education-theory

Some studeis refer to questionable studies.

I recommended this as supplemental tool for a documentary studies class. I am considering using it as the primary text the next time.

An interesting wide-minded book. The authors ask the great frustration question: Why all the educational reforms did`nt success in the American`s schools? Their conclusion are: "To reform our schools we need not only new programs but a new vision of education itself". The authors take example from the american industry, and call for holistic work:"A process of research, development, and redesign can build into schools as the framework for a system of continuous innovation". The book readable and interesting - despite the long descriptions of the cases: educationals and industerials.

Karen Gallas does extensive research into the method of letting children talk to learn as a learning technique. This book can be used as a handbook on how to integrate this type of teaching method into your own classroom. This is an excellent resource for any teacher wanting to really let their students interact with the content that you are teaching.

This book has an interesting combination of the MBTI learning theory(N) and the author's practical experience (S). The "highlighted(T)/quick start parts"(SJ) are from the MBTI. The personal application sections are the authors personal experience(F) are for the most part true to the MBTI theory. It is nice to have practical experiences included(SJ) and it keeps one shifting learning style in the middle of a chapter. However, she does try and cover both the theory(N) and practical (S) and the facts(T) and human feeling(F) side of learning style. She does a nice job of making the Thinkers(T) relate to the Feelers(F) and iNtutive(N) with the Sensors(S) and handled the (SP) nicely. But as a Thinker(T), the amount of Feeling(F) was almost too much, but may be fine for a stronger (F) than me. Have already sent as a gift for a new teacher. Nice organization(J), nice instruments to evaluate. Good and practical (SJ). Quick read. Nice general knowledge. Background in MBTI is helpful but not necessary.

The authors chosen for this edited work write in a reader-friendly manner. The theory of teaching African American literature is grounded in classroom practice. Individual works of authors along with different genres are discussed and placed in the context of classroom instruction. The struggles that are encountered in an attempt to incorporate A/A lit is also discussed. This is a great resource for educators to have. I also found the compiled bibliography very useful. A very candid, thoughtful piece of work.

As the shortage of nurses increase and the number of professional educators for nurses declines, one wonders what can be done to promote the nursing profession and reverse this trend. The impact that nursing education has on these two phenomena is seriously being investigated as a possible cause and cure to these problems. Nursing education, as the book points out, has always been teacher-centered. Nursing educators also act as the one to promote the nurse into the profession or stop the student's progression. This traditional role is spelled out clearly by Nancy Diekelmann and the other writers in their book, Teaching the practitioners of care: New pedagogies for the health professions. In a profession where curriculum is geared towards developing interpersonal skills and working in groups, students find themselves in an environment that is competitive and isolating. The student's relationships with facility are reported characterized with fear, anxiety and anger.

Interpretive pedagogies, individually known as critical, feminist, phenomenological, and postmodern pedagogies, are a particular approach to schooling, learning, and teaching where the focus is placed on students and teachers working to together to learn in community oriented activities. This book uses research and nursing stories to portray a learning climate where these varieties of interpretive pedagogies weave a smooth transition to a new landscape of learning and teaching in nursing. Interpretive pedagogies promote both student and teacher learning. In nursing, which is quickly changing, this method of education provides for a constant flow of valuable knowledge.

I believe the role of the teacher will become more general, helping students find, interpret, and apply information, instead of the traditional subject matter expert. The educators in the health care professions can look to books like this for valid guidance.

I found myself pondering new thoughts and questions regarding my history of having once been a student nurse. I have to agree with the description of the traditional nursing curriculum of being teacher-centered which fostered isolation, fear and anxiety. Reading this is an explorative journey for the nurse and for nurse educators. It leaves the reader with hope that nursing education can rise to the challenge to integrate new pedagogies. I would recommend this book for the serious reader of educational philosophies.

This book was short but to the point. It is a great starting point for new parents or teachers just starting out in the child care profession. It whets the appetite for further readingon the popular theorists. The layout was simple and easy to follow. One of the best things I liked about this book was that it had discussion questions and suggestions for further reading at the end of each chapter. I have used this book as a teaching tool during seminars where I work. I could see this book as a good supplemental teaching tool in the classroom. A perfect addition to the pre-school teacher's library.

Excellent reading for those interested in learning more than the basic techniques of vision therapy. Some prior knowledge in psychology and the visual system is helpful, but anyone can learn from and enjoy this book.

Molly McQuade has assembled a fine collection of interviews/essays from some of the finest writers the University of Chicago has produced. Writers including Philip Roth, Susan Sontag, Richard Stern, Hayden Carruth, etc., give their thoughts on the art of the written word, and how Chicago (both the city and the school) has affected their careers and lives. The interviews have been converted to fluidly written essays which make for entertaining and often enlightening reading. From Carruth's words on his devotion to beauty in language, to Paul Carroll's essay on treasured teachers, religion, and censorship, this book will surely stir up a cauldron of ideas for anyone who has ever had ambitions of becoming a writer. I found myself nodding in agreement with many of the writers, while shaking my head as I read others. Though this book will likely have more relevance for readers who are connected to the University of Chicago, I think that any reader will find something to like about these essays. The topics considered include not only writing, but education and teaching, controversy, racism, history, and beyond. Underneath it all lies the idea that this one school was somehow different, somehow special among American institutions, allowing it to give to its students and professors a unique vision and insight. True to the title, the writers forego any maudlin nostalgia, and simply tell it like it is.