths. Lawrence Erlbaum, 2007.

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