Tenzan Eaghll College of Religious Studies, Mahidol University This semester I am teaching half a PhD seminar on ‘Contemporary Approaches to the Study of Religion.’ I am sharing the seminar with one of my colleagues and my half of the course is titled ‘Discourse Analysis.’ I chose the topic of discourse analysis over a myriad of other possible options because it seems to me like the elemental contemporary approach to the study of religion. It doesn’t matter what a students area of specialty or their methodological preferences, if they don’t know how to perform a basic discursive analysis of a particular topic they will not be able to understand the current gaps in the field or situate their work in relation to other scholarship. Admittedly, there are many other contemporary approaches that might be more flashy and exciting to cover, but without discourse analysis a student can’t weigh the significance of any literature within the field. After all, discourse analysis is more than a mere literary review of a particular topic―it doesn’t simply list previous scholarship on a particular issue―but is an analysis of how the central categories of any topic have been defined, classified, compared, and interpreted. It lays bare the intellectual and contextual scaffolding of concepts, and in my opinion, is a practical research tool that every graduate student―regardless of whether their primary methodology is abstract philosophy, ethnography, or even one of the hard sciences―should learn to do effectively. To look at discourse means to look at both the object of analysis, the text, culture, speech under study, as well as the way in which the scholarly analysis itself is put into discourse. - Tim Murphy, The Guide, p. 396 The primary text for the seminar is The Guide to the Study of Religion, edited by Willi Braun and Russell McCutcheon. I chose this text for two reasons: it is the only handbook for the study of religion with an actual chapter on ‘Discourse,’ and because the first four chapters of this volume are specifically titled ‘Definition,’ ‘Classification,’ ‘Comparison,’ and ‘Interpretation,’ respectively. Of course, the subject analyzed in these latter chapters is ‘religion,’ so the authors are not discussing discourse analysis in general, but the chapters provide students with specific examples of how to perform discourse analysis in relation to these four critical categories, which makes them perfect for the class. The objective for the class is largely practical. Although teaching this subject inevitably requires me to discuss some discourse theory and the way that French thinkers like Roland Barthes and Michel Foucault have influenced scholarship in religious studies, my primary goal is to get students to apply discourse analysis in their own research. I want each student to use the chapters from The Guide as a springboard to think about how the central categories from their own areas of study have been defined, classified, compared, and interpreted in previous scholarship. Each week the students are required to read one of the aforementioned chapters beforehand, and then we use the class time to discuss the underlying logic/progression of the authors argument and how it applies to their own proposed thesis topics. This not only gives the students specific examples of how to interrogate ‘religion,’ but provides them with the kind of questions they need to ask when doing research. For instance, Will Arnal’s chapter on ‘Definition’ teaches them to not only think about different ways their topic has been defined by scholars, but to expose the underlying tensions and assumptions hidden within these definitions. And J.Z. Smith’s article on ‘Classification’ encourages them to think not only about how their area of study has been classified internally as a system of knowledge (i.e. what sort of things and actions get classified as ‘Buddhism’, ‘ritual,’ etc.) but objectively in relation to other systems of knowledge (i.e. how has ‘Buddhism’ or ‘Hinduism’ been classified in relation to other ‘religions’). In this manner, I am not using the class to read selections from the history of discourse theory or even to read lengthy genealogical works by religious studies scholars. The goal of the class is not to turn the students into post-structuralists or devoted discourse theorists. In fact, I don’t even care if the students agree with some of the theoretical conclusions of the chapters we read together from The Guide. Rather, my goal is simply to teach the basic questions of discourse analysis and to provide a class where the students can critically apply these questions in their own research areas. It is for this reason that I have purposively made the readings in the class rather light―after all, assigning one chapter a week isn’t exactly heavy PhD reading―because I want the students to spend most of their study time actively applying discourse analysis. To this end, the students assignment each week is not to write a response paper―which is the typical grad school weekly task―but to actively use the tools learned in each chapter to research how their topic has been defined, classified, compared, and interpreted, and then to share their findings during class discussion. The end result of this process for each student will hopefully be an extensive bibliography of previous scholarship on their respective topics that they can use to write the final paper for the class. Of course, I am also hopeful that they use this research to write their dissertation proposals, introductions, and chapters, but that will be up to them and their supervisors. In sum, I think there is immense value in teaching discourse analysis as a practical tool for all graduate students, regardless of their primary research methodology. I think discourse analysis should actually be a required course for all religious studies graduate students―and perhaps even the humanities and human sciences in general. Though I am personally a fan of discourse theory and all the insights that come with it, I don’t think it is necessary for us to turn students into lovers of Barthes and Foucault to get them to think critically about the various discourses and analytical categories being used in the field, and it is the latter capacity that will have a real impact upon their research.

Completely revised and updated, the sixth edition of Practicum and Internship is a practical resource that provides students and supervisors with thorough coverage of all stages and aspects of the practicum and internship process. New to this edition are: Downloadable, customizable online forms, contracts, and other materials Across-the-board updates that reflect 2016 CACREP standards Incorporation of contemporary research and literature that addresses recommended practices and ethical considerations regarding the use of technology in counseling New information on preparing students to run their first counseling and therapy groups A review of ethical standards and current perspectives on working with culturally diverse clients Current perspectives on managing self-care during practicum and internship and beyond A thoughtful presentation of trauma-informed approaches to counseling A revised final chapter including guidelines for preparing for licensure exams and for longevity in the profession With comprehensive information that spans across therapeutic approaches, concerns, and topics, this remains an essential foundational text for counseling and psychotherapy students and their supervisors.

\"Kelly & Davis have written an authoritative and practical guide for university and field based practicum supervisors. I wish that I had such a guide when I was assigned to organize and supervise my first school psychology practicum. Written with the field supervisor in mind, it addresses the joys and challenges of supervising novice practicum trainees in the field.\"--Mark E. Swerdlik, PhD, APBB, Coordinator, Graduate Programs in School Psychology, Illinois State UniversityField and university-based practicum supervisors required to mentor school psychology students often lack the training and resources to fulfill this role with expertise and confidence. This is the firstever guide for supervisors who are overseeing school psychology students throughout the course of their practicum. Brimming with practical information, the book explains how to develop, implement, document, and supervise a range of field experiences. It offers resources to support student growth over the course of the practicum experience, including step-by-step information about supervision models, evaluation systems, site-based activities, and ways to address common graduate student difficulties.The book is organized around the chronological experience of the trainee, beginning with orientation to the site through transition to internship. Each chapter focuses on three key supervisory roles: candidate skill development, supervision, and advancement and evaluation. The guide also addresses how university and field-based supervisors can communicate and collaborate with each other to enhance training. Content aligns with the National Association of School Psychologists (NASP) training standards. Useful tools to document and support candidates, including forms, checklists, and other resources for supervisors and trainers, are included in an easy-to-reproduce format as well as electronic downloads. KEY FEATURES: Provides plentiful resources for providing trainees with a quality practicum experienceTargets the distinct supervision requirements of the school psychology practicum with developmentally appropriate activitiesExplains how to develop, implement, document, and supervise a range of field experiencesDescribes supervision models, evaluations systems, site-based activities, and how to address common student problemsIncludes useful guidelines, tools, forms, and checklists that are also available for electronic download

Practical teaching is known by many names and the following appear in publications about teacher education and training: Teaching practicum, Teaching practice, Professional experience, School-based experience and Practical teaching. Practical teaching is a period spent in the real school classroom environment where the prime focus for the teacher trainee is to practically practice teaching. This is done under the supervision of a mentor. This book has detailed requirements for successful preparation of teacher trainees before embarking on practical teaching. During teacher education and training at higher institutions of learning, the teacher trainees are sent out to selected schools from time to time for a given period to fulfil the practical requirements of their training. It is to the teacher trainers as well as people training to become professional teachers, primarily, and the old practising teachers who may want to revise their learned techniques and strategies to improve their teaching that this book has been writte

Madison Public Library as Santa: "Ask here," the sign states (at the Sequoya Branch), and I did, although I asked online instead of at the reference desk. This was the deal: I was putting together my Christmas wish list for Santa's helpers on Amazon and soon found I had far more books on the list than Santa had helpers. So I weeded out my list by reserving the ones that didn't have hopeless waiting lists at the library. Like clockwork, I've been getting e-mails saying another book is ready for pickup. Sometimes even relatively recent books show up in just no time. (Occasionally I've read a book review in the Times, reserved the book, and picked it up a few days later. So cool.) One of my favorites showed up even before Christmas, and was a great holiday read: The Invention of Air by Steven Johnson. It's about Joseph Priestley, subtitled "A Story Of Science, Faith, Revolution, And The Birth Of America," and it's just that. More at Letter from Here.

This Montessori inspired activity is an introduction to sewing skills, helping children learn to use scissors for cutting yarn and string. The set includes -a sturdy glass jar -plastic lid with hole -5 small balls of various cotton yarns -optional - child size scissors (5 inches, ambidextrous) (trays not included) The child pulls a length of yarn from the jar with their subdominant hand. Holding the scissors in their dominant hand, they snip a small piece of yarn. The yarn piece may be placed in a small bowl, basket or tray. Children may cut as many pieces of yarn as they like, this is great fine motor practice. The snippings can be used in art projects or to make simple pompoms.

Backward Design UbD Lesson Plan PDF Template from backward design lesson plan template, image source: pinterest.com

The NCIDQ Practicum is a computer-based exam with 114 questions based on Small Commercial, Multi-Family Residential, and Large Commercial case studies.

Do you know what Fall is perfect for? Some fun seed activities for kids! All of our plants have gone to seed, so we are finding so many treasures outside. It is amazing to see all of the different types of seeds. I thought I would compile a list of some seed activities for kids

Certified child life specialists guide and educate children through routine hospital visits — like coping with the stress of a broken bone or stitches — and help take the stress out of childhood surgeries.

p. [789]-851. illus. 29 cm

This post is written by Stephanie DeMichele. Stephanie helps people learn things. She brings both humor and empathy to her presentations, connecting and

Exit Ticket Choice Board https://t.co/ITTrtHvnHm #learning #edtech #teachertwitter #edchat

Do you have a double blocked class? Are you responsible for teaching a 100 minute class? Ideas for how to structure a 100 minute class period

Board Games are a great way to make learning fun in your homeschool or classroom! You can teach or review almost any subject using board games!

Toys for chickens are essential to keeping them happy during the winter months. Here are 7 of the best toys for happy chickens.

Need free entrepreneurship curriculum, lesson plans, and projects? Here's entrepreneur lesson plans for high school, middle school, and elementary.

5 things to start with when teaching kids entrepreneurship - Part 1 of a 6. Taken from the More Than a Lemonade Stand Youth Entrepreneur Curriculum.

Critical Understanding of ICT ( Information and Communication Technology ) , ICT in Education B.Ed First and Second Year And Semester 1st 2...

It’s not always convenient to change your career or field of work when you have already spend a couple of […]

Are you navigating this school year with a co-teacher? As you tackle your teaching adventure together, here are 10 practical tips for making the most of your partnership and ensuring that students with and without disabilities reach their learning goals. These tips are excerpted from How to Co-Teach by Elizabeth Potts and Lori Howard—an excellent guidebook […]

LEGO Duplo Ring Toss is a fun game that kids can build and play! Learning such as fine motor skills and math can also be incorporated with this activity!

What is a Lab Practicum in Nursing School? Lab practicum allows the nursing student to get real life experiences in the field of nursing.

Substitute teacher tips to help with classroom management and learning.

This post focuses on flexible seating in high school classrooms. Classroom design is based on brain research and the infusion of technology in the classroom.This post also shares what flexible seating IS and what it is NOT.

Whether your students are lethargic or super-charged, adding movement to your lesson plans will help to solve both issues. Not only is it healthy to move throughout the day, but it can also help students focus and become more engaged with the content they are trying to master. Due to the nature of English classes, ELA ... Read More about 10 Ways to Add Movement in the ELA Classroom

One of my favorite science units to teach at the end of the school year is on weather. There are so many interactive lessons an...

A Shark Sensory Bottle creates the imagery of the ocean with a shark swimming around & is very calming for kids who are upset or over-excited to watch.