02786nam 2200505 450 991055869760332120220321085526.01-64315-026-X10.3998/mpub.12217076(CKB)5580000000302209(OCoLC)1304288579(MdBmJHUP)musev2_100514(NjHacI)995580000000302209(oapen)https://directory.doabooks.org/handle/20.500.12854/80808(MiU)10.3998/mpub.12217076(EXLCZ)99558000000030220920220318h20222022 uy 0engur|||||||nn|ntxtrdacontentcrdamediacrrdacarrierCulture and content in French frameworks for innovative curricula /edited by Aurélie Chevant-Aksoy and Kathryne Adair CorbinAmherst, Massachusetts :Lever Press,[2022]©20221 online resource (1 online resource viii, 368 pages)1-64315-025-1 Includes bibliographical references.Instructors in today's language classrooms face the challenge of preparing globally competent and socially responsible students with transcultural aptitude. As classroom content shifts toward communication, collaboration, and problem solving across cultural, racial, and linguistic boundaries, the teaching of culture is an integral part of foreign language education. This volume offers nontraditional approaches to teaching culture in a complex time when the internet and social networks have blurred geographical, social, and political borders.The authors offer practical advice about teaching culture with kinesthetics, music, improvisation, and communication technologies for different competency levels.The chapters also explore multi-literacies, project-based learning, and discussions on teaching culture through literature, media, and film.The appendices share examples of course syllabi, specific course activities, and extracurricular projects that explore culinary practices, performing arts, pop culture, geolocation, digital literacy, journalism, and civic literacy.French languageStudy and teachingMulticultural educationFranceCivilizationStudy and teachingFrench languageStudy and teaching.Multicultural education.448.0071Chevant-Aksoy Aurélieedt1350026Corbin Kathryne AdairChevant-Aksoy AurelieMichigan Publishing (University of Michigan),EYMEYMBOOK9910558697603321Culture and content in French3087832UNINA04855nam 22009495 450 991078550700332120230207214559.00-231-52843-410.7312/casp10852(CKB)2670000000242592(EBL)949017(OCoLC)818858128(SSID)ssj0000144354(PQKBManifestationID)11911955(PQKBTitleCode)TC0000144354(PQKBWorkID)10147328(PQKB)11520872(DE-B1597)458722(OCoLC)51542789(OCoLC)979742373(DE-B1597)9780231528436(MiAaPQ)EBC949017(EXLCZ)99267000000024259220190708d2002 fg engur|n|---|||||txtccrEducational Supervision in Social Work A Task-Centered Model for Field Instruction and Staff Development /William Reid, Jonathan CaspiNew York, NY : Columbia University Press, [2002]©20021 online resource (351 p.)Description based upon print version of record.0-231-10853-2 Frontmatter -- Contents -- Preface -- 1. A New Model of Educational Supervision -- 2. A History of Educational Supervision in Social Work -- 3. Principles of Effective Instruction -- 4. The Supervisory Relationship -- 5. The Person of the Supervisor -- 6. Preparing for Supervision Beginnings and Endings -- 7. The Development and Basic Principles of TCS -- 8. The Social and Direct Teaching Functions of TCS -- 9. Target Goals -- 10. Tasks, Obstacles, and Contracting -- 11. Task Review -- 12. Applications of TCS -- Appendix: TCS Guidelines -- References -- Name Index -- Subject IndexThis book provides a comprehensive examination of instructional supervision and introduces the Task-Centered Model for Educational Supervision (TCS). It begins by reviewing the history of educational supervision in social work and principles of effective teaching practices in the field. While theories about the principles and purposes of educational supervision abound, it has proven difficult to translate these ideas into a coherent model of supervisory practice. Educational Supervision in Social Work answers that need, presenting in detail TCS, an ordered series of discrete activities that supervisors and supervisees follow during and between supervision meetings. Designed to promote the continuous attainment of learning and practice objectives, TCS accommodates new models of field instruction, addresses common accountability concerns in social work supervision, and teaches practitioners how to be self-initiating and evaluative. Focusing on the practical implementation of TCS, Caspi and Reed have included detailed case vignettes throughout the book that provide concrete examples of putting theory into practice. Both supervisors of interns and staff as well as supervisees will find TCS a helpful tool in the supervisory process.FieldworkIn-service trainingSocial serviceSocial service -- FieldworkSocial work educationSocial work educationSocial workersSocial workers -- In-service trainingSocial workers -- Supervision ofSupervision ofSocial work educationFieldworkSocial serviceIn-service trainingSocial workersSupervision ofSocial workersSocial Welfare & Social WorkHILCCSocial SciencesHILCCSocial Welfare & Social Work - GeneralHILCCFieldwork.In-service training.Social service.Social service -- Fieldwork.Social work education.Social work education.Social workers.Social workers -- In-service training.Social workers -- Supervision of.Supervision of.Social work educationFieldworkSocial serviceIn-service trainingSocial workersSupervision ofSocial workersSocial Welfare & Social WorkSocial SciencesSocial Welfare & Social Work - General361.3/071361.3071361.30715Caspi Jonathan, 922861Reid William, DE-B1597DE-B1597BOOK9910785507003321Educational Supervision in Social Work3816435UNINA