What is understanding and how does it differ from knowledge? How can we determine the big ideas worth understanding? Why is understanding an important teaching goal, and how do we know when students have attained it? How can we create a rigorous and engaging curriculum that focuses on understanding and leads to improved student performance in today's high-stakes, standards-based environment? Authors Grant Wiggins and Jay McTighe answer these and many other questions in this second edition of Understanding by Design. Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have greatly revised and expanded their original work to guide educators across the K-16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks. Readers will learn why the familiar coverage- and activity-based approaches to curriculum design fall short, and how a focus on the six facets of understanding can enrich student learning. With an expanded array of practical strategies, tools, and examples from all subject areas, the book demonstrates how the research-based principles of Understanding by Design apply to district frameworks as well as to individual units of curriculum. Combining provocative ideas, thoughtful analysis, and tested approaches, this new edition of Understanding by Design offers teacher-designers a clear path to the creation of curriculum that ensures better learning and a more stimulating experience for students and teachers alike.

missions in fact also treat an envisaged mutual impact among them. As for the 2002 edition in Irvine, the organizers wanted to stimulate this cross-pollination with a program of shared famous keynote speakers (this year we got Sycara, - ble, Soley and Mylopoulos!), and encouraged multiple attendance by providing authors with free access to another conference or workshop of their choice. We received an even larger number of submissions than last year for the three conferences (360 in total) and the workshops (170 in total). Not only can we therefore again claim a measurable success in attracting a representative volume of scienti?c papers, but such a harvest allowed the program committees of course to compose a high-quality cross-section of worldwide research in the areas covered. In spite of the increased number of submissions, the Program Chairs of the three main conferences decided to accept only approximately the same number of papers for presentation and publication as in 2002 (i. e. , around 1 paper out of every 4–5 submitted). For the workshops, the acceptance rate was about 1 in 2. Also for this reason, we decided to separate the proceedings into two volumes with their own titles, and we are grateful to Springer-Verlag for their collaboration in producing these two books. The reviewing process by the respective program committees was very professional and each paper in the main conferences was reviewed by at least three referees.

Responding appropriately to the matter-of-fact utterances is a common form of intelligent behavior, but specifying precisely, rather loosely or intuitively, what takes places in even the most ordinary conversational exchanges poses formidably complex problems. This book is about those problems as they were faced in order to design and implement a computer system for processing spoken English discourse within a limited domain in an intelligent manner. "In an intelligent manner" is a key concept of the design. Because of it, the design, implementation and testing reported here are as germane to artificial intelligence, linguistics and psychology as they are to the sciences of signal processing and speech.

Now in its Third Edition, this text provides the background knowledge primary teachers need to plan effective programmes of work and answer children′s questions with confidence. The new edition links explanations of scientific concepts with children′s everyday experiences to help teachers and trainees foresee how they will present the subject knowledge to their pupils. Shaped by the National Curriculum, this text explains key scientific theories and concepts which pupils at primary level, including very able children, need in order to understand the observations and investigations they undertake. A CD ROM of 200 science investigations for young students is included with the new edition, allowing teachers to explore the practical application of topics covered in the book. This is an essential book for teachers, student teachers and anyone interested in the roots and growth of science education.

This clearly written textbook introduces the reader to the three styles of programming, examining object-oriented/imperative, functional, and logic programming. The focus of the text moves from highly prescriptive languages to very descriptive languages, demonstrating the many and varied ways in which we can think about programming. Designed for interactive learning both inside and outside of the classroom, each programming paradigm is highlighted through the implementation of a non-trivial programming language, demonstrating when each language may be appropriate for a given problem. Features: includes review questions and solved practice exercises, with supplementary code and support files available from an associated website; provides the foundations for understanding how the syntax of a language is formally defined by a grammar; examines assembly language programming using CoCo; introduces C++, Standard ML, and Prolog; describes the development of a type inference system for the language Small.

This clear, no-nonsense book guides current and future teachers through the concepts, tools, methods, and goals of classroom literacy assessment. The expert authors examine the roles of formative, summative, and benchmark assessments; demystify state and national tests and standards; and show how assessment can seamlessly inform instruction. Strategies for evaluating, choosing, and interpreting assessments are discussed, as are ways to communicate data to parents and administrators. User-friendly resources include boxed vignettes from teachers and researchers, practical assessment tips (and traps to avoid), and 12 reproducible planning forms and handouts. Purchasers get access to a Web page where they can download and print the reproducible materials in a convenient 8 1/2" x 11" size.

Understanding and Addressing Girls’ Aggressive Behaviour Problems reflects a major shift in understanding children’s aggressive-behaviour problems. Researchers used to study what went wrong with a troubled child and needed to be fixed; we now aim to understand what is going wrong in children’s relationships that might create, exacerbate, and maintain aggressive-behaviour problems in childhood and adolescence. In this volume, leading researchers in the aggression field examine how problems develop for boys and girls in relationships and how we can help children to develop healthy relationships. Individual chapters explore biological and social contexts, including physical health and relationship problems that might underlie the development of aggressive behaviour problems. The impact of relationships on girls’ development is illustrated to be particularly important for Aboriginal girls. Contributors discuss prevention and intervention strategies that help aggressive children build the requisite skills and relationship capacities and also shift dynamics within critical social contexts, such as the family, peer group, classroom, and school. The support of healthy development not only of children but of their parents and other important adults in their lives, including teachers has been shown to be effective in reducing the burden of suffering associated with aggression among children and adolescents—for youth themselves as well as their families, peers, schools, communities, and society.

A step-by-step guide to crafting a compelling scholarly book proposal—and seeing your book through to successful publication The scholarly book proposal may be academia’s most mysterious genre. You have to write one to get published, but most scholars receive no training on how to do so—and you may have never even seen a proposal before you’re expected to produce your own. The Book Proposal Book cuts through the mystery and guides prospective authors step by step through the process of crafting a compelling proposal and pitching it to university presses and other academic publishers. Laura Portwood-Stacer, an experienced developmental editor and publishing consultant for academic authors, shows how to select the right presses to target, identify audiences and competing titles, and write a project description that will grab the attention of editors—breaking the entire process into discrete, manageable tasks. The book features over fifty time-tested tips to make your proposal stand out; sample prospectuses, a letter of inquiry, and a response to reader reports from real authors; optional worksheets and checklists; answers to dozens of the most common questions about the scholarly publishing process; and much, much more. Whether you’re hoping to publish your first book or you’re a seasoned author with an unfinished proposal languishing on your hard drive, The Book Proposal Book provides honest, empathetic, and invaluable advice on how to overcome common sticking points and get your book published. It also shows why, far from being merely a hurdle to clear, a well-conceived proposal can help lead to an outstanding book.