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| learning stories margaret carr: Learning Stories Margaret Carr, Wendy Lee, 2012-03-19 Margaret Carr′s seminal work on Learning Stories was first published by SAGE in 2001, and this widely acclaimed approach to assessment has since gained a huge international following. In this new full-colour book, the authors outline the philosophy behind Learning Stories and refer to the latest findings from the research projects they have led with teachers on learning dispositions and learning power, to argue that Learning Stories can construct learner identities in early childhood settings and schools. By making the connection between sociocultural approaches to pedagogy and assessment, and narrative inquiry, this book contextualizes Learning Stories as a philosophical approach to education, learning and pedagogy. Chapters explore how Learning Stories: - help make connections with families - support the inclusion of children and family voices - tell us stories about babies - allow children to dictate their own stories - can be used to revisit children′s learning journeys - can contribute to teaching and learning wisdom This ground-breaking book expands on the concept of Learning Stories and includes examples from practice in both New Zealand and the UK. It outlines the philosophy behind this pedagogical tool for documenting how learning identities are constructed and shows, through research evidence, why the early years is such a critical time in the formation of learning dispositions. Margaret Carr is a Professor of Education at the University of Waikato, New Zealand. Wendy Lee is Director of the Educational Leadership Project, New Zealand. |
| learning stories margaret carr: Assessment in Early Childhood Settings Margaret Carr, 2001-06-05 `This is an invigorating and very thought-provoking text, that I would recommend to all early years professionals, parents and citizens interested in developing their understanding of early years philosophy in action, which is directly linked to a compelling research paradigm and deep reflection alongside a sound theoretical base′ - Early Years `I would recommend this book to practitioners interested in reflecting on their own practice and approach to assessment. The insights provided are thought-provoking and promote a practical and positive approach to early years assessment′ - Early Talk `This thoughtful book challenges the standard assessment process that is commonly employed within the context of early years provision. For any practitioners working in early years setting this is a powerful and exciting book that helps to remind us that the child must be placed centrally within the assessment process, not as a recipient but as a proactive contributor to the situation′- Child Language Teaching and Therapy `This is a highly relevant text as some UK early childhood educators become engulfed with avalanches of tick sheets! A most useful book which contributes to the current vital debate about when, what and how we should access young children′s progress′ - T.A.C.T.Y.C Newsletter `I found Margaret Carr′s book fascinating... the ideas and arguments put forward are well worth mulling over′ - Early Years Educator `This is an inspiring book from bilingual, bicultural New Zealand about revolutionizing the assessment of young children′s learning and progress.... I hope this book inspires United Kingdom practitioners to set out on learning story journeys′ - Nursery World `This book manages to blend recognized theory and recent research with practice. I found it easy, and sometimes enjoyable, to read; it provided plenty of food for thought as well as references on how to. I would recommend it to all early childhood practitioners, not just those considering their current assessment procedures, as the chapters focusing on the child as a learner are of value on their own′ - Julia Browne, Goldsmiths Association for Early Childhood This book shows that an early childhood setting can be described as a learning place in which children develop learning dispositions such as resilience in the face of uncertainty, confidence to express their ideas, and collaborative and thoughtful approaches to problem-solving. These dispositions provide the starting point for life-long learning. The author asks: How can we assess and track children′s learning in the early years in a way that includes learning dispositions and avoids the pitfalls of over-formal methods, whilst being helpful for practitioners, interesting for families, and supportive for learners? The book - describes a way of assessment that stays close to the children′s real experiences and provides an alternative to mechanistic and fragmented approaches, - shows how practitioners can assess what really matters: those learning dispositions (interest, involvement and perseverance for example) that provide a foundation for life-long learning. The book is about weaving theory and practice: theorizing development and learning as reflected in assessment practice. The author also argues that unless we find ways to assess complex outcomes in early childhood they will be excluded from the teaching and the learning. Simple and low level outcomes and goals will take their place. The theoretical ideas and arguments are illustrated throughout by transcripts and stories of children in a range of early childhood settings. At every turn in the journey it asks: How is this reflected in a real life context? It documents the voices of children, practitioners and parents as the learning story develops. |
| learning stories margaret carr: Learning Stories in Practice Margaret Carr, Wendy Lee, 2019-07-15 Featuring a variety of examples of real-life learning stories from around the world, Learning Stories in Practice by Margaret Carr and Wendy Lee provides clear, practical advice on how to initiate and create learning stories and why they are valuable. The authors show readers how to write stories that capture the excitement of each young child’s journey through the early years and how to develop a deep professional understanding of the learning that takes place during this time in their lives. |
| learning stories margaret carr: Learning Stories and Teacher Inquiry Groups: Re-Imagining Teaching and Assessment in Early Childhood Education Isauro Escamilla, Linda R. Kroll, Daniel Meier, Annie White, 2021-07-13 Learning Stories and Teaching Inquiry Groups is a practical text focused on how ECE practitioners can establish teacher inquiry and reflection groups and integrate the use of learning stories to strengthen their assessment, teaching practices, and knowledge of child development. Drawing on relevant research and the authors' direct work with teachers, the book focuses on describing ways the authors have adapted the framework of the learning stories approach from New Zealand to specific US educational contexts via examples from several urban and rural ECE contexts. The book provides practical examples of novice through veteran early childhood teachers engaging and collaborating in onsite and cross-site inquiry and reflection with a focus on learning stories. This text will be useful for infant, toddler, and preschool teachers taking courses at the AA, BA, and MA levels, as well as teachers engaged in onsite professional development. This text will help early childhood educators learn to write learning stories as an observational and assessment approach to document young children's learning experiences and to deepen teachers' understanding of the role of narrative in linking child development knowledge with effective environmental design, high-quality curricular approaches, and socially and culturally inclusive relationship practices. The text will support early childhood educators' professional development through easily understood instructions and case study samples of inquiry work with learning stories through community of practice. Educators will learn how linking learning stories with regular, systematic forms of teacher inquiry, documentation, and reflection promotes a new image of children as holistic learners. |
| learning stories margaret carr: Learning Stories in Practice Margaret Carr, Wendy Lee, 2019-05-17 Margaret Carr and Wendy Lee have often been asked for a follow-on practical companion to their seminal 2012 book Learning Stories; a complimentary book that provides practical advice for teachers who are embarking on a ‘narrative assessments-for-learning’ journey. After much anticipation that book is here at last! Packed with a wide range of full-colour examples of real life learning stories from all over the world this practical guide is influenced by their ongoing work with teachers across many countries and the thoughtful comments and questions that teachers have asked during conversations at conferences, lectures and professional development programmes. They have turned these conversations with teachers and students into key ideas, and a practical framework on how to initiate and create good learning stories and why they are valuable. They show you how to write stories that capture the magic and excitement of each young child′s journey through the early years and how to develop a deep professional understanding of the learning that takes place during this special and influential time in their lives. |
| learning stories margaret carr: Understanding the Te Whariki Approach Wendy Lee, Margaret Carr, Brenda Soutar, Linda Mitchell, 2013-01-17 Understanding the Te Whāriki Approach is a much–needed source of information for those wishing to extend and consolidate their understanding of the Te Whāriki approach, introducing the reader to an innovative bicultural curriculum developed for early childhood services in New Zealand. It will enable the reader to analyse the essential elements of this approach to early childhood and its relationship to quality early years practice. Providing students and practitioners with the relevant information about a key pedagogical influence on high quality early years practice in the United Kingdom, the book explores all areas of the curriculum, emphasising: strong curriculum connections to families and the wider community; a view of teaching and learning that focuses on responsive and reciprocal relationships with people, places and things; a view of curriculum content as cross-disciplinary and multi-modal; the aspirations for children to grow up as competent and confident learners and communicators, healthy in mind, body, and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society; a bicultural framework in which indigenous voices have a central place. Written to support the work of all those in the field of early years education and childcare, this is a vital text for students, early years and childcare practitioners, teachers, early years professionals, children’s centre professionals, lecturers, advisory teachers, head teachers and setting managers. |
| learning stories margaret carr: Assessing Children's Learning Mary Jane Drummond, 2012-09-10 First Published in 2004. Routledge is an imprint of Taylor & Francis, an informa company. |
| learning stories margaret carr: Learning Stories Margaret Carr, Wendy Lee, 2012-06-19 This text shows how learning stories can help create learner identities and affect education, pedagogy and learning. |
| learning stories margaret carr: The Play's the Thing Elizabeth Jones, Gretchen Reynolds, 1992 The traditional role for teachers in children's play was to structure it, setting rules and interrupting if things got out of hand. However, for children three to five, sociodramatic play is a way to invent and make familiar the rhythms and actions of everyday life. This text describes why play is a fundamentally important part of children's development and shows how adults can support and promote play. The authors offer systematic descriptions and analyses of the different roles a teacher adopts toward this end, including those of stage manager, mediator, player, scribe, assessor, communicator, and planner, and describe both highly interactive and inhibited children from different economic backgrounds. The authors integrate cognitive and psycho-dynamic theory as well, regarding the scripts children play in both cognitive and affective terms, and they discuss the importance of fantasy and reality play themes, demonstrating the implications of play for literacy learning. |
| learning stories margaret carr: Effective and Caring Leadership in the Early Years Iram Siraj, Elaine Hallet, 2013-10-24 This book introduces an intriguing juxtaposition of caring alongside effective, and it is a thought-provoking book. Including examples of early years leaders on their own reflective learning journeys, it provides a rich source of ideas for relational leadership that are firmly based in research and professional experience.′ - Professor Margaret Carr, University of Waikato, New Zealand Effective and caring leadership is an essential part of raising standards and increasing the quality of learning in early childhood settings. This book explains leadership practices that can make a positive difference to the provision offered and improve outcomes for both children and families. With theoretical, practical and research-informed perspectives, this book: Uses case studies to provide examples of effective leadership Integrates education and care with key practices in effective leadership Explores directional, collaborative, empowering and pedagogical leadership Offers readers opportunity to reflect upon their own leadership practices This is a key text for anyone studying Early Childhood, existing and aspiring leaders, graduate Early Years Leaders and those training to work in settings, schools and children’s services. Professor Iram Siraj is Professor of Early Childhood Education at the Institute of Education, University of London. Dr. Elaine Hallet is a Lecturer in Early Childhood Education at the Institute of Education, University of London. |
| learning stories margaret carr: Super Searchers on Competitive Intelligence Margaret Metcalf Carr, 2003 Revealing their secrets for monitoring competitive forces and keeping on top of the trends, opportunities, and threats within their industries, this book presents 15 leading CI researchers and their hard-earned secrets. |
| learning stories margaret carr: Threads of Thinking Cathy Nutbrown, 1999-07-23 The author reviews children's patterns of learning and thinking (schemas), how to support early schematic development, and implications for curriculum, assessment and working with parents. |
| learning stories margaret carr: Plagiarism, the Internet, and Student Learning Wendy Sutherland-Smith, 2008-04-24 Written for Higher Education educators, managers and policy-makers, Plagiarism, the Internet and Student Learning combines theoretical understandings with a practical model of plagiarism and aims to explain why and how plagiarism developed. It offers a new way to conceptualize plagiarism and provides a framework for professionals dealing with plagiarism in higher education. Sutherland-Smith presents a model of plagiarism, called the plagiarism continuum, which usefully informs discussion and direction of plagiarism management in most educational settings. The model was developed from a cross-disciplinary examination of plagiarism with a particular focus on understanding how educators and students perceive and respond to issues of plagiarism. The evolution of plagiarism, from its birth in Law, to a global issue, poses challenges to international educators in diverse cultural settings. The case studies included are the voices of educators and students discussing the complexity of plagiarism in policy and practice, as well as the tensions between institutional and individual responses. A review of international studies plus qualitative empirical research on plagiarism, conducted in Australia between 2004-2006, explain why it has emerged as a major issue. The book examines current teaching approaches in light of issues surrounding plagiarism, particularly Internet plagiarism. The model affords insight into ways in which teaching and learning approaches can be enhanced to cope with the ever-changing face of plagiarism. This book challenges Higher Education educators, managers and policy-makers to examine their own beliefs and practices in managing the phenomenon of plagiarism in academic writing. |
| learning stories margaret carr: How Learning Works Susan A. Ambrose, Michael W. Bridges, Michele DiPietro, Marsha C. Lovett, Marie K. Norman, 2010-04-16 Praise for How Learning Works How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning. —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching. —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues. —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book. —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning |
| learning stories margaret carr: Story Stretchers for Infants, Toddlers, and Twos Shirley C. Raines, Karen Miller, Leah Curry-Rood, 2002 EXPERIENCES, ACTIVITIES, AND GAMES FOR POPULAR CHILDRENS BOOKS. |
| learning stories margaret carr: The Foundation Stage Teacher in Action Margaret Edgington, 2004-10-13 A fully revised edition of the author's best selling book, this resource now includes an extended section on leadership, and managing the foundation stage. |
| learning stories margaret carr: Nurse as Educator Susan B. Bastable, 2007-12-12 Nurse as Educator: Principles of Teaching and Learning for Nursing Practice prepares nurse educators, clinical nurse specialists, and nurse practitioners for their ever-increasing roles in patient teaching, health education, health promotion, and nursing education. Designed to teach nurses about the development, motivational, and sociocultural differences that affect teaching and learning, this text combines theoretical and pragmatic content in a balanced, complete style. The Third Edition of this best-selling text has been updated and revised to include the latest research. Nurse as Educator is used extensively in nursing educations courses and programs, as well as in both institutional and community-based settings. |
| learning stories margaret carr: Weaving Te Whāriki Jocelyn Grace Nuttall, 2013 Weaving Te Whāriki is the only volume to bring together New Zealand and international commentary on the history, implementation, and influence of Aotearoa New Zealand's ground-breaking early childhood curriculum framework. This new edition contains substantial updates of the chapters in the first edition, plus four new chapters: on Pacifica perspectives, working with infants and toddlers, transition to school, and perspectives on play. Authors from New Zealand, Australia, Denmark and the United Kingdom offer their analysis of Te Whāriki in ways that will be accessible to student teachers, early childhood educators, academics, and policy makers alike. |
| learning stories margaret carr: Assessment for Learning in the Early Years Foundation Stage Jonathan Glazzard, Denise Chadwick, Anne Webster, Julie Percival, 2010-02-17 Are you struggling with the complexities of assessment? Demystifying the process of assessment for learning in the Early Years Foundation Stage (EYFS), this book explains in straightforward language how to put principles into practice. Looking at models of assessment, the book draws heavily on examples of real assessments from practice, and the relevant theory is explained in context. Lessons from research are applied to best practice, and issues covered include: - self-assessment and peer assessment - collecting evidence as a basis for making judgements - how to track the child′s development in the six areas of learning - using assessment to inform future planning - summative assessment in the EYFS - involving parents and carers in the assessment process - using assessment to support children with additional needs - moderation Throughout the book there are plenty of practical examples from a range of early years settings, with case studies for the Birth to Five age range. Students, teachers, teaching assistants and those working towards Early Years Professional Status (EYPS) will find this an invaluable guide. |
| learning stories margaret carr: Pedagogical Documentation in Early Years Practice Alma Fleet, Catherine Patterson, Janet Robertson, 2017-06-13 Pedagogical documentation is a vital method of assessing and observing young children, and is a practice that enables practitioners, families and children to learn alongside each other. This book draws on the projects and experiences of senior researchers from nations including Australia, Canada, Sweden, Singapore, the UK and the USA to highlight multiple approaches to pedagogical documentation. Topics explored include: using video in pedagogical documentation making the most of outdoor learning environments developing pedagogical documentation within curriculum frameworks the relationship with Early Years transitions the potential of pedagogical documentation for leadership enactment. The book offers guidance, support and inspiration to practitioners and researchers on how to implement meaningful and sustainable child-focused observation in early years contexts. |
| learning stories margaret carr: Pedagogical Documentation in Early Childhood Susan Stacey, 2015-05-11 An inspiring step-by-step guide to documenting children's ideas, questions, and learning in a way that enhances teacher's thinking and understanding |
| learning stories margaret carr: Assessment in Early Childhood Settings Margaret Carr, 2001-07-23 This book shows that an early childhood setting can be described as a learning place in which children develop learning dispositions such as resilience in the face of uncertainty, confidence to express their ideas, and collaborative and thoughtful approaches to problem-solving. These dispositions provide the starting point for life-long learning. The author asks: How can we assess and track children's learning in the early years in a way that includes learning dispositions and avoids the pitfalls of over-formal methods, whilst being helpful for practitioners, interesting for families, and supportive for learners? The book · describes a way of assessment that stays close to the children's r |
| learning stories margaret carr: Early Childhood Grows Up Linda Miller, Carmen Dalli, Mathias Urban, 2011-11-08 Once the Cinderella of the education system, early years education has evolved into a much more substantially funded sector with staff experiencing greater opportunities for higher-level training and education as well as increasing demands. This book reflects practitioner debates about fundamental questions such as whether or not their field of work is a profession at all. Two key arguments are presented. The first is that early years education has matured to the point that pedagogical and regulatory frameworks have been introduced and linked to a terminology of professionalism. This has opened up a space for early years practitioners – as insiders of this historically undervalued sector – to question the nature of their practice. The questioning leads to the second argument: the need for a new future for early years education marked by a ‘critical ecology’ of the profession. This is a future in which educators maintain an attitude of critical enquiry in all aspects of their role, assessing the genuine needs of the sector, factoring in the different political and cultural milieux that influence it, and acting to transform it. In exploring the issues, this book begins by recording in detail the daily work of early years educators from six countries: Australia, England, Finland, Germany, New Zealand and Sweden. These case studies explore what it means to act professionally in a particular context; perceptions of what being a ‘professional’ in early childhood education means (including practitioners’ self perceptions and external perspectives); and common features of practice in each context. It moves on to analyse the wider socio-political forces that affect this day-to-day practice and recommends that practitioners act as transformative agents informed by the political and social realities of their time. |
| learning stories margaret carr: Working Robert A. Caro, 2019-04-09 “One of the great reporters of our time and probably the greatest biographer.” —The Sunday Times (London) From the two-time Pulitzer Prize-winning author of The Power Broker and The Years of Lyndon Johnson: an unprecedented gathering of vivid, candid, deeply moving recollections about his experiences researching and writing his acclaimed books. Now in paperback, Robert Caro gives us a glimpse into his own life and work in these evocatively written, personal pieces. He describes what it was like to interview the mighty Robert Moses and to begin discovering the extent of the political power Moses wielded; the combination of discouragement and exhilaration he felt confronting the vast holdings of the Lyndon B. Johnson Library in Austin, Texas; his encounters with witnesses, including longtime residents wrenchingly displaced by the construction of Moses' Cross-Bronx Expressway and Lady Bird Johnson acknowledging the beauty and influence of one of LBJ's mistresses. He gratefully remembers how, after years of working in solitude, he found a writers' community at the New York Public Library, and details the ways he goes about planning and composing his books. Caro recalls the moments at which he came to understand that he wanted to write not just about the men who wielded power but about the people and the politics that were shaped by that power. And he talks about the importance to him of the writing itself, of how he tries to infuse it with a sense of place and mood to bring characters and situations to life on the page. Taken together, these reminiscences—some previously published, some written expressly for this book—bring into focus the passion, the wry self-deprecation, and the integrity with which this brilliant historian has always approached his work. To understand more about Robert Caro's research, see the Sony Pictures Classic documentary “Turn Every Page.” |
| learning stories margaret carr: Pedagogies for Leading Practice Sandra Cheeseman, Rosie Walker, 2018-11 Bringing together the experiences of professionals from around the world, this essential text explores the intersections between pedagogy and leadership to consider how effective Pedagogical Leadership can be used to foster the collaborative engagement of children and their families, staff and practitioners, and ensure high quality provision in early years settings and services. Pedagogies for Leading Practice showcases a vast range of experiences and ideas which are at the heart of professional practice. Written to provoke group discussion and extend thinking, opportunities for international comparison, points for reflection, and editorial provocations will help students, policy-makers and others engage critically with wide-ranging approaches to leadership in early years practice. Considering varied forms of collaborative working, the challenges involved in becoming a pedagogical leader, and the role of management in meeting insitutional demands and the needs of the wider community, chapters are divided into four key sections which reflect major influences on practice and pedagogy: - Being alongside children - Those who educate - Embedding families and communities - Working with systems Offering insight, examples and challenges, this text will enhance understanding, support self-directed learning, and provoke and transform thinking at both graduate and postgraduate levels, particularly in the field of early childhood education and care-- |
| learning stories margaret carr: Learning in the Making Margaret Carr, Carolyn Jones, Wendy Lee, Anne B. Smith, Kate Marshall, Judith Duncan, 2010-01-01 This book presents an international perspective on environmental educational and specifically the influence that context has on this aspect of curriculum. The focus is on environmental education both formal and non formal and the factors that impact upon its effectiveness, particularly in non-Western and non-English-speaking contexts (i.e., outside the UK, USA, Australia, NZ, etc. ). An important feature of the book is that it draws upon the experiences and research from local experts from an extremely diverse cohort across the world (25 countries and 2 regions in total). The book addresses topics such as: the development of environmental education in different countries, its implementation, the influence of political, cultural, societal or religious mores; governmental or ministerial drives; economic or other pressures driving curriculum reform; the influence of external assessment regimes on environmental education, and so on. |
| learning stories margaret carr: Everything Change Angie Dell, Joey Eschrich, Barakat Akinsiku, Amanda Baldeneaux, J. R. Burgmann, Mason Carr, Scott Dorsch, Sigrid Marianne Gayangos, Kathryn E. Hill, Jules Hogan, Anya Ow, Natasha Seymour, 2021-04-22 A collection of short stories by writers from around the world, exploring the climate crisis and how human responses to it will shape the futures we will inhabit. Featuring stories in styles ranging from science fiction and fabulism to literary fiction, weird fiction, and action-thriller, all drawn from the 2020 Everything Change Climate Fiction Contest. The contest and anthology are presented by the Imagination and Climate Futures Initiative at Arizona State University, a partnership of the Center for Science and the Imagination and the Virginia G. Piper Center for Creative Writing. |
| learning stories margaret carr: Secret Stories Katherine Garner, 2016-07-01 An educational toolkit for teaching phonics, consisting of a book, posters and musical CD, all of which provides for multiple options and inputs for learning, including: visual-icons, auditory and kinesthetic motor skill manipulations, as well as a variety of dramatic and emotive cuing-systems designed to target the affective learning domain. This backdoor-approach to phonemic skill acquisition is based on current neural research on Learning & the Brain--specifically how our brains actually learn best!The Secret Stories® primary purpose is to equip beginning (or struggling, upper grade) readers and writers, as well as their instructors, with the tools necessary to easily and effectively crack the secret reading and writing codes that lie beyond the alphabet, and effectively out of reach for so many learners! It is not a phonics program! Rather, it simply provides the missing pieces learners need to solve the complex reading puzzle--one that some might never solve otherwise! The Secrets(tm) are sure to become one of the most valuable, well-used, and constantly relied-upon teaching tools in your instructional repertoire! |
| learning stories margaret carr: The Shock Doctrine Naomi Klein, 2014-10-02 'Impassioned, hugely informative, wonderfully controversial, and scary as hell' John le Carré Around the world in Britain, the United States, Asia and the Middle East, there are people with power who are cashing in on chaos; exploiting bloodshed and catastrophe to brutally remake our world in their image. They are the shock doctors. Exposing these global profiteers, Naomi Klein discovered information and connections that shocked even her about how comprehensively the shock doctors' beliefs now dominate our world - and how this domination has been achieved. Raking in billions out of the tsunami, plundering Russia, exploiting Iraq - this is the chilling tale of how a few are making a killing while more are getting killed. 'Packed with thinking dynamite ... a book to be read everywhere' John Berger 'If you only read one non-fiction book this year, make it this one' Metro Books of the Year 'There are a few books that really help us understand the present. The Shock Doctrine is one of those books' John Gray, Guardian 'A brilliant book written with a perfectly distilled anger, channelled through hard fact. She has indeed surpassed No Logo' Independent |
| learning stories margaret carr: Childhood Observation Ioanna Palaiologou, 2008-07-31 The book is an invaluable resource for all those on Early Years foundation degrees, degrees in Early Childhood Studies and pathways towards EYPS. It enables students to appreciate the central role of observation within Early Years education and its implications for Early Years practice. It examines current initiatives and policies as a context for discussing the theoretical background, and draws on a number of methodologies in order to develop clear and systematic ways of making observations, recording data and using it to evaluate and assess children.--BOOK JACKET. |
| learning stories margaret carr: Powering Up Children Guy Claxton, Becky Carlzon, 2018-12-20 In Powering Up Children: The Learning Power Approach to primary teaching, Guy Claxton and Becky Carlzon harness the design principles of the Learning Power Approach (LPA) to provide a rich resource of effective teaching strategies for use in the primary school classroom. Foreword by Ron Berger. The LPA is a way of teaching which aims to develop all children as confident and capable learners ready, willing, and able to choose, design, research, pursue, troubleshoot, and evaluate learning for themselves, alone and with others, in school and out. This approach therefore empowers teachers to complement their delivery of content, knowledge, and skills with the nurturing of positive habits of mind that will better prepare students to flourish in later life. Building upon the foundations carefully laid in The Learning Power Approach (ISBN 9781785832451), the first book in the Learning Power series, Guy Claxton and Becky Carlzon's Powering Up Children embeds the ideas of this influential method in the context of the primary school. It offers a thorough explanation of how the LPA's design principles apply to this level of education and, by presenting a wide range of practical strategies and classroom examples, illustrates how they can be put into action with different age groups and in different curricular areas especially relating to literacy and numeracy, but also in specific subjects such as science, history, art, and PE. Bursting with tips and techniques to get students' learning muscles stretching from a young age, the book is designed for busy primary school teachers who want to get started on the LPA journey as well as for those who have already made good progress and are looking for fresh ideas. The central chapters are structured around thematic clusters of the LPA's design principles, and follow a common format: 1. First, the authors explain why the design principles focused on are important; including what's in it for the teacher and what's in it for the children. 2. Next, they offer a menu of practical low-risk tweaks to classroom practice that enable teachers to engage with the design principles and experience some quick wins. 3. Then they provide some ideas about how to embed the principles more deeply in the ongoing life of the classroom including some rich lesson examples from across the primary age range, and from different school subjects. 4. Finally, they address some of the common bumps and issues that may crop up along the way, and offer advice to help teachers overcome such potential obstacles. Suitable for both newly qualified and experienced teachers of learners aged 3 to 11. |
| learning stories margaret carr: Learning Together with Young Children Deb Curtis, Margie Carter, 2007-11-01 Provides early childhood teachers a framework for collaborating with children to create a dynamic, emergent curriculum. |
| learning stories margaret carr: Handbook of Children and Youth Studies Johanna Wyn, Helen Cahill, Hernán Cuervo, 2024-08-20 This second edition of the handbook gives a new scientific perspective to youth and childhood studies as multi scientific and interdisciplinary subjects which as such have not yet found their own framing in a particular discipline. It provides theoretical and methodological key debates and issues that develop and add an understanding of childhood and youth research discipline from a broader perspective. The Handbook on Children and Youth Studies draws on current thinking, but also challenges theoretical and conceptual orthodoxies in the field, drawing on interdisciplinary thinking and critical perspectives. It focuses on childhood and youth to address the emerging consensus that the boundaries between childhood, youth and adulthood are blurred. The view that defining youth and childhood largely in terms of problem topics is out dated. Instead, the handbook focuses on 16 themes that are open to international perspectives and to different conceptual approaches. Each theme is edited by a pair of field editors, thereby capturing a plurality of views. The 16 themes as a starting point are globally timely and they need scientific debates on the boundaries between childhoods, youth and adulthood. This handbook will meet the needs of childhood and youth researchers and the academics in the field. It recognizes the changing social context of the lives of children and young people, while developing theoretical frameworks and discussing about the core substantive issues of Children and Youth Studies. |
| learning stories margaret carr: Early Years Practice Elaine Hallet, 2016-01-14 ‘I would recommend this book to students and trainees who wish to extend their knowledge and understanding of early years practice beyond level 3. This book is accessible, up to date and focuses on translating theory into practice, incorporating the essential higher order skill of reflection. The pedagogical foundations within place children firmly at the centre, whilst acknowledging the highly influential early years practitioner in the wider context of family, community and inclusive practice.’ Sarah Barton, Senior Lecturer and EY ITT Programme Leader, School of Education and Continuing Studies, University of Portsmouth Are you studying to become an early years teacher or educator, or studying for an early years degree, and looking for a book to guide you through your qualification? With stories of practice, questions for reflection, further reading and links to the Teachers’ Standards (Early Years), this book links professional practice with theory and research and will help you: · understand how children learn and develop · engage with the curriculum and the practice of teaching · learn more about the structure and reality of early years provision and practice for children aged from 0–8 years · develop ways to reflect upon your practice · develop professional skills and attributes needed to take a leading role · understand how to apply all of this to practice. This core textbook is ideal for students of early years and early childhood courses and will support you in your practice in the early years. |
| learning stories margaret carr: Documentation and Inquiry in the Early Childhood Classroom Linda R. Kroll, Daniel R. Meier, 2017-09-27 Documentation and Inquiry in the Early Childhood Classroom explores teacher inquiry, reflection, and research and the documentation of these processes within a variety of school sites and models. Compiling underrepresented inquiry stories from practicing teachers and administrators in early childhood (0–5) classrooms in the San Francisco Bay Area, this book highlights the power of the community in supporting professional development for early childhood educators and the education of young children. Important elements addressed include teacher learning, children’s curricula, parent and community communication, and equity and social justice for teachers, children, and families. |
| learning stories margaret carr: British Columbia Early Learning Framework , 2021 |
| learning stories margaret carr: 17 Kings and 42 Elephants Margaret Mahy, 2025-02 Seventeen kings and forty-two elephants romp with a variety of jungle animals during their journey through a wild, wet night--Provided by publisher. |
| learning stories margaret carr: Understanding by Design Grant P. Wiggins, Jay McTighe, 2005 Presents a multifaceted model of understanding, which is based on the premise that people can demonstrate understanding in a variety of ways. |
| learning stories margaret carr: Intellectual Warfare Jacob H. Carruthers, 1999 Exposing fallacies and reestablishing new and undistorted ways of viewing the formation of Western society, the book shows how classic literature shaped the contemporary world in intricate and sometimes startlingly and brutally honest detail. Not satisfied with simply challenging the reader to think about things differently, the volume goes further, citing specific examples and offering instruction on how to begin to retrain oneself to think about the origins of modern society in other terms. |
| learning stories margaret carr: Safe, Supportive and Successful Schools Step by Step David Osher, Kevin P. Dwyer, Stephanie Jackson, 2004 Safe, Supportive, and Successful Schools Step by Step is a cookbook for planning and funding three levels of school improvement: (1) schoolwide programs focusing on the social, ethical, and emotional development of ALL students; (2) early interventions for SOME students who have minor behavioral problems; and (3) intensive interventions for those FEW students who experience signficant emotional and behavioral disorders. The Step by Step kit includes a CD-ROM with vital components of the program: Early Warning, Timely Response guide (in Spanish and English); Action Guide (in Spanish and English); and Promising Practices for Safe and Effective Schools video. |
Learning - Wikipedia
Learning is the process of acquiring new understanding, knowledge, behaviors, skills, values, attitudes, and preferences. [1] The ability to learn is possessed by humans, non-human …
Daycare and Preschool in New Haven, CT - The Learning Experience
Discover high-quality daycare and preschool programs at New Haven in New Haven, CT. Enroll your child at The Learning Experience today!
Home - LEARN
LEARN provides expertise, leadership, and innovative programs and services that build regional capacities and supports to create equity in education and positive outcomes for each student. …
What Is Learning? - Verywell Mind
Jan 8, 2025 · Learning is a relatively lasting change in behavior resulting from observation and experience. It is the acquisition of information, knowledge, and problem-solving skills. When …
LEARNING Definition & Meaning - Merriam-Webster
The meaning of LEARNING is the act or experience of one that learns. How to use learning in a sentence. Synonym Discussion of Learning.
Learning | Types, Theories & Benefits | Britannica
Jun 5, 2025 · learning, the alteration of behaviour as a result of individual experience. When an organism can perceive and change its behaviour, it is said to learn.
Center for Teaching & Learning - University of Colorado Boulder
The Seven Ways of Learning framework provides a research-based approach to aligning learning goals with teaching strategies that support deep, lasting understanding. Whether you're …
The Psychology of Learning: Theories & Types Explained
May 21, 2024 · In the psychological sense, learning is about changing behaviors, acquiring new skills, and adapting to new information. Picture your brain as a supercomputer constantly …
LEARNING | English meaning - Cambridge Dictionary
LEARNING definition: 1. the activity of obtaining knowledge: 2. knowledge or a piece of information obtained by study…. Learn more.
Learning How to Learn by Deep Teaching Solutions | Coursera
This course gives you easy access to the invaluable learning techniques used by experts in art, music, literature, math, science, sports, and many other disciplines. We’ll learn about how the …
Learning - Wikipedia
Learning is the process of acquiring new understanding, knowledge, behaviors, skills, values, attitudes, and preferences. [1] The ability to learn is possessed by humans, non-human animals, …
Daycare and Preschool in New Haven, CT - The Learning Experience
Discover high-quality daycare and preschool programs at New Haven in New Haven, CT. Enroll your child at The Learning Experience today!
Home - LEARN
LEARN provides expertise, leadership, and innovative programs and services that build regional capacities and supports to create equity in education and positive outcomes for each student. As …
What Is Learning? - Verywell Mind
Jan 8, 2025 · Learning is a relatively lasting change in behavior resulting from observation and experience. It is the acquisition of information, knowledge, and problem-solving skills. When you …
LEARNING Definition & Meaning - Merriam-Webster
The meaning of LEARNING is the act or experience of one that learns. How to use learning in a sentence. Synonym Discussion of Learning.
Learning | Types, Theories & Benefits | Britannica
Jun 5, 2025 · learning, the alteration of behaviour as a result of individual experience. When an organism can perceive and change its behaviour, it is said to learn.
Center for Teaching & Learning - University of Colorado Boulder
The Seven Ways of Learning framework provides a research-based approach to aligning learning goals with teaching strategies that support deep, lasting understanding. Whether you're …
The Psychology of Learning: Theories & Types Explained
May 21, 2024 · In the psychological sense, learning is about changing behaviors, acquiring new skills, and adapting to new information. Picture your brain as a supercomputer constantly …
LEARNING | English meaning - Cambridge Dictionary
LEARNING definition: 1. the activity of obtaining knowledge: 2. knowledge or a piece of information obtained by study…. Learn more.
Learning How to Learn by Deep Teaching Solutions | Coursera
This course gives you easy access to the invaluable learning techniques used by experts in art, music, literature, math, science, sports, and many other disciplines. We’ll learn about how the …
