Books: 'Teacher respect'

1

Friedman, I. Morim ṿe-talmidim: Yeḥasim shel kavod hadadi. Yerushalayim: Mekhon Henriyeṭah Sold, 1998.

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2

1953-, Kennedy Harry, and MacGrath Michelle, eds. Get their attention: How to gain pupils' respect and thrive as a teacher. London: David Fulton, 2003.

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3

Mordekhai, Dinar Refaʼel ben. Sefer Hidur panim: Kolel beʼurim ṿe-heʻarot be-dine kavod, hidur ṿe-heʻarakhah ... le-horim u-morim ... ṿe-ʻod ʻinyanim shonim ... be-oto ʻinyan. Bene Beraḳ: [ḥ. mo. l.], 2000.

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4

Inspirer le respect et le transmettre: Le défi éducationnel du siècle. Montréal: Éditions du CRAM, 2010.

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5

Robinson, Shirley. Just part of the family: An in-depth study of teacher support to foster carers in respect of improving educational outcomes for children in public care. [Derby: University of Derby], 2004.

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6

1954-, Markel Marilyn, ed. Old Grandfather teaches a lesson: Mimbres children learn respect. Santa Fe, N.M: Sunstone Press, 2005.

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7

Yates, Sarah. The Three Rs of justice education: Rights, responsibilities & respect : middle years teachers kit. Ottawa: Dept. of Justice Canada, 1995.

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8

Ontario Public School Teachers' Federation. Submission to the Social Development Committee with respect to Bill 31, the Ontario College of Teachers' Act, 1995. [Toronto]: The Federation, 1996.

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9

The caring teacher's guide to discipline: Helping young students learn self-control, responsibility, and respect. 2nd ed. Thousand Oaks, Calif: Corwin Press, 2001.

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10

The caring teacher's guide to discipline: Helping young students learn self-control, responsibility, and respect. Thousand Oaks, Calif: Corwin Press, 1997.

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11

Yarrow, Peter. Don't laugh at me: Creating a ridicule-free classroom : teacher's guide, grades 2-5. New York: Operation Respect, 2000.

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12

Yarrow, Peter. Don't laugh at me: Creating a ridicule-free classroom : teacher's guide, grades 2-5. New York: Operation Respect, 2000.

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13

Yarrow, Peter. Don't laugh at me: Creating a ridicule-free classroom : teacher's guide, grades 2-5. New York: Operation Respect, 2000.

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14

The caring teacher's guide to discipline: Helping students learn self-control, responsibility, and respect, K-6. 3rd ed. Thousand Oaks, CA: Corwin Press, 2008.

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15

MacGregor, Mariam G. Building everyday leadership in all teens: Promoting attitudes and actions for respect and success, a curriculum guide for teachers and youth workers. Minneapolis: Free Spirit Pub., 2006.

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16

Cooney, Ellen. The old ballerina: A novel. Minneapolis: Coffee House Press, 1999.

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17

Richardson, Robin. Equality stories: Recognition, respect and raising achievement : schools and local education authorities in multi-ethnic Britain. Stoke-on-Trent: Trentham, 2003.

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18

1923-, Wells Harold Clive, ed. 100 ways to enhance self-concept in the classroom: A handbook for teachers, counselors, and group leaders. 2nd ed. Boston: Allyn and Bacon, 1994.

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19

Moore, Dinty W., ed. The Rose Metal Press Field Guide to Writing Flash Nonfiction: Advice and Essential Exercises from Respected Writers, Editors, and Teachers. Maryland, USA: Rose Metal Press, Inc, 2012.

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20

To provide for certain access to national crime information databases by schools and educational agencies for employment purposes, with respect to individuals who work with children: Report (to accompany H.R. 4894) (including cost estimate of the Congressional Budget Office). [Washington, D.C: U.S. G.P.O., 2006.

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21

United States. Congress. House. Committee on the Judiciary. To provide for certain access to national crime information databases by schools and educational agencies for employment purposes, with respect to individuals who work with children: Report (to accompany H.R. 4894) (including cost estimate of the Congressional Budget Office). [Washington, D.C: U.S. G.P.O., 2006.

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22

United States. Congress. House. Committee on the Judiciary. To provide for certain access to national crime information databases by schools and educational agencies for employment purposes, with respect to individuals who work with children: Report (to accompany H.R. 4894) (including cost estimate of the Congressional Budget Office). [Washington, D.C: U.S. G.P.O., 2006.

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23

Ho, Wai-Chung. Globalization, Nationalism, and Music Education in the Twenty-First Century in Greater China. NL Amsterdam: Amsterdam University Press, 2021. http://dx.doi.org/10.5117/9789463729932.

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Globalization, Nationalism, and Music Education in the Twenty-First Century in Greater China examines the recent developments in school education and music education in Greater China – Mainland China, Hong Kong, and Taiwan – and the relationship between, and integration of, national cultural identity and globalization in their respective school curriculums. Regardless of their common history and cultural backgrounds, in recent decades, these localities have experienced divergent political, cultural, and educational structures. Through an analysis of the literature, official curriculum documents, approved music textbooks, and a survey questionnaire and in-depth interviews with music teachers, this book also examines the ways in which policies for national identity formation and globalization interact to complement and contradict each other in the context of music education in respect to national and cultural values in the three territories. Wai-Chung Ho’s substantive research interests include the sociology of music, China’s education system, and the comparative study of East Asian music education. Her research focuses on education and development, with an emphasis on the impact of the interplay between globalization, nationalization, and localization on cultural development and school music education.

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24

Artemov, V., N. Golovanova, A. Gravina, O. Zaycev, V. Kashepov, T. Koshaeva, S. Kubancev, et al. Criminal law and economic activity (ratio of private and public interests). ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1160944.

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The scientific and practical guide is devoted to the formation of a comprehensive and systematic approach to improving the activities of the court and preliminary investigation bodies in cases of crimes committed in the field of business and other economic activities (including taking into account the experience of law enforcement practice in criminal prosecution of entrepreneurs in a number of foreign countries). The problem of establishing a balance between the duties of judicial and investigative bodies within their competence to take measures to ensure economic security and to respect the rights and legitimate interests of entrepreneurs involved in criminal proceedings is considered. The author defines the main directions and forms of modern criminal policy in this area; gives a General description of the criminal legal situation in terms of ensuring economic security; identifies additional guarantees of the rights and legitimate interests of entrepreneurs provided in the implementation of law enforcement activities. Particular importance is attached to the study of substantive and criminal procedural mechanisms used in criminal proceedings on economic crimes. For researchers, practicing lawyers, representatives of the business community, teachers, postgraduates, students of law schools and faculties, as well as for a wide range of readers interested in this issue.

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25

Che charta dab dey, halta adab dey--a Pushto saying meaning where there is physical punishment, there is order and respect: An empirical analysis of the issue of physical punishment of children and youth in the Division of Peshawar, North-West Frontier Province of Pakistan. Frankfurt am Main: Peter Lang, 2007.

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26

Fasora, Lukáš, Jan Čermin, Jana Čerminová, Jiří Hanuš, and Michaela Máliková. Sto tváří, sto příběhů. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.m210-9605-2020.

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The book commemorating the centenary of the establishment of the Faculty of Arts is also a contribution to the anniversary of the whole Masaryk University. Its aim is to walk through the history of the faculty by means of a biographical method, i.e., using short biographies that introduce representative, prominent or interesting personalities whose fates and work were connected with the faculty. There was certainly no lack of biographical views in the research of the faculty history, still, such a complex set of biograms has not been collected so far. And the publication offers much more: the authors use a large set of biographical data to interpret the history of the faculty from the perspective of alternating academic generations and contemplate the formative generation experience as well as the phenomena that affected the lives of academics and students over the past 100 years. These include, as a matter of fact, both positive and negative phenomena, therefore, the publication is not just an overview of deserving personalities, respected scientists and charismatic teachers, but it also openly discusses the lives of controversial scholars. Thus, the collection of biograms provides a credible testimony to the one-hundred-year work of the faculty, continually blending studies, science and politics.

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27

Jaworski, Barbara, Josef Rebenda, Reinhard Hochmuth, Stephanie Thomas, Michèle Artigue, Inés Gómez-Chacón, Sarah Khellaf, et al. Inquiry in University Mathematics Teaching and Learning. Brno: Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.m210-9983-2021.

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The book presents developmental outcomes from an EU Erasmus+ project involving eight partner universities in seven countries in Europe. Its focus is the development of mathematics teaching and learning at university level to enhance the learning of mathematics by university students. Its theoretical focus is inquiry-based teaching and learning. It bases all activity on a three-layer model of inquiry: (1) Inquiry in mathematics and in the learning of mathematics in lecture, tutorial, seminar or workshop, involving students and teachers; (2) Inquiry in mathematics teaching involving teachers exploring and developing their own practices in teaching mathematics; (3) Inquiry as a research process, analysing data from layers (1) and (2) to advance knowledge inthe field. As required by the Erasmus+ programme, it defines Intellectual Outputs (IOs) that will develop in the project. PLATINUM has six IOs: The Inquiry-based developmental model; Inquiry communities in mathematics learning and teaching; Design of mathematics tasks and teaching units; Inquiry-based professional development activity; Modelling as an inquiry process; Evalutation of inquiry activity with students. The project has developed Inquiry Communities, in each of the partner groups, in which mathematicians and educators work together in supportive collegial ways to promote inquiry processes in mathematics learning and teaching. Through involving students in inquiry activities, PLATINUM aims to encourage students` own in-depth engagement with mathematics, so that they develop conceptual understandings which go beyond memorisation and the use of procedures. Indeed the eight partners together have formed an inquiry community, working together to achieve PLATINUM goals within the specific environments of their own institutions and cultures. Together we learn from what we are able to achieve with respect to both common goals and diverse environments, bringing a richness of experience and learning to this important area of education. Inquiry communities enable participants to address the tensions and issues that emerge in developmental processes and to recognise the critical nature of the developmental process. Through engaging in inquiry-based development, partners are enabled and motivated to design activities for their peers, and for newcomers to university teaching of mathematics, to encourage their participation in new forms of teaching, design of teaching, and activities for students. Such professional development design is an important outcome of PLATINUM. One important area of inquiry-based activity is that of “modelling” in mathematics. Partners have worked together across the project to investigate the nature of modelling activities and their use with students. Overall, the project evaluates its activity in these various parts to gain insights to the sucess of inquiry based teaching, learning and development as well as the issues and tensions that are faced in putting into practice its aims and goals.

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28

Sazhina, Muza, Anna Kashirova, Stanislav Makarov, and Egor Osiop. The social wealth of the innovation system. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1875920.

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The monograph reveals the key socio-economic problems of the innovation economy: its content as a knowledge economy and its role in evolutionary development; human capital (living intelligence) as the main resource of the innovation economy. Much attention is paid to the institutional support of innovation through a system of institutions and mutually beneficial contracts. The mixed mechanism of implementation of innovative activity as a synthesis of spontaneous market self-regulation and conscious public administration is shown. The result of the "social control" of society and the state is the coordination of the actions of economic entities and the ordering of economic processes. The most important institution of human society is the family as a strong power in the state. And the person himself with his knowledge, culture, ethics and morality is the main value of society. The main purpose of the family is to reproduce life and provide a person with everything necessary. The state as an institution manages a person's education and health, helps to change his lifestyle, strengthening humanity, ethics, morality and culture of life. The modern global economy remains a sphere of domination of market egoism. It is the market that performs the function of morality as a person and society as a whole. In the global economy, a person is not a representative of the people, but a representative of the system, a standard way of life. And he should live in communication based on respect for each other. It is concluded that today the main wealth of society is not material, but social wealth: the person himself with his knowledge, culture, ethics and morality is a living intellect; a family with the reproduction of life; immaterial knowledge that covers all types of work that cannot be calculated and paid, where the motive is the joy of free cooperation, free giving and community. In this "invisible economy" people mutually teach each other humanity and create a culture of joint thinking and living together. The State and society must preserve and increase the social wealth of human society. For students and postgraduates of economic and managerial specialties, as well as for anyone interested in this problem.

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29

Gross, Ondine. Restore the Respect: How to Mediate School Conflicts and Keep Students Learning. Brookes Publishing, 2016.

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30

M, Ondine Gross Ed. Restore the Respect: How to Mediate School Conflicts and Keep Students Learning. Brookes Publishing, 2016.

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31

Peck, Suzanne W. STAND TALL Teacher′s Manual, Grades 4-6: Lessons That Teach Respect and Prevent Bullying. Corwin Press, 2013.

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32

Smith, Kathleen Fay. A comparison of command style teaching and movement education with respect to teacher behavior and student involvement. 1985.

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33

Smith, Kathleen Fay. A comparison of command style teaching and movement education with respect to teacher behavior and student involvement. 1985.

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34

Gootman, Marilyn E. Caring Teacher′s Guide to Discipline: Helping Students Learn Self-Control, Responsibility, and Respect, K-6. Corwin Press, 2012.

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35

Publications, Exclusive. From a Badass Teacher to Another One Like You Respect We Rock: 6x9 Lined Paper Notebook 100 Pages. Independently Published, 2020.

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36

Safe Healthy Secondary Schools Strategies To Build Relationships Teach Respect And Deliver Meaningful Behavioral Support To Students. Boys Town Press, 2009.

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37

Alarid, Carilyn. Old Grandfather Teaches a Lesson: Mimbres Children Learn Respect. Tandem Library, 2004.

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38

Kurup, Viji. Quality in Medical Education. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780199366149.003.0012.

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Staying current with latest developments in the field of patient care is now universally considered to be a standard of care. The same standards have not been adopted in medical education, however, and many educational techniques used to train physicians are now outdated. This chapter reviews the evidence in medical education with respect to quality of three critical elements: the teacher, the process, and the learner. Students and faculty have different perceptions regarding the characteristics of effective teachers. Modern teaching methods no longer stress lecture-based sessions, but include techniques such as interactive learning and blended learning. Simulation is also an effective tool for learning technical skills, and for crisis and team training. When technological tools are used, they should be designed to enhance the learning experience. A number of studies show that learner engagement is the key factor in the learning process.

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39

Remboldt, Carole. Respect and Protect Complete Collection: For Parents, Teachers and the Community. Hazelden, 1998.

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40

Mast, Coleen K. Sex Respect: The Option of True Sexual Freedom : A Public Health Manual for Teachers. Respect, 1992.

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41

Stand Tall Teachers Manual Dvd Grades 46 Lessons That Teach Respect And Prevent Bullying. Corwin Press, 2012.

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42

Equality Stories: Recognition, Respect and Raising Achievement. Trentham Books, 2003.

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43

Black, J. Smart Teachers Handbook: How to Save Time, Earn More Money and Gain Respect in Education. Independently Published, 2019.

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44

Vincent, Carol. Tea and the Queen? Policy Press, 2019. http://dx.doi.org/10.1332/policypress/9781447351955.001.0001.

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What are ‘British values’? Is a shared commitment to a particular set of values possible within a diverse nation? Is such a commitment necessary? If so, what should those values be and how do we pass them on to children? This book investigates the government’s recent requirement that teachers in English schools promote the ‘fundamental British values’ of democracy, rule of law, individual liberty, mutual respect and tolerance of those of different faiths and beliefs. This requirement is part of national counter-extremism policies that now encompass schools and teachers. Drawing on lesson observations and interviews with teachers and other education professionals, in a range of primary and secondary schools, the book explores the different ways in which teachers have reacted to this requirement, and the wider social and political climate in which they do so. The discussion includes themes of nationalism, cohesion, belonging, multiculturalism, and citizenship, how teachers respond to diversity and how they teach values and education for future citizenship. The book investigates the contexts in which the teachers work, their priorities and the constraints upon them, as well as the marginalisation of citizenship education in favour of individual character education. The issues the book addresses around nation, cohesion, diversity and the role of schools in educating future citizens retain a fundamental importance within the current context of global population mobilities, and the growth of populism around the world.

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45

Thorsteinsson, Runar M. Jesus as Philosopher in the Gospel of Matthew. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198815228.003.0004.

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The chapter discusses the following aspects of the question of Jesus as philosopher in the Gospel of Matthew: ascetic appearance, abandoning one’s family, attitude towards material possessions and outward appearance, Jesus as a teacher of ethics, the congruence between words and deeds, the wisdom of Jesus, the philosopher’s emotions, and the philosopher’s suffering and death. It is concluded that Matthew may have been drawing on philosophical traditions when he set out to portray the Jewish sage as persuasively as possible. As in Mark, there are some minor differences between Matthew and the Graeco-Roman texts in this respect, especially as regards the question of Jesus’ emotions compared with those of the philosophical sage, although this difference is not as unmistakable in Matthew as in Mark.

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46

Smith, Michael W., and Peter J. Rabinowitz. Authorizing Readers: Resistance and Respect in the Teaching of Literature (Language and Literacy Series (Teachers College Pr)). Teachers College Press, 1997.

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47

Neiman, Sloane. How Does God Grow?: Children's Journey into Positive Role Modeling That Teaches Respect for Life on Earth. Sterling Stories Llc, 2002.

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48

Watson, Marilyn. Teaching Children How To Be Friends. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190867263.003.0005.

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The skills for forming and maintaining true friendships in which all parties in the friendship benefit are quite complex. Helping students learn to like, value, and respect one another, regardless of their differences, is an important part of creating a caring classroom that benefits the learning and development of all students. Engaging students in activities that help them get to know one another and appreciate their similarities and differences provides teachers with many natural opportunities to teach their students how to interact with others in friendly, caring, and respectful ways. When students learn to work collaboratively with all the other students in the classroom, they not only learn academic skills, but also they also learn the meaning of friendship—that friends listen, help, and forgive.

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49

Thorsteinsson, Runar M. Jesus as Philosopher in the Gospel of Luke. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198815228.003.0005.

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The chapter discusses the following aspects of the question of Jesus as philosopher in the Gospel of Luke: ascetic appearance, abandoning one’s family, attitude towards material possessions and outward appearance, Jesus as a teacher of ethics, the wisdom of Jesus, Jesus and the philosophers as messengers of God, the philosopher’s emotions, and the philosopher’s suffering and death. It is concluded that, compared with the other Gospels, Luke’s Jesus is the ‘most philosophical’. There are indeed some minor differences between Luke and the Graeco-Roman descriptions, but they are precisely that: minor. Even Mark’s and (to a lesser extent) Matthew’s portrayals of the ‘unphilosophical’ emotions of Jesus are largely absent in Luke. In this respect, Luke characterizes Jesus in much the same way as a Stoic would have. On the basis of this, it is suggested that in his characterization, Luke made use of Graeco-Roman discourses portraying the philosophical sage.

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50

Rockman, Deborah A. The Art of Teaching Art. Oxford University Press, 2000. http://dx.doi.org/10.1093/oso/9780195130799.001.0001.

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Often the finest artists do not make the best teachers. Many frustrated college students of art know this all too well as they suffer through unstructured classes with inexperienced teachers or graduate student instructors. In these situations, it is easy to blame the teachers. But the problem is largely institutional: most students graduating with MFAs from art schools receive little if any instruction in teaching art. If you find yourself in this predicament as teacher or student, this book is for you. The first book to provide a comprehensive guide for teaching college-level art, The Art of Teaching Art is the culmination of respected artist and instructor Deborah Rockman's two decades of teaching experience. Believing that drawing is the backbone of all of the visual arts, she begins with a complete explanation of drawing concepts that apply to any subject matter, e.g., composition, sighting processes, scaling techniques, and methods for linear and tonal development. She then illustrates these concepts with step-by-step methods that easily translate to classroom exercises. Next, she applies the drawing principles to every artist's most important and challenging subject, the human figure. After an extended section on understanding and teaching perspective that explores illusionistic form and space, the focus of the book shifts to the studio classroom itself and the essential elements that go into making an effective learning environment and curriculum. From preparing materials lists and syllabi, to setting up still-lifes, handling difficult classroom situations, critiquing and grading student artworks, and shooting slides of student artworks, she leaves no stone unturned.

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Books on the topic 'Teacher respect'

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