Construction of a Diagnostic Reading Test for Senior High School Students and College Freshman (Columbia Univ Teach Cllg Cntribtns to Educ No 861)

Health, Fitness & Dieting

Margaret Eleanor Martin Conant

Psychology & Counseling

Teachers College, Columbia University

Discusses the students view of school, motivation, discipline, and the goals of education, and advises teachers how to set standards for themselves and their students

After the lesson plan: Realities of high school teaching

Emmers, Amy Puett

Broken bottles, broken dreams: Understanding and helping the children of alcoholics

Deutsch, Charles

Developing a Successful Tutoring Program

Education & Teaching

Wilson, Robert Mills

Koskinen, Patricia S.

Schools & Teaching

<p>An introduction to the visual arts, with emphasis on the viewer's response to folk, popular, and fine arts, as well as to natural objects.</p>

Experience and art: Teaching children to paint

Arts & Photography

Smith, Nancy R.

Study & Teaching

Adults are continually learning outside of conventional education frameworks, acquiring new skills and knowledge in a range of community settings. This book explores the extent and quality of this informal independent learning and the ways in which adult educators can work with independent adult learners to support and enhance their learning.

Adult learners, adult education, and the community

Brookfield, Stephen

Higher & Continuing Education

The meaning of educational change

FULLAN, MICHAEL

Explorations in time-limited counseling and psychotherapy (Guidance and counseling series)

Gelson, Charles J. and Deborah Hazel Johnson

Awakening the inner eye: Intuition in education

Science & Math

Nel Noddings

Paul J. Shore

Behavioral Sciences

<p>The revised and expanded second edition of "Curriculum and Aims" provides a broad perspective on the basic curriculum questions educators face regarding the purposes, content, design, and structure of educational programmes. After examining aims that have been proposed by classical educational thinkers and reviewing the dominant educational debate of this century between traditionalists and progressives, authors Decker F. Walker and Jonas F. Soltis deal with fundamental issues of curriculum theory and instructional practice, raising such questions as: who has the authority to make curriculum decisions?; when is a curriculum change a change for the better?; should curriculum be thought of as a set of subjects to be learned or as a set of experiences for people to have?; which perspective - student-, society- or subject-centred - best guides the design of general education in a democratic society?; what do contemporary scholars who have studied and critiqued curriculum of the past and present have to offer practicing teachers?; if we as a pluralistic society "aim" our educational programmes, how can we do so democratically, fairly, and justly?; what questions should be considered during the process of curriculum deliberation? As in the other volumes in the "Thinking About Education Series", a final "Cases and disputes" chapter provides realistic case studies, dialogues, and open-ended questions designed to stimulate thought and discussion.</p>

Curriculum and aims (Thinking about education series)

Walker, Decker F.

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Books by Teachers College, Columbia University