Dedication Preface Foreword PART I: FRAME OF REFERENCE We begin with the idea of giving students the tools that increase their capacity for learning. The primary role of education is to increase student capacity for personal growth, social growth, and academic learning. Models of Teaching is an avenue to liberate student learning capacity and, by doing so, to help teachers take charge of their lives as teachers. CHAPTER 1: BEGINNING THE INQUIRY Creating Communities of Expert Learners On the whole, students are in schools and classes within those schools. Both need to be developed into learning communities and provided with the models of learning that enable them to become expert learners. We study how to build those learning communities. CHAPTER 2: WHERE MODELS OF TEACHING COME FROM Multiple Ways of Constructing Knowledge The history of teacher researchers comes to us in the form of models of teaching that enable us to construct vital environments for our students. Models have come from the ages and from teacher-researchers who have invented new ways of teaching. Some of these are submitted to research and development and how teachers can learn to use them. Those are the models that are included in this book. CHAPTER 3: STUDYING THE SLOWLY-GROWING KNOWLEDGE BASE IN EDUCATION A Basic Guide Through the Rhetorical Thickets We draw on descriptive studies, experimental studies, and experience to give us a fine beginning to what will eventually become a research-based profession. Here we examine what we have learned about how to design good instruction and effective curriculums. And, we learn how to avoid some destructive practices. CHAPTER 4: MODELS OF TEACHING AND TEACHING STYLES Three Sides of Teaching--Styles, Models, and Diversity We are people and our personalities greatly affect the environments that our students experience. And, as we use various models of teaching our selves -- our natural styles -- color how those models work in the thousands of classrooms in our society. Moreover, those models and our styles affect the achievement of the diverse students in our classes and schools. PART II: THE INFORMATION-PROCESSING FAMILYOF MODELS How can we and our students best acquire information, organize it, and explain it? For thousands of years philosophers, educators, psychologists, and artists have developed ways to gather and process information. Here are several live ones. CHAPTER 5: LEARNING TO THINK INDUCTIVELY Forming Concepts by Collecting and Organizing Information Human beings are born to build concepts. The vast intake of information is sifted and organized and the conceptual structures that guide our lives are developed. The inductive model builds on and enhances the inborn capacity of our students. CHAPTER 6: ATTAINING CONCEPTS Sharpening Basic Thinking Skills Students can develop concepts. They also can learn concepts developed by others. Concept attainment teaches students how to learn and use concepts and develop and test hypotheses. CHAPTER 7: THE PICTURE-WORD INDUCTIVE MODEL Developing Literacy across the Curriculum Built on the language experience approach, the picture-word inductive model enables beginning readers to develop sight vocabularies, learn to inquire into the structure of words and sentences, write sentences and paragraphs, and, thus, to be powerful language learners. In Chapter 19 the outstanding results from primary curriculums and curriculums for older struggling readers are displayed. CHAPTER 8: SCIENTIFIC INQUIRY AND INQUIRY TRAINING The Art of Making Inferences From the time of Aristotle, we have had educators who taught science-in-the-making rather than teaching a few facts and hoping for the best. We introduce you to a model of teaching that is science on the hoof, so to speak. This model has had effects, among other things, on improving the capacity of students to learn. We concentrate on the Biological Sciences Study Group, where for 40 years science teachers have shared information and generated new ideas. And, Inquiry training is a "best yet" model for teaching basic inquiry skills. CHAPTER 9: MEMORIZATION Getting the Facts Straight Memorization has had something of a bad name, mostly because of deadly drills. Contemporary research and innovative teachers have created methods that not only improve our efficiency in memorization, but also make the process delightful. CHAPTER 10: SYNECTICS The Arts of Enhancing Creative Thought Creative thought has often been thought of as the province of a special few, and something that the rest of us cannot aspire to. Not so. Synectics brings to all students the development of metaphoric thinking -- the foundation of creative thought. The model continues to improve. CHAPTER 11: LEARNING FROM PRESENTATIONS Advance Organizers Learning from presentations has almost as bad a name as learning by memorization. Ausubel developed a system for creating lectures and other presentations that will increase learner activity and, subsequently, learning. PART III: THE SOCIAL FAMILY OF MODELS Working together might just enhance all of us. The social family expands what we can do together and generates the creation of democracy in our society in venues large and small. In addition, the creation of learning communities can enhance the learning of all students dramatically. CHAPTER 12: PARTNERS IN LEARNING From Dyads to Group Investigation Can two students who are paired in learning increase their learning? Can students organized into a democratic learning community apply scientific methods to their learning? You bet they can. Group Investigation can be used to redesign schools, increase personal, social, and academic learning among all students, and -- is very satisfying to teach. CHAPTER 13: THE STUDY OF VALUES Role Playing and Public Policy Education Values provide the center of our behavior, helping us get direction and understand other directions. Policy issues involve the understanding of values and the costs and benefits of selecting some solutions rather than others. In these models, values are central. Think for a moment about the issues that face our society right now -- research on cells, international peace, including our roles in Iraq and the rest of the Middle East, the battle against AIDS, poverty, and who controls the decisions about pregnancy and abortion. Not to mention just getting along together. PART IV: THE PERSONAL FAMILY OF MODELS The learner always does the learning. His or her personality is what interacts with the learning environment. How do we give the learner centrality when we are trying to get that same person to grow and respond to tasks we believe will enhance growth? CHAPTER 14: NONDIRECTIVE TEACHING The Learner at the Center How do we think about ourselves as learners? As people? How can we organize schooling so that the personalities and emotions of students are taken into account? Let us inquire into the person who is the center of the education process. CHAPTER 15: DEVELOPING POSITIVE SELF-CONCEPTS The Inner Person of Boys and Girls, Men and Women If you feel great about yourself, you are likely to become a better learner. But you begin where you are. Enhancing self concept is a likely avenue. The wonderful work by the SIMs group in Kansas (see Chapter 3) has demonstrated how much can be accomplished. PART V: THE BEHAVIORAL SYSTEMS FAMILY OF MODELS We are what we do. So how do we learn to practice more productive behaviors? Let's explore some of the possibilities. CHAPTER 16: LEARNING TO LEARN FROM MASTERY LEARNING Bit by bit, block by block, we climb our way up a ladder to mastery. CHAPTER 17: DIRECT INSTRUCTION Why beat around the bush when you can just deal with things directly? Let's go for it! However, finesse is required, and that is what this chapter is all about. CHAPTER 18: LEARNING FROM SIMULATIONS Training and Self-Training How much can we learn from quasi-realities? The answer is, a good deal. Simulations enable us to learn from virtual realities where we can experience environments and problems beyond our present environment. Presently, they range all the way to space travel, thanks to NASA and affiliated developers. PART VI: INDIVIDUAL DIFFERENCES, DIVERSITY, AND CURRICULUM The rich countryside of humanity makes up the population of our schools. The evidence suggests that diversity enhances the energy of schools and classrooms. However, some forms of teaching make it difficult for individual differences to flourish. We emphasize the curriculums and models of teaching that enable individual differences to thrive. CHAPTER 19: LEARNING STYLES AND MODELS OF TEACHING Making Discomfort Productive By definition, learning requires knowing, thinking, or doing things we couldn't do before the learning took place. Curriculums and teaching need to be shaped to take us where we haven't been. The trick is to develop an optimal mismatch in which we are pushed but the distance is manageable. CHAPTER 20: EQUITY Gender, Ethnicity, and Socioeconomic Background The task here is to enable differences to become an advantage. The best curriculums and models of teaching do just that. In other words, if differences are disadvantages, it is because of how we teach. CHAPTER 21: CREATING AND TESTING CURRICULUMS The Conditions of Learning Robert Gagne's framework for building curriculums is discussed and illustrated. This content is not simple, but it is powerful. CHAPTER 22: TWO WORDS ON THE FUTURE The Promise of Distance Learning and Using Models of Teaching to Ensure that No Child is Left Behind. Afterword APPENDIX PEER COACHING GUIDES Related Literature and References Index

教学模式 = Models of Teaching

Illustrations vii Tables ix Acknowledgments xi INTRODUCTION 1 PART I Theory 23 CHAPTER 1 A Theory of Immigration Backlash Politics 25 PART II Views on Immigration and Defection to the Republican Party 61 CHAPTER 2 Immigration, Latinos, and the Transformation of White Partisanship 63 CHAPTER 3 How Immigration Shapes the Vote 88 PART III Understanding the Roots of the Backlash 113 CHAPTER 4 The Geography of the Immigration Backlash 115 CHAPTER 5 Media Coverage of Immigration and White Macropartisanship 154 PART IV The Consequences 181 CHAPTER 6 The Policy Backlash 183 CONCLUSION Implications for A Deeply Divided United States 201 References 217 Index 233

http://weber.ucsd.edu/%7Ezhajnal/resources/white-backlash-manuscript.pdf

White Backlash: Immigration, Race, and American Politics

This paper reports on the first phase of a multi-strategy health promotion project which uses a whole-school approach to promote resiliency in children of primary school age in school, family and community settings in an urban and rural/remote location in Queensland, Australia. The study population comprised students from Years 3, 5, and 7 (ages 8, 10, 12 years), their parents/care-givers, and staff across 20 primary schools. Evidence emerging from this phase of the project confirms that the school environment makes a major contribution to the development of psychological resilience in children. Schools in which students reported more positive adult and peer social networks and feelings of connectedness to adults and peers, and a strong sense of autonomy were associated with higher self ratings of resiliency in the students. There was also high concurrence by parents and caregivers regarding perceptions of the school environment. These schools rated more highly according to ‘health promoting school’ (HPS) attributes and principles. Characteristics of such schools included features like shared decision-making and planning, community participation, a supportive physical and social environment, good school-community relations, clearly articulated health policies and access to appropriate health services.

Promoting and building resilience in primary school communities: Evidence from a comprehensive ‘health promoting school’ approach

In 1994 the Lebanese government called for an education reform to introduce critical thinking (CT) in the curriculum. The reform failed as there was no consensus on how CT should be taught. Some commentators consider CT a cultural practice that cannot be taught in cultures that do not encourage independent thinking. This study examines whether instruction in CT can develop the CT skills of undergraduate English language learners in a system where politics and religion take precedence over the quality of education.

The thesis begins with a systematic review that synthesises empirical evidence of the effect of teaching CT on CT skills of undergraduate English language learners. Of 1,830 records, only 36 studies were deemed relevant. The review suggests indicative evidence that explicit instruction may be beneficial. However, because of methodological flaws, the strength of the evidence is weak.

To establish the effect of this approach, a cluster randomised control trial was carried out in a university in Lebanon involving 29 English classes (413 students). The trial was conducted over one term in which 11 lessons in CT (14 sessions) were substituted for material from the regular curriculum. Experimental students made bigger gains on the Cornell Critical Thinking Test between pre- and post-test (ES = +0.3).

Process evaluation shows that the key factors in successful implementations were teachers’ positive attitude, training of teachers, and the readily available lesson plans that were integrated into the curriculum. Students’ attitudes and lack of general knowledge were key barriers.

The predominance of poorly designed research in the review suggests that research in CT is underdeveloped and is not a priority for policymakers in non-native English speaking countries. More funding could be invested to strengthen research in CT. Overall, this study shows that the objective of the education reforms in Lebanon to introduce CT is not difficult to achieve if teachers are trained.

Evaluating the impact of instruction in critical thinking on the critical thinking skills of English language learners in higher education

The modern classroom is becoming increasingly diverse, with many countries seeking to develop teacher self-efficacy in multicultural classrooms (TSMC) to effectively teach diverse students by offer...

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Enhancing Teacher Self-Efficacy in Multicultural Classrooms and School Climate: The Role of Professional Development in Multicultural Education in the United States and South Korea:

Promoting students’ critical thinking is an important task of Teacher Education. This is a review paper of 39 research papers regarding the critical thinking practices that are utilised in ...

Critical thinking practices in teacher education programmes: a systematic review

The socio‐cultural differentiation of student populations which has appeared in Greece during the last two decades has created urgent needs concerning the intercultural competency of teachers (Fran...

Multimodal Texts as Instructional Tools for Intercultural Education: A Case Study.

The focus and purpose of this paper is to present an e-learning teacher training course, including its aims and main results from teachers' interviews. The case study presented here examines the effectiveness of an in-service training seminar which was targeted toward teachers at multicultural schools. It concerns qualitative research that stresses interpretative and subjective dimensions of texts which comprise multiple meanings, resulting from multiple readings and interpretations. The structure of the paper is set out in three parts: First, the educational framework within which the study was developed is presented, then, the methodology connected with its development is described, and finally, teachers' replies are presented and discussed. The e-learning teacher training course was created within the frame of an Intercultural Education programme, focusing on differentiated instruction. Participating teachers were asked to create teaching scenarios in the direction of Intercultural Education. Human rights posters were used as motivation for the teachers and the derived scenarios were used for an arts-informed narrative inquiry aimed at investigating the teachers' knowledge on how to exploit resources as intercultural storytellers through media texts. The study also sets a framework for the development of visual literacy practices in multicultural classrooms, thus enhancing the intercultural competency of teachers.

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E-learning teacher training courses for differentiated instruction in multicultural classrooms: reflections upon the participants' experiences

Teachers’ education on Multicultural/Intercultural education issues constitutes a central field in the education of future teachers, i.e. the undergraduate students who attend educational studies at Pedagogical Departments. In this article we present the case of Greece, a southern European country, where Teachers’ education on Intercultural issues has been a new dimension within the curricula of universities. The current study focuses on the curricula of nine Pre-Primary Pedagogical Departments, called ‘Early Childhood Education Departments’, throughout Greece. The results of this study are in accordance with other relevant international studies on Teachers’ education and training on multicultural/intercultural issues. They provide a new dimension that highlights the urgent need to restructure the content of the undergraduate studies curricula which shape up the core education programmes addressed to pre-service teachers.

Multicultural/Intercultural Education Issues in Pre-service Teacher Education Courses: The Case of Greece

Critical Thinking is considered an essential component of education given its potential to enhance students’ development at an academic, value-related and moral level. Teachers’ critical thinking dispositions may be utilized in school settings in order for them to design teaching practices that are focused on the cultivation of students’ critical reasoning. The current qualitative study aims to explore teachers’ Critical Thinking dispositions as they emerged through an action research project carried out in Macedonia, Greece involving semi-structured interviews and a focus group. Three major subject areas were explored including resilience, peer mediation and citizenship education. Ten teachers of primary education and three teachers of secondary education (Lyceum) participated in the study. Qualitative data findings have suggested that teachers exhibit certain Critical Thinking dispositions which will inform teaching interventions to be designed and applied during this specific project.

Catherine Dimitriadou

Papers

Critical thinking practices in teacher education programmes: a systematic review

Multimodal Texts as Instructional Tools for Intercultural Education: A Case Study.

E-learning teacher training courses for differentiated instruction in multicultural classrooms: reflections upon the participants' experiences

Multicultural/Intercultural Education Issues in Pre-service Teacher Education Courses: The Case of Greece

Teachers’ Critical Thinking Dispositions Through Their Engagement in Action Research Projects: An Example of Best Practice