Teacher Education

The CSET consists of three multiple-choice subtests. Subtest I tests in reading, language, literature, history, and social science. Subtest II is in science and mathematics; and subtest III covers visual and performing arts, physical education, and human development. This book offers in-depth reviews in all test areas, with over 300 practice and review items, as well as detailed advice in study and test-taking strategies. It also provides two complete practice CSETs with explained answers.

Whether you are preparing to become a teacher in California or Oregon, you'll need to take the California Basic Educational Skills Test, divided into three parts: Reading, Mathematics, and Writing. This book includes exam background information, a mini-course (often used in California test-prep classes) divided into 24 lessons with practice questions, and four practice tests. There is also a FREE online exam.

Everything aspiring teachers need to pass the exam In 2006-2007, more than 10,000 teachers were certified in California via the CSET Multiple Subjects exam. This revised edition helps aspiring teachers prepare for the exam with subject reviews, two full-length practice tests with answers and detailed explanations, diagnostic tests, and test-taking tips and reminders to put candidates on the right track.

Kaplan CBESTfeatures: *Overview of the test *Mini-diagnostic section with detailed answer explanations *Content review for Reading, Math, and Writing sections with practice questions and detailed answer explanations for each section *3 full-length practice tests with detailed answer explanations Everything you need to pass the CBEST --

This book examines the question of why 'play' is a happy and benevolent verb in childhood, yet a subjective label of behaviour in adulthood. It studies the transformation of the positively labelled term 'child's play', used to refer to our early years, into an aberrance or deviation from normal social relationships in later life, when we speak of playing up or playing around. It answers the question by proposing play as a theory of learning, an ideology that circumscribes behaviour, and a way of thinking. Written by scholars of early childhood through to further and higher education, the book presents research on play enacted in a way that arches beyond the specificity of age groups or predictive, normative patterns. It is international in its focus, moving beyond insular, inward and parochial educational standards and limitations in one city, province, state or nation. Finally, it demonstrates the value of play to educational policy and theories of learning.