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OverviewFull Product DetailsAuthor: Amy B. Demarest (St. Michael’s College, USA)Publisher: Taylor & Francis Ltd Imprint: Routledge Dimensions: Width: 15.20cm , Height: 1.50cm , Length: 22.90cm Weight: 0.385kg ISBN: 9781138013452ISBN 10: 1138013455 Pages: 188 Publication Date: 28 November 2014 Audience: College/higher education , General/trade , Tertiary & Higher Education , General Format: Hardback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of ContentsContents Preface Acknowledgements PART I: PLACE-BASED EDUCATION: THEORY AND PRACTICE Teacher Portrait #1: Kate Toland Chapter 1. What is Place-based Curriculum Design? Chapter 2. How Does Place-based Education Work in Real Classrooms? PART II: ELEMENTS OF PLACE-BASED CURRICULUM DESIGN: PURPOSE AND FUNCTION Teacher Portrait #2: Sharyl Green Chapter 3. Personal Connections are the Foundation of All Learning Teacher Portrait #3: Gay Craig Chapter 4. Local Investigations Deepen Subject Understanding Teacher Portrait #4: Ellen Temple Chapter 5. Local Investigations Build Holistic Understanding of Places Teacher Portrait #5: Jean Berthiaume Chapter 6. Local Investigations Build Opportunity for Civic Engagement PART III: PLANNING FOR LOCAL LEARNING: LOGISTICS AND CHALLENGES Teacher Portrait #6: Judy Elson Chapter 7. Place as Text Chapter 8. Planning for Teaching in Local Places PART IV: MOVING FORWARD: STRATEGIES FOR SCHOOL CHANGE Teacher Portrait #7: Anne Tewksbury-Frye Chapter 9: Changing Practice Changes SchoolsReviewsWhat I find especially helpful in this book is the deliberate and repeated way it demonstrates what it means to transform experiences outside the classroom into meaningful 'texts' that are worthy of close examination and analysis. It also provides many examples of ways this process can lead children and youth to become the creators of knowledge rather than only its consumers. As educators we neglect this possibility at our peril and the peril of students who learn in too many classrooms to become disengaged and uninvolved. The learning experiences described here serve as an antidote to that kind of alienation. Gregory Smith, Lewis & Clark College, USA An excellent introduction to the many curriculum projects that are available to the K-12 teacher just outside the classroom door. Drawing from a variety of approaches-from service learning, to place-based learning and integrated, thematic instruction-this book shows how extending the classroom into the community is not only possible, it's potentially transformative for both students and teachers. Jay Roberts, Earlham College, USA A comprehensive and thought-provoking approach to engaged learning that benefits individuals and communities. Through the curriculum planning guides, insightful quotations from scholars, and eloquent narratives of practicing teachers, we see hopeful possibilities for what education and schooling could become. Christy M. Moroye, University of Northern Colorado, USA Winner of the 2015 American Association for Teaching and Curriculum's O.L. Davis, Jr. Outstanding Book Award! What I find especially helpful in this book is the deliberate and repeated way it demonstrates what it means to transform experiences outside the classroom into meaningful 'texts' that are worthy of close examination and analysis. It also provides many examples of ways this process can lead children and youth to become the creators of knowledge rather than only its consumers. As educators we neglect this possibility at our peril and the peril of students who learn in too many classrooms to become disengaged and uninvolved. The learning experiences described here serve as an antidote to that kind of alienation. Gregory Smith, Lewis & Clark College, USA An excellent introduction to the many curriculum projects that are available to the K-12 teacher just outside the classroom door. Drawing from a variety of approaches-from service learning, to place-based learning and integrated, thematic instruction-this book shows how extending the classroom into the community is not only possible, it's potentially transformative for both students and teachers. Jay Roberts, Earlham College, USA A comprehensive and thought-provoking approach to engaged learning that benefits individuals and communities. Through the curriculum planning guides, insightful quotations from scholars, and eloquent narratives of practicing teachers, we see hopeful possibilities for what education and schooling could become. Christy M. Moroye, University of Northern Colorado, USA Demarest is clear and concise with her language and profiles six different teachers throughout her book to highlight and complement her central points. Current K-12 teachers and those studying to become teachers themselves would benefit immensely from the tools provided here. Matthew Pariselli , Green Teacher (107, Fall 2015) Author InformationAmy B. Demarest teaches standards-based curriculum design, authentic assessment and watershed education in northern Vermont. A central theme of her work, first as a middle-grades classroom teacher and now at the university level, is to find ways to design curriculum that engages students in the stories, questions, and issues found in the places they live (ourcurriculummatters.com). Tab Content 6Author Website:Countries AvailableAll regions |
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