A SCHOLARLY BOOK REPOSITORY38 start with T start with T
This book is a collection of essays, stories, lists, examples, dialogues, and ideas, all offered with the aim of helping artists create and implement effective teaching based on their own expertise and strengths. The Handbook addresses three core questions: “What will I teach?” “How will I teach it?” and “How will I know if my teaching is working?” It also recognizes that teaching is a dynamic process that requires critical reflection and thoughtful adjustment in order to foster a supportive artistic environment.
Instead of offering rigid formulas, this book is centered on practice—the actual doing and making of teaching artist work. Experience-based and full of heart, the Teaching Artist Handbook will encourage artists of every experience level to create an original and innovative practice that inspires students and the artist.
Statistical and anecdotal evidence documents that even states with relatively little ethnic or cultural diversity are beginning to notice and ask questions about long-term resident immigrants in their classes. As shifts in student population become more widespread, there is an even greater need for second language specialists, composition specialists, program administrators, and developers in colleges and universities to understand and adapt to the needs of the changing student audience(s).
Bruce McComiskey is a strong advocate of social approaches to teaching writing. However, he opposes composition teaching that relies on cultural theory for content, because it too often prejudges the ethical character of institutions and reverts unnecessarily to product-centered practices in the classroom. He opposes what he calls the "read-this-essay-and-do-what-the-author-did method of writing instruction: read Roland Barthes's essay 'Toys' and write a similar essay; read John Fiske's essay on TV and critique a show."
McComiskey argues for teaching writing as situated in discourse itself, in the constant flow of texts produced within social relationships and institutions. He urges writing teachers not to neglect the linguistic and rhetorical levels of composing, but rather to strengthen them with attention to the social contexts and ideological investments that pervade both the processes and products of writing.
A work with a sophisticated theory base, and full of examples from McComiskey's own classrooms, Teaching Composition as a Social Process will be valued by experienced and beginning composition teachers alike.
The teaching reflections in Teaching Difficult Topics examine difficult themes that fall into three primary categories: subjects that instructors sense to be controversial or emotionally challenging to discuss, those that derive from or intersect with real-world events that are difficult to process, and bigger-picture discussions of how music studies often focuses on dominant narratives while overlooking other perspectives. Some chapters offer practical guidance, lesson plans, and teaching materials to enable instructors to build discussions of race, gender, sexuality, and traumatic histories into their own classrooms; others take a more global view, reflecting on the importance and relevance of teaching these difficult topics and on how to respond in the music classroom when external events disrupt daily life.
The second edition of Teaching English as a Foreign or Second Language includes a wider range of examples to coincide with a variety of teaching contexts-from K-12 schools, to university intensive language programs and refugee programs. It is also updated with discussions of technology throughout, and it considers ways in which technology can be used in teaching language skills. Sources for further study are included in each chapter and in the appendixes.
This edition has the same three major sections: (1) Self-Development, Exploration, and Settings; (2) Principles of EFL/ESL Teaching; and (3) Teaching Language Skills. New to this edition are:
- a chapter on digital literacy, technology, and teaching
- the addition of technology issues as they relate to the teaching of the various skills in Part 3
- discussions of task-based teaching, student presentations, how corpus linguistics can inform teaching, metacognitive reading strategies, collaborative writing, assessing writing, and the teaching of grammar.
Teaching History in the Digital Age serves as a guide for practitioners on how to fruitfully employ the transformative changes of digital media in the research, writing, and teaching of history. T. Mills Kelly synthesizes more than two decades of research in digital history, offering practical advice on how to make best use of the results of this synthesis in the classroom and new ways of thinking about pedagogy in the digital humanities.
Taking students out of the classroom and into a variety of settings, ranging from remote wilderness sites to urban or built environments is now recognized as a valuable means of teaching ecological concepts and environmental values. But field studies are also a way of encouraging explorations across the curriculum, enhancing the teaching of life sciences, literature, and creative writing.
Teaching in the Field is the first volume to specifically survey field studies conducted through colleges and universities. The essays, arranged into three sections, offer rationales, pedagogical strategies, and foundational advice and information that broaden and strengthen the collective knowledge of this increasingly popular means of instruction. The essays present theoretical information within engaging, candid narratives that report on various aspects of field experiences, whether hour-long excursions or month-long trips.
Teachers of environmental studies, of English, composition, and creative writing, and of allied humanities and science disciplines, will find here a wealth of success stories and cautionary tales to guide them in envisioning their own outdoor classrooms.
The rivalry between India and Pakistan began with the British withdrawal from the British Indian Empire in 1947 and the sudden partition of India immediately afterward. Seventy-five years later, it remains powerful. While the countries share a long history and considerable socio-cultural affinity, relations since Partition have been marked by three wars, constant border skirmishes, and a deep distrust that permeates both societies. In each, teaching about those relations is weighted with political and cultural significance, and research shows that curricula have been used deliberately to shape the understanding of new generations.
This book explores the attitudes and pedagogical decision-making of teachers in India and Pakistan when teaching India–Pakistan relations. Situating teachers in the context of reformed textbooks and curriculums in both countries that explicitly advocate critical thinking and social cohesion, Kusha Anand explores how far teachers have enacted these changes in their classrooms. What she finds is that while there is progress towards the stated goals, teachers in both countries face pressures from the interests of school and state, and often miss opportunities to engage with multiple perspectives and stereotypes in their classrooms.
Teaching the Bible with Undergraduates offers concrete strategies for Bible instruction in college classrooms. Each essay pays special attention to the needs of tech-savvy students whose sensibilities, aspirations, expectations, and preferred ways of learning may differ significantly from those of their instructors. The volume’s contributors, all biblical scholars and undergraduate instructors, focus on best pedagogical practices using concrete examples while sharing effective strategies. Essays and quick tips treat topics, including general education, reading skills, student identities, experiential learning, and instructional technology. Contributors include Kimberly Bauser McBrien, George Branch-Trevathan, Callie Callon, Lesley DiFransico, Nicholas A. Elder, Timothy A. Gabrielson, Kathleen Gallagher Elkins, Susan E. Haddox, Seth Heringer, John Hilton III, Melanie A. Howard, Christopher M. Jones, Steve Jung, Katherine Low, Timothy Luckritz Marquis, Kara J. Lyons-Pardue, Jocelyn McWhirter, Sylvie T. Raquel, Eric A. Seibert, Hanna Tervanotko, Carl N. Toney, John Van Maaren, and Robby Waddell. This book provides an essential resource not only for instructors at the undergraduate level but also for anyone who teaches biblical studies in the classroom.
With original contributions from a diverse range of teachers, scholars, and practitioners in literary studies, history, book arts, library science, language studies, and archives, Teaching the History of the Book is the first collection of its kind dedicated to book history pedagogy. Presenting a variety of methods for teaching book history both as its own subject and as an approach to other material, each chapter describes lessons, courses, and programs centered on the latest and best ways of teaching undergraduate and graduate students.
Expansive and instructive, this volume introduces ways of helping students consider how texts were produced, circulated, and received, with chapters that cover effective ways to organize courses devoted to book history, classroom activities that draw on this subject in other courses, and an overview of selected print and digital tools. Contributors, many of whom are leading figures in the field, utilize their own classroom experiences to bring to life some of the rich possibilities for teaching book history in the twenty-first century.
In addition to the volume editors, contributors include Ryan Cordell, Brigitte Fielder, Barbara Hochman, Leslie Howsam, Matthew Kirschenbaum, Clare Mullaney, Kate Ozment, Leah Price, Jonathan Rose, Jonathan Senchyne, Sarah Wadsworth, and others.
Teaching U.S. History through Sports provides strategies for incorporating sports into any U.S. history curriculum. Drawing upon their own classroom experiences, the authors suggest creative ways to use sports as a lens to examine a broad range of historical subjects, including Puritan culture, the rise of Jim Crow, the Cold War, the civil rights movement, and the women's movement. Essays focus on the experiences of African American women, working-class southerners, Latinos, and members of LGBTQ communities, as well as topics including the controversy over Native American mascots and the globalization of U.S. sports.
Travis and DeSpain curate conversations on the value of project-based, collaborative learning; examples of real-world assignments where students combine close, collaborative, and computational reading; how digital humanities aids in the consideration of marginal texts; the ways in which an ethics of care can help students organize artifacts; and how an activist approach affects debates central to the study of difference in the nineteenth century.
A supplemental companion website with substantial appendixes of syllabi and assignments is now available for readers of Teaching with Digital Humanities.
Territory is shifting. No longer defined by the dotted line of the border or the national footprint of soil, today’s territories are enacted through data infrastructures. From subsea cables to server halls, these infrastructures underpin new forms of governance, shaping subjects and their everyday lives. Technical Territories moves from masked protestors in Hong Kong to asylum-seekers in Christmas Island and sand miners in Singapore, exploring how these territories are both political and visceral, altering the experience of their inhabitants.
Infrastructures have now become geopolitical, strategic investments that advance national visions, extend influence, and trigger trade wars. Yet at the same time, these technologies also challenge sovereignty as a bounded container, enacting a more distributed and decoupled form of governance. Such “technical territories” construct new zones where subjects are assembled, rights are undermined, labor is coordinated, and capital is extracted. The stable line of the border is replaced by more fluid configurations of power. Luke Munn stages an interdisciplinary intervention over six chapters, drawing upon a wide range of literature from technical documents and activist accounts, and bringing insights from media studies, migration studies, political theory, and cultural and social studies to bear on these new sociotechnical conditions.
Historians have seen their field transformed by the digital age. Research agendas, teaching and learning, scholarly communication, the nature of the archive—all have undergone a sea change that in and of itself constitutes a fascinating digital history. Yet technology's role in the field's development remains a glaring blind spot among digital scholars.
Adam Crymble mines private and web archives, social media, and oral histories to show how technology and historians have come together. Using case studies, Crymble merges histories and philosophies of the field, separating issues relevant to historians from activities in the broader digital humanities movement. Key themes include the origin myths of digital historical research; a history of mass digitization of sources; how technology influenced changes in the curriculum; a portrait of the self-learning system that trains historians and the problems with that system; how blogs became a part of outreach and academic writing; and a roadmap for the continuing study of history in the digital era.
The contributors to Thinking Like a Historian are experienced historians and educators from elementary through university levels. This philosophical and pedagogical guide to history as a discipline uses published standards of the American Historical Association, the Organization of American Historians, the National Council for History Education, the National History Standards and state standards for Wisconsin and California.
The creative traditions and expressive culture of students' families, neighborhoods, towns, religious communities, and peer groups provide opportunities to extend classrooms, sustain learning beyond school buildings, and better connect students and schools with their communities. Folklorists and educators have long worked together to expand curricula through engagement with local knowledge and informal cultural arts-folk arts in education is a familiar rubric for these programs-but the unrealized potential here, for both the folklore scholar and the teacher, is large. The value folklorists "place on the local, the vernacular, and the aesthetics of daily life does not reverberate" throughout public education, even though, in the words of Paddy Bowman and Lynne Hamer, "connecting young people to family and community members and helping them to develop self-identity are vital to civic well-being and to school success."
Through the Schoolhouse Door offers a collection of experiences from exemplary school programs and the analysis of an expert group of folklorists and educators who are dedicated not only to getting students out the door and into their communities to learn about the folk culture all around them but also to honoring the culture teachers and students bring to the classroom.
• Charles Parrott on truth claims in storytelling today
• Danielle Bellone on the blending of old forms and new audience concerns
• Alison Bergblom Johnson on the storyteller’s relationship to the story
• Cooper Braun on what works and what doesn’t when telling hard or “dark” stories
• Marie Lupine-Durocher and Petronella van Dijk on what wonder tales teach the next generation of storytellers
• Carolina Quiroga-Stultz on storytelling that starts conversations about frontiers and borders
• And eleven more chapters of stories and examination of the art of storytelling in the current era.
The contributors come from many different storytelling traditions as well as many modern subcultures. Their concerns will be of interest to educators, storytellers, art watchers, and cultural thinkers. There is no other book like Tomorrow’s Storytellers Today.
The book begins by addressing basic considerations in selecting and designing materials for classroom use. Textbooks themselves are covered in depth, which is very helpful for teachers choosing or assessing a textbook. An abundance of information is provided on how to use written texts from different genres (including teacher- and student-created texts), teacher-created resources, audio-visual aids, computers and the Internet, and how to provide community and service learning.
This resource aims to help instructors choose the most effective, appropriate, and flexible materials for their students and their programs. Teachers and teachers-in-training will find this to be a practical and comprehensive guide to integrating ELT materials and resources into a curriculum.
In the United States, sex education is more than just an uncomfortable rite of passage: it's a political hobby horse that is increasingly out of touch with young people’s needs. In Touchy Subject, philosopher Lauren Bialystok and historian Lisa M. F. Andersen unpack debates over sex education, explaining why it’s worth fighting for, what points of consensus we can build upon, and what sort of sex education schools should pursue in the future.
Andersen surveys the history of school-based sex education in the United States, describing the key question driving reform in each era. In turn, Bialystok analyzes the controversies over sex education to make sense of the arguments and offer advice about how to make educational choices today. Together, Bialystok and Andersen argue for a novel framework, Democratic Humanistic Sexuality Education, which exceeds the current conception of “comprehensive sex education” while making room for contextual variation. More than giving an honest run-down of the birds and the bees, sex education should respond to the features of young people’s evolving worlds, especially the digital world, and the inequities that put some students at much higher risk of sexual harm than others. Throughout the book, the authors show how sex education has progressed and how the very concept of “progress” remains contestable.
A case for sex education that puts it in historical and philosophical context.
In the United States, sex education is more than just an uncomfortable rite of passage: it's a political hobby horse that is increasingly out of touch with young people’s needs. In Touchy Subject, philosopher Lauren Bialystok and historian Lisa M. F. Andersen unpack debates over sex education, explaining why it’s worth fighting for, what points of consensus we can build upon, and what sort of sex education schools should pursue in the future.
Andersen surveys the history of school-based sex education in the United States, describing the key question driving reform in each era. In turn, Bialystok analyzes the controversies over sex education to make sense of the arguments and offer advice about how to make educational choices today. Together, Bialystok and Andersen argue for a novel framework, Democratic Humanistic Sexuality Education, which exceeds the current conception of “comprehensive sex education” while making room for contextual variation. More than giving an honest run-down of the birds and the bees, sex education should respond to the features of young people’s evolving worlds, especially the digital world, and the inequities that put some students at much higher risk of sexual harm than others. Throughout the book, the authors show how sex education has progressed and how the very concept of “progress” remains contestable.
Instructors will improve their own conceptual understandings of teaching and learning issues, as well as receive guidance on designing courses and implementing pedagogies consistent with what research tells us about how students learn. The book offers practical illustrations of assignments, goals, questions, grading rubrics, unit plans, and formats for peer observation that are adaptable for courses on any subject and of any size. Transforming History is a critical guide for higher and secondary education faculty—neophytes and longtime professionals alike—working to improve student learning.
Contributions to this volume represent a range of institutions including small liberal arts colleges, HBCUs, Ivy Leagues, large research institutions, and community-based collections. The assignments, projects, and initiatives described across this volume are fundamentally concerned with the challenge to model digital archival collections so as to center individual and community voices that are historically under-engaged in the archives. To address this challenge, contributors describe various approaches to substantively, often radically, redistribute archival resources and authority. The chapters within Transforming the Authority of the Archive offer thoughtful and creative pedagogical approaches to counter the presumed neutrality of the archive and advocate a shared understanding of the contingency of archival collections. This book is a must-read for liberal arts faculty, graduate students, archivists (both community- and institutionally-affiliated), information-studies professionals, librarians, and other professionals working and teaching in archives, museums, libraries, and other cultural heritage institutions.
While local conditions remain at the forefront of writing program administration, transnational activities are slowly and thoroughly shifting the questions we ask about writing curricula, the space and place in which writing happens, and the cultural and linguistic issues at the heart of the relationships forged in literacy work. Transnational Writing Program Administration challenges taken-for-granted assumptions regarding program identity, curriculum and pedagogical effectiveness, logistics and quality assurance, faculty and student demographics, innovative partnerships and research, and the infrastructure needed to support writing instruction in higher education.
Well-known scholars and new voices in the field extend the theoretical underpinnings of writing program administration to consider programs, activities, and institutions involving students and faculty from two or more countries working together and highlight the situated practices of such efforts. The collection brings translingual graduate students at the forefront of writing studies together with established administrators, teachers, and researchers and intends to enrich the efforts of WPAs by examining the practices and theories that impact our ability to conceive of writing program administration as transnational.
This collection will enable writing program administrators to take the emerging locations of writing instruction seriously, to address the role of language difference in writing, and to engage critically with the key notions and approaches to writing program administration that reveal its transnationality.
Treatment of Error offers a realistic, well-reasoned account of what teachers of multilingual writers need to know about error and how to put what they know to use. As in the first edition, Ferris again persuasively addresses the fundamental error treatment questions that plague novice and expert writing specialists alike: What types of errors should teachers respond to? When should we respond to them? What are the most efficacious ways of responding to them? And ultimately, what role should error treatment play in the teaching of the process of writing?
The second edition improves upon the first by exploring changes in the field since 2002, such as the growing diversity in what is called “L2 writers,” the blurring boundaries between “native” and “non-native” speakers of English, the influence of genre studies and corpus linguistics on the teaching of writing, and the need the move beyond “error” to “second language development” in terms of approaching students and their texts. It also explores what teacher preparation programs need to do to train teachers to treat student error.
The second edition features
* an updating of the literature in all chapters
* a new chapter on academic language development
* a postscript on how to integrate error treatment/language development suggestions in Chapters 4-6 into a writing class syllabus
* the addition of discussion/analysis questions at the end of each chapter, plus suggested readings, to make the book more useful in pedagogy or teacher development workshops
READERS
Browse our collection.
PUBLISHERS
See BiblioVault's publisher services.
STUDENT SERVICES
Files for college accessibility offices.
RECENTLY PUBLISHED
UChicago Accessibility Resources
home | accessibility | search | about | contact us
BiblioVault ® 2001 - 2024
The University of Chicago Press