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Why does someone pursue a career in teaching? Many may believe that it is because of summer vacations, Thanksgiving, Christmas and Easter Breaks, all the Monday holidays that make for short work weeks, the “easy” hours, and the “great” pay and benefits. Some may believe that it is easy to stand in front of a group of young people and motivate them to reach down and grab onto as much knowledge as they can to help them become the best that they can be. Some may just have a field of interest that they were inspired to learn and want to share that with young people, but there is more than the Reading, Writing, and Arithmetic that makes up a teacher, and the rewards don’t always come in money or benefits. This compilation of true stories takes education and the life of Educators way past the scope and realm of the 3 “R”s.
What exactly does it mean to be intelligent? Does intelligence manifest itself in one way or in different ways in children? Do children fit any preconceived notions of intelligence? Some theories assert a general (g) factor for intelligence that is universal and enters all mental abilities; other theories state that there are many separate domains or faculties (Fs) of intelligence; and still others argue that the g and Fs of intelligence coexist in a hierarchical relation. The Architecture of the Child Mind: g, Fs, and the Hierarchical Model of Intelligence argues for the third option in young children. Through state-of-the-art methodologies in an intensive research program conducted with 4-year-old children, Bornstein and Putnick show that the structure of intelligence in the preschool child is best construed as a hierarchically organized combination of a General Intelligence factor (g) and multiple domain-specific faculties (Fs). The Architecture of the Child Mind offers a review of the history of intelligence theories and testing, and a comprehensive and original research effort on the nature and structure of intelligence in young children before they enter school. Its focus on intelligence will appeal to cognitive, developmental, and social psychologists as well as researchers and scholars in education, particularly those specializing in early childhood education.
Every life is a journey. No one knows where the journey leads, how long the journey is, or who is woven into the pattern of a life. A life can end in an instant, yet common threads continue to weave strangers together beyond the journey. This journey begins with Austin Smith. A clash of generations drives this spirited seventeen-year-old from home and into the unknown world. In need of refuge, Austin finds himself at the home of Jake Hanson. Jake, a widower of fifteen years, had built a wall around himself when his young wife died. Trapped in sweet memories that locked him away from further pain, his life had stopped on an emotional level. He could cope, and he didn’t want changes in his life. Unexpectedly, this troubled intruder crashes through the door of Jake’s past, yanking him back to reality. The boy needed him, and Jake had to figure out how to prevent Austin from making a drastic, life-changing decision based on anger and pride. Austin was at a crisis point, and Jake had to help him work through it.
Beginnings & Beyond is the tool students need to develop vital skills necessary to become successful teachers and caregivers. They will come to thoroughly understand the fundamentals of early childhood education through a discussion of the topic from an historical perspective, present-day issues and future trends. In this sixth edition, the authors have emphasized multiculturalism and NAEYC's developmentally appropriate practice to support the viewpoint that there is more than one correct way to care for and educate young children.
What started out, a half century ago, to be a chase down historys trail to discover the origin of a silver sculpture of a man and his dog plasticized around a copper armature turned out to be a chase of the history of mankind itself. The writer has brought to light of day, a reasoned documented analysis of the unbroken chain of seemingly isolated facts, obscure data and wove them into a tapestry or painted a word picture of where man has been. The quest for the man, the sculptor, and his culture became a time traveled beyond the normal bounds of inquiry.
The book is an edited volume of different perspectives on the South Asian region and captures the political, social and economic challenges facing the region following the financial crisis and the region's responses to these challenges.
Reimagines photography through the long history of ideas of expression The end of the nineteenth century saw massive developments and innovations in photography at a time when the forces of Western modernity—industrialization, racialization, and capitalism—were quickly reshaping the world. The Unintended slows down the moment in which the technology of photography seemed to speed itself—and so the history of racial capitalism—up. It follows the substantial shifts in the markets, mediums, and forms of photography during a legally murky period at the end of the nineteenth century. Monica Huerta traces the subtle and paradoxical ways legal thinking through photographic lenses reinscribed a particular aesthetics of whiteness in the very conceptions of property ownership. The book pulls together an archive that encompasses the histories of performance and portraiture alongside the legal, pursuing the logics by which property rights involving photographs are affirmed (or denied) in precedent-setting court cases and legal texts. Emphasizing the making of “expression” into property to focus our attention on the failures of control that cameras do not invent, but rather put new emphasis on, this book argues that designations of control’s absence are central to the practice and idea of property-making. The Unintended proposes that tracking and analyzing the sensed horizons of intention, control, autonomy, will, and volition offers another way into understanding how white supremacy functions. Ultimately, its unique historical reading practice offers a historically-specific vantage on the everyday workings of racial capitalism and the inheritances of white supremacy that structure so much of our lives.
The Other Three R’s model began as an American Psychological Association (APA) initiative, sponsored by Robert J. Sternberg, IBM Professor of Psychology and Education at Yale University and Past President of the APA. For both this initiative and this edited volume, Sternberg assembled a diverse team of experts who identified reasoning, resilience and responsibility as three learnable skills that, when taken together, have great potential for increasing academic success. The authors of this volume present in detail their evidence-based arguments for promoting TOTRs in schools as a way to optimize student success.
A Tale of Two Expectations By: James L. Mariner It is 1884 and Caleb O’Rourke leaves his home in Connecticut to seek his fortune. Still enamored with his dime novel visions of the “Wild West,” he drifts westward over the next couple of years. Eventually arriving in Montana, he is “discovered” by Matthew Rangely, and becomes the cowboy of his visions on the Circle-T Ranch. Five years later, much to her parents’ objections, a young, willful, well-to-do, city-bred Marie Devereaux, boards the new westbound Northern Pacific train to take a position as a schoolmarm in Missoula, Montana. On the train, she encounters the very same Matthew Rangely, who suggests she consider finding her place in his little town. Fascinated by his description of life in Weston, including the need for a teacher, Marie decides to take him up on his suggestion. On the wagon trip to Weston with Rangely, Marie meets her first cowboy, Caleb, and is intrigued by this tall, taciturn young man. Her skill as a teacher and his willingness to be stimulated intellectually result in changing expectations for both of them, and therein lies the tale of two expectations.
This comprehensive study of the development of education in the West Indies between 1492 and 1854 examines the shifts which occurred within the nature of the education programs provided for the masses. Believing existing theories of educational change are too limiting, Bacchus has blended detailed analysis of such important factors as the changing role of the state, the conflicting educational objectives among the “dominant” groups, and their differences with the missionary societies providing popular education to better understand how these changes came about. He attributes greater importance to the role of the masses, who increasingly asserted their views about the type of education they wanted for their children. The book demonstrates how instructional programs developed in the West Indies not as the result of a rational curriculum development process but, rather, through a series of compromises made to accommodate the views of various influential groups. Education and curriculum evolved by way of a show, yet constant, changing dialectical process. Such an insightful work will arouse the interest of scholars and students of educational development, particularly those studying the West Indies.