Today's youth will face global environmental changes, as well as complex personal and social challenges. To address these issues this collection of essays provides vital insights on how science education can be designed to better engage students and help them solve important problems in the world around them. Assessing Schools for Generation R (Responsibility) includes theories, research, and practices for envisioning how science and environmental education can promote personal, social, and civic responsibility. It brings together inspiring stories, creative practices, and theoretical work to make the case that science education can be reformed so that students learn to meaningfully apply the concepts they learn in science classes across America and grow into civically engaged citizens. The book calls for a curriculum that equips students with the knowledge, skills, attitudes and values to confront the complex and often ill-defined socioscientific issues of daily life. The authors are all experienced educators and top experts in the fields of science and environmental education, ecology, experiential education, educational philosophy, policy and history. They examine what has to happen in the domains of teacher preparation and public education to effect a transition of the youth of America. This exciting, informative, sophisticated and sometimes provocative book will stimulate much debate about the future direction of science education in America, and the rest of the world. It is ideal reading for all school superintendents, deans, faculty, and policymakers looking for a way to implement a curriculum that helps builds students into responsible and engaged citizens.
The Cam Jansen series is perfect for young readers who are making the transition to chapter books. The first fifteen books in the series have received updated covers, and the series redesign continues with books 16-22, bringing new life to these perennial bestsellers.
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This qualitative multi-case study of academic literacy is the first research to assume the premises of the Multiliteracies Project of the New London Group of literacy researchers. It takes a multimodal view of literacy, not limited to reading and writing, and sets about to uncover the Design (the flexible structuring of rules and principles) that students and teachers both follow and create in college courses. This Design takes the form of a game in which students channel content from sources, such as texts and lectures, to assessments of various kinds. Students are then rewarded in the form of grades to the extent that the content they display matches the criteria the professor sets up.
The students in this study had to determine which content would or would not match these criteria, which of six "types of information" (facts, concepts, connections, processes, principles, or metainformation, e.g., rhetorical patterns) were desired and how best to supply them. To move content from source to target they used four "operations." These include exposure (making themselves conscious of the information), extraction (a process of selecting information), manipulation (changing or synthesizing information), and display (showing the information). Greater awareness of this Design led to greater success. Pedagogical implications of this model include establishing a more realistic curricula for academic literacy programs and educating professors to better match grading criteria with learning goals.
Why should young people study a subject called English? This question lies at the heart of this fascinating monograph, which brings together the diverse perspectives of many leading thinkers about English and literacy education. This meticulously researched and well-written collection takes as its starting point the importance of the history of the subject in the formation of its constitution and its boundaries. First and foremost, it proposes that questions of aims and values have informed these choices. Equally, it suggests that returning to these educational questions helps us to understand curriculum and pedagogy in complex ways that a simple focus on content and methods neglects. Curriculum and pedagogy bring learners, teachers, institutions and the wider society into the debate.