"Drawing on the work of Eleanor Duckworth, the authors examine "critical exploration in the classroom," a student-centered learning approach that Duckworth developed [herself drawing on the work of Jean Piaget). Per the authors, "such teaching and learning relies upon teachers' developed knowledge, skills, and wisdom in the practices of intentional listening, observing, and sensitive question-posing, and on their ability to conduct open and materials-based intellectual explorations with a diverse array of students." The complex work that the authors outline has grown less visible within programs of teacher education and in classrooms as other interests prevail-challenges like edTP A and standards-based instruction. The authors make a case for critical exploration within programs of teacher education, and demonstrate across chapters the ways in which such an approach may manifest itself within and across disciplinary domains"--

Drawing on the work of Eleanor Duckworth, this volume examines Critical Exploration in the Classroom (CEC)—a learning-teaching research practice that positions teachers as researchers of their students’ sense-making and learners as theorizers and investigators. By integrating CEC into their teacher education classrooms, chapter authors have found that they can reliably unsettle their teacher candidates’ understandings about the nature of teaching and learning and recenter their attention on the intellectual originality and creativity of all young people. In this way, CEC provides valuable tools in the work of creating more equitable and democratic classrooms. Such tools are needed in a broader environment that overvalues instrumental approaches to achieving specified learning outcomes. Readers will find practices that empower and sustain the deep intellectual engagement of all learners. Integrating classroom narratives and other forms of documentation, this resource illustrates the kinds of profound changes in understanding that have occurred for teacher candidates as a result of working with CEC. Book Features: Opens both the teacher educator and teacher candidates to new ways of teaching, learning, and being in classrooms.Demonstrates how the practice works to counter deficit thinking by revealing students’ brilliance.Uses narratives and other forms of documentation to characterize the potential of CEC within a diverse array of teacher education classrooms.Portrays the many ways in which CEC has been integrated into different disciplinary and institutional settings, illustrating the common intellectual and interpersonal dynamics at work.Chapter authors all studied Critical Exploration in the Classroom (CEC) with its originator, Eleanor Duckworth. Contributors: Elizabeth Cavicchi, Eleanor Duckworth, Fiona Hughes-McDonnell, Keri Gelenian, Houman Harouni, Yeh Hsueh, Susan Rauchwerk, Lisa Schneier, William Shorr, Bonnie Hao-Kuo Tai

The revised Third Edition of this indispensable classic on Piaget and teaching features a new introduction, a new chapter on critical exploration in the classroom, and a renewed belief in the need to educate children about peace and social justice.

Does God exist? Man has not been able to give a credible answer to that question despite advances in knowledge. As a result, the world remains confused about religion, and whether to believe claims made by “sacred” books like the Bible and the Quran. Is it true that unbelievers would end up in Hell? Did God give Moses the Ten Commandments and the other 600 laws of the Old Testament? Did God reveal the Quran to Prophet Muhammad? To answer these and other questions, In Search of Evidence looks at passages taken from various Scriptures. It contends that while we may not be able to conclusively determine whether God exists or not, there is enough evidence to determine whether the contents of the “sacred” books of the world’s religions were revealed by an omniscient being [God]. Religion does not need to be taken on faith. This book provides a framework for meaningful and objective, rather than a faith-based search for the truth.

A new friend could be sitting right next to you. Save Me a Seat joins the Scholastic Gold line, which features award-winning and beloved novels. Includes exclusive bonus content!Joe and Ravi might be from very different places, but they're both stuck in the same place: SCHOOL.Joe's lived in the same town all his life, and was doing just fine until his best friends moved away and left him on his own. Ravi's family just moved to America from India, and he's finding it pretty hard to figure out where he fits in.Joe and Ravi don't think they have anything in common -- but soon enough they have a common enemy (the biggest bully in their class) and a common mission: to take control of their lives over the course of a single crazy week.

When science’s “black boxes” are pried open, its workings become accessible. Like time-travellers into history but grounded in today’s cultures, learners interact directly with authentic instruments and replicas. Chapters describe educational experiences sparked through collaborations interrelating museum, school and university.

The classic and beloved song is brought to life with bright and colorful illustrations by Tim Hopgood. First recorded in 1967 by Louis Armstrong, and with sales of over one million copies, "What a Wonderful World" has become a poignant message of hope for people everywhere. Sweet and positive in its message, with bright, beautiful art, this book is sure to be a hit. Perfect for sharing!

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.

Inventive activities give teachers details they need to present engaging lesson on writing an entertaining beginning, building suspense, adding detail, developing story endings and using dialogue effectively. Wake kids up to good writing skills. Illustrations throughout.

With In Search of Good Form, Joseph Zinker emphasizes seeing and being with as keys to a phenomenological approach in which therapist and patient co-create and mutually articulate their own experiences and meanings. He considers Gestalt field theory, the Gestalt interactive cycle, and Gestalt concepts.