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37413 results in Cambridge Textbooks

Page 816 of 1871

  • 7 - What does managing behaviour involve?

  • from Part II - The case stories
  • Al Strangeways, Charles Darwin University, Darwin
  • Book:
    Case Learning for Teachers
    Published online:
    01 April 2021
    Print publication:
    18 June 2020, pp 130-149

  • Summary

    This chapter’s fertile question invites you to consider the range of factors that contribute to effectively managing student behaviour. It challenges the one-dimensional notion that behaviour management is primarily about achieving the compliance of potentially disruptive students and encourages you to analyse the two-way relationship between effective teaching and an orderly classroom.

  • 2 - How best to interpret cases

  • from Part I - Approaching the case stories
  • Al Strangeways, Charles Darwin University, Darwin
  • Book:
    Case Learning for Teachers
    Published online:
    01 April 2021
    Print publication:
    18 June 2020, pp 26-44

  • Summary

    How we think we read stories or real-life situations, and how we actually read them are often very different. This chapter explores what the differences are, and how they can get in the way of effectively interpreting case stories. You will see how applying a systematic approach to reading case stories helps you become more self-aware and skilful in your interpretive practices. Following a systematic approach will enable you to separate observations from interpretations or evaluations and make you less likely to jump to conclusions. The approach presented in this chapter is the ‘SNAAPI’ steps, a simple five-step inductive reasoning–based process that will help you make sense of both the case stories in this book and the real-life situations you will encounter in schools. The chapter will also introduce three variants of the SNAAPI steps that you can use when you want to be more specialised in your engagement with a case story. All the interpretive approaches can be undertaken individually, but you will gain most benefit from discussing your thinking with others at all stages of the process.

  • Introduction: How best to use this book

  • Al Strangeways, Charles Darwin University, Darwin
  • Book:
    Case Learning for Teachers
    Published online:
    01 April 2021
    Print publication:
    18 June 2020, pp 1-6

  • Summary

    Welcome to Case Learning for Teachers: Strategic Knowledge for Professional Experience. This book is primarily aimed at preservice teachers preparing for placement in schools. However, both the case stories and the model of case learning also provide rich professional learning material for teachers at all career stages. The book’s approach stems from the recognition that reading and writing cases builds the kinds of personal and/or professional knowledge that leads to significant change in thinking, attitudes and practice.

Statistics
  • Karim M. Abadir, Risto D. H. Heijmans, Jan R. Magnus
  • Published online:
    11 June 2020
    Print publication:
    08 November 2018
  • Building on the success of Abadir and Magnus' Matrix Algebra in the Econometric Exercises Series, Statistics serves as a bridge between elementary and specialized statistics. Professors Abadir, Heijmans, and Magnus freely use matrix algebra to cover intermediate to advanced material. Each chapter contains a general introduction, followed by a series of connected exercises which build up knowledge systematically. The characteristic feature of the book (and indeed the series) is that all exercises are fully solved. The authors present many new proofs of established results, along with new results, often involving shortcuts that resort to statistical conditioning arguments.

  • Chapter 8 - Culture and Language at Work

  • from Part III - What about Identity and the Way This Is Enacted in the Workplace?
  • Bernadette Vine, Victoria University of Wellington
  • Book:
    Introducing Language in the Workplace
    Published online:
    16 December 2020
    Print publication:
    11 June 2020, pp 211-236

  • Summary

    People may enact their cultural identity when they interact at work either consciously or unconsciously. A person's cultural identity can be evident both in interaction with other people who share this aspect of their identity, as well as in interaction with those who do not.

Page 816 of 1871