Algebra: A Teaching and Source Book (repost)

Ernest Shult, David Surowski, "Algebra: A Teaching and Source Book"


2015 | ISBN-10: 3319197339 | 539 pages | PDF | 5 MB

This book presents a graduate-level course on modern algebra. It can be used as a teaching book – owing to the copious exercises – and as a source book for those who wish to use the major theorems of algebra.




The course begins with the basic combinatorial principles of algebra: posets, chain conditions, Galois connections, and dependence theories. Here, the general Jordan–Holder Theorem becomes a theorem on interval measures of certain lower semilattices. This is followed by basic courses on groups, rings and modules; the arithmetic of integral domains; fields; the categorical point of view; and tensor products.




Beginning with introductory concepts and examples, each chapter proceeds gradually towards its more complex theorems. Proofs progress step-by-step from first principles. Many interesting results reside in the exercises, for example, the proof that ideals in a Dedekind domain are generated by at most two elements. The emphasis throughout is on real understanding as opposed to memorizing a catechism and so some chapters offer curiosity-driven appendices for the self-motivated student.

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Against Common Sense: Teaching and Learning Toward Social Justice, Revised Edition

Against Common Sense: Teaching and Learning Toward Social Justice, Revised Edition (Reconstructing the Public Sphere in Curriculum Studies) by Kevin K. Kumashiro


English | June 25, 2009 | ISBN: 0415802229, 0415802210 | 180 Pages | PDF | 1 MB

The phrase "teaching for social justice" is often used, but not always explained. What does it really mean to teach for social justice? What are the implications for anti-oppressive teaching across different areas of the curriculum? Drawing on his own experiences teaching diverse grades and subjects, Kevin Kumashiro examines various aspects of anti-oppressive teaching and learning in six different subject areas. Connecting practice to theory through new pedagogical elements, the revised edition of this bestselling text features:




A new and timely preface that considers the possibilities of anti-oppressive teaching and teaching for social justice in the face of increasing pressure from both the Right and the Left to accept neoliberal school reform policies.


End of chapter questions that enhance comprehension of arguments, help concretize abstract ideas into classroom practice, and encourage critique.


A sampling of print and online resources that will inspire students to further their social justice education


The new pedagogical components of the revised edition will offer K-12 teachers and teacher educators the tools they need to teach against their common sense assumptions and continue the evolution of social justice in education.

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Dimensions of Literacy: A Conceptual Base for Teaching Reading and Writing in School Settings, 4 edition

Dimensions of Literacy: A Conceptual Base for Teaching Reading and Writing in School Settings, 4 edition by Stephen B. Kucer


English | 2014 | ISBN: 0415826454, 0415826462 | 384 pages | PDF | 3,3 MB

This popular text, now in its fourth edition, “unpacks” the various dimensions of literacy―linguistic and other sign systems; cognitive; sociocultural; and developmental―and at the same time accounts for the interrelationships among them. Distinguished by its examination of literacy from a multidimensional and interdisciplinary perspective, it provides a strong conceptual foundation upon which literacy curriculum and instruction in school settings can be grounded.




Linking theory and research to practice in an understandable, user-friendly manner, the text provides in-depth coverage of the dimensions of literacy, includes demonstrations and “hands-on” activities, examines authentic reading and writing events that reflect key concepts, and summarizes the concepts in tables and figures.




Changes in the Fourth Edition


• Addresses academic language, new literacies/multiliteracies, and their relationship to literacy learning


• More fully develops the developmental dimension of literacy in separate chapters on adult mediation and learner construction


• Expands the discussion of multimodal literacies


• Extends and integrates the discussion of bilingualism and biliteracy throughout the text


• Integrates instructional implications more fully throughout

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Teaching Secondary Chemistry (Ase Science Practice)

Teaching Secondary Chemistry (Ase Science Practice) by Michael Reiss


English | Jan. 9, 2012 | ISBN: 1444124315 | 318 Pages | PDF | 10.78 MB

This book will provide invaluable support whether you are a newly-qualified science teacher, an experienced teacher of biology who wants to extend the range of strategies and approached used, a physicist or chemist who has to teach biology, or a student training to be a teacher. Each chapter covers a broad section of the curriculum and is divided into topics. For each topic the book covers: The pupil"s possible Previous knowledge A suggested Teaching sequence with activities necessary to cover the basic biology Warnings about pupils" misconceptions, common problems with individual activities and safety issues Further activities that develop the pupils" understanding of the topic Enhancement ideas that relate the science to everyday contexts and provide new ideas for experienced teachers Suggestions for using ICT This second edition reflects the latest requirement of the National Curriculum, GCSE specifications, ideas from recent curriculum development projects and the current availability of IT. This book draws on the experience of a wide range of teachers and those involved in science education. It has been produced as part of the Association for Science Education"s commitment to supporting science teacher by disseminating best practice and new ideas to enhance teaching.

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Teaching Language & Literacy to Caribbean Students: From Vernacular to Standard English

Teaching Language & Literacy to Caribbean Students: From Vernacular to Standard English by Dennis R. Craig


English | Jan. 1, 2006 | ISBN: 9766372292 | 304 Pages | PDF | 1.76 MB

In many parts of the world there are situations where the majority of the people speak a vernacular which differs significantly in grammar and idiom from the official language with which it coexists but nevertheless share the majority of a common vocabulary. This is the case in the Caribbean where childhood speakers of English-based Creole languages have significant difficulty in acquiring Standard English and literacy in English. However, pedagogical approaches to the plight of such children have not achieved a generally accepted theoretical position and have lacked consistency over the years resulting in a high level of educational failure in the children. This book uses the English-speaking Caribbean as a case study in its presentation of a rational theoretical framework for classroom procedures in language and literacy teaching. It provides suggestion for the kind of detailed syllabi that need to be implemented at the primary, immediate post-primary and the secondary levels of schooling but goes beyond that with end of chapter notes, questions and even suggestions for practical study and research activities. Teaching Language and Literacy is ideally suited to be used as a textbook for intending as well as practising teachers of language and literacy, as well as language educations students generally at both undergraduate and graduate levels. Although the book focuses on the English-speaking Caribbean, it will have relevance in similar vernacular situations where English is an "official" language, most notably in parts of North America and Britain where there are significant migrant populations form the Caribbean but also in African American communities of the USA where "Black English" is the everyday norm of speech.

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