Professional development should be done by teachers, not done to them. It works best when it comes from the inside out, not from the top down. This idea is not new, and it is well-supported in research. However, teachers’ professional development is often provided, rather than supported. Why is this?
As writing teachers, our fundamental pedagogical goal is to facilitate our students’ abilities to develop their voices through writing. We are keenly aware of this goal with our education students, who come to our Writing in Education courses often underestimating the amount, and importance, of writing they will produce as teachers
Dr. Felicia Darling offers an up-close and personal look into the lives of several community college students. Teachin’ It! is a hands-on guide to cutting-edge research and classroom strategies that redress the graduation gap in community and open-access colleges.
Winner of the 2018 Literacy Research Association’s Edward B. Fry Book Award, Reading the Rainbow: LGBTQ-Inclusive Literacy Instruction in the Elementary Classroom addresses LGBTQ topics in early education. Drawing on examples of teaching from elementary school classrooms, this timely book for practitioners explains why LGBTQ-inclusive literacy instruction is possible, relevant, and necessary in grades K–5.
Hunger, homelessness, and inconsistent living situations are growing problems for students in higher education institutions — from the two year public college to the four year private university.
When adults think of STEM, they often relate it to complex mathematical equations, daunting engineering problems, or complex biological processes. And, oftentimes, young children have the opposite thinking. In Teaching STEM in the Preschool Classroom, the authors claim that children are natural and curious explorers of the world – particularly scientific and natural approaches. And, the authors believe that nurturing this curiosity is important in establishing STEM learning habits early on.