This comprehensive textbook introduces readers to the most influential theories and models of reading and literacy, ranging from behaviorism and early information-processing theories to social constructionist and critical theories. Focusing on how these theories connect with different curricular approaches to literacy instruction (pre-K to grade 12), the author shows how they both shape and are shaped by everyday literacy practices in classrooms. Readers are invited to explore detailed vignettes that offer a practice-based view of theories as they are brought to life in the classroom. Unlike other books on literacy theories, this one devotes substantial attention to linguistically and culturally diverse classrooms and 21st-century technologies. Book Features: Descriptions of well-known curricular models and assessment approaches. Detailed examples from specific areas of reading and literacy instruction that are prominent in today’s schools. Textbox discussions exploring histories, terminology, and debates relevant to the theories presented. Examination of how theories and practices relate to current policy initiatives, such as the Common Core State Standards.User-friendly text features, such as charts, reference lists, and inset boxes to help clarify complex concepts. “In these times, when teachers are maligned in both the popular press and professional literature, a volume such as this offers the potential to provide intellectual freedom in the complex work of teaching.” —From the Foreword by Annemarie Sullivan Palincsar, University of Michigan “Finally, a text that brings together and honors multiple perspectives and makes clear the power of a good theory for making sense of our worldviews. Handsfield provides elegant demonstrations of the relations of literacy theories to actions, decisions, and practices. A must-read for literacy educators and researchers.” —Victoria Risko, Vanderbilt University

Important Notice: The digital edition of this book is missing some of the images or content found in the physical edition. Client Education: Theory and Practice focuses on health education and the role of health care providers, especially nurses, in working with clients such as individuals, families and groups, in health care institutions and community health settings. It addresses the need for health education; the learning process; principles of learning; assessing readiness, abilities and needs of clients across the age span; working with culturally diverse clients; preparing a framework for teaching to include analyzing assessment data; selecting teaching strategies and materials; implementing a plan; and evaluating learning by assessing client compliance and evaluating teaching effectiveness. Each chapter includes a sample client-based teaching plan that incorporates the theory presented to help students understand and apply their knowledge.

Medical Education: Theory and Practice is a new text linking the theory and the practice for graduate students and educators who want to go beyond the basics. The scholarship of medical education is, above all, a ‘practice’, but one that has a strong theoretical foundation. Neither theory nor practice stand still, and both are grounded in research. The novelty of this book lies in its interweaving of practice, theory, innovation and research. The book starts with a theorised, contemporary overview of the field. Next, it explores the theoretical foundations of medical education in depth. The remainder of the book reviews a whole a range of educational contexts, processes and outcomes. This work has been edited by a distinguished, international team of medical educationalists and written by equally accomplished authors from across the globe representing a spectrum of disciplines. This will be an invaluable text for all Masters Students in health professions education as well as PhD students and education researchers wanting a background to the discipline. Educators and medical students will also find it a very useful resource. Written by key figures in medical educational research combined with a strong editorial influence from the international editorial team. The text has a strong evidence-based approach that is fully cognisant of research methodology issues, The book provides a scholarly explanation on the topic, rather than aiming to say the last word. Written throughout in a clear and comprehensible style. The content is extensively referenced with additional suggestions for further reading.

The authors argue that the aim of research should be to improve practice through a process of critical reflection. Focusing clearly on the everyday concerns and problems of practitioners, they emphasize the importance of practical knowledge. Their definition of ‘practice’ is wide, and includes the generation of theory and the doing of research as well as front-line teaching. They show how notions of ‘adult learning’ and ‘the adult learner’ have been constituted mainly through theory and research in psychology and sociology, and examine action research as a mode of understanding. They conclude by looking at the curriculum implications for the teaching of adult education as reflective practice.

Written for instructors who want their classroom experience to be as involving as the field, Teaching Adventure Education Theory offers activities instructors can use to help students make the connections between theory and practice. Top educators provide lesson plans that cover adventure theory, philosophy, history, and conceptual models.

This book identifies the gaps needing to be bridged to achieve a more inclusive and ‘just’ early childhood education, in relation to class, gender, sexuality, ethnicity, race, disabilities and age, and explores various ways of bridging these gaps.

This exciting new state-of-the art book reviews, explores and advocates ways in which collaborative research endeavours can, through a transdisciplinary lens, enhance student, academic and social experiences. Drawing from a wide range of knowledges, contexts, geographical locations and internationally renowned expertise, the book provides a unique look into the world of transdisciplinary thinking, collaborative learning and action. In doing so, the book is action orientated, reflective, theoretical and intriguing and provides a place for all of these to meet and mingle in the spirit of curiosity and imagination.