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Throughout her career, Wendy Frood Auger has taught in the primary, junior, and intermediate divisions, as well as at the university level. In addition, she has taught in Canada, England, and France. She holds Bachelor of Arts and Master of Education degrees from the University of Toronto as well as a Bachelor of Education degree from York University. She worked as a Primary/Junior Consultant, a Mathematics Consultant (Junior Kindergarten to Grade 8), and an Area Support Teacher with responsibilities in Special Education and Enrichment (Junior Kindergarten to Grade 8) for the former Scarborough Board of Education. She was an Associate Professor at York University and an Assistant Professor at Nipissing University, teaching in-service and pre-service courses in Curriculum Methods. Her in-service teaching has involved teaching and coordinating Primary/Junior courses at the Basic, Part I, Part II, and Specialist levels both inOntario and in England for Nipissing University and York University respectively. Currently, she works for Nipissing University on a contractual basis.
She is the author of numerous curriculum resource units for teachers (Scarborough Board of Education), co-author of a textbook series in mathematics (Holt Math System for Harcourt Publishing), and most recently, the author of a series of 13 literacy/mathematics books for young children (Math Readers for Rubicon Publishing and Thomson Nelson Co). She has also co-authored the Primary Additional Basic Qualification course for Nipissing University. Wendy has contributed regularly to educational journals and presented workshops throughout Ontario as a speaker for the former Federation of Women Teachers of Ontario (FWTAO). She has also conducted workshops in theUnited States, England, France, and Ireland.
Currently, Dean of Education at the University of New Brunswick, Sharon J. Rich is no stranger to the Canadian education scene. She has taught primary, junior and intermediate levels as well as in pre-service and graduate education programs inOntario andNew Brunswick. She holds a Bachelor of Arts degree from theUniversity ofWestern Ontario, a Masters degree from theUniversity ofAlberta and a Doctorate from theUniversity ofToronto. Her work at the University of Western Ontario (UWO) where she was an Associate professor included developing the online program in Continuing Teacher Education. Her research at UWO was informed by her work in language and literacy education and stimulated her on-going interest in the development of professional learning communities.
Sharon's research into learning communities has resulted in several papers in educational journals including the Language Arts, The Brock Journal of Education and Education Canada as well as several co-authored book chapters. She has also been involved in developing text books in language arts and literacy learning for classroom use including the Irwin Writing Project and Ginn Journeys Language Arts. A noted speaker, Sharon has presented nationally in most provinces and internationally in Australia, the US and Malawi.
| Children And Learning: How Does It Happen? | |
| Learning & Teaching: Charting The Course | |
| The Shift from Behaviourism to Cognitivism to Constructivism | |
| Cognitive Development | |
| Off to School | |
| The Importance of Experience in Cognitive Development | |
| Key Aspects of Cognitive Development | |
| Major Theorists | |
| John Dewey | |
| Jean Piaget | |
| Piaget's Stages of Cognitive Development | |
| Social Cognition And Social Constructivism | |
| Lev Vygotsky | |
| The Theory Of Multiple Intelligences | |
| Howard Gardner | |
| Emotional Development | |
| Daniel Goleman | |
| Physical Development | |
| Physical Development in Younger Children | |
| Physical Development in the Primary Grades | |
| Physical Development in the Junior and Intermediate Grades | |
| Summary | |
| Constructivism: Making Connections, Risk-Taking, and Other Sundry Bits | |
| What is Constructivism? | |
| Bruner Thinks About Thinking | |
| How Children Construct Knowledge | |
| Educating the Whole Child | |
| Examining the 3 Cs: A Rationale for Teaching the Whole Child | |
| Incorporating Students' Interests into Learning | |
| The Reggio Emilia Approach | |
| Setting the Stage for Using Prediction: Adaptation Revisited | |
| Adaptation in Action: The Prediction Learning Cycle | |
| Summary of How the Prediction Learning Process Works | |
| The Importance of Risk-taking | |
| The Serious Business Of Play | |
| Key Characteristics of Play | |
| Play: Is It a Valuable and Viable Part of Learning? | |
| How Children Use Play | |
| Play and Older Students | |
| Piaget's Stages Revisited | |
| Organizing the Constructivist Classroom and the Role of the Teacher in Constructivism | |
| Summary | |
| Autonomy: A Self-Starter is Born | |
| Invitational Learning | |
| Autonomy | |
| Moral Autonomy ("Free will") | |
| Intellectual Autonomy ("Free choice") | |
| Practical Applications of Autonomous Teaching | |
| Autonomy and Play | |
| Self-Concept & Self-Esteem | |
| Self-Esteem | |
| Creating An Atmosphere For Learning | |
| Summary | |
| The Brain In A Plain Brown Wrapper: Everything You Ever Wanted to Know About the Brain and Might Be Afraid to Ask | |
| The Human Brain | |
| Key Brain Structures | |
| How a Message is Transmitted | |
| Brain Development in Young Children | |
| The Role of Activity in Brain Growth and Development | |
| If You Don't Use It, You'll Lose It | |
| Novelty, Laughter, & Learning | |
| "Food" for Thought | |
| Hemispheric Specialization | |
| How the Hemispheres of the Brain Work | |
| Adaptability and Flexibility | |
| Important Considerations for Learning | |
| Cognitive Theory and the Human Brain | |
| Learning Is an Active Process | |
| Learning Is Non-linear | |
| Learning Is Multi-dimensional | |
| Learning Is Set Within a Social Context | |
| Learning Is Influenced by the Affective Domain | |
| Learning Is Concerned with Cognition and Metacognition | |
| Attention and the Brain | |
| Summary: Developing the Brain-Compatible Classroom | |
| Creating The Road Map For Teaching & Learning | |
| Planning: The Itinerary | |
| Getting Started: The "How People Learn" Framework | |
| Knowledge | |
| Students | |
| Communities | |
| Evidence | |
| Planning to Account for Knowledge, Student, Community, and Evidence | |
| Getting Started | |
| Theme Planning | |
| Planning for Centres: Is It Necessary? | |
| Professional Planning | |
| Summary | |
| Starting With What You Have: Organizing Time, Space, and Materials | |
| Starting with the School: Design Principles | |
| So What? Classroom Design | |
| Primary and Upper Elementary Classroom Organization: The Same or Different | |
| Matching Classroom Design and Teaching Philosophy | |
| Classroom Decoration? Yours, Mine, and Ours | |
| Storage: Things to Think About | |
| What Will You Do All Day? Thinking Through the Timetable | |
| Biological Issues | |
| Subject and Division Issues | |
| Organizing Units | |
| Daily Schedules | |
| Time Management | |
| Managing Resources | |
| Centres in the Classroom | |
| Summary | |
| Strategies For Teaching: The Teacher's Tool Kit | |
| Teaching Strategies | |
| Personal Attitude and Management Skills | |
| Classroom Management | |
| Questioning Skills | |
| Organization Strategies | |
| Cooperative Learning | |
| The Integrated Day Approach | |
| Rationale for Using the Integrated Day | |
| Plan Sheets: A Method of Planning, Implementing, Adjusting, and Tracking in the Integrated Day | |
| Benefits of the Integrated Day Approach | |
| Summary | |
| The Curriculum: Organizing Pieces of the Puzzle | |
| Views of Curriculum | |
| Curriculum: A Contested Arena | |
| Curriculum Control in Canada | |
| Curriculum Development and Implementation | |
| Curriculum Mapping for the Classroom Teacher | |
| Subject Matter: Does It Matter? (Or should there be content-free curriculum) | |
| A Current Curriculum Issue: Does One Size Fit All? | |
| Student Engagement and Alternative Curriculum Approaches | |
| Problem- or Project-based Learning | |
| Integration Across the Curriculum | |
| Curriculum Orientation | |
| Summary | |
| Assessment And Evaluation: The Glass is Half Full | |
| Assessment: The Context of Public Accountability | |
| Principles of Authentic Accountability | |
| Testing, Testing, and More Testing: Children, Tests, and Teacher Expectations | |
| Evaluation and Assessment: The Same or Different? | |
| Authentic Assessment: What Is It? | |
| Strategies for Assessment | |
| Data, Data, and More Data: Answering the "So What?" Question | |
| Teacher Performance Appraisals | |
| Summary | |
| Enhancing Children's Thinking | |
| Adjusting The Program: One Size Does Not Fit All | |
| What is Diversity? | |
| Cultural and Linguistic Diversity | |
| Maintaining and Fostering Socio-cultural Awareness | |
| Multiliteracy Pedagogy: An Overview | |
| Valuing Cultural and Linguistic Diversity | |
| Another Form of Diversity: The Special Needs Student | |
| Inclusive Pedagogy | |
| Diversity, Engagement, and Student Achievement | |
| Summary | |
| Enrichment: Letting the Genie Out of the Bottle | |
| The Process of Thinking | |
| Creative Thinking | |
| Creativity and the Arts | |
| How Teachers Can Foster Creativity | |
| Critical Thinking | |
| Problem Solving | |
| Encouraging Thinking & Promoting Metacognition | |
| How Teachers Can Facilitate Metacognition | |
| The Importance of Thinking Skills | |
| Thinking Skills Revisits Questioning | |
| Graphic Organizers | |
| Mind Mapping | |
| Making Connections | |
| Summary | |
| Looking At The Big Picture | |
| Establishing Balance: Putting It Together | |
| Begin at the Beginning: What Makes a Good Teacher | |
| Becoming a Co-Learner: Assuming a Critically Reflective Stance | |
| A Learning Community: What Is It? | |
| Action Research as a Means to Understand Teaching | |
| Parents, Teachers, and Schools: Partners? | |
| Getting to Know Parents: What to Do? | |
| Preparing to Meet Parents: First Impressions Matter | |
| Understanding Performance Appraisal: Teacher Evaluation | |
| Self Evaluation | |
| The Creation of the Context for Sharing: No More Boundaries | |
| Summary: Finding Balance-Taking Care of the Self | |
| Closing Thoughts: "This Way to the Egress!" | |
| Alphabet Soupà | |
| The 3 Rs | |
| What is Effective Teaching? | |
| Professional Learning Communities | |
| Learning with Colleagues | |
| Benefits of Participation in a Professional Learning Community | |
| Moral Development | |
| Character Education | |
| The Only Constant is Change | |
| Educational Reform and Leadership | |
| Initiatives in Teacher Education | |
| The ABC's of Beginning Teaching | |
| Final Inspirational Thoughts: A Credo for Children | |
| Summary | |
| Table of Contents provided by Publisher. All Rights Reserved. |
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