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Libros sobre el tema "Social sciences and history Education Social science teachers History teachers"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 7 de febrero de 2022

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1

ICTS Social Science: History 114 : teacher certification exam. 2a ed. Boston, Mass: XAM Online, 2007.

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2

ICTS Social Science: Political science 117 : teacher certification exam. 2a ed. Boston, Mass: XAM Online, 2007.

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3

National Board for Professional Teaching Standards (U.S.). Early adolescence, social studies-history portfolio: For teachers of students ages 11-15. [Arlington, Va.]: National Board for Professional Teaching Standards, 2002.

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4

Maloy, Robert W. We, the students and teachers: Teaching democratically in the history and social studies classroom. Albany: State University of New York Press, 2015.

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5

Davies, Rhys (Rhys J.), ed. Enlivening secondary history: 50 classroom activities for teachers and pupils. 2a ed. Milton Park, Abingdon, Oxon: Routledge, 2012.

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6

Adhikari, Mohamed. "Let us live for our children": The Teachers' League of South Africa, 1913-1940. Rondebosch: UCT Press, 1993.

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7

A, Keiper Timothy, ed. Instructional strategies for middle and secondary social studies: Methods, assessment, and classroom management. New York: Routledge, 2011.

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8

Bubb, Sara. Successful induction for new teachers: A guide for NQTs and induction tutors, coordinators and mentors. London: PCP/Sage, 2007.

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9

Bubb, Sara. Successful induction for new teachers: A guide for NQTs and induction tutors, coordinators and mentors. London: PCP/Sage, 2007.

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10

Bubb, Sara. Successful induction for new teachers: A guide for NQTs and induction tutors, coordinators and mentors. London: PCP/Sage, 2007.

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11

Bubb, Sara. Successful induction for new teachers: A guide for NQTs and induction tutors, coordinators and mentors. London: PCP/Sage, 2007.

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12

Ulivieri, Simonetta, Franco Cambi y Paolo Orefice, eds. Cultura e professionalità educative nella società complessa. Florence: Firenze University Press, 2010. http://dx.doi.org/10.36253/978-88-8453-698-3.

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The keynote of the recent history of the faculty of educational science of Florence University is change. This has emerged in response to the demands for education expressed by a new knowledge society, spawned by the processes of globalisation, and the social need to foster interculturalism and the dialogue between diversities. In this new dimension of change, education becomes the framework for preparation, but also for re-integrating and updating life itineraries that are swift and precarious, veined with insecurity and disillusionment. Even in the new approach, the scientific and cultural benchmark continues to be a consistent adherence to the secular, historic-pedagogic and educational tradition represented by the masters of the "Florence School". Since its creation in 1996, the new faculty has staked forcefully on the centrality of training in relation to the traditional focus on the professionalism of primary and secondary school teachers, and on the new extra-scholastic training issues: the educational professions; pedagogic care; the social education of adults; the technologies of education and instruction; the philosophic, sociological, psychological and anthropological dimension of education; the broad sphere of hardship and marginalisation and the different faces of diversity.
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13

Teaching global history: A social studies approach. New York: Routledge, 2011.

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14

National Board for Professional Teaching Standards (U.S.). Social studies-history standards (for teachers of students ages 7-18+). Arlington: The Board, 2001.

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15

National Board for Professional Teaching Standards (U.S.). Social studies-history standards (for teachers of students ages 7-18+). Southfield, Mich. (26555 Evergreen Rd., Suite 4000, Southfield 48076): The Board, 1998.

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16

National Board for Professional Teaching Standards (U.S.). Social studies-history standards (for teachers of students ages 7-18+). Arlington: The Board, 2001.

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17

Teacher's guide for In the shadow of race : growing up as a multiethnic, multicultural, and "multiracial" American by Teja Arboleda. Mahwah, N.J: Lawrence Erlbaum Associates, 2000.

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18

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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19

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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20

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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21

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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22

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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23

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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24

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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25

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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26

Discipline, Moral Regulation, and Schooling: A Social History (Garland Reference Library of Social Science). Routledge, 1997.

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27

Coming to Narrative: A Personal History of Paradigm Change in the Human Sciences. Taylor & Francis Group, 2014.

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28

King, Joyce E. y Ellen E. Swartz. Re-Membering History in Student and Teacher Learning: An Afrocentric Culturally Informed Praxis. Routledge, 2014.

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29

Instructional Strategies for Middle and Secondary Social Studies: Methods, Assessment, and Classroom Management. Taylor & Francis Group, 2016.

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30

McCabe, Maryann y Arthur P. Bochner. Coming to Narrative. Taylor & Francis Group, 2014.

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31

Successful Induction for New Teachers: A Guide for NQTs & Induction Tutors, Coordinators and Mentors. Paul Chapman Educational Publishing, 2007.

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32

Successful Induction for New Teachers: A Guide for NQTs & Induction Tutors, Coordinators and Mentors. Paul Chapman Educational Publishing, 2007.

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33

Canada's Constitutional Crisisãa Simulation (Teacher Resource for Secondary Social Studies). Simon Fraser Univ Library, 2000.

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34

Singer, Alan J. Teaching Global History: A Social Studies Approach. Taylor & Francis Group, 2019.

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35

Singer, Alan J. Teaching Global History: A Social Studies Approach. Taylor & Francis Group, 2019.

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36

Singer, Alan J. Teaching Global History: A Social Studies Approach. Taylor & Francis Group, 2019.

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37

Singer, Alan J. Teaching Global History: A Social Studies Approach. Taylor & Francis Group, 2019.

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38

Singer, Alan J. Teaching Global History. Taylor & Francis Group, 2019.

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39

Buium, Greg y Janet Thompson. Re-Enacting Confederationãa Simulation (Teacher Resource for Secondary Social Studies). Simon Fraser Univ Library, 2000.

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40

Through Other Eyes: Developing Empathy and Multicultural Perspectives in the Social Studies (Pippin Teacher's Library). Pippin Publishing, 1999.

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41

Burkholder, Zoë. An African American Dilemma. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190605131.001.0001.

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Since Brown v. Board of Education in 1954, Americans have viewed school integration as a central tenet of the Black civil rights movement. Yet school integration was not the only—or even always the dominant—civil rights strategy. At times, African Americans also fought for separate, Black-controlled schools dedicated to racial uplift, community empowerment, and self-determination. An African American Dilemma offers a social history of debates over school integration within northern Black communities from the 1840s to the present. This broad geographical and temporal focus reveals that northern Black educational activists vacillated between a preference for either school integration or separation during specific eras. However, there was never a consensus, so the dissent, debate, and counter-narratives that pushed families to consider a fuller range of educational reforms are also highlighted here. Presenting a sweeping historical analysis that covers the entire history of public education in the North, the book broadens our understanding of school integration by highlighting the diverse perspectives of Black students, parents, teachers, and community leaders all committed to improving public education. It finds that Black school integrationists and separatists have worked together in a dynamic tension that fueled effective strategies for educational reform and the Black civil rights movement. The book draws on an enormous range of archival data including the black press, school board records, social science studies, the papers of civil rights activists, and court cases.
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42

Gilbert, Rob y Brian Hoepper. Teaching Humanities and Social Sciences: History, Geography, Economics and Citizenship in the Australian Curriculum with Student Resource Access 12 Months. Cengage Learning Australia, 2016.

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43

MacDonald, Michael J., ed. The Oxford Handbook of Rhetorical Studies. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199731596.001.0001.

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One of the most remarkable trends in the humanities and social sciences in recent decades has been the resurgence of interest in the history, theory, and practice of rhetoric: in an age of global media networks and viral communication, rhetoric is once again “contagious” and “communicable” (Friedrich Nietzsche). Featuring 60 commissioned chapters by eminent rhetoric scholars from 12 countries, The Oxford Handbook of Rhetorical Studies offers students and teachers an engaging but sophisticated one-volume introduction to the multidisciplinary field of rhetorical studies. The Handbook traces the history of Western rhetoric from ancient Greece and Rome to the present and surveys the role of rhetoric in more than 30 academic disciplines and fields of social practice. This combination of historical and topical approaches allows readers to chart the metamorphoses of rhetoric over the centuries while mapping the connections between rhetoric and law, politics, science, education, literature, feminism, poetry, composition, critical race theory, philosophy, drama, criticism, deconstruction, digital media, art, semiotics, architecture, and other fields. In addition to offering an accessible and comprehensive introduction to rhetoric in the European and North American context, the Handbook includes an introduction with summaries of all 60 chapters, a timeline of major works of rhetorical theory, translations of all passages in Greek and Latin, and a glossary of more than 300 rhetorical terms. Taken together, the chapters in this volume demonstrate that rhetoric is not merely an art of stylish communication but a pragmatic, inventive, and critical art that operates in myriad social contexts and academic disciplines.
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44

Through Other Eyes: Developing Empathy and Multicultural Perspectives in the Social Studies, Second Edition (The Pippin Teacher's Library). 2a ed. Pippin Publishing Corp., 2004.

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45

Arboleda, Teja y Christine Clark. Teacher's Guide for "In the Shadow of Race". Lawrence Erlbaum, 1999.

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46

Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice. Center for Equity for English Learners - Loyola Marymount University, 2021. http://dx.doi.org/10.15365/ceel.publication.2021.0002.

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Leveraging Equity and Excellence for English Learners: An Annotated Bibliography is comprised of 320 annotations from both recent and seminal literature (released between 1992–2021) that have significant implications for research, policy, and practice for English learner (EL) linguistic, social, and academic achievement. This annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence for ELs. The authors provide a comprehensive selection of works focused on theory, research, and practice. The annotations are a result of purposeful searches of 23 topics in empirical and theoretical articles from peer-reviewed journals, books, book chapters, and reports from leading scholars in the field. Among the topics addressed relevant to EL education are broad areas such as: bilingual teacher preparation, teaching and professional development, university partnerships, digital learning, social emotional development, culturally sustaining pedagogy, and English Language Development (ELD) for elementary and secondary level students. The Integrated ELD (content instruction) topic is subcategorized according to specific disciplines including: English language arts, history, mathematics, science, visual & performing arts, and STEM. In order to provide additional information for readers, each annotation includes: (1) the source description (e.g., book, journal article, report), (2) type of source (e.g., empirical, guidance, theoretical), and (3) keywords.
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47

The Expected Knowledge: What can we know about anything and everything? Tiruchirappalli: Sivashanmugam Palaniappan, 2012.

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