Products related to Teacher:
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Learning to Embed Sustainability in Teacher Education
This book offers an accessible guide to understanding the importance of a systems approach to embedding sustainability into teacher education practice, providing a practical resource for teacher education academics and others with an interest in organisational change.It draws principally on the findings of a 12-year research project in Australia, working directly with academics and their teacher education institutions to ensure that sustainability and education for sustainability are embedded in teacher education courses.Illustrating the need for change in teacher education in the context of education for sustainability, the book discusses the theory underpinning and practical application of a system-based change model.It also offers examples of how the model has been used in practice and shows education academics how to implement change within their own organizations and use the ideas and tools presented to advance sustainability in their discipline areas.
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Fashion and Environmental Sustainability : Entrepreneurship, Innovation and Technology
The wide range of topics that the book covers are organised into sections reflecting a cradle to grave view of how entrepreneurial, innovative, and tech-savvy approaches can advance environmental sustainability in the fashion sector.These sections include: sustainable materials; innovation in design, range planning and product development; sustainable innovations in fashion supply chains; sustainable innovations in fashion retail and marketing; sustainable alternatives for end-of-life and circular economy initiatives; and more sustainable alternative fashion business models.
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Teacher, Teacher!
It's 1977 and Jack Sheffield is appointed headmaster of a small village primary school in North Yorkshire.So begins Jack's eventful journey through the school year and his attempts to overcome the many problems that face him as a young and inexperienced headmaster. The many colourful chapters include Ruby the 20 stone caretaker with an acute spelling problem, a secretary who worships Margaret Thatcher, a villager who grows giant carrots, a barmaid/parent who requests sex lessons, and a five-year-old boy whose language is colourful in the extreme. And then there's also beautiful, bright Beth Henderson, who is irresistibly attractive to the young headmaster... Warm, funny and nostalgic, Teacher, Teacher is a delightful read that is guaranteed to make you feel better, whatever kind of day you've had.
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(Re)imagining Translanguaging Pedagogies through Teacher-Researcher Collaboration
This book presents one possible pathway towards the advancement of translanguaging pedagogies: teacher–researcher partnerships.Although the existing literature alludes to the value of such partnerships, there is a lack of research that explicitly describes the complex processes of designing and implementing translanguaging pedagogies in primary and secondary school settings (K-12) across various international contexts.Through an expanded focus on teacher–researcher collaboration and the negotiation process, the book unpacks the opportunities and challenges of engaging in contextualized translanguaging designs with reference to broader ideological discourses and systemic structures.By promoting and highlighting teacher–researcher partnerships as one avenue for improvement and transparency, the chapters in this book demonstrate the potential of translanguaging pedagogies in classrooms and further resist the linguistic hierarchies that exist in educational institutions today.
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"Is my technology teacher allowed to do that?"
It depends on what specific action the technology teacher is taking. Generally, technology teachers are allowed to teach and demonstrate various technology-related skills and tools to students. However, if the action in question involves something outside of the scope of their role or raises concerns about student safety or privacy, it may be worth discussing with school administration or seeking clarification on the teacher's responsibilities.
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Can my technology teacher ask for money for materials?
It is not common practice for technology teachers to ask for money for materials from their students. Schools typically provide funding for necessary materials and resources for classroom activities. If there is a specific project or activity that requires additional materials beyond what the school provides, the teacher may seek approval from the school administration or parent-teacher association for funding. It is important for teachers to be transparent about any financial requests and ensure that all students have equal access to learning materials.
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Can the teacher see the browser during the technology exam?
During a technology exam, the teacher may have the ability to monitor the students' browsers through the use of monitoring software or tools. This can allow the teacher to see what websites the students are accessing and ensure that they are not using unauthorized resources during the exam. However, the specific capabilities for monitoring browsers may vary depending on the technology being used for the exam and the policies of the educational institution.
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Is my teacher a bad teacher?
It is not appropriate to label someone as a "bad teacher" without understanding the full context of the situation. It is important to consider factors such as teaching style, communication, and support provided to students before making a judgment. If you have concerns about your teacher, it may be helpful to communicate openly with them or seek guidance from a school counselor or administrator.
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Teacher Education for Diversity : Conversations from the Global South
Foregrounding the diversity that characterises various educational settings, this book discusses how histories and geographies of oppression, exclusion and marginalisation have impacted on teacher education.Contributors draw on first-hand experiences of living and working in countries including Brazil, China, South Africa, New Zealand and Malawi. Positioned in a geographical and metaphorical ‘Global South’, the book draws critical attention to debates which have been otherwise marginalised in relation to those conducted in the ‘Global North’.Chapters address difference and diversity on both a conceptual and empirical level, acknowledging the significance of various global trends including increased migration and urbanisation; and broadening understandings of race, religion, gender, sexuality and dis/ability.Taken together, these chapters reveal the extent of the work which still remains to be done in the field of teacher education for diversity. The issues discussed are of global significance, making this text key reading for teachers, teacher educators, and those concerned with the advancement of social justice and reduction of inequality through education.
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Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning
This open access book provides insight into what it takes to actively involve teachers in the curriculum design process. It examines different aspects of teacher involvement in collaborative curriculum design, with specific attention to its implications for sustainable curriculum innovation and teacher learning. Divided into six sections, the book starts out by introducing the notion of collaborative curriculum design and discusses its historical and theoretical foundations. It describes various approaches commonly adopted to actively involve teachers in the (co-)design of curriculum materials. Sections two and three provide examples of what key phases in the curriculum design process - such as needs analysis, design and development, and implementation - look like across various collaborative curriculum design projects. Section four reports on the impact of collaborative curriculum design on student learning, teacher practices, teacher professional growth, and institutional change. Building on the research evidence about the outcomes of collaborative curriculum design, section five focuses on sustainability, scaling-up and curriculum leadership issues, which are key to the continuation and further evolution of curriculum innovations. Future perspectives are addressed in section six with emphasis on the infrastructure of a sustainable curriculum innovation.This work was published by Saint Philip Street Press pursuant to a Creative Commons license permitting commercial use. All rights not granted by the work's license are retained by the author or authors.
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Defensible Teacher Evaluation : Student Growth Through Classroom Assessment
Meaningful teacher evaluation starts with visible student growth Annual standardized test scores cannot provide evidence of student growth needed to evaluate teacher performance.But consider student growth in the form of evidence derived from classroom assessment and you’re on to something.For assessment expert Rick Stiggins, this can form the basis for a truly productive teacher evaluation strategy. This revolutionary book helps you bring classroom assessment to bear for real school improvement, with A plan for teacher evaluation based, in part, on dependable evidence of student growth Strategies for improving the assessment literacy of teachers and school leaders Five steps for developing and implementing productive local district assessment systems Practical tools that teachers and their evaluators can put to use immediately In this era of aggressive teacher evaluation reform, where teachers are charged with preparing ALL students to master 21st century proficiencies, the measurement of teacher success must start where learning happens—in the classroom. "Developing a fair, practical, and effective teacher evaluation system is like climbing a high mountain: it’s impossible until someone finds a route.That’s what Rick does in this book. He identifies the immense challenges associated with using evidence on student learning as the principal criteria in teacher evaluation and then offers practical guidance for overcoming those challenges.He hasn’t made the climb easy, but he shows us the way." —Thomas R.Guskey, Professor of Educational Psychology University of Kentucky "Rick Stiggins builds a compelling case for the development of a solid foundation of assessment competence throughout our educational system." —Linda Darling-Hammond, Charles E.Ducommun Professor of Education Stanford University
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Education for Environmental Sustainability : An Integrated Approach to Teacher Education
Drawing extensively on contemporary research and empirical evidence, including that from the UK, Europe, Australia and Brazil, this book sets out the key ideas, concepts and approaches for education for environmental sustainability in the context of teacher education.Conceptual ideas explored in the book include sustainability, nature and justice as well as empirically grounded approaches for teacher educators including participation, co-creation and outdoor education.This book provides a research-informed guide to enable teacher educators to further explore, reflect and implement education for environmental sustainability in their teaching and research so that teacher education is rooted in the endeavour to live justly on a finite planet.
Price: 90.00 £ | Shipping*: 0.00 £
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What does adaptability mean?
Adaptability refers to the ability to adjust and thrive in changing circumstances or environments. It involves being flexible, open-minded, and able to quickly respond to new challenges or opportunities. Individuals who are adaptable can easily pivot their approach, learn new skills, and navigate unexpected situations with ease.
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What is the efficiency and legitimacy of economic growth?
Economic growth can be efficient when it leads to increased productivity, higher living standards, and improved overall well-being for a society. However, the legitimacy of economic growth depends on how it is achieved and distributed. If growth is achieved through sustainable practices and benefits are shared equitably among all members of society, it can be considered legitimate. On the other hand, if growth is achieved at the expense of the environment, or if benefits are concentrated in the hands of a few, it can lead to social inequalities and environmental degradation, undermining its legitimacy.
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Is the teacher jealous of another teacher?
Without more context or information, it is impossible to determine if the teacher is jealous of another teacher. Jealousy can stem from various reasons such as professional accomplishments, relationships with students, or personal dynamics. It is important to consider the specific behaviors and interactions between the teachers to accurately assess if jealousy is present.
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Why teacher?
Teachers play a crucial role in shaping the future by educating and inspiring the next generation. They have the power to make a positive impact on students' lives, helping them develop essential skills, knowledge, and values. Teachers have the opportunity to instill a love for learning, encourage critical thinking, and foster a sense of curiosity in their students. Their dedication and passion for teaching can make a lasting difference in the lives of young people, making the role of a teacher incredibly rewarding and important.
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