Praise for previous editions: -
'It is an excellent reference resource presenting clear, straightforward, factual information on all current issues facing MFL student teachers ... Also an excellent reference guide during the first years of teaching.' Mentoring and Tutoring
'The content and scope are very impressive ... The authors have managed to condense a wealth of theory, research, practical advice, case studies and tasks into one volume ... Packed with useful ideas, addresses including WWW addresses and references ... I would regard this book as indispensable for both HEI tutors and mentors, and an important book to recommend to all MFL students.' Langauge Learning Journal
Learning to Teach Modern Languages in the Secondary School has established itself as the leading textbook for student teachers of modern foreign languages in the UK and internationally. The practical focus of the book is underpinned by a theoretical perspective and backed up by the latest research, encouraging reader to develop a personal approach to modern foreign language teaching. An account is also taken of relevant statutory frameworks.
Now in its fourth edition, this book has been thoroughly updated to take account of recent policy and curriculum changes. With the recent increased emphasis on teachers as researchers and the alignment of many PGCE courses with Masters level criteria, reference to important concepts and theoretical positions have been strengthened. Strong reference to their relevance in the context of professional practice and a new chapter discussing the findings of research on Second Language Acquisition and Foreign Language Learning has been added. Other chapters cover a wide range of relevant topics, including:
Each chapter features: an introduction offering a brief contextualisation of the topic; objectives identifying what the reader should know, understand and/or be able to do having read the chapter and carried out the tasks in it; discussion of the most important issues with reference to their application in the classroom; tasks inviting the reader to relate content to work in school; a list of annotated further readings.
The book has been designed to allow the reader to 'pick and choose' specific topics and chapters don't need to be read sequentially. Examples are given in French, German and Spanish but most are transferable to other languages. It will prove an invaluable resource to MFL student teachers and their mentors and tutors.
This text is the preeminent text in the school finance course. With newly organized and updated features, data, and cases, this text presents a clear, comprehensible discussion of how recent research in school finance, resource allocation and use for higher performance, and site-based management may impact the funding of our nation s schools. Material in this fifth edition is designed to be fully accessible for students at both the masters and doctoral levels. Instructors and students can now access their course content through the Connect digital learning platform by purchasing either standalone Connect access or a bundle of print and Connect access. McGraw-Hill Connect(r) is a subscription-based learning service accessible online through your personal computer or tablet. Choose this option if your instructor will require Connect to be used in the course. Your subscription to Connect includes the following: SmartBook(r) - an adaptive digital version of the course textbook that personalizes your reading experience based on how well you are learning the content. Access to your instructor s homework assignments, quizzes, syllabus, notes, reminders, and other important files for the course. Progress dashboards that quickly show how you are performing on your assignments and tips for improvement. The option to purchase (for a small fee) a print version of the book. This binder-ready, loose-leaf version includes free shipping. Complete system requirements to use Connect can be found here: http: //www.mheducation.com/highered/platforms/connect/training-support-students.html"
"Language Policy in Schools" provides school administrators and teachers a practical approach for designing a language policy for their school and for dealing with the language issues that confront schools, particularly those operating in settings of linguistic and cultural diversity. It can be used as a text in teacher and administrator preparation programs, graduate programs, and in-service and professional development programs. Special features include:
A Great Tattoo starts with a great Tattoo Design, Learn Step by Step easy steps and you can become the next tattoo artist. Cross Tattoo book for you. Start with basic simple and artistic Tattoo designs and you will be drawing wonderful and cool tattoo designs in no time! The Step by Step Tattoo drawings give you room to practice your drawing talent. Many different Tattoo designs for you to try. This Book Includes: Learn To Draw Cross Tattoo 6 Characters: Learn To Draw Celtic Cross Tattoo Learn To Draw Cross Tattoo Learn To Draw Crucifix Cross Tattoo Learn To Draw Iron Cross Tattoo Learn To Draw Rose Cross Tattoo Learn To Draw Winged Cross Tattoo
Bridging Cultures Between Home and School: A Guide for Teachers is intended to stimulate broad thinking about how to meet the challenges of education in a pluralistic society. It is a powerful resource for in-service and preservice multicultural education and professional development. The Guide presents a framework for understanding differences and conflicts that arise in situations where school culture is more individualistic than the value system of the home. It shares what researchers and teachers of the Bridging Cultures Project have learned from the experimentation of teacher-researchers in their own classrooms of largely immigrant Latino students and explores other research on promoting improved home-school relationships across cultures. The framework leads to specific suggestions for supporting teachers to cross-cultural communication; organization parent-teacher conferences that work; use strategies that increase parent involvement in schooling; increase their skills as researchers; and employ ethnographic techniques to learn about home cultures. Although the research underlying the Bridging Cultures Project and this Guide focuses on immigrant Latino families, since this is the primary population with which the framework was originally used, it is a potent tool for learning about other cultures as well because many face similar discrepancies between their own more collectivistic approaches to childrearing and schooling and the more individualistic approach of the dominant culture.