03426nam 22005171 450 991013661930332120210120011810.01-5297-1503-21-4739-8742-31-4739-8817-9(CKB)3710000000907808(MiAaPQ)EBC4715091(OCoLC)1141064527(CaToSAGE)SAGE000009126(EXLCZ)99371000000090780820200124e20162016 fy| 0engurcnu||||||||rdacontentrdamediardacarrierForest School in practice for all ages /Sara KnightFirst edition.London :SAGE Publications Ltd,2016.1 online resource (217 pages) color illustrations1-4739-4892-4 1-4739-4891-6 Includes bibliographical references and index.pt. 1Nature Provision for Very Young Children --1.Nature Kindergarten --2.Urban Forest School --3.Rural Day Nurseries --pt. 2Forest School Opportunities for 3 -- 5 Year Olds --4.Scotland --5.Wales --6.Ireland --7.England --pt. 3Forest School at Primary School --8.State Schools Compared --9.Independent Provision Considered --pt. 4Forest School at Secondary School --10.Forest School as Part of Special and Inclusive Education --11.Forest School as an Intervention Strategy in Mainstream Schools --12.Forest School and Pupil Referral Units --pt. 5Other Forest School Occurrences --13.Improving Mental Health --14.Supporting Parents --15.Holistic Perspectives and Conclusions.A beautiful full-colour book by Forest School expert and teacher Sara Knight that inspires and encourages individuals of all ages to take an innovative approach to outdoor play and learning. The images throughout the book bring alive Forest School activities and each chapter is accompanied by creative ideas for practice and in depth case studies from across the United Kingdom and Ireland exploring the amazing variety of nature provision. Coverage includes: Rural and urban day nurseries for very young children. State and independent provision for Early Years and Primary Schools. Secondary School intervention strategies for students with special education needs and disabilities. How to support parents and families with Forest School. Supporting people with mental health issues. Suggestions for further reading at the end of chapters will be a helpful guide for students to read around the topic. Whether you're training to become a teacher, or already working in the outdoor classroom, this book demonstrates how Forest School approaches are enriching learning opportunities for children, young people and adults, and deepening their connections with the natural world, with spectacular results.Outdoor educationOutdoor educationCase studiesOutdoor educationGreat BritainElectronic books.Outdoor education.Outdoor educationOutdoor education371.384Knight Sara1953-1049142CaToSAGECaToSAGEUtOrBLWBOOK9910136619303321Forest School in practice2477892UNINA05288nam 22006855 450 991025269170332120230810190907.010.1007/978-3-319-49986-4(CKB)3710000001083965(DE-He213)978-3-319-49986-4(MiAaPQ)EBC4816286(EXLCZ)99371000000108396520170302d2017 u| 0engurnn#008mamaatxtrdacontentcrdamediacrrdacarrierThe Power of Geographical Thinking /edited by Clare Brooks, Graham Butt, Mary Fargher1st ed. 2017.Cham :Springer International Publishing :Imprint: Springer,2017.1 online resource (IX, 238 p. 16 illus., 6 illus. in color.)International Perspectives on Geographical Education,2367-27813-319-49985-8 3-319-49986-6 Includes bibliographical references at the end of each chapters.Chapter 1: Multicultural fieldwork to promote students’ intercultural competence -- Chapter 2: Listening to London’s young voices -- Chapter 3: Field work and geographic thinking amongst senior secondary students in Kano, Nigeria: the role of teachers -- Chapter 4: Thinking geographically and Spatial thinking in the Swedish curriculum in geography -- Chapter 5: The future in geographical thinking -- Chapter 6: Thinking space geographically -- Chapter 7: Geographical thinking and its role in climate change education: a case of Singapore -- Chapter 8: English geography textbook authors’ perspectives on developing pupils’ geographical knowledge and thinking -- Chapter 9: Geography teachers between formal training and teaching practices -- Chapter 10: How Geography as a school subject is defined in Singapore -- Chapter 11: Teach to develop geographical thinking -- Chapter 12: International differences in thinking geographically, and why it matters -- Chapter 13: CyberGIS and Geographic Thinking -- Chapter 14: Geographical thinking through key concepts? Results of a symbiotic in-service teacher training course -- Chapter 15: What might powerful geographical knowledge look like? -- Chapter 16: Geographical Thinking: Is it a limitation or powerful thinking -- Chapter 17: Researching progress and sophistication in geography learning: Taking a critical stancet -- Chapter 18: Debating the place of knowledge within geography education: reinstatement, reclamation or recovery? -- Chapter 19: Reviewing the power of GIS-based enquiry learning in school geography -- Chapter 20: Students’ reflective thinking in geography lessons -- Chapter 21: The Feasibility Research of Bringing Fundamentals of Earth Science into Middle School Geography Curriculum of Mainland China - Based on Earth Science for the cultivation of students’ geographical thinking -- Chapter 22: Conceptualising GeoCapabilities and appreciating of the power of thinking geographically -- Chapter 23: Supporting geographical thinking in the classroom – the teacher and curriculum control -- Chapter 24: Geographic thinking -- Chapter 25: Geography in England’s primary pre-service teacher education: challenges and possibilities.In this book geography educators from around the globe discuss their research into the power of geographical thinking and consider successful strategies to implement, improve and advance geography education in research and practice. It addresses key topics in geography education, such as multicultural competence, the role of teachers, the geography curriculum, spatial thinking, geographic information systems, geocapabilities, and climate change. At a global level the contributors and editors bring together the most advanced collection of research and discussion surrounding issues in geography education. The book will be of interest to geography education researchers worldwide, including academics at university and teachers in schools, as well as professional geographers with an interest in education.International Perspectives on Geographical Education,2367-2781Human geographyScienceStudy and teachingGeographyEducation and stateEducationCurriculaHuman GeographyScience EducationGeographyEducation PolicyCurriculum StudiesHuman geography.ScienceStudy and teaching.Geography.Education and state.EducationCurricula.Human Geography.Science Education.Geography.Education Policy.Curriculum Studies.304.2Brooks Clareedthttp://id.loc.gov/vocabulary/relators/edtButt Grahamedthttp://id.loc.gov/vocabulary/relators/edtFargher Maryedthttp://id.loc.gov/vocabulary/relators/edtMiAaPQMiAaPQMiAaPQBOOK9910252691703321The Power of Geographical Thinking2531087UNINA