Who s In My Classroom

Who's in My Classroom? combines the latest research in educational and developmental psychology with excerpts from powerful personal essays by more than 50 high school students that illuminate the research findings.

Who s In My Classroom

Capitalize on the latest educational research and youth voices to inform your teaching and become more culturally and developmentally aware In Who's In My Classroom?, accomplished educator and author delivers an inspirational and practical combination of true stories from teens in Youth Communication's award-winning writing program and the most current educational research. The book links theories of adolescent development and identity formation to best practices in real-world classrooms where teachers strive to form supportive relationships with students. In this book, you'll find: Narrative and explanations of the most cutting-edge research in educational and developmental psychology and cultural competence Excerpts from stories by students specifically written and edited with social and emotional learning competencies in mind Practical and concrete strategies for administrators and teachers to implement for sustainable improvement in learning outcomes for their students, including the use of Youth Communication’s stories Perfect for K-12 educators, counselors, and administrators, Who's In My Classroom? is also an indispensable resource for higher education professionals and pre-service teachers seeking a practical guide to help them become more developmentally and culturally responsive in their work.

More Books:

Who's In My Classroom?
Language: en
Pages: 320
Authors: Gess LeBlanc, Tim Fredrick
Categories: Education
Type: BOOK - Published: 2021-08-11 - Publisher: John Wiley & Sons

Capitalize on the latest educational research and youth voices to inform your teaching and become more culturally and developmentally aware In Who's In My Classroom?, accomplished educator and author delivers an inspirational and practical combination of true stories from teens in Youth Communication's award-winning writing program and the most current
The Cultural Context of Classroom Practice in American Schools
Language: en
Pages:
Authors: Maxine Newsome
Categories: Education
Type: BOOK - Published: 2012-06-28 - Publisher: Lulu.com

Excellence in student learning is dependent upon cross-cultural understanding--having a broader view of people and the world than the traditional western-oriented view. This is a vital contextual resource for learning how and why to employ the recommended classroom practices outlined in the three classroom practice volumes. The presentation builds cultural
Creativity in the Classroom
Language: en
Pages: 462
Authors: Alane Jordan Starko
Categories: Education
Type: BOOK - Published: 2021-12-22 - Publisher: Routledge

Now in its seventh edition, Creativity in the Classroom helps teachers link creativity research and theory to the everyday activities of classroom teaching. Ideal reading for any course dealing wholly or partially with creativity and teaching, this foundational textbook covers definitions, research, and theory in the first half, and reflects
Designing a Prosocial Classroom: Fostering Collaboration in Students from PreK-12 with the Curriculum You Already Use
Language: en
Pages: 272
Authors: Christi Bergin
Categories: Education
Type: BOOK - Published: 2018-05-29 - Publisher: W. W. Norton & Company

A practical how-to guide for promoting positive classroom cultures. A prosocial classroom is easy to spot! Students are engaged in learning, have a warm relationship with the teacher, and can collaborate smoothly; conflicts and behavioral problems are the exception rather than the rule. Not only are students happier in this
Classroom in Conflict
Language: en
Pages: 222
Authors: John A. Williams
Categories: Education
Type: BOOK - Published: - Publisher: SUNY Press

This book transcends recent debates about political correctness to address the underlying problems of teaching controversial subjects in the college and university history classroom. The author criticizes both sides of the debate, rejecting, on the one hand, calls for a uniform, chronological history curriculum and, on the other hand, claims