[K840.Ebook] PDF Ebook Twenty-Five Years of Constructive Type Theory: Proceedings of a Congress held in Venice, October 1995 (Oxford Logic Guides), by Giovanni S

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Per Martin-Löf's work on the development of constructive type theory has had a tremendous impact on the fields of logic and the foundations of mathematics. It also has broader philosophical significance and important applications in areas such as computing science and linguistics. This volume draws together contributions from researchers whose work builds on the theory developed by Martin-Löf over the last twenty-five years. As well as celebrating the anniversary of the birth of the subject it covers many of the diverse fields which are now influenced by type theory. It is an invaluable record of current activity and includes contributions from N. G. de Bruijn and William Tait, both important figures in the early development of the subject. Also published for the first time is one of Per Martin-Löf's earliest papers.

• Sales Rank: #5310974 in Books
• Published on: 1998-12-10
• Original language: English
• Number of items: 1
• Dimensions: 9.30" h x .80" w x 6.30" l, 1.29 pounds
• Binding: Hardcover
• 296 pages

Review

"This is a fine collection of essays about and around Per Martin Ld"of's intuitionistic theory. This book is certainly a testimony to the vitality and fruitfulness of Martin-Ld"of's ideas in the foundations of mathematics and theoretical computer science." -- Yvon Gauthier, Modern Logic, Vol 8, No 1/2 (Jan 98 - Apr 2000) 2000

"This work has made an important contribution to the fields of logic and the foundations of mathematics and is also of broader philosophical significance. Its depth and relevance can be seen by its increasing application to a variety of fields from computing science to linguistics."-- athematical
Reviews

About the Author
Giovanni Sambin is at University of Padua. Jan Smith is at Chalmers University of Technology.

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[M104.Ebook] Get Free Ebook Authentic Intellectual Work: Improving Teaching for Rigorous Learning, by Fred M. Newmann, Dana L. (Leigh) Carmichael Tanaka, M. (Michael)

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Equip teachers to provide value beyond school
In spite of numerous reforms to improve rigor and relevance in the classroom, our schools have been slow to change. Backed by over 20 years of research, the Authentic Intellectual Work (AIW) framework helps school-based teams improve the quality of instruction, assessment, and curriculum for higher and more equitable student learning. This work provides

• A research-validated, field-tested framework that can be applied across grades and disciplines
• A powerful professional learning component that emphasizes teacher collaboration
• Detailed examples of lessons, assignments, assessment tasks, and student work

• Sales Rank: #218508 in Books
• Published on: 2015-12-16
• Original language: English
• Number of items: 1
• Dimensions: 10.97" h x .36" w x 5.77" l, .0 pounds
• Binding: Paperback
• 152 pages

Review
"Authentic Intellectual Work provides an effective framework for educators as we move from unpacking CCSS to a focus on instruction and assessment.  Your entire community will appreciate this research and evidenced based approach to closing significant achievement gaps through a focus on what matters most - engaging our youth in meaningful work that prepares them for college and careers. Add this to your Must Read list!" (Jill Gildea, Superintendent of Schools)

“In a time when education and the world focus too much on testing, Newmann, Carmichael, and King present a set a compelling alternatives based on in-depth research and experience.  Their emphasis on rigor will support meaningful learning and transcend some of the silliness we all confront daily.” (Peter Dillon, Superintendent of Schools)

“Schools are looking for ways to help staff transition to the Common Core and that involves significant changes in the type of work teachers use with students.  Authentic Intellectual Work appears to be a great way to make that happen.” (Richard A. Simon, Adjunct Instructor Educational Administration)

“Authentic Intellectual Work is a powerful design for enhancing success for students across ability, ethnicity, and socioeconomics. Although similar ideas have been introduced in the field of education, AIW provides clear parameters for instruction that is authentic.” (Debbie Tracht, Learning Specialist, Professional Development Provider)

"Newmann and colleagues offer a refreshing approach to research and professional development, which deeply honors teachers' critical inquiry and collaboration.  Thanks to their insights, educators finally have a framework for promoting rigor and relevance across all grades and subjects.  Those who join this journey will reap the rewards of increased teacher engagement and improved student learning."

(Linda Darling-Hammond, Charles E. Ducommun Professor of Education)

"Many school administrators, teachers, and parents have responded to the adoption of the Common Core State Standards with a mixture of fear, loathing, and panic. Newmann, Carmichael, and King explain how the AIW framework can enable educators to overcome those fears while building the culture of collaboration and trust required for successful school reform. Importantly, they also show how collective professional development among teachers and school leaders can enhance educators' learning and practice leading to improved, more equitable student outcomes." (Greg Anrig, Vice President of The Century Foundation and Author of Beyond the Education Wars: Evidence That Collaboration Builds Effective Schools.)

“Since my first encounter with AIW, I've been inspired because it isn't about formulas or panaceas. Rather, this framework is about the meaningful unpacking of practice in a way that connects us to our classrooms and helps us see rigor as a catalyst, not an imposition. In short, it's a cornerstone of my practice.” (Sarah Brown Wessling, 2010 National Teacher of the Year)

“AIW serves as the foundation for systemic change by providing tools that allows teachers to take risks and be reflective of their practices in the ever changing landscape of education.”      (Lesley Stancarone, Principal)

Authentic Intellectual Work: Improving Teaching for Rigorous Learning offers educators a valuable framework for constructing the kinds of learning we would hope all of our students experience – grounded in serious inquiry around the topics well-equipped citizens must be prepared to address in an informed society. Just as important, the authors assist school and system leaders in building educator capacity to create these learning experiences in schools, recognizing that schools cannot achieve the aims of any rigorous student standards without first ensuring that educators are well supported and prepared to teach in differing and demanding ways. (Stephanie Hirsh, Executive Director)

"This important new book is a tremendous resource for teachers, school administrators, and policymakers. Rooted in more than 20 years of rigorous research, this exceptionally clear and example-packed book makes a compelling case for why authentic intellectual work should be at the centerpiece of the school curriculum—across all grades and subjects." (Diana Hess, Dean of the School of Education and Professor in the Department of Curriculum and Instruction)

"This is the definitive volume on “authentic intellectual work”. It will guide educators in the collaboration they need to challenge each other's practices toward ever-increasing rigor, a fundamental building block of 21st century learning." (Ken Kay, CEO)

"Authentic Intellectual Work has had a profound impact on policy, practice, and research in Australia for nearly two decades. Both the research and the professional development presented in this volume are compelling." (Jennifer Gore, Professor and Director)

About the Author

Dr. Fred M. Newmann, Emeritus Professor of Curriculum and Instruction, University of Wisconsin–Madison, began his education career teaching high school history and social studies in 1959.  Dissatisfied with prevailing curriculum and instruction, he completed doctoral studies at Harvard and began to attack the broader question:  In what ways can institutions, especially schools, in a modern culture be shaped to enhance community? 

This led to research and development of social studies and civic education curriculum, to planning an alternative school, to studies of alienation in secondary schools, theories of democratic citizenship, student community service, higher order thinking in high school curriculum, new approaches to student assessment, the restructuring of public, elementary, middle, and high schools, and professional development to build capacity in low-income schools.

At Wisconsin, he taught graduate courses in curriculum and assessment and directed national centers on Effective Secondary Schools and on Organization and Restructuring of Schools (k-12) which generated the initial research on Authentic Intellectual Work that was used in research on Chicago Public School reform. He has published widely and is recognized internationally as a leader in reform of curriculum, instruction and schooling.  He retired from the University of Wisconsin in 2001, and since 2007 helped develop the approach to professional development sponsored by the Center for Authentic Intellectual Work.

Dr. Dana L. Carmichael began her teaching career in Japan. After five years, she joined Minneapolis Public Schools as a social studies teacher. In 1995, Dana earned a Fulbright Scholarship, to write authentic curriculum in Namibia on how education promotes democracy in new nations. Her international background, which included living in Chile, Spain and Austria as a child, led her to pursue a PhD in Comparative International Development in Education Studies in the Department of Policy and Administration at the University of Minnesota-Twin Cities, which she completed in 2003.

Ultimately her passion for teaching urban students kept her in the Twin Cities. She first learned about Dr. Newmann’s work in the Mid-1990’s while serving as the K-12 District Social Studies Curriculum Specialist. She and Dr. Patricia Avery (University of Minnesota) collaborated on a number of early AIW projects. Her experiences directing these projects, including a Minnesota Best Practices grant (2000) and Federal Teaching American History (2001-2004), combined with additional experiences, including Director of NCLB, Staff Development Director, and Learning Forward academy graduate (2007), prepared her to accept Newmann’s invitation to join him and Dr. King on the Iowa-AIW project. Since 2008, she has served as Executive Director of the Center for Authentic Intellectual, based in Saint Paul, Minnesota, where she lives with her husband and two children. For more information about how the Center and supports educators learn to sustain transformational reform by promoting academic rigor through teacher reflection, visit the Center website at www.centerforaiw.com

Dr. M. Bruce King is a Faculty Associate with the Department of Educational Leadership and Policy Analysis (ELPA) at the University of Wisconsin-Madison. His work in ELPA concentrates on teaching courses on instructional leadership and teacher capacity, coordinating the Wisconsin Idea PhD cohort program in K–12 leadership, and building effective partnerships between the department and schools and districts.

Bruce has been a researcher with the Wisconsin Center for Education Research, where he contributed to two studies focused on Authentic Intellectual Work, the Research Institute on Secondary Education Reform for Youth with Disabilities and the Center for Organization and Restructuring of Schools. He received his PhD in curriculum and instruction from UW-Madison and taught upper elementary, middle, and high school for 11 years in Wisconsin, Minnesota, and Quito, Ecuador.

Bruce has been a research fellow at the University of Newcastle, New South Wales, and has consulted on two research projects in Australian schools that extended the body of research on AIW. He serves as associate editor for the international journal Teaching and Teacher Education, and has published in national and international research and practitioner journals. Currently, he provides professional development as an AIW coach in Wisconsin and Georgia.

Along with colleagues Fred Newmann and Dana Carmichael, Bruce recently published a companion book to this volume, Authentic Intellectual Work: Improving Teaching for Rigorous Learning (Corwin, 2015).

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1 of 1 people found the following review helpful.
Improving Rigor in Our Classrooms
By John Barell
Since 1996 and the publication of Fred Newmann’s AUTHENTIC ACHIEVEMENT some of us have a well-grounded in theory and research foundation for seeking out those educators who are challenging all students to think productively through more open-ended complex problematic situations, using all intellectual skills required of adults in life. Definitely transcending rote learning and use of bubble tests.
Now, we have a follow-up volume by Newmann, Carmichael and King as an elaboration of this earlier volume. AUTHENTIC INTELLECTUAL WORK stresses how engagement with such complex, rigorous problems involves construction of knowledge, disciplined inquiry and action or utilitarian value beyond school. Each of these will lead to deep analysis, understanding and application beyond the classroom (as often called for by CCSS and International Baccalaureate).
Authors present useable examples from all subjects K-12 where students must figure things out on their own or collaboratively and not merely recite facts and concepts. For example, Write a persuasive letter to a potential voter encouraging her/him to vote for a certain candidate whose ideals reflect those of our Founding Fathers. Explain and elaborate.
In addition each school example is accompanied by AIW standards, such as construction of knowledge in mathematics: “The task asks students to organize, interpret, synthesize or evaluate information in addressing a mathematical theorem. . .[or in science] to construct knowledge rather than retrieving or restating scientific facts. . .” Very far from rote learning!
Penultimately, authors present evidence that students gain in academic achievement in classes that stress AIW—“students of all social backgrounds,” not merely gifted and college bound. And, they perform better on “conventional tests of basic skills and knowledge” than students in less demanding classrooms.
Rounding out their presentation are approaches to professional development and I, as one researcher, can attest to their success in one US community, where the superintendent has transformed his entire district from rote learning to AIW with remarkable results.
This volume and its predecessor (1996) form the bedrock of practice and research for all those educators looking for help in challenging students to think through complex, authentic problematic situations with rigor.

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[L995.Ebook] Download Ebook Children's Literature: A Reader's History, from Aesop to Harry Potter, by Seth Lerer

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Ever since children have learned to read, there has been children’s literature. Children’s Literature charts the makings of the Western literary imagination from Aesop’s fables to Mother Goose, from Alice's Adventures in Wonderland to Peter Pan, from Where the Wild Things Are to Harry Potter.

The only single-volume work to capture the rich and diverse history of children’s literature in its full panorama, this extraordinary book reveals why J. R. R. Tolkien, Dr. Seuss, Laura Ingalls Wilder, Beatrix Potter, and many others, despite their divergent styles and subject matter, have all resonated with generations of readers. Children’s Literature is an exhilarating quest across centuries, continents, and genres to discover how, and why, we first fall in love with the written word.

“Lerer has accomplished something magical. Unlike the many handbooks to children’s literature that synopsize, evaluate, or otherwise guide adults in the selection of materials for children, this work presents a true critical history of the genre. . . . Scholarly, erudite, and all but exhaustive, it is also entertaining and accessible. Lerer takes his subject seriously without making it dull.”—Library Journal (starred review)

“Lerer’s history reminds us of the wealth of literature written during the past 2,600 years. . . . With his vast and multidimensional knowledge of literature, he underscores the vital role it plays in forming a child’s imagination. We are made, he suggests, by the books we read.”—San Francisco Chronicle

“There are dazzling chapters on John Locke and Empire, and nonsense, and Darwin, but Lerer’s most interesting chapter focuses on girls’ fiction. . . . A brilliant series of readings.”—Diane Purkiss, Times Literary Supplement

• Sales Rank: #247003 in Books
• Published on: 2009-09-01
• Original language: English
• Number of items: 1
• Dimensions: 9.00" h x 1.50" w x 6.00" l, 1.21 pounds
• Binding: Paperback
• 400 pages

From Booklist
The erudite Lerer, whose Inventing English (2007) was enthusiastically reviewed in these pages, has now undertaken an ambitious, one-volume history of children’s literature. He begins in classical antiquity and ends with the salutary likes of Weetzie Bat (1989) and the Time Warp Trio, giving particular attention along the way—he being a philologist—to the language of literature, whether critical or narrative. Always in search of large ideas and overarching themes, he has what many may find an annoying tendency to pronounce (“The book now ends with bedtime—as all great children’s stories really do”) and to presume his reader’s tacit agreement, offering far too many propositions beginning “How can we not . . .” Nevertheless, Lerer does an extraordinary job of expanding our understanding of individual titles by richly contextualizing them in the world of their creation and stimulates readers’ imaginations by some surprising juxtapositions (Darwin and Dr. Seuss!). Though the book’s principal audience will be an academic one, general readers will find much of interest here as well. --Michael Cart

Review
“Lerer’s Olympian survey of more than 2,000 years leaves the reader with a stimulating vision of history. . . . His narrative swells and ebbs like a symphony. . . . To find Pilgrim's Progress and Weetzie Bat in a single volume is itself a pleasure.”

(Michael Sims Washington Post Book World 2008-05-11)

“Lerer has accomplished something magical. Unlike the many handbooks to children’s literature that synopsize, evaluate, or otherwise guide adults in the selection of materials for children, this work presents a true critical history of the genre. . . . Scholarly, erudite, and all but exhaustive, it is also entertaining and accessible. Lerer takes his subject seriously without making it dull.”

(Library Journal (starred review) 2008-05-15)

“Lerer’s history reminds us of the wealth of literature written during the past 2,600 years. . . . With his vast and multidimensional knowledge of literature, he underscores the vital role it plays in forming a child’s imagination. We are made, he suggests, by the books we read.”

(San Francisco Chronicle 2008-07-06)

“There is hardly a children’s classic, from Robinson Crusoe to Where the Wild Things Are to pop-up books, which [Lerer] does not discuss with sympathy and wit.”   (Eric Ormsby New York Sun)

“There are dazzling chapters on John Locke and Empire, and nonsense, and Darwin, but Lerer’s most interesting chapter focuses on girls’ fiction. In a brilliant series of readings, he uncovers a preoccupation with theatricality in classic fiction for girls, from the melodramatic conduct of Anne of Green Gables to Jo March’s career as dramatist.”

(Diane Purkiss Times Literary Supplement 2009-01-02)

“A history of children's literature is . . . a history of literature itself and Seth Lerer, by training a medieval philologist like J.R.R. Tolkien and C.S. Lewis, has written a very good one.”

(Jonathan Bate Sunday Telegraph 2008-08-24)

“A dazzling cornucopia of erudition and originality on a subject of grave concern in twenty-first century U.S. education and culture. Every page of Seth Lerer’s brilliant book reminds us of the supreme and enduring value of childhood reading. This volume deserves the attention of all who care about the shaping of lives—educators on all levels, policy makers, psychologists, and parents, as well as scholars. Lerer writes that children's literature is meant ‘docere et delectare’ (to instruct and to delight), and this is precisely what he himself has done in this fascinating book.”

(Ellen Handler Spitz, University of Maryland, author of Inside Picture Books 2007-12-11)

“A wonderful book, with remarkable temporal breadth in its vision of the children’s tradition. Highly effective as a work of synthesis, yet with many, many moments of originality and surprise, even for expert readers. Anyone engaged (whether as scholar, educator, even ‘simply’ as parent) with the psychic life of children will have much to learn from Lerer’s account.”

(Katie Trumpener, Yale University 2007-09-19)

“A breathtakingly powerful and complex history of children’s literature that energizes rather than depletes. Lerer gives us the facts, but he also weaves experiences and stories into an account that moves in registers ranging from the ecstatic to the elegiac. An ideal guide for students new to the field of children’s literature as well as for scholars familiar with the territory.”

(Maria Tatar, Harvard University 2007-12-27)

“Seth Lerer’s Children’s Literature: A Reader’s History from Aesop to Harry Potter is unique in its method, depth, and breadth. Lerer’s comprehensive knowledge of ancient and medieval literature serves him well, for he has a singular understanding of how vernacular literature originated and informed literature for children and adults and how children’s literature informed the construction of both childhood and adult readers. It is a joy to read his study because one can sense a serious and sensitive mind at work, seeking to chart a new path through the history of children’s literature. Lerer mixes his personal reading experience with an astute scholarly appreciation of literary reception, and the result is an original study that will contribute to a greater awareness of the profundity of children’s literature.”

(Jack Zipes, University of Minnesota 2007-12-27)

"Splendidly well written, and both wide-ranging and comprehensive." (Choice)

"It's a thick scholarly tome, but also a charming read that revels in children's imaginations and the timeless works that stimulate them. . . . The book's main attraction is its obvious delight in the subject matter: Lerer perfectly captures the love of literature that follows a voracious child reader into adulthood." (Rachael Scarborough King New Haven Review)

“Lerer makes some smart, timely arguments. Opening up a too-constricted definition of children’s literature is a crucial corrective;



anyone who studies children before the twentieth century already knows that children read and were influenced by far more than so-called children’s books. It is high time that children’s literary histories acknowledged and analyzed those materials.”

(International Research in Children’s Literature)

"Lerer has so many unusual insights, and illuminating observations that anyone who loved reading as a child will find his book utterly absorbing." (Christina Hardyment BBC History Magazine)

"Children's Literature will make many people reconsider, re-evaluate, and perhaps re-engage with the body of writing that has been generated for the young over the centuries. . . . A well-written and entertaining book." (Kimberley Reynolds MLR)

About the Author

Seth Lerer is dean of arts and humanities at the University of California, San Diego. He is the author of many books, including Inventing English: A Portable History of the Language, and the editor of several collections, including The Yale Companion to Chaucer.

 

Most helpful customer reviews

25 of 27 people found the following review helpful.
A Wealth Of Scholarship And Interest
By John D. Cofield
I love to read and reread classic children's literature, ancient and modern. Seth Lerer has provided a highly scholarly but extremely accessible and enjoyable work on its history. I had some misgivings in purchasing this, because in my experience too much analysis can kill even the most fervent attachment. But I realized I had nothing to fear when I found chapter after chapter of absorbing information. I learned so much that I never knew about old favorites like Aesop's fables, and found so many unexpected connections, like the link between Charles Darwin and Dr. Seuss!

In a work covering such a broad field and span of time much must be summarized or barely touched upon. I would have loved to have read more about Harriet the Spy, for example. But this book was a delight to read and will be a treasure to keep and refer to again and again.

14 of 15 people found the following review helpful.
Children's Literature: A reader's HIstory from Aesop to Harry Potter
By Edith M. Dunn
Interesting perspective on children's literature. Begins from the premise that children's literacy, and reading materials for children have gone back to the Greeks if not before. In addition to putting the literature of children in historical context, the author also delves into the various symbols and meanings which children's literature carries for all of us. Creative, scholarly, and incredibly comprehensive.

0 of 0 people found the following review helpful.
Lerer provides an excellent and engaging overview of children's literature
By T. A. Currier
Lerer provides an excellent and engaging overview of children's literature. It remains accessible and interesting, while maintaining it scholarly quality.

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• Sales Rank: #308776 in eBooks
• Published on: 2012-03-30
• Released on: 2012-03-30
• Format: Kindle eBook

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0 of 1 people found the following review helpful.
Two Stars
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not good info

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