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Yorkshire's Multiple Killers
Convicted killers seldom kill again - or do they? Recent research has shown that since 1965 about 120 persons convicted of murder or manslaughter in England and Wales have killed again. in a longer term context, True Crime writer Charles Rickell has uncovered 24 cases with Yorkshire associations, from the Great War to 2005/06. Two sensational examples relate to convicted individuals who even killed for a third time: William Burkitt in Hull (1915, 1924 and 1939) and Anthony O'Rourke in Pickering (1949 & 1951) and Slough (1962). Convicted killers also killed again whilst in prison: Peter Dunford (Wakefield, 1964); Douglas Wakefield (Parkhurst, 1981); John Paton (Wakefield, 1976 and Parkhurst, 1981) and Robert Mawdsley (Broadmoor, 1977 and Wakefield, 1978). the sensational Magee case is also included. This convicted IRA killer (now released again) fatally shot a special constable at Tadcaster in 1992.
Active Assessment for Science
Using a highly creative approach, this book explains in detail how assessment, thinking and learning can be integrated in science lessons.
Overcoming Students' Misconceptions in Science
This book discusses the importance of identifying and addressing misconceptions for the successful teaching and learning of science across all levels of science education from elementary school to high school. It suggests teaching approaches based on research data to address students’ common misconceptions. Detailed descriptions of how these instructional approaches can be incorporated into teaching and learning science are also included. The science education literature extensively documents the findings of studies about students’ misconceptions or alternative conceptions about various science concepts. Furthermore, some of the studies involve systematic approaches to not only creating but also implementing instructional programs to reduce the incidence of these misconceptions among high school science students. These studies, however, are largely unavailable to classroom practitioners, partly because they are usually found in various science education journals that teachers have no time to refer to or are not readily available to them. In response, this book offers an essential and easily accessible guide.
Aspects of Teaching Secondary Science
This book's structure reflects the different dimensions to learning science. The first section focuses on the importance of talk in the science classroom, while the second explores the key role of practical work. The third section is concerned with the creative, theoretical aspect of science. Section four follows this by considering the communication of ideas and how pupils learn to participate in the discourse of the scientific community. Section five emphasizes the place of science in the broader context, considering its moral and ethical dimensions and its place in a cultural context. Finally, section six explores the complexity of the task faced by science teachers, highlighting the knowledge and skills science teachers must acquire in order to create an environment in which students are motivated to learn science.
Uncovering Student Thinking About Mathematics in the Common Core, Grades K2
Get to the core of your students’ understanding of math! Quickly and reliably identify your primary students’ math knowledge with these convenient and easy-to-implement diagnostic tools! Tobey and Fagan provide 25 new assessments specifically for Grades K–2 and directly aligned with the Common Core. Organized by strand, the probes will enable you to: Quickly and objectively evaluate each child’s prior knowledge of basic math and numeracy Systematically address common mistakes and obstacles before they become long-term problems Make sound instructional choices to improve all students’ math skills
Uncovering Student Thinking About Mathematics in the Common Core, High School
Provides 25 new assessment probes pinpoint subconcepts to promote deep learning & expert maths instruction while learning is underway. Grade-specific probes eliminate guesswork, helps systematically address conceptual & procedural mistakes, pinpoint where students are struggling, plan targeted instruction.
Born to be a Baggie
A football supporter’s odyssey. Fifty years of following West Bromwich Albion over land and see, covering 150 grounds in 18 different countries.
Student Thinking and Learning in Science
This readable and informative survey of key ideas about students’ thinking in science builds a bridge between theory and practice by offering clear accounts from research, and showing how they relate to actual examples of students talking about widely taught science topics. Focused on secondary students and drawing on perspectives found in the international research literature, the goal is not to offer a comprehensive account of the vast literature, but rather to provide an overview of the current state of the field suitable for those who need an understanding of core thinking about learners’ ideas in science, including science education students in teacher preparation and higher degree programs, and classroom teachers, especially those working with middle school, high school, or college level students. Such understanding can inform and enrich science teaching in ways which are more satisfying for teachers, less confusing and frustrating for learners, and so ultimately can lead to both greater scientific literacy and more positive attitudes to science.
Mind Expanding: Teaching For Thinking And Creativity In Primary Education
There is considerable interest in education around the world in flexible thinking and learning skills but very little consensus as to the nature of these skills and how best to promote them in schools. This book puts forward a clear and practical framework for understanding thinking, creativity and learning to learn as the fruits of engagement in dialogue. It also outlines in detail how this framework can be applied to teaching across the curriculum at both primary and secondary level, drawing on the best practices associated with the teaching thinking; creativity; and learning to learn movements explaining their success in terms of dialogic theory. In particular the book incorporates aspect...
