ROUTLEDGE Early Childhood Care and Education International Perspectives

Throughout the world the number of working mothers with young children has continued to grow. This has important consequences for social policy decisions, particularly in the fields of parental leave, childcare and pre-school services provision.

Some countries are far more successful at combining high quality early childhood services with high percentages of mothers in employment, whereas others continue to struggle. This edited volume examines the ways in which different countries across the world are tackling early childhood services and how these services affect young children’s experiences and development, for better and worse.

Some of the recurring questions of childcare provision are tackled, including:

Is pre-school childcare detrimental to children?

Does the quality of childcare matter?

Why are some countries succeeding in providing quality childcare services, and others are not?

How can we best organise parental leave, employment regulations and childcare provision?

Table of Contents

1. Introducing International Perspectives on Early Childhood Care & Education 2. Childcare in the United States: Characteristics and Consequences 3. Policy and Research on Early Childcare and Education in Greece 4. Policy and Research on Preschool Care and Education in the UK 5. Children’s and parents’ Needs and Early Education and Care in Italy 6. Policy and Research on Childcare in Sweden 7. Early Childhood Care and Education in Aotearoa – New Zealand 8. Early Childhood Care and Education in Israel 9. Early Childhood Care and Education: An Indian Perspective 10. Development of Kindergarten Care and Education in the People’s Republic of China since the 1990s 11. An International Overview of Early Childhood Care and Education


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Rewriting How To Do Things With Texts by Joseph Harris

What are the moves that an academic writer makes? How does writing as an intellectual change the way we work from sources? In Rewriting, a textbook for the undergraduate classroom, Joseph Harris draws the college writing student away from static ideas of thesis, support, and structure, and toward a more mature and dynamic understanding.

Harris wants college writers to think of intellectual writing as an adaptive and social activity, and he offers them a clear set of strategies—a set of moves—for participating in it.

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Reading With Meaning Teaching Comprehension in the Primary Grades by Debbie Miller

If you have dedicated yourself to producing thoughtful readers who read for meaning, this is the book you need! Not only is it filled with helpful lesson ideas, but the arrangement of each chapter follows a scaffolded approach to help young readers engage and develop as lifelong readers.

Miller shows teachers how to lay out the entire year. Included in this book are chapters about schema building, mental images, inferring, questioning, non-fiction reading, and synthesizing. She focuses on one comprehension strategy in each chapter, including how to introduce it to students AND what children's books she considers "tried-and-true." At the end of each chapter, the author includes a list of children's book titles that all highlight the comprehension strategy perfectly for young children.

I have purchased many of the titles that she recommends. All of the books are outstanding pieces of literature that children adore. Also, the lessons work well in a Reader's Workshop format. After instruction, students can get busy practicing reading from their own books by using what they learned right away. This book is an outstanding resource for any teacher!


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Reading Comprehension Strategies Theories Interventions and Technologies by Danielle S McNamara

This volume provides an overview of reading comprehension strategies and strategy interventions that have been shown empirically to be effective in helping readers to overcome comprehension challenges.

This volume differs from other books that might be found on reading strategies in two important ways.There is a heavy focus throughout on theories of reading comprehension: How well do current models of reading comprehension account for the importance of reading strategies? And most important, how do theories of reading comprehension motivate and support reading comprehension interventions?


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How to Manage Spelling Succesfully by Philomena Ott

Readers will find this practical and comprehensive guide to spelling invaluable. Day-to-day advice on how to help those with difficulties is underpinned by information on the development of the English language and its spelling rules with explanations of common language problems.

Chapters cover:

spelling processes

teaching and learning phonics

individual cognitive and learning styles

assessing and monitoring spelling progress

teaching strategies and techniques.

This is an essential companion for teachers, SENCos, and dyslexia specialists alike, as well as anyone interested in spelling and language difficulties.


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How to Differentiate Instruction in Mixed-Ability Classrooms 2nd Edition by Carol Ann Tomlinson

In this 2nd edition of a book that has provided inspiration to countless teachers, Carol Ann Tomlinson offers three new chapters, extended examples and information in every chapter, and field-tested strategies that teachers can use in today's increasingly diverse classrooms. Tomlinson shows how to use students' readiness levels, interests, and learning profiles to address student diversity.

In addition, the author shows teachers how to differentiate, or structure, lessons at every grade level and content area to provide "scaffolds"--as well as high-speed elevators--for *The content of lessons, *The processes used in learning, and *The products of learning.

Teachers can draw on the book's practical examples as they begin to differentiate instruction in their own classrooms. Strategies include curriculum compacting, "sidebar" investigations, entry points, graphic organizers, contracts, and portfolios. As Tomlinson says, "Differentiation challenges us to draw on our best knowledge of teaching and learning. It suggests that there is room for both equity and excellence in our classrooms.


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Creating Significant Learning Experiences An Integrated Approach to Designing College Courses

Dee Fink poses a fundamental question for all teachers: "How can I create courses that will provide significant learning experiences for my students?" In the process of addressing this question, he urges teachers to shift from a content-centered approach to a learning-centered approach that asks "What kinds of learning will be significant for students, and how can I create a course that will result in that kind of learning?"

Fink provides several conceptual and procedural tools that will be invaluable for all teachers when designing instruction. He takes important existing ideas in the literature on college teaching (active learning, educative assessment), adds some new ideas (a taxonomy of significant learning, the concept of a teaching strategy), and shows how to systematically combine these in a way that results in powerful learning experiences for students. Acquiring a deeper understanding of the design process will empower teachers to creatively design courses for significant learning in a variety of situations.

Contents

Preface.

The Author.

1. Creating Significant Learning Experiences.

2. A Taxonomy of Significant Learning.

3. Designing Significant Learning Experiences I: Getting Started.

4. Designing Significant Learning Experiences II: Shaping the Learning Experience.

5. Changing the Way We Teach.

6. Better Organizational Support for Faculty.

7. The Human Significance of Good Teaching and Learning.

Appendix A: Planning Your Course: A Decision Guide.

Appendix B: Suggested Readings.

References.

Index.


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