05182nam 22005894a 450 991045100080332120200520144314.01-933531-90-8(CKB)1000000000344131(EBL)284318(OCoLC)476034277(SSID)ssj0000080152(PQKBManifestationID)11110566(PQKBTitleCode)TC0000080152(PQKBWorkID)10095757(PQKB)11524897(MiAaPQ)EBC284318(Au-PeEL)EBL284318(CaPaEBR)ebr10158468(EXLCZ)99100000000034413120060512d2006 uy 0engur|n|---|||||txtccrHandbook of college science teaching[electronic resource] /Joel J. Mintzes and William H. Leonard, editorsArlington, Va. NSTA Pressc20061 online resource (432 p.)Description based upon print version of record.0-87355-260-1 Includes bibliographical references and index.Unit 1: Attitudes and Motivation; Ch1: Science Anxiety: Research and Action; Ch2: Improving Student Attitudes Toward Biology; Ch3: Motivation to Learn in College Science; Unit II: Active Learning; Ch4: Experiential Learning in a Large Introductory Biology Course; Ch5: Strategies for Interactive Engagement in Large Lecture Science Survey Classes; Ch6: Undergraduate Research in Science: Not Just for Scientists Anymore; Ch7: Concept Mapping in College Science; Ch8: Peer Instruction: Making Science Engaging; Ch9: Open Laboratories in College ScienceCh10: New Physics Teaching and Assessment: Laroratory- and Technology-Enahanced Active LearningUnit III: Factors Affecting Learning; Ch11: Developing Scientific Reasoning Patterns in College Biology; Ch12: Learning Science and the Science of Learning; Ch13: The Impact of a Conceptually Sequenced Genetics Unit in an Introductory College Biology Course; Ch14: Do Introductory Science Courses Select for Effort or Aptitude?; Ch15: Active Learning in the College Science Classroom; Unit IV: Innovative Teaching Approaches; Ch16: Incorporating Primary Literature Into Science LearningCh17: Fieldwork: New Direction and Exemplars in Informal Science Education ResearchCh18: Using Case Studies to Teach Science; Ch19: Mating Darwin with Dickinson: How Writing Creative Poetry in Biology Helps Students Think Critically and Build Personal Connections to Course Content; Ch20: Constructive-Developmental Pedagogy in Chemistry; Ch21: Converting Your Lab From Verification to Inquiry; Unit V: Use of Technology; Ch22: Technology-Enriched Learning Environments in University Chemistry; Ch23: Animating Your LectureCh24: Instructional Technology: A Review of Research and Recommendations for UseCh25: Web-Based Practice and Assessment Systems in Science; Ch26: Teaching Students to Evaluate the Accuracy of Science Information on the Internet; Unit VI: Meeting Special Challenges; Ch27: Science, Technology, and the Learning Disabled: A Review of the Literature; Ch28: Diversity in the Physical Science Curriculum: The Intellectual Challenge; Ch29: Incorporating Cultural Diversity Into College Science; Ch30: Alternative Conceptions: New Directions and Exemplars in College Science Education ResearchCh31: Applying Conceptual Change Strategies to College Science TeachingUnit VII: Pre-College Science Instruction; Ch32: Ensuring That College Graduates Are Science Literate: Implications of K-12; Ch33: The High-School-to-College Transition in Science; Ch34: Factors Influencing Success in Introductory College Science; Unit VIII: Improving Instruction; Ch35: Assessment Practices in College Science: Trends From the National Study of Postsecondary Faculty; Ch36: Making Choices about Teaching and Learning in Science; Ch37: Science and Civic Engagement: Changing Perspectives from Dewey to DotNetsCh38: Using Research on Teaching to Improve Student LearningAre you still using 20th century techniques to teach science to 21st century students? Update your practices as you learn about current theory and research with the authoritative new Handbook of College Science Teaching. The Handbook offers models of teaching and learning that go beyond the typical lecture-laboratory format and provide rationales for new practices in the college classroom. It is a definitive guide for science professors in all content areas and even includes special help for those who teach nonscience majors at the freshman and sophomore levels.ScienceStudy and teaching (Higher)United StatesHandbooks, manuals, etcElectronic books.ScienceStudy and teaching (Higher)507.1/1Mintzes Joel J931777Leonard William H.1941-931778MiAaPQMiAaPQMiAaPQBOOK9910451000803321Handbook of college science teaching2095955UNINA04260nam 2200697Ia 450 991078400940332120230721025504.01-280-73946-097866107394621-85359-942-510.21832/9781853599422(CKB)1000000000337004(EBL)282688(OCoLC)476028592(SSID)ssj0000111486(PQKBManifestationID)11137787(PQKBTitleCode)TC0000111486(PQKBWorkID)10080705(PQKB)10276420(MiAaPQ)EBC282688(DE-B1597)513555(OCoLC)82130697(DE-B1597)9781853599422(Au-PeEL)EBL282688(CaPaEBR)ebr10156067(CaONFJC)MIL73946(EXLCZ)99100000000033700420060713d2007 uy 0engurnn#---|u||utxtccrBilingualism in international schools[electronic resource] a model for enriching language education /Maurice CarderClevedon ;Buffalo Multilingual Matters20071 online resource (223 p.)Parents' and teachers' guides ;8Description based upon print version of record.1-85359-940-9 1-85359-941-7 Includes bibliographical references and index.Front matter --Contents --Acknowledgements --Foreword --Introduction --Chapter 1. International Schools: Their Origins and Development. Overview of the Three-programme Model for Second Language Students --Chapter 2. Second Language Programme and Related Issues --Chapter 3. Appropriate Training for School Staff --Chapter 4. Mother Tongue Programme --Chapter 5. Enlisting Parents’ Support --Chapter 6. A Journey of Discovery: The Development of an ESL Programme at the Vienna International School --Epilogue: Recommendations for Effective Practice in International Schools --Appendix 1: Assessment Test --Appendix 2: VIS Mother Tongue Programme (VISMTP) 2006–7 --Appendix 3: Vienna International School: Language Policy --Appendix 4: Issues of Inclusion and Extra Payment for ESL Tuition --Appendix 5: Glossary --Appendix 6: Addresses --Appendix 7: Websites --Bibliography --IndexInternational Schools have developed since their inception from a largely native English-speaking student body to schools such as the author’s, the Vienna International School (VIS), where there are students of 90 nationalities with 65 mother tongues. Maurice Carder proposes a “three-programme model” for addressing the language and curricula needs of these students: a content-based second language programme; a programme of cultural and linguistic training for all staff; and a mother tongue programme for minority students. The model is based on research findings and practice: at the VIS every year approximately 1/3 of the graduating students gain an IB Diploma (International Baccalaureate) because they are able to take their mother tongue (other than English or German) as Language A1. The book contains insightful chapters not only for school leaders, programme designers and teachers, but also for parents. Inserted boxes of student responses give an authentic voice to the needs of second language learners, and many useful resources and websites are given.Parents' and teachers' guides ;8.Language and languagesStudy and teachingBilingual methodEducation, BilingualEnglish languageStudy and teachingForeign speakersInternational educationLanguage and languagesStudy and teachingBilingual method.Education, Bilingual.English languageStudy and teachingForeign speakers.International education.370.117/5Carder Maurice1944-1543546MiAaPQMiAaPQMiAaPQBOOK9910784009403321Bilingualism in international schools3797067UNINA