{"title":"Curriculum planning and development Books","description":"","products":[{"product_id":"the-accelerated-learning-handbook-a-creative-guide-to-designing-and-delivering-faster-more-effective-training-programs-9780071355476","title":"The Accelerated Learning Handbook A Creative","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eAccelerated learning - the use of the full mind and the whole personality to speed and enhance learning - has impressed trainers and learners worldwide with its effectiveness. This title is a guide to this learning approach. It explains an instructional design methodology and presents hundreds of practical techniques and ideas.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003ePart I: The Learning Revolution. Chapter 1: A Brief History of the A.L. Movement. Chapter 2: The Guiding Principles of A.L. Chapter 3: Curing the West's Educational Diseases. Part II: Natural Learning. Chapter 4: The Brain and Learning. Chapter 5: The SAVI Approach to Learning. Part III: The Four Phases of Learning. Chapter 6: A Summary of the Four Phases. Chapter 7: Phase 1: Preparation Techniques. Chapter 8: Phase 2: Presentation Techniques. Chapter 9: Phase 3: Practice Techniques. Chapter 10: Phase 4: Performance Techniques. Part IV: Additional A.L. Tools and Techniques. Chapter 11: Music for Learning. Chapter 12: Themes. Chapter 13: Pictograms. Chapter 14: Question-Raising Techniques. Chapter 15: Learning Games. Chapter 16: Imagery and Learning. Chapter 17: Natural Light. Chapter 18: Aromas. Part V: Computers and Accelerated Learning. Chapter 19: Using Technology Wisely. Chapter 20: Public Education and the Web. Chapter 21: Enhancing Technology-Based Learning. Part VI: Rapid Instructional Design (RID). Chapter 22: Rapid Design Principles. Chapter 23: The 7-Step Rapid Design Process. Part VII: The Learning Revolution and You. Chapter 24: The Soul of an A.L. Practitioner. Growing A.L. in Your Organization. Chapter 25: Growing A.L. in Your Organization. Resources: Literature, Music, Organizations.","brand":"McGraw-Hill Education - Europe","offers":[{"title":"Default Title","offer_id":48732110520663,"sku":"9780071355476","price":32.79,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780071355476.jpg?v=1719995230"},{"product_id":"evocative-coaching-9781071805336","title":"Evocative Coaching","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cem\u003e\u003cstrong\u003eCultivate emotional intelligence and eliminate barriers to coaching success\u003c\/strong\u003e\u003c\/em\u003e  \u003cp\u003eChallenging times demand we change how we teach, and research shows that coaching is the best way to bring about robust change in instructional practice. The second edition of \u003cem\u003eEvocative Coaching\u003c\/em\u003e helps skillful coaches develop trust and unearth the values and fears that both motivate and block teachers from achieving all that they hope.\u003c\/p\u003e  \u003cp\u003eUsing the LEAD (listen, emphasize, appreciate, and design) process\u003cstrong\u003e\u003cem\u003e, \u003c\/em\u003e\u003c\/strong\u003eEvocative Coaches take a partnership role, ask questions, and co-create designs. This person-centered, no-fault, strengths-based model is grounded in adult learning theory and positive psychology and emphasizes the emotional intelligence needed to establish trust. The hands-on guide for coaching practitioners works with other coaching models and \u003c\/p\u003e  \u003cp\u003e is grounded in extensive research\u003c\/p\u003e  \u003cp\u003e includes real-life vignettes and s\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\"Evocative Coaching \u003cem\u003eis a refreshing approach that will get many coaches excited. \u003c\/em\u003e\u003cem\u003eIt dials down to the basic building block of the coaching process that sometimes gets forgotten - the construction of a trusting relationship between the coach and their learning partner.  \u003cem\u003eIt fosters positivity, amplifies current strengths, and focuses on human connection with a learning partner\/coachee, which is a change from the data-crunching, nuts-and-bolts setup of some coaching styles.\u003c\/em\u003eThis is an approach that will help instructional coaches to re-focus and work on their interpersonal skills and the methods they use within their coaching sessions\u003c\/em\u003e.\" -- Mike Melie\u003cbr\u003e\"\u003cem\u003eIn \u003c\/em\u003eEvocative Coaching\u003cem\u003e, \u003cem\u003ethe authors model how a coach can stay completely respectful of a teacher while also continuing to find ways to support a teacher in experimenting with and implementing stronger practices. Using the LEAD Model, \u003cem\u003ealong with helpful sample coaching conversations and real-life vignettes, authors have created a \u003cem\u003elogical and intuitive resource.\"\u003c\/em\u003e\u003cbr\u003e \u003c\/em\u003e\u003cbr\u003e . \u003c\/em\u003e\u003cbr\u003e \u003c\/em\u003e -- Kendra Hanzlik\u003cbr\u003e\u003c\/p\u003e\u003cp\u003e\"T\u003cem\u003ehis book is a must read.  It is a must read because it shares wisdom and big heart of the authors.  Throughout the book they echo the sentiments of Emerson.. \"to find the beauty in others; to leave the world a bit better whether by a healthy child, a garden patch, or a redeemed social condition\u003c\/em\u003e.\"\u003c\/p\u003e \u003cbr\u003e -- Jim Thompson\u003cbr\u003e\"Evocative Coaching \u003cem\u003epresents\u003c\/em\u003e\u003cem\u003e the next level of coaching and speaks more to how to get a teacher to find the answers within themselves and provide the space for a teacher to explore while taking risks within their instructional practices.\u003c\/em\u003e\"\u003cbr\u003e -- Frank Chiki\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003ePreface Acknowledgments About the Authors Chapter 1: Introduction to Evocative Coaching    The Dynamic Dance of Evocative Coaching: LEAD    The Five Concerns of Coaching    The Power of Evocative Coaching    Coaching from a Variety of Roles    Key Points in This Chapter    Questions for Reflection and Discussion Chapter 2: Coaching Presence    Lessons from a Horse Whisperer    Fostering Trust and Rapport    Holding the Coaching Space    Conveying Coaching Presence    Creative Energy Check-In    The First Coaching Session    Key Points in This Chapter    Questions for Reflection and Discussion Loop 1: The No-Fault Turn Chapter 3: Listen for Stories    The Power of Story    Evoking Teacher Stories    Attentive Listening    Imaginative Story Listening    Key Points in This Chapter    Questions for Reflection and Discussion Chapter 4: Empathize for Connection    Understanding Empathy    Leading with Heart    The Language of Compassion    The Golden Sigh    Key Points in This Chapter    Questions for Reflection and Discussion Loop 2: The Strengths-Building Turn    The Learning Brief Chapter 5: Appreciate Strengths    The Principles of Appreciative Inquiry    SOAR—Illuminating the Best of What Is and What Might Be    Key Points in This Chapter    Questions for Reflection and Discussion Chapter 6: Design-Thinking    Designing SMARTER Experiments    Choreographing the Coaching Dance    Key Points in This Chapter    Questions for Reflection and Discussion Chapter 7: The Dynamic Flow of Change    Getting into Flow    Managing Clouds, Wind, and Thunder    Rolling with Resistance    Honoring Ambivalence    Exploring Culture Change    Getting out of the Way    Key Points in This Chapter    Questions for Reflection and Discussion Chapter 8: The Reflective Coach    Hearing Our Own Story    Self-Empathy    Inquiring Into Our Own Professional Practice    Design Our Own Smarter Experiments    Professional Coaching Code of Ethics    Conclusion    Key Points in This Chapter    Questions for Reflection and Discussion Appendix: Evocative Coaching Principles, Questions, and Reflections References Index","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738195439959,"sku":"9781071805336","price":30.39,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071805336.jpg?v=1723811809"},{"product_id":"becoming-an-evocative-coach-9781071820148","title":"Becoming an Evocative Coach","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cstrong\u003eCoaching Teachers and Leaders to Greatness\u003c\/strong\u003e\u003cbr\u003e  \u003cbr\u003e  Research shows that coaching is the best way to bring about robust change in both instructional and leadership practices. Coaching becomes evocative when it is a person-centered, strengths-based model grounded in adult learning theory, focused on growth.\u003cbr\u003e  \u003cbr\u003e  Designed as a companion to both Evocative Coaching: Transforming Schools One Conversation at a Time, 2nd Edition and Evoking Greatness: Coaching to Bring Out the Best in Educational Leaders, this guide will allow coaches to reflect on their learning and put evocative coaching strategies into practice. Readers will learn how to:\u003cbr\u003e  \u003cbr\u003e   Follow the LEAD (listen, emphasize, appreciate, design) process to become a partner in professional learning\u003cbr\u003e   Engage in coaching conversations as they develop evocative coaching skills through various activities that invite reflection\u003cbr\u003e   Develop instructional coaching and leadership skills that foster innovation\u003cbr\u003e  \u003cbr\u003e  This interactive guide is meant to be used by participants of an evocative coaching workshop, members of a book study group or PLC, a self-study reader, or anyone who wants to coach teachers and leaders to greatness.\u003cbr\u003e  \u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eForeword by Megan Tschannen-Moran Chapter One: Practice for Chapter One    Activity 1.1 Interview    Activity 1.2 Adult Learning Reflection    Activity 1.3 Adult Learning Characteristics    Activity 1.4 Coaching Demonstration    Activity 1.5 Coaching Demonstration for LEAD    Activity 1.6 Coaching Platform Chapter Two: Practice for Coaching Presence    Activity 2.1 Coach as Whisperer    Activity 2.2 Exploring Trust    Activity 2.3 Brainstorming    Activity 2.4 Creative Energy Check In    Activity 2.5 Reflection without Judgment    Activity 2.6 Importance of Trust    Activity 2.7 Coaching Energies    Activity 2.8 Coaching Practice    Activity 2.9 Coaching Presence Chapter Three: Practice for Listen for Stories    Activity 3.1 Mindful Listening    Activity 3.2 Story Listening    Activity 3.3 Quiet Listening    Activity 3.4 Reflective Listening    Activity 3.5 Imaginative Listening Chapter Four: Practice for Empathize for Connection    Activity 4.1 Observations without Evaluation    Activity 4.2 Distinguishing Feelings from Thoughts    Activity 4.3 Distinguishing between Needs and Strategies    Activity 4.4 Feelings and Needs    Activity 4.5 Empathy Statements    Activity 4.6 Restating Causal Attributions    Activity 4.7 Compassionate Listening Interview Interlude: The Learning Brief    Activity - Learning Brief Template Chapter Five: Practice for Appreciate Strengths    Activity 5.1 Appreciative Inquiry    Activity 5.2 Appreciative Inquiry Principles    Activity 5.3 SOAR Chapter Six: Practice for Design for Action    Activity 6.1 Hypothesis    Activity 6.2 Relevance    Activity 6.3 Strategies    Activity 6:4 Data Collection    Activity 6.5 Confidence Level    Activity 6.6 A Complete Coaching Conversation Chapter Seven: Practice for the Dynamic Flow of Change    Activity 7.1 Flow    Activity 7.2 Environmental Factors    Activity 7.3 Immunity to Change    Activity 7.4 Coaching Traps Chapter Eight: Practice for the Reflective Coach    Activity 8.1 Reflecting on Action    Activity 8.2 Feedback    Activity 8.3 VIA Strengths Survey    Activity 8.4 Cultivating Strengths    Activity 8.5 Your New Coaching Platform Resources References","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738201829719,"sku":"9781071820148","price":17.09,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071820148.jpg?v=1723811814"},{"product_id":"ten-assessment-literacy-goals-for-school-leaders-9781071821947","title":"Ten Assessment Literacy Goals for School Leaders","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e\u003cem\u003eAssessment literacy leads to improved outcomes for all\u003cbr\u003e  \u003cbr\u003e  \u003c\/em\u003e\u003c\/strong\u003eDo you know how to ensure teachers have the knowledge and skill to use assessment data to improve student learning? Do you know the influence that student involvement in assessments has on motivation and learning?\u003cbr\u003e  \u003cbr\u003e  This book guides you and your leadership team through 10 assessment literacy goals with practical content, how-to's, success indicators, and activities to extend and process learning. You will come away understanding the attributes of comprehensive and balanced assessment systems, the necessity for clear academic achievement targets, and why assessment quality is essential.\u003cbr\u003e  \u003cbr\u003e  In addition to providing rubrics, processes, and practical tools that work across all grade levels and subject areas, this book shows you how to:\u003c\/p\u003e  \u003cul\u003e      \u003cli\u003eWork with staff to integrate formative assessment and sound grading practices\u003c\/li\u003e      \u003cli\u003eCommunicate with all members of the school community about student learning\u003c\/li\u003e      \u003cli\u003eProtect students and teachers by avoiding unethical and inappropriate assessment use\u003c\/li\u003e      \u003cli\u003eUse student assessment information to improve and inform instruction \u003c\/li\u003e      \u003cli\u003eDevelop assessment policies that support quality assessment practice\u003c\/li\u003e  \u003c\/ul\u003e  \u003cp\u003eAdvance your understanding of assessment so your teachers can accurately measure learning, practice effective formative assessment strategies, and ensure and maintain a comprehensive and balanced assessment system in your school or district.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eOverview Chapter 1: Comprehensive and Balanced Assessment Systems Chapter 2:  Clear Standards Chapter 3: Standards of Assessment Quality Chapter 4: Formative Assessment Practices Chapter 5: Grading Practices Chapter 6: Communicates Effectively Chapter 7: Ethical and Appropriate Assessment Use Chapter 8: Evaluate assessment competencies and appropriate professional development Chapter 9: Analysis of Student Assessment Information Chapter 10: School and District Assessment Policies References","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738201993559,"sku":"9781071821947","price":33.24,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071821947.jpg?v=1723811814"},{"product_id":"aiming-high-9781071852910","title":"Aiming High","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e\u003cem\u003eAim high to improve leading, teaching, and learning\u003c\/em\u003e\u003c\/strong\u003e\u003c\/p\u003e  \u003cp\u003eSkillful leadership is critical as schools return to a new normalcy. Improving students' learning and addressing the challenges many learners experienced due to recent learning interruptions are top priorities for all school leaders.\u003c\/p\u003e  \u003cp\u003e\u003cem\u003eAiming High\u003c\/em\u003eoffers leaders a framework for creating an environment where both effective instruction and a focus on social and emotional needs benefits all students and teachers. Evan Robb maps a route to building a positive, trusting culture of collaboration, creativity, and empowerment. Features include:\u003c\/p\u003e  \u003cul\u003e      \u003cli\u003eAn outline of the leadership elements required to build a learner-focused culture\u003c\/li\u003e      \u003cli\u003eTools for fostering productive collaboration, creating shared teacher leadership, and building trusting relationships\u003c\/li\u003e      \u003cli\u003eInsightful tips for addressing complexities that come with new learning formats\u003c\/li\u003e      \u003cli\u003eProvocative questions that guide readers toward redefining instructional leadership\u003c\/li\u003e  \u003c\/ul\u003e  \u003cp\u003eYour mission as leader is clear: aim high, work intentionally and collaboratively with teachers, and create a refreshed school culture centered on learning and growth for all.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eAs educators look ahead to a post pandemic world, I hope that they will do so with \u003cem\u003eAiming High\u003c\/em\u003e lighting the way. In his opening words, Evan Robb invites us to ‘start a journey’ and then continues on to illuminate a path where collective commitment paves the way. As a literacy consultant, I was mesmerized by literacy chapter 6 that highlights choice, ownership, and authenticity with often missing middle school features such as independent reading, conferring and read-aloud celebrated. The intentional intricate interweaving of literacy and professional learning across the pages gave me renewed hope. Evan’s deep belief in students and teachers shines through a spirit of unwavering commitment to collaboration and conversation in honor of learning extending from both sides. \u003cem\u003eAiming High\u003c\/em\u003e envisions a broader purpose for what is possible when shared leadership forms a foundation for a visionary schoolwide stance.  \u003c\/p\u003e -- Mary Howard * Author, RTI from All Sides: What Every Teacher Needs to Know, Moving Forward with RTI: Reading and Writing Activities for Every Instructional Setting, Good to Great Teaching: Focusing on the Literacy Work that Matters *\u003cbr\u003eIn \u003cem\u003eAiming High: Leadership Actions to Increase Learning Gains, K-12, \u003c\/em\u003eEvan not only aims high, he hits the mark on leading in schools. Evan shares easy-to-use strategies and actions for all educators to use to better serve students and the school community while building a collaborative school culture. I love the leadership take-a-ways, reflection questions, actions to consider, powerful quotes, resource recommendations, and more. I am a better leader because of \u003cem\u003eAiming High \u003c\/em\u003eand Evan Robb. I highly recommend this book! Keep reading and keep rolling! -- Andrew Marotta * Principal, Leader, Author, Speaker, Leader of the #survivethrive movement, @andrewmarotta21, Milford, PA *\u003cbr\u003e\u003cp\u003eEvan Robb provides school leaders with a practical and inspiring guide to navigating the \"new normal\", offering a pathway to improve student-centered learning by empowering all teachers to provide highly effective instruction and all students to embrace a culture of learning. He emphasizes the power of collaboration and the need to build trusting relationships. Affirming, challenging and timely!\u003c\/p\u003e -- Chris Quinn * Retired District Leader and Classroom Teacher, London, Ontario, Canada *\u003cbr\u003eTeaching and learning in a Post-COVID world It’s time for meaningful change in education--from the top down! \u003cem\u003eLeading to Aim High\u003c\/em\u003e will equip educational leaders to empower staff through collaborative conversations and professional learning. If you are concerned about the detrimental effects of COVID-19 and want to use this moment to Shake Up Learning, this is the book for you! -- Kasey Bell * Author, Podcaster, Blogger, and Teacher, Shake Up Learning, Celina, TX *\u003cbr\u003e\u003cp\u003eI think we are all educationally \"pandemic-ed out,\" but Robb’s book does something much different than any other book out there. He demonstrates what stands the test of time and what will prepare all leaders during and after our NEXT crisis or calm. This book should be added to your shelf as it prepares you for nothing other than thoughtful, intentional leadership.\u003c\/p\u003e -- William D Sroufe * Division Superintendent, Colonial Heights Public Schools, Colonial Heights, VA *\u003cbr\u003e\u003cp\u003e\u003cem\u003eLeading to Aim High \u003c\/em\u003eprovides a structure to collaboratively create a learner-focused culture. Leadership focused on literacy, math, and social emotional needs are guided by ideas about a commitment to all students, optimism, and trusting relationships. Evan′s experiences as a middle school principal provide implementation considerations guided by lessons learned, quotations, tips, and questions.\u003c\/p\u003e -- Erik Youngman * Director of Curriculum, Instruction, and Assessment, Libertyville District 70, Libertyville, IL *\u003cbr\u003e\u003cp\u003eAs someone that’s been in the business in different roles over the years, I can say that this book from Evan has so many valuable tips in it.   Both educators new to the profession as well those that are veterans will find that this book is the blueprint for creating future change and impact.  Some books are focused on pedagogy and approaches to instruction and learning. Yet still there are books that are focused on creating a school culture that promotes an environment of true collaboration and success. \u003c\/p\u003e \u003cp\u003e\u003cem\u003eAiming High\u003c\/em\u003e seeks to combine these elements and more together in one book. This is the book that everyone can read, should read, and can benefit from now and in the future. It’s time to lift our eyes and our minds and set our sights on \u003cem\u003eAiming High\u003c\/em\u003e as we inspire students and our communities and cultivate a passion for learning.\u003c\/p\u003e -- Vernon Wright * Speaker, Consultant, Leader, Author, Zero Apology Zone, Dallas-Ft. Worth, TX *\u003cbr\u003e\u003cp\u003eI think we are all educationally \"pandemic-ed out,\" but Robb’s book does something much different than any other book out there. He demonstrates what stands the test of time and what will prepare all leaders during and after our NEXT crisis or calm. This book should be added to your shelf as it prepares you for nothing other than thoughtful, intentional leadership.\u003c\/p\u003e -- Rick Jetter * Co-Founder, Pushing Boundaries, Consulting Author, Creator of the #100StopSeries *\u003cbr\u003e\u003cp\u003eIn \u003cem\u003eAiming High: Leadership Actions to Increase Learning Gains\u003c\/em\u003e, Evan Robb highlights the important and necessary leadership skills focused on flexibility, teamwork, and creating conditions to maintain a culture focused on learning during challenging times. This book provides education leaders with both practical and helpful ideas and strategies to assist leaders in maximizing their skills to ensure learning gains for each and every student stays at the center of our work. Throughout the book, the reader is asked to answer reflective questions which will enhance their skills and help their school and school district continue to increase their learning gains grades K-12.\u003c\/p\u003e -- Randy L. Russell * Superintendent, Freeman School District Freeman, WA *\u003cbr\u003eEvan Robb delivers educators a reimagined vision, with easy to follow dynamic practices for post-pandemic leadership through a synergistic commitment to academic instruction, social-emotional learning, and school-wide wellness. \u003cem\u003eAiming High\u003c\/em\u003e is an educational gem bursting with inspired reflection and recovery through a cohesive culture of empowered leadership. It deeply resonates to those wishing to re-infuse meaningful teaching and learning back into K-12 education and has my highest recommendation for low burden, high impact professional learning! -- Hans Appel * Educator, Speaker, Author of Award Winning Culture: Building Whole-Child Intentionality and Action Through Character, Excellence, and Community *\u003cbr\u003eAre you a principal or school administrator looking to make a real difference in your school’s culture and academic performance? Look no further than \u003cem\u003eAiming High: Leadership Actions to Increase Learning Gains\u003c\/em\u003e by Evan Robb. This book is packed with actionable strategies and ideas for making school a better place for teachers to teach and students to learn. As a literacy scholar myself I was particularly impressed with the Leading for Literacy chapter. What Evan presents is not only based on research, but also on his own work as an innovative school administrator. This is truly a powerful book and one that I am sure principals and school leaders will keep front and center on their desks. Bravo! -- Timothy Rasinski * Professor of Literacy Education, Rebecca Tolle and Burton W. Gorman Chair in Educational Leadership, Kent State University *\u003cbr\u003e\u003cp\u003eIn \u003cem\u003eLeading to Aim High\u003c\/em\u003e, Evan Robb details how the global pandemic has presented educational leaders a tremendous opportunity to update how they facilitate literacy to meet the needs of 21st century learners. Solid reading and writing results from four types of reading instruction, and Robb shows educators how to excel whether students are in-person, hybrid or virtual. This book is a practical and invaluable guide for school leaders, teachers and staff who want students to succeed and develop a commitment to lifelong learning.\u003c\/p\u003e -- Danny Brassell * Internationally-Acclaimed Speaker, Bestselling Author, Co-creator of theREADINGhabit.com *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eAcknowledgments About the Author Introduction Chapter 1. Redefining Instructional Leadership Chapter 2. Collaborative Leadership: Activate, Influence, and Elevate Chapter 3. Building Trusting Relationships Chapter 4. Supporting Students and Staff Through Professional Learning Chapter 5. Creating a Culture of Access, Equity, and High Expectations Chapter 6. Leading for Literacy Chapter 7. Leading for Numeracy Chapter 8. Next Steps: Leading a Culture of Learning Appendix References","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738212315479,"sku":"9781071852910","price":19.79,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071852910.jpg?v=1723811822"},{"product_id":"designing-and-teaching-undergraduate-capstone-courses-9781118761878","title":"Designing and Teaching Undergraduate Capstone","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eEnrich your students and the institution with a high-impact practice   Designing and Teaching Undergraduate Capstone Courses is a practical, research-backed guide to creating a course that is valuable for both the student and the school.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003ePreface: The Importance of Senior Capstones in Contemporary American Higher Education ix\u003c\/p\u003e \u003cp\u003eThe Authors xxi\u003c\/p\u003e \u003cp\u003eAcknowledgments xxiii\u003c\/p\u003e \u003cp\u003e1 Overview of the Capstone Course 1\u003c\/p\u003e \u003cp\u003e2 The Role of the Capstone Course in the Curriculum 15\u003c\/p\u003e \u003cp\u003e3 Characteristics of the Capstone Course 39\u003c\/p\u003e \u003cp\u003e4 The Role and Design of Research Projects Leading to the Capstone Experience 61\u003c\/p\u003e \u003cp\u003e5 Research Project Impediments and Possibilities 89\u003c\/p\u003e \u003cp\u003e6 Designing the Capstone Course 103\u003c\/p\u003e \u003cp\u003e7 Teaching the Capstone Course 137\u003c\/p\u003e \u003cp\u003e8 Using the Capstone Course for Assessment 167\u003c\/p\u003e \u003cp\u003e9 Conclusion: An Ideal Capstone Course 191\u003c\/p\u003e \u003cp\u003eNotes 201\u003c\/p\u003e \u003cp\u003eReferences 215\u003c\/p\u003e \u003cp\u003eName Index 239\u003c\/p\u003e \u003cp\u003eSubject Index 245\u003c\/p\u003e","brand":"John Wiley \u0026 Sons Inc","offers":[{"title":"Default Title","offer_id":48738358788439,"sku":"9781118761878","price":30.39,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781118761878.jpg?v=1723811973"},{"product_id":"historical-perspectives-on-infant-care-and-development-9781350168466","title":"Historical Perspectives on Infant Care and","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThis book is the essential guide to understanding the historical influences that have shaped our ideas about infancy and infant care today. It introduces the key theories, themes, and concepts that have shaped the history of infant care and invites readers to explore how events, approaches, traditions, studies and stories have shaped modern day practice. From foundlings to wetnurses, community care and edu-carers, it introduces topics about family life, professional roles, and educational settings. The book includes short vignettes, imagery, and case studies as well as extended reflective questions. Each chapter introduces a different topic including pregnancy, parental relationships, developmental studies, the role of the professional and community services available to infants.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eThis is a very important book for students of early childhood education: it offers a holistic and comprehensive overview of infant care in the past and demands the reader to reflect on their own practice as they read. It is both academically rigorous and heartwarming – a winning combination! * Abigail Gosling, Course Coordinator for BA (Hons) Early Childhood Education and Senior Lecturer Education Studies (Early Years), University of Bedfordshire, UK *\u003cbr\u003eThis book presents a historical context for contemporary studies and views about infant care and family life. Authentic narratives emphasize women’s roles and experiences of pregnancy, childbirth, and motherhood over time. The author’s deep passion for the book’s focus is evident throughout, as is the depth of her knowledge of European\/Western sources. * Dana Gross, Professor of Psychology, St Olaf College, USA *\u003cbr\u003eDr. Norman’s book centres the relationship among infant(s), parents, and professional(s) within a richly woven tapestry of historical and contemporary ideas. Her thoughtful use of questions, narratives, and cases makes the text accessible, particularly to those who are new to considerations of infanthood within the landscape of early childhood education. * Wendy A. Crocker, PhD. Associate Teaching Professor, Northeastern University, USA *\u003cbr\u003eThis rich text draws together research, historical account and individual stories to powerfully illuminate the complex landscape of infant care and development. It effectively provokes the reader to consider connections between historical and contemporary practices and experiences. It is an invaluable resource for all interested in infant care and development. * Anne Chappell, Head of Department and Reader in Education, Brunel University London, UK *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eList of Figures Acknowledgements Introduction  \u003cb\u003ePart I: The Infant at Home \u003c\/b\u003e  1. Historical Reflections and Contemporary Practice  2. Transitions to Parenthood   3. Parenting and Family Life  4. Infant Development and Holistic Care  5. The Professionalisation of Infant Care  \u003cb\u003ePart II: The Infant Beyond the Home\u003c\/b\u003e  6. A Caring Community  7. Communication, Love and Care  8. Edu-care and Play  9. A Cross Disciplinary Approach to Studying Infants  Conclusion: Looking Back, Moving Forward  References   Index","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48738599272791,"sku":"9781350168466","price":24.69,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350168466.jpg?v=1720049606"},{"product_id":"designing-research-in-education-9781446294260","title":"Designing Research in Education","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThis is a clear introduction to the methodological and philosophical debates in the field of education research. It sets out the key ideas, questions, and dilemmas which inform all research and then, through the careful use of case studies and practical advice from experienced researchers, grounds them in the specific concerns of education and educational studies.\u003c\/p\u003e  \u003cp\u003eWritten by experienced academics and teachers the book links broad philosophical principles with practical strategies for designing and conducting ethical and effective research.\u003c\/p\u003e  \u003cp\u003ePerfect for postgraduate students planning their own research in education this book will help you to:\u003c\/p\u003e  \u003cp\u003eUnderstand the philosophical foundations of your work.\u003c\/p\u003e  \u003cp\u003eConceptualise and refine your research question.\u003c\/p\u003e  \u003cp\u003ePick the right methodology for your research.\u003c\/p\u003e  \u003cp\u003eEmbed ethical considerations throughout your research.\u003c\/p\u003e  \u003cp\u003eThis book is an ideal companion for any postgraduate student or early career academic c\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eThis engaging and lively book is a landmark in the field of designing effective education research. It presents successful strategies drawn from highly experienced researchers and provides accessible and useful advice for doctoral students and early career researchers. Highly recommended! -- Patrick Danaher\u003cbr\u003eThis is a very valuable resource... it draws on a wide range of research examples and includes useful reflection and commentary from leading researchers.\u003cbr\u003e -- Paula Clarke\u003cbr\u003eThis book has the potential to inform and frame the next generation of research scholars in education. -- Stephen Dobson\u003cbr\u003e\u003c\/p\u003e\u003cp\u003eThis is a great book! It provides knowledge about the theoretical as well as the practical aspects of educational research. It is engaging and provides rich information from experienced researchers for doctoral students and early careers researchers.  It is interesting and easy to read. I would highly recommend it. \u003c\/p\u003e -- Athina Tempriou\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003ePart I: Concepts and philosophical issues informing research designs Chapter 1: Setting the Scene: Research and education - Jon Swain  Chapter 2: Designing Your Research in Education - Jon Swain  Chapter 3: Developing a Research Proposal in Education - Jon Swain  Chapter 4: Debates Around Epistemology in Education - Will Gibson Chapter 5: Ethical Considerations in Research and Education - Jon Swain  Part II: The application of the research designs Chapter 6: Experimental Design in Education - Jane Hurry Chapter 7: Survey Design in Education - Charlie Owen Chapter 8: Ethnography in Education - Rebecca O’Connell Chapter 9: Case Studies in Education - Mano Candappa Chapter 10: Mixed Methods in Education - Olga Cara Chapter 11: Summary and Conclusions - Jon Swain Glossary","brand":"Sage Publications Ltd","offers":[{"title":"Default Title","offer_id":48739326591319,"sku":"9781446294260","price":999.99,"currency_code":"GBP","in_stock":false}]},{"product_id":"tools-for-teaching-conceptual-understanding-secondary-designing-lessons-and-assessments-for-deep-learning-9781506355702","title":"Tools for Teaching Conceptual Understanding,","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e\u003cem\u003eStudents become experts and innovators through Concept-Based teaching\u003cbr\u003e  \u003c\/em\u003e\u003c\/strong\u003e\u003cbr\u003e  Innovators don’t invent without a deep understanding of how the world works. With this foundation, they apply conceptual understanding to solve new problems. We want our students to not only retain ideas, but relate them to other things they encounter, using each new situation to add nuance and sophistication to their thinking. To do this, they need conceptual understanding.\u003cbr\u003e  \u003cbr\u003e  This book serves as a road map for Concept-Based teaching. Discover how to help students \u003cstrong\u003euncover\u003c\/strong\u003e conceptual relationships and \u003cstrong\u003etransfer \u003c\/strong\u003ethem to new situations. Specifically, teachers will learn:\u003c\/p\u003e  \u003cul\u003e\n\u003cli\u003eStrategies for introducing conceptual learning to students \u003c\/li\u003e\n\u003cli\u003eFour lesson frameworks to help students uncover conceptual relationships \u003c\/li\u003e\n\u003cli\u003eHow to assess conceptual understanding, and \u003c\/li\u003e\n\u003cli\u003eHow to differentiate concept-based instruction \u003c\/li\u003e\n\u003c\/ul\u003e  \u003cp\u003eLook no further. For deep learning and innovative thinking, this book is the place to start.\u003cbr\u003e  \u003cbr\u003e  \u003cem\u003e\"The authors tear down the false dichotomies of traditional vs innovative education and provide a practical toolkit for developing creativity and applying knowledge through Concept-Based learning. Every practitioner needs this book to juxtapose what worked well in the 20th Century with what is essential in the 21st Century and beyond.\"\u003cbr\u003e  \u003c\/em\u003e\u003cstrong\u003eMichael McDowell, Superintendent\u003cbr\u003e  Ross School District, Ross, CA\u003c\/strong\u003e\u003cbr\u003e  \u003cbr\u003e  \u003cem\u003e\"While most good educators recognise the incredible value of teaching conceptually, it is challenging. The authors have created accessible, practical baby steps for every teacher to use.\"\u003c\/em\u003e\u003cbr\u003e  \u003cstrong\u003eDr. Vincent Chan, principal\u003cbr\u003e  Fairview International School, Kuala Lumpur, Malaysia\u003c\/strong\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cem\u003e\"Stern tears down the false dichotomies of traditional vs innovative education and provides the clarion call and practical tool kit for developing creativity by building and applying knowledge through Concept-Based learning. Every practitioner needs this book to juxtapose what worked well in the 20th Century with what is essential in the 21st Century and beyond.\"\u003c\/em\u003e -- Michael McDowell, Superintendent\u003cbr\u003e\u003cem\u003e\"If you are ready to have students really learn, get ready to be amazed.  Here is the complete guide to creating your very own concept-based classroom.  I have never read a book filled with so many great ideas that can be used in any classroom.\"\u003c\/em\u003e -- Amanda McKee, Secondary Mathematics Instructor\u003cbr\u003e\u003cem\u003e\"This book is as essential to a teacher utilizing concept-based teaching as the approach of concept-based learning is essential to teaching.\"\u003c\/em\u003e -- Ayo Magwood, Social Studies Teacher\u003cbr\u003e\u003cem\u003e\"I can′t recommend this book enough! Exceptionally practical pedagogical techniques that are steeped in bags of authentic research. Addressing how children learn, how teachers can plan lessons within a conceptual framework, specific and useful differentiation techniques and feedback methods--so many meaningful and highly effective ways to move learners forward, preparing them for the future in a meaningful way.\" \u003c\/em\u003e -- Julia Briggs, Certified Concept-Based trainer, IB science teacher and Chemistry Coordinator\u003cbr\u003e\u003cem\u003e\"This book addresses the need for students to learn critical dispositions and skills which go beyond traditional discipline knowledge and are essential for student success as innovators in the 21st century.\"\u003c\/em\u003e -- Brenda Booth, Instructional Coach\u003cbr\u003e\u003cem\u003e\"While most good educators recognise the incredible value of teaching conceptually, it is challenging. Julie Stern, Krista Ferraro and Juliet Mohnkern have created accessible, practical baby steps for every teacher to use.\" \u003c\/em\u003e -- Dr. Vincent Chan, principal\u003cbr\u003e\u003cem\u003e\"The authors of \u003c\/em\u003eTools for Teaching Conceptual Understanding\u003cem\u003e have crafted an incredible resource for teachers in secondary education.  This book provides a strong rationale on the importance of concept based curriculum development in the classroom for the 21st century.  The book delivers a framework on how to build a concept based classroom from the ground up, offering practical, easy-to-apply tools and techniques that will allow teachers to redesign their curriculum in a rigorous way, while providing a classroom environment of deep learning.  From developing great lesson plans to on-point assessments that target conceptual understanding, this book is an incredible resource for classroom teachers\".\u003c\/em\u003e -- Maria Cardona, Middle school science IB instructor\u003cbr\u003e\u003cem\u003e\"Perhaps the most significant question every educationist asks today is how to meet the needs of all learners in a classroom. Conceptual learning teaches for deep understanding, and enables students to find patterns and make connections thus providing intellectual dignity. In the section on differentiation, there are clear action steps with examples as support for reaching out to all students. A must read for all those committed to concept-based teaching and instruction!\"\u003c\/em\u003e -- Mona Seervai, former Principal, IB Workshop Leader and Consultant, certified Concept based Trainer\u003cbr\u003e\u003cem\u003e\"Julie Stern has truly \"drilled down\" the concept-based framework, providing an understandable guide for teaching and assessing conceptual understanding. It should be a \"go to\" resource for every teacher!\"\u003c\/em\u003e -- Susanne Long, Director of Curriculum, Research, \u0026amp; Development Services\u003cbr\u003e\u003cem\u003e\"Stern’s method provides a lucid framework to deepen conceptual understanding. Building upon the foundation laid by Erickson and Lanning, this approach provides tangible strategies for classroom teachers to nurture deeper learning.\"\u003c\/em\u003e -- Richard Healy, Deputy Head of Secondary School\u003cbr\u003e\u003cem\u003e\"As the product, and facilitator, of a topic-based, coverage-centered education for some four decades, discovering the value of a concept-based approach to teaching and learning has caused a paradigmatic shift both in my classroom and in my own intellectual journey. Julie Stern´s book builds upon the best of recent educational theory and research to guide teachers on how to transform our students from fact-collectors into conceptual experts as they discover and transfer their understandings of the world around them, and ultimately, seek to solve real-world challenges.\"\u003c\/em\u003e -- Neville Kirton, Head of Humanities Department\u003cbr\u003e\u003cem\u003e\"\u003c\/em\u003eTools for Teaching Conceptual Understanding\u003cem\u003e  is filled with assessments and ideas for teaching students to think conceptually in the classroom.  Teachers can learn tools for developing student thinking and how to continually assess for conceptual understanding as learning happens.  I recommend this book for anyone who is looking to develop lessons and assessments to support deep, conceptual thinking in their classroom.\"\u003c\/em\u003e -- Amy Reisner, Assistant Principal,  District Concept-Based Trainer\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction: Why Is Concept-Based Curriculum Critical for the 21st Century? 1. What Are the Essential Elements of Concept-Based Curriculum Design? 2. How Do We Establish a Culture of Deep Learning? 3. What Are the Building Blocks of Concept-Based Instruction? 4. What Additional Tools Can We Use to Design Lessons? 5. How Do We Design Ongoing Assessments for Conceptual Understanding? 6. How Can We Meet the Needs of All Learners in a Concept-Based Classroom? 7. What Is the Relationship Between Current Best Practices and Concept-Based? Conclusion: Imagine What School Could Be…","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48739821060439,"sku":"9781506355702","price":29.44,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781506355702.jpg?v=1720053219"},{"product_id":"deep-learning-engage-the-world-change-the-world-9781506368580","title":"Deep Learning: Engage the World Change the World","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e\u003cem\u003eEngage the World Change the World\u003c\/em\u003e\u003c\/strong\u003e\u003cbr\u003e  \u003cbr\u003e  \u003cem\u003eDeep Learning \u003c\/em\u003ehas claimed the attention of educators and policymakers around the world. This book not only defines what deep learning is, but takes up the question of how to mobilize complex, whole-system change and transform learning for all students.\u003cbr\u003e  \u003cbr\u003e  \u003cem\u003eDeep Learning\u003c\/em\u003e is a global partnership that works to: transform the role of teachers to that of activators who design experiences that build global competencies using real-life problem solving; and supports schools, districts, and systems to shift practice and how to measure learning in authentic ways. \u003cbr\u003e  \u003cbr\u003e  This comprehensive strategy incorporates practical tools and processes to engage students, educators, and families in new partnerships and drive deep learning. Inside you’ll find:\u003c\/p\u003e  \u003cul\u003e\n\u003cli\u003eThe Deep Learning Framework \u003c\/li\u003e\n\u003cli\u003eVignettes and case studies from K-12 classrooms in 1,200 schools in seven countries \u003c\/li\u003e\n\u003cli\u003eGuidance for reaching disadvantaged and differently abled students \u003c\/li\u003e\n\u003cli\u003eSample protocols and rubrics for assessment \u003c\/li\u003e\n\u003cli\u003eVideos demonstrating deep learning design and innovative leadership in practice \u003c\/li\u003e\n\u003c\/ul\u003e  \u003cp\u003eThrough learning partnerships, learning environments, new pedagogical practices, and leveraged digital skills, deep learning reaches students as never before — preparing them to be active, engaged participants in their future.\u003cbr\u003e  \u003cbr\u003e   \u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThis book elevates deep learning from an instructional tool to a systemic approach designed to create powerful synergies to enhance professional, social, and cultural capital. It is built on the deep belief that all students can learn if school systems shift from sorting talent, where only a minority of winners cross the finishing line, to developing the talent of diverse learners. \u003cem\u003eDeep Learning\u003c\/em\u003e’s power lies in providing practical advice to help school systems evolve, for rules to become guidelines, and ultimately, for good practice to become culture.\u003c\/p\u003e -- Andreas Schleicher, Special Advisor on Education Policy to OECD’s Secretary-General, and Director of PISA\u003cbr\u003e\u003cp\u003eWe live in a world where creativity is our new capital. Michael Fullan, Joanne Quinn, and Joanne McEachen’s book takes us deeply into this world. Read, launch, and learn!\u003c\/p\u003e -- Daan Roosegarde, Dutch Designer, Architect, and Innovator\u003cbr\u003e\u003cp\u003eDrawing upon decades of hard-fought education experience and with an eye toward our precarious future, Michael Fullan, one of the world’s most respected education experts, along with co-authors Joanne Quinn and Joanne McEachen, has written a comprehensive and practical guide on school transformation. Intended for both policy makers and practitioners, the book toggles between theory and practice to deconstruct the \"how\" of education system change. It is a must read for anyone who is serious about preparing our children for the complex, interdependent world they will inherit.\u003c\/p\u003e -- Barbara Chow, Former Education Director\u003cbr\u003e\u003cp\u003eMichael Fullan, Joanne Quinn, and Joanne McEachen offer a powerful set of ideas to enable deeper learning on a large scale. Deep learning develops examples at every level of the system—from the individual student and teacher, to the classroom, school, and state—suggesting how learning may be radically redesigned in ways that could change schooling as we know it.\u003c\/p\u003e -- Linda Darling-Hammond, President, Learning Policy Institute, and Charles E. Ducommun Professor Emeritus, Stanford University\u003cbr\u003e\u003cp\u003eThere are many \"deeper teachers,\" some \"deeper schools,\" but very few \"deeper systems.\" For that reason, we are very lucky that Michael Fullan, Joanne Quinn, and Joanne McEachen have channeled their prodigious talents for identifying the right levers for systems change to deeper learning. Drawing on their work with 1,200 schools in seven countries, they describe concretely what powerful learning looks like for both students and adults, and how system leaders can support the creation of challenging, engaging, and empowering learning for all students. Every system leader who wants to transform their system from an industrial era bureaucracy to a modern learning organization should read this book!\u003c\/p\u003e -- Jal Mehta, Associate Professor\u003cbr\u003e\u003cp\u003eThis book takes us on an exciting journey exploring why and how to deepen learning, and in so doing enables the teaching profession to rediscover the joy of teaching, and immerses students in the endless universe of learning.\u003c\/p\u003e -- Lynn Davie, Director, Learning and Teaching Branch, Secondary Reform, Transitions and Priority Cohorts Division\u003cbr\u003e\u003cp\u003eThis book is a call for action. Michael Fullan, Joanne Quinn, and Joanne McEachen take us on a journey of change based on deep conceptual knowledge and vast experience of practice. Drawing on work from seven countries around the world, \u003cem\u003eDeep Learning\u003c\/em\u003e shows the humanistic and international spirit of the DL movement.\u003c\/p\u003e -- Miguel Brechner, President\u003cbr\u003e\u003cp\u003eOnce again, Michael Fullan and his colleagues, Joanne Quinn and Joanne McEachen, have produced a groundbreaking text that explores how to make more profound learning experiences available to a broad range of students. For educators interested in furthering equity and tapping into the intrinsic curiosity of students, this book will be an invaluable resource.\u003c\/p\u003e -- Pedro A. Noguera, PhD, Distinguished Professor of Education\u003cbr\u003e\u003cp\u003e\u003cem\u003eDeep Learning \u003c\/em\u003ewill become your mantra for giving your students a sense of purpose and connectedness to the world. More than a reviewer I witnessed deep learning in action at the authors’ recent international gathering. The teachers were on fire. Their commitment to teaching had been re-ignited by the focus on engaging students who no longer saw school as relevant to their lives. Students demonstrated a strong sense of identity and creativity, mastery, and engagement. This book shows us how successful our students can be!\u003c\/p\u003e -- Alan November, Senior Partner\u003cbr\u003e\u003cp\u003e\u003cem\u003eDeep Learning \u003c\/em\u003eis a book that pulls the cover away from the game of schooling and highlights the need for systemwide changes to ensure that every student becomes empowered and passionate as part of their own learning process. \u003cem\u003eDeep Learning\u003c\/em\u003e brings together the work of practitioners from around the world, as they share concrete examples of revitalized classrooms, schools, and entire districts. Ultimately the book shows how the transformation of learning in schools and districts can result in both excellence and equity for all students in today’s global and digital world.\u003c\/p\u003e -- Tom D’Amico, Associate Director of Education\u003cbr\u003e\u003cp\u003e\u003cem\u003eDeep Learning\u003c\/em\u003e: \u003cem\u003eEngage the World Change the World \u003c\/em\u003eaddresses the missing learning momentum we need so that students, educators, and parents carry on learning beyond school. With this deep learning mindset, as new truths and contexts emerge and new competencies are required, we will all be equipped to master them.\u003c\/p\u003e -- Patrick Miller, Ontario School Principal\u003cbr\u003e\u003cp\u003e\u003cem\u003eDeep Learning\u003c\/em\u003e: \u003cem\u003eEngage the World Change the World\u003c\/em\u003e provides insight into the potential when we keep the student experience at the center of our thinking. When we create conditions that engage teachers and learners in a reciprocal relationship, the outcomes are not only higher achievement and wellbeing, but also the door is opened to begin to address historic inequities for some groups of students.\u003c\/p\u003e -- Cathy Montreuil, Chief Student Achievement Officer, Assistant Deputy Minister, Student Achievement Division\u003cbr\u003e\u003cp\u003e\u003cem\u003eDeep Learning\u003c\/em\u003e captures the essence of what is pure joy for me as a learner and a leader in education. Our journey as part of the DL collaboration reenergized our teachers, students, and community to really enable students to thrive academically and socially. The collaborative inquiry cycle has brought the passion back into leading and learning by encouraging curiosity and ways to test our theories and strengthen our practices.\u003c\/p\u003e -- Teresa Stone, Principal, Derrimut PS, Victoria, Australia, Leadership Advisor, Bastow Institute for Leadership, DET\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eINTRODUCTION: Making Deep Learning a Momentum Maker SECTION I Engage the World Change the World Chapter 1 THE NEED FOR AND ATTRACTION OF DEEP LEARNING    Relevance Unfound    The Allure of Deep Learning    The Challenge Chapter 2 WHAT’S DEEP ABOUT DEEP LEARNING?    Reimagining Learning    What Is Deep Learning?    Why Deep Learning Matters    It’s All About Re-Culturing    Final Thoughts Chapter 3 LEADING TRANSFORMATION    Coherence Making for Whole System Change    Making Deep Learning Coherent    A Framework for Deep Learning    Final Thoughts SECTION II The Living Laboratory Chapter 4 DEEP LEARNING IN ACTION    Deep Learning as a Force for Change    Emerging Discoveries    Making Deep Learning Come Alive    Final Thoughts Chapter 5 DESIGNING DEEP LEARNING: Learning Partnerships    The New Pedagogies    Learning Partnerships    Final Thoughts Chapter 6 DESIGNING DEEP LEARNING: Learning Environments, Leveraging Digital, Pedagogical Practices    Learning Design    Learning Environments    Leveraging Digital    Pedagogical Practices    Making the Four Elements Gel    Final Thoughts Chapter 7 COLLABORATION COUNTS: Inquiry That Shifts Practice    Cultivating Collaboration and Capacity    The Collaborative Inquiry Process    Collaborative Learning Design    Collaborative Assessment    Final Thoughts Chapter 8 CONDITIONS THAT MOBILIZE WHOLE SYSTEM CHANGE    What Is Whole System Change?    Learning Conditions That Foster Deep Learning    The New Change Dynamic    Deep Learning in Action    Final Thoughts Chapter 9 NEW MEASURES FOR DEEP LEARNING    New Measures    Early Findings    The Global Moderation Process    Final Thoughts SECTION III A Precarious Future Chapter 10 SIRENS OR SALVATION: Deep Learning Hell or Heaven    The Sirens    The Plot Thickens Appendix: The Seven Countries References Index Acknowledgments About the Authors","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48739822043479,"sku":"9781506368580","price":27.89,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781506368580.jpg?v=1720053221"},{"product_id":"teaching-the-primary-curriculum-9781526459015","title":"Teaching the Primary Curriculum","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003ePlanning for authentic learning begins with engaging children. This book explores each subject in the primary curriculum offering clear guidance on the distinctive elements of each and effective pedagogical approaches that support informed teaching. \u003c\/p\u003e     \u003cp\u003eKey aspects include:\u003c\/p\u003e     \u003cp\u003e·         Real-life case studies including student teacher and expert commentaries\u003c\/p\u003e     \u003cp\u003e·         Critical tasks for reflection and evaluation with suggested responses\u003c\/p\u003e     \u003cp\u003e·         How effective teaching can nurture children’s intellectual development\u003c\/p\u003e     \u003cp\u003eThis is essential reading for all students on primary initial teacher education courses including university-based (PGCE, BEd, BA with QTS), and schools-based (School Direct, SCITT, Teach First) routes into teaching.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThe chapter offers accessible\u003cem\u003e practical ideas which trainee teachers can relate to. \u003c\/em\u003eSelected critical tasks with detailed responses enables them to reflect on creating robust, inclusive teaching environments. By understanding the purpose of segmental analysis, trainee teachers have a clear focus when addressing individual needs and developing physical literacy.\u003c\/p\u003e \u003cbr\u003e -- Gwenda Lappin\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eChapter 1: Introduction - Colin Forster and Rachel Eperjesi Chapter 2: Art and design: Modelling to promote creativity - Rachel Eperjesi with Alice Parkin Chapter 3: Computing: Developing computational thinking - Richard Brice and Lindsay Evans Chapter 4: Design and technology: Using real world applications - Richard Brice Chapter 5: English: Developing children′s ability to form, articulate and justify opinions - Rachel Eperjesi and Tracey Wire Chapter 6: Geography: Using practical approaches to promote engagement - Joanna Rigg Chapter 7: History: Developing children′s higher order thinking through historical inquiry - Kate Thomson and Tracey Wire Chapter 8: Languages: Creating purposeful communication through meaningful context - Cathy Burch Chapter 9: Mathematics: Promoting talk to develop reasoning - Ruth Hollier, Emma Howell and Jackie McNeil Chapter 10: Music: Developing collaborative skills - Colin Forster Chapter 11: Physical education: Meeting individual and diverse needs - Barbara Brown Chapter 12: Personal, social, health and economic education: Developing empathy - Jude Penny Chapter 13: Religious education: Developing children′s understanding of lived experienceslived - Simon Hyde-White Chapter 14: Science: Questioning skilfully to promote intelligent answers - Colin Forster and Jude Penny Chapter 15: Conclusion - Rachel Eperjesi and Colin Forster","brand":"Sage Publications Ltd","offers":[{"title":"Default Title","offer_id":48739938861399,"sku":"9781526459015","price":89.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781526459015.jpg?v=1720053470"},{"product_id":"the-standards-based-classroom-make-learning-the-goal-9781544324203","title":"The Standards-Based Classroom: Make Learning the","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eWin big in the standards-based classroom!\u003c\/strong\u003e\u003c\/p\u003e  \u003cp\u003eStandards-Based Learning (SBL) is NOT standardization. In fact, when we recognize the central purpose of SBL, which is to make learning the goal for all students, we can design systems and structures that are more personal, more flexible, and more engaging—for us and for our students.\u003c\/p\u003e  \u003cp\u003eAt its core, SBL simply asks us to organize our teaching and learning around three questions. These questions guide the creation of targets, the development of assessments, the instructional planning, and the systems to communicate learning.\u003c\/p\u003e  \u003cp\u003e•            Where do we want our learners to go?\u003cbr\u003e  •            How do we know where our learners are in relation to where we want them to go?\u003cbr\u003e  •            How do we move them from where they are towards or beyond where we want them to be?\u003c\/p\u003e  \u003cp\u003eWhile simple at the core, the transition to a standards-based classroom is anything but. The complexity comes in the implementation, the integration into existing systems, and the difficult task of moving away from what’s most comfortable. \u003cem\u003eThe Standards-Based Classroom\u003c\/em\u003e provides practical strategies and steps based on many years of both failures and successes to support educators during this transition to a standards-based system. The accessible and concrete examples, tools, and templates in the book can be adapted into any classroom. Teachers who are new to SBL will understand the parts, experienced teachers will see the connections to current practices, and all educators will realize the potential SBL has to transform learning.\u003c\/p\u003e  \u003cp\u003e \u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cem\u003e\"This book takes much of the guesswork out of becoming a highly efficient and effective teacher in a standards-based system. The authors have thought deeply about (and explained) many of the ′road block′ issues and provide both theory and practice to support teachers doing this work. This system helped me as the instructor and helped my students achieve at the level in which they desire. \u003c\/em\u003eThe Standards-Based Classroom \u003cem\u003eleans on the work of the experts in the field in a very pragmatic way and makes it a great resource for teachers seeking to engage in standards-based work.\"\u003c\/em\u003e\u003cem\u003e\u003cbr\u003e \u003c\/em\u003e -- Dr. Tom Buckmiller, Professor of Education, Drake University\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"If you are looking for that one book that explains teaching and learning, then this is it. Full of practical advice, suggestions, and further readings, the authors discuss and illustrate concepts with a clarity that is seldom witnessed in educational literature.\"\u003c\/em\u003e\u003c\/p\u003e \u003cbr\u003e -- Dr. Ken Darvall, Principal, Tema International School\u003cbr\u003e\u003cem\u003e\"\u003c\/em\u003eThe Standards-Based Classroom: A Practical Approach \u003cem\u003ereally is practical! With a plethora of examples and models and great suggestions that are organized to be easily read and quickly learned, this book is a must-have for any teacher considering stepping up their game to increase student learning.\u003c\/em\u003e\u003cem\u003e\"\u003c\/em\u003e -- Renee Peoples, Teaching and Learning Coach, Swain County Schools\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"Most of us know that middle and especially high school educators can be reluctant to implement authentic standards-based learning, including grading and reporting. By having secondary authors and practitioners speaking to secondary educators, this book is right on target for what’s needed in the field right now and captures the right spirit of what standards-based learning is all about.\"\u003c\/em\u003e\u003cbr\u003e \u003cbr\u003e \u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003cbr\u003e -- Becca Lindahl, Ed.D., Professional Learning \u0026amp; Leadership Consultant\u003cbr\u003e\u003cem\u003e\"\u003c\/em\u003e\u003cem\u003eThis book is important because of its relevancy for teachers who are implementing or transitioning to standards-based learning or want to do so. As educators, we are always looking for ways to improve our craft, and readers will find this to be a great resource. In this book, teachers will find answers to common questions and concerns related to standards-based learning environments and develop confidence to communicate with students, parents, and colleagues regarding the change in practice. They will also gain much needed practical advice, examples, and processes to implement in a standards-based classroom.\"\u003cbr\u003e \u003c\/em\u003e -- Garnet Hillman, Author and Educational Consultant, Hillman Consulting\u003cbr\u003e\u003cem\u003e\"This book provides practical, realistic, and useful guidance to achieve its desired outcome. The authors take the 50,000-foot view of the best instructional, assessment, grading, and reporting practices that comprise the different parts of standards-based learning and integrate them into a practical system that improves learning for all students. Then they go to ground level to show how each piece works. \u003c\/em\u003eThe Standards-Based Classroom \u003cem\u003eprovides an outline or blueprint for developing a system that will improve the opportunities for learning for all students. \"\u003c\/em\u003e\u003cem\u003e\u003cbr\u003e \u003c\/em\u003e -- Hugh O′Donnell,  Education Consultant, Mentor Learning, LLC\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"\u003c\/em\u003eThe Standards-Based Classroom\u003cem\u003e provides teachers with a practical guide to implement standards-based learning in their classrooms. The authors provide a perfect balance of context and commentary, practical examples, challenges, and suggestions for further exploration. Readers can use this book to transform their pedagogy and practice to better meet the needs of all learners with a standards-based approach.\"\u003c\/em\u003e\u003c\/p\u003e \u003cbr\u003e -- Brian M. Stack, High School Principal,  Sanborn Regional High School, NH\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eFOREWORD BY KEN O’CONNOR ACKNOWLEDGMENTS ABOUT THE AUTHORS INTRODUCTION SECTION I: ARTICULATE DESIRED RESULTS Chapter 1: Developing K-U-Ds Chapter 2: Creating Learning Targets Chapter 3: Building Learning Scales Chapter 4: Collaborating With Special Educators SECTION II: DEVELOP TARGETED ASSESSMENTS Chapter 5: Summatively Assessing Learning Chapter 6: Formatively Assessing Learnin SECTION III: DESIGN EFFECTIVE INSTRUCTION Chapter 7: Designing Instruction Chapter 8: Differentiating by Readiness SECTION IV: MONITOR AND COMMUNICATE LEARNING Chapter 9: Monitoring and Grading Learning Chapter 10: Communicating With Families CONCLUSION REFERENCES INDEX","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48740473667927,"sku":"9781544324203","price":29.44,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781544324203.jpg?v=1720054788"},{"product_id":"feedback-for-continuous-improvement-in-the-classroom-new-perspectives-practices-and-possibilities-9781544361574","title":"Feedback for Continuous Improvement in the","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cem\u003eFeedback for Continuous Improvement in the Classroom\u003c\/em\u003e shows how to plan, enact, and reflect on feedback practices within lessons and across units using a new accessible, comprehensive, and innovative framework.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cem\u003e\" \u003c\/em\u003e\u003cem\u003eI love the book! It was a quick read and super useful. As an educational leader on the ground, I found the clarity of the spoken feedback chapter a \"for sure we need to study\" at my site. Teachers love to give verbal feedback, but meaningful feedback that acknowledges the work, gives specifics, and pushes for students to continue to grow is a hard balance. I also find the chapter on nonverbal feedback extremely useful, especially when we think of students new to the country where English may be a second or third language. When I think about newcomers, they are on constant overload. They are listening to a language they do not fully understand, reading a language that may be very odd, and trying to understand what someone is saying. The combinations of spoken, nonverbal, and written feedback suggested in this book can make a tangible difference. Regardless of what levels of language learners are in your classroom, everyone wants to be better and grow. Can’t wait to grab \u003c\/em\u003eFeedback for Continuous Improvement in the Classroom\u003cem\u003e for my staff when it comes out! \u003c\/em\u003e\" -- Amber Andrade\u003cbr\u003e\"\u003cem\u003eI enjoyed this book, and if you are an educator keen to provide feedback that is effective and equitable for your students, so will you. The book covers some territory that may initially be familiar, with formative assessment practices as its backdrop, but it does so from new vantage points and with connections to a slew of different strategies that can deepen those practices so teachers provide feedback to advance student learning or to facilitate their students in providing feedback to one another or engaging in self-driven formative feedback. The power of this book stems from the different ways the authors support the reader’s own learning—they use some of the very techniques they are promoting with our students. Using guiding questions and the SOLO taxonomy, the reader is invited to gauge their own learning about formative assessment and feedback along the way. \"Scaffolds and Guided Practice\" sections, discussion starters, and activities for lesson study and professional learning communities as well as \"Try It Tomorrow\" ideas that include useful tips for using technology to efficiently record and share feedback provide opportunities for educators to try out suggestions. A \"Ticket Out the Door\" section at the close of each chapter prompts both further practice and reflection. All this adds up to skillfully answering the central question of the book: How can we use feedback effectively and equitably to ensure all of our students are ready for college and the workplace because they know how to and are able to use feedback for continuous improvement?\u003c\/em\u003e\u003cem\u003e\"\u003c\/em\u003e -- Alison Bailey\u003cbr\u003e\"\u003cem\u003eThis book couldn’t be more timely. As the world heals from a pandemic and school leaders and teachers are expected to accelerate student learning and address their social-emotional needs, the commitment to feedback for all can help us feel and be more connected. I appreciate the focus on equity and excellence that lies at the heart of each chapter. Duckor and Holmberg understand that formative assessment and continuous feedback are critical to engaging, eliciting, and extending student learning. This book provides concrete research-based tools with videos, reflective questions, vignettes, and self-assessments to help us engage students in their learning through formative feedback. If your staff engage in these practices, your students are sure to benefit!\u003c\/em\u003e\" -- Blanca Baltazar-Sabbah\u003cbr\u003e\"\u003cem\u003eFeedback for Continuous Improvement in the Classroom: New Perspectives, Practices, and Possibilities\u003c\/em\u003e \u003cem\u003eis an absolute must-have for educators energized to close existing opportunity gaps by putting student work back at the center of learning. By using formative feedback as a tool to create schools that \"work for all students,\" Duckor and Holmberg weave authentic stories, practical strategies, and evidence-based practices that capitalize on their extensive partnerships with PreK–12 schools. Targeted for pre-service and in-service teachers, school administrators, and teacher educators, this book is essential for any educator searching for how to enact transformational practices. I loved it and I am confident my teacher candidates will, too!\u003c\/em\u003e\" -- Nicole Barnes\u003cbr\u003e\"\u003cem\u003eBrent Duckor and Carrie Holmberg’s \u003c\/em\u003eFeedback for Continuous Improvement in the Classroom: New Perspectives, Practices, and Possibilities\u003cem\u003e is a \"must-read\" for educators at every level. It is chock-full of practical examples and guiding questions and is the perfect guide for improving assessment practices in classrooms. I intend to use it in a book study with educators in my work this year.\u003c\/em\u003e\" -- Carrie Bosco\u003cbr\u003e\"\u003cem\u003eThe authors’ commitment to every child having the right to learn as part of democratic education shines through the book, as does their commitment to feedback as the exchange of information that serves as the link between equity and excellence. Throughout the text, research evidence is interleaved with practical examples and prompts for reflection and self-assessment. The classroom examples in particular resonated with me. Throughout, the nature of and possibilities for student participation are outlined with sensitivity and respect for student ideas and agency. I can readily imagine that \u003c\/em\u003eFeedback for Continuous Improvement in the Classroom\u003cem\u003e could anchor productive and provocative individual and collective learning aligned with the authors’ vision of education as an opportunity for students and teachers to learn, care, and experience joy.\u003c\/em\u003e\" -- Bronwen Cowie\u003cbr\u003e\"Feedback for Continuous Improvement in the Classroom\u003cem\u003e is a deft, accomplished guide to an important but seldom examined feature of teaching. While reforms come and go, feedback will remain an enduring feature of teachers’ work in our schools. Both novice and mid-career teachers will benefit from this book.\u003c\/em\u003e\"\u003cbr\u003e \u003cbr\u003e -- Larry Cuban\u003cbr\u003e\"\u003cem\u003eBusy practitioners want to know what to do tomorrow. Duckor and Holmberg’s\u003c\/em\u003e Feedback for Continuous Improvement in the Classroom\u003cem\u003e delivers the try it tomorrow and tech tips to get feedback happening now in your classroom. Putting aside the dysfunctional detail and stale ideas about the role of rubrics, the authors open up new possibilities with progress guides for student, peer, and teacher-led assessment that deepen learning. All teacher educators can use this book as a resource to teach the how and the why while getting new feedback processes and routines up and running with novices and more seasoned instructors at your school. Both practical and philosophically grounded, this book is a worthy addition to the playbook of any progressive, equity-minded educator.\u003c\/em\u003e\" -- Ben Daley\u003cbr\u003e\"\u003cem\u003eDuckor and Holmberg’s latest book, \u003c\/em\u003eFeedback for Continuous Improvement in the Classroom\u003cem\u003e,\u003cstrong\u003e \u003c\/strong\u003echallenges society’s obsession with grades, turning our attention toward ways in which specific, timely formative feedback invites TK–12 students to reflect upon, deepen, and stretch their thinking, shedding light on understanding and possibilities. This is the real work of teaching and learning. Going beyond the research findings, this book proposes actionable ways teachers might better embed formative feedback into their curriculum, creating a feedback-rich school culture—one classroom, one student at a time.\u003c\/em\u003e\" -- Annamarie M. Francois\u003cbr\u003e\u003cem\u003e\"\u003c\/em\u003e\u003cem\u003eThere are many books on feedback, but hardly any have sticking power. Brent Duckor and Carrie Holmberg’s\u003c\/em\u003e Feedback for Continuous Improvement in the Classroom\u003cem\u003e is a deep winner. It is comprehensive yet specific and powerful in all respects. The chapter formats are well-designed for garnering author insights, using guiding questions, identifying purpose-driven feedback goals, and accessing a plethora of tools, organizers, videos, and touchpoints to advance schools and systems from inside the classroom. The core of their action-oriented formative feedback framework is crystal clear and well-aligned with other reform efforts across California and beyond. The book is based on the premise of teacher-driven, teacher-led change that enables leaders in the building as well as peers to join as guides on the side in the promise of effective feedback for all children. I especially liked the chapter on peer-driven feedback with its guiding questions and other tools to promote focused collaboration in the classroom. The authors provide very clear distinctions about what peer-driven formative feedback is and isn’t and they consistently offer practical tips and to-do’s to bring everyone toward deeper learning and consensus on what matters. All in all, Duckor and Holmberg’s latest book is a treasure trove of ideas, insights, and schemas that benefit individuals as well as teams and groups of teachers. It covers the gamut of feedback exchanges from individuals to small groups to the whole class and back to oneself. This is a true accomplishment, in large part, based on their deep experiences with middle and high school assessment reform for many decades.\u003c\/em\u003e\u003cem\u003e\"\u003c\/em\u003e -- Michael Fullan\u003cbr\u003e\"\u003cem\u003eDuckor and Holmberg’s \u003c\/em\u003eFeedback for Continuous Improvement in the Classroom\u003cem\u003e fills an important gap between the general knowledge that formative feedback is critical for supporting student learning and the knowledge of how to actually provide students the feedback that will support them best. The power of the book lies in the balance between a framework that provides a comprehensive view of the different contexts and types of feedback and the specific details of how those factors shape what the most effective feedback structures and approaches look like in practice. This work will be critical to policymakers looking to better connect systems of support to the daily work of equity-driven teaching and learning in California schools.\u003c\/em\u003e\" -- H. Alix Gallagher\u003cbr\u003e\"\u003cem\u003eIn \u003c\/em\u003eFeedback for Continuous Improvement in the Classroom\u003cem\u003e,\u003cstrong\u003e \u003c\/strong\u003eBrent Duckor and Carrie Holmberg combine important scholarly insights from past and current reforms with deep knowledge from their work as expert educators to produce a blueprint for building equitable schools that enable all students to learn and grow continuously. The book’s focus on classroom teaching with rich tasks and real-world projects aptly re-centers the need for authentic assessment in the 21st century. By bringing forth a vision of the future that builds firmly on past reform, Brent and Carrie’s work offers policymakers and practitioners a solid foundation for progress in supporting success for all.\u003c\/em\u003e\" -- Linda Darling Hammond\u003cbr\u003e\u003cem\u003e\"\u003c\/em\u003e\u003cem\u003eIn their compelling book, Duckor and Holmberg make a powerful, nuanced case for the necessity of feedback for a democratic education. They spell out why and how both teacher-driven and student-driven feedback works, offer lots of practical advice (including many examples of feedback as well as advice from teachers), and provide structured opportunities for readers’ reflection and self-assessment. Anyone who wants to understand the value of feedback and how to put it into practice to benefit learning should definitely read this book.\u003c\/em\u003e\" -- Margaret Heritage\u003cbr\u003e\"\u003cem\u003eTeachers in different types of schools, regions, and cultural contexts will all find this book very relevant and helpful to their work. As formative assessment has become an important ingredient in classroom instruction, the question of how to give formative feedback follows naturally. Yet, limited resources are available on feedback. This book provides a framework to understand formative feedback as well as many concrete suggestions on how to take action in various classroom settings. With guiding questions, definition boxes, and well-selected examples, the chapters are easy to read and the tips from the authors are easy to implement. In summary, Duckor and Holmberg’s \u003c\/em\u003eFeedback for Continuous Improvement in the Classroom\u003cem\u003e\u003cstrong\u003e \u003c\/strong\u003eis a wonderful reference on formative feedback. It will be worthwhile to have different language versions of this book so that teachers in other countries and regions can benefit from it, too.\u003c\/em\u003e\" -- Xiaoting Huang\u003cbr\u003e\"\u003cem\u003eFeedback has been argued to be an important and powerful tool in a teacher’s pedagogical repertoire, and yet it often remains fleeting and practiced without deep considerations of the complex suite of curricular ideas and instructional and assessment strategies that can empower learners and learning. Duckor and Holmberg’s \u003c\/em\u003eFeedback for Continuous Improvement in the Classroom\u003cem\u003e is a research-informed, authentic, and easy-to-read book that provides practitioners with a comprehensive understanding of formative feedback that can improve their practices and increase student engagement and learning. The book beautifully weaves together theory, research, evidence, examples, and practical ideas in a highly accessible manner to help teachers effectively mobilize feedback in constructive and powerful ways in their classrooms. Through their formative feedback framework, Duckor and Holmberg have produced a fantastic resource for teachers in any educational setting to reflect on their own practice; engage deeply with fundamental ideas on feedback, rich tasks, learning goals, learning contexts, configurations, modalities, and directionalities of feedback; and ultimately bring their feedback practices to the next level.\u003c\/em\u003e\" -- Dennis Kwek\u003cbr\u003e\"\u003cem\u003eHuge kudos to Brent Duckor and Carrie Holmberg for offering our communities Feedback for Continuous Improvement in the Classroom: New Perspectives, Practices, and Possibilities. The depth, breadth, and practicality of this book will be a great tool for teachers and those who support teachers in improving teaching, learning, and assessment. Our own gold standards for project-based learning design and teaching elements are highly aligned with the tools and processes detailed in Duckor and Holmberg’s book. Their unique focus on long-cycle projects, utilizing different lenses on feedback with shared progress guides, is a welcome innovation. There are many synergies, including elements of reflection, critique, and revision and student voice and choice in our design elements, and assessment and scaffolding of student learning in our teaching elements at PBL Works. Our curriculum and teacher consulting teams at the Buck Institute for Education (PBL Works and PBL Now) look forward to sharing \u003c\/em\u003eFeedback for Continuous Improvement in the Classroom: New Perspectives, Practices, and Possibilities\u003cem\u003e and its strategies with the teachers and education leaders we work with across the United States and the world.\u003c\/em\u003e\" -- Bob Lenz\u003cbr\u003e\"\u003cem\u003eThere is a general consensus in the field that instructional feedback has great potential to improve a range of student outcomes. However, questions of how it works, for whom, and under what instructional circumstances still stand.\u003c\/em\u003e Feedback for Continuous Improvement in the Classroom: New Perspectives, Practices, and Possibilities\u003cem\u003e will help you to get answers to these—and many other—questions. If you want to understand the nature, purpose, applications, processing, and caveats of feedback, this book is for you. It is a terrific resource for teacher candidates, in-service teachers, and researchers who want a quick yet thorough introduction to the field of feedback. Thank you for this terrific volume!\u003c\/em\u003e\" -- Anastasiya Lipnevich\u003cbr\u003e\"\u003cem\u003eDuckor and Holmberg have given us a roadmap to deepen feedback with concrete tools to deepen assessment for learning in our district. The introduction of progress guides to our teachers’ classroom assessment repertoire led to a shift in a group of educators, immediately appearing in math and science classrooms of participating teachers. These guides opened up new possibilities for self and peer-led assessments; we’d been waiting to provide that purposeful feedback that moves student learning forward. The teachers, staff, and instructional coaches jumped on board. Practical and innovative, this book is different. It is equity in action for all our kids.\u003c\/em\u003e\" -- Elida MacArthur\u003cbr\u003e\"\u003cem\u003eThis impressive, scholarly book is destined to become a seminal text on formative feedback, primarily because it puts myriad feedback practices at the epicenter of student achievement in a systematic way. In ten clearly written chapters, the authors present feedback practices that are based on contemporary research as well as classroom constraints and realities, with an emphasis on how feedback connects with ambitious teaching and equity. It is unique in providing an in-depth, comprehensive, engaging, and research-based treatment of all aspects of providing formative feedback that enhances student learning, including spoken, nonverbal, written, peer-based, individual, and small-group feedback. Notably, each chapter contains numerous learning aides, including teacher reflections and quotes, videos, author insights, guiding questions, examples, templates, and chapter recaps that will enhance practitioner applications to unique contexts.\u003c\/em\u003e\" -- James McMillan\u003cbr\u003e\"\u003cem\u003eEvery part of this book points at the purpose of public investment in education in any democracy. Feedback is not a luxury or afterthought. It must be practiced in every classroom and experienced in our schools. The power of formative feedback in the classroom—by all and with all—is on display in Duckor and Holmberg’s work. This timely book focuses on the habits of feedback that true democracy—with a small d—requires of us all!\u003c\/em\u003e\" -- Deborah Meier\u003cbr\u003e\"\u003cem\u003eProviding students with effective feedback is an important aspect of teaching, as it can significantly contribute to their learning and, ultimately, their achievement. By providing frequent, constructive, and instructive feedback to students, teachers can begin to bridge the gap between a student’s current state and the desired student outcomes.\u003cstrong\u003e \u003c\/strong\u003eDuckor and Holmberg’s \u003c\/em\u003eFeedback for Continuous Improvement in the Classroom: New Perspectives, Practices, and Possibilities\u003cem\u003e provides a well-conceived and accessible framework for teachers, instructional coaches, and professional developers for considering how to better incorporate student feedback on a more consistent basis throughout the learning cycle. The text will be a useful resource for all educators.\u003c\/em\u003e\" -- Tonya R. Moon\u003cbr\u003e\"\u003cem\u003eIt is no secret that improving student learning requires deep collaboration and problem solving, which requires specific purpose-driven feedback guided by the desire to improve. \u003c\/em\u003eFeedback for Continuous Improvement in the Classroom\u003cem\u003e provides educators a road map with specific processes and structures that enhance effective feedback for the purposes of improving learning goals that are supported by rich learning tasks.\u003c\/em\u003e\" -- Matt Navo\u003cbr\u003e\"\u003cem\u003eAcclaimed African American educator and civil rights activist who was a national advisor to Franklin D. Roosevelt, Mary McCloud Bethune, had a motto for school: Enter to learn, depart to serve. Highly skilled, equity-minded teachers are vital to the success of all students and the future of our country. To reach every child, we need teachers who see formative feedback as one of the core missions of school. Duckor and Holmberg’s latest book, \u003c\/em\u003eFeedback for Continuous Improvement in the Classroom\u003cem\u003e, equips the reader with a dynamic repertoire of teacher moves and strategies necessary to serve students effectively so that they will not only learn but thrive. It’s something the profession has needed for a long time and it’s well worth the read.\u003c\/em\u003e\" -- Jacquelyn Ollison\u003cbr\u003e\"\u003cem\u003eDuckor and Holmberg’s newest book lays out an important challenge for policymakers; one that is worth taking up as we rethink systems of support to address inequity. They start with the subtle yet obvious idea: Feedback for our students is the foundation of public education in a democracy. Then with the hard-earned wisdom of practice, they show how accessible this vision is. State accountability frameworks and support systems need to find room for the formative feedback framework presented here; this is our future. In the meantime, teachers, staff, and administrative leaders can use this book to initiate change for how students and educators experience education today.\u003c\/em\u003e\" -- Glen Price\u003cbr\u003e\"\u003cem\u003eIn China, we have a long history with the concept of feedback. Every master and apprentice relied on feedback to communicate. Sadly, in modern Chinese culture, \"face is bigger than sky;\" therefore, too often, it is not as easy to receive sincere and constructive feedback. We refrain from giving honest feedback not because we don’t want to but because we don’t know how. That’s why I was so excited when I found out that Duckor and Holmberg are putting together a book on such a crucial but neglected topic. With innovative insights and practical tips like this, I hope feedback in China may evolve to become the upgrade and substitute of \"traditional\" assessment, as it is more effective and more useful to the apprentice, especially in student-centered and project-based learning environments.\u003c\/em\u003e\" -- Terry Qian\u003cbr\u003e\u003cem\u003e\"\u003c\/em\u003e\u003cem\u003eNew teachers want resources to help them build relationships with children and young people—from day one. Advice and support from expert educators can help them grow their capacity to connect their passion for subject matter with good feedback practices to support student learning. Brent and Carrie’s latest book, \u003c\/em\u003eFeedback for Continuous Improvement in the Classroom\u003cem\u003e, is a remarkable resource for our new teachers and their mentors. Every chapter captures a dimension of formative feedback in the classroom and provides strategies to use and reflect upon. Rooted in research on what works, the book provides a blueprint for building teacher capacity to lead equitable and equity-focused classrooms and schools. It empowers all of us who support the teaching profession to envision what a focus on growth, care, and connection with our students truly means. Teachers are deeply respected in these pages and all are invited to improve continuously.\u003c\/em\u003e\u003cem\u003e\"\u003c\/em\u003e -- Mary Vixie Sandy\u003cbr\u003e\"\u003cem\u003eThis is a major piece of work on feedback, one that is teacher-friendly and caring. Teachers and teacher educators will have a major source of information on formative feedback in all its variations at their fingertips.\u003c\/em\u003e\" -- Rich Shavelson\u003cbr\u003e\"\u003cem\u003eIn their latest book, \u003c\/em\u003eFeedback for Continuous Improvement in the Classroom\u003cem\u003e, Duckor and Holmberg have done a beautiful job of attending to the relational and collaborative aspects of meaningful feedback. Once again, ambitious teaching is seamlessly interwoven with research-based formative assessment strategies. By emphasizing a focus on long-cycle projects, rich tasks, and other meaningful assignments—those that offer opportunities for deeper feedback exchanges in the classroom—they successfully demonstrate why feedback is what makes the difference in supporting and improving student learning. I appreciate that the book offers practical prompts, tools, and routines that help students internalize criteria for quality work and supports them in developing agency as they engage with teachers and peers to learn and improve. There are lots of examples that bring to life research on what makes feedback essential to deeper learning, and it is clear these authors speak from hard-won experience in assessment reform.\u003c\/em\u003e\" -- Lorrie A. Shepard\u003cbr\u003e\"\u003cem\u003eLike a chocolate lava cake, this book is rich with new insights and can be consumed slowly, but in the end, you’ll be fully satisfied with a new perspective on feedback. Duckor and Holmberg have done a great job making their formative feedback framework accessible to a wide range of readers, but most importantly, it is written with teachers in mind. I enjoyed the logical array of the chapters, each one containing advance organizers, periodic calls for self-reflection, practical examples provided by real teachers, and takeaways at the end. As noted in the opening, it is \"formative feedback that matters most to continuous improvement.\" Duckor and Holmberg’s book has delivered a recipe to help students and teachers achieve this goal in today’s classrooms.\u003c\/em\u003e\" -- Valerie Shute\u003cbr\u003e\"Feedback for Continuous Improvement in the Classroom: New Perspectives, Practices, and Possibilities\u003cem\u003e is the perfect book for educators at all levels who want to be absolutely current with the research, thinking, and practice on instructional feedback. Duckor and Holmberg present readers with a thorough and accessible introduction to the field and bring them right up to the minute on current thinking in this rapidly evolving and increasingly complex field. It would be great as a text for teacher education or individual chapters could be \"starters\" for in-service workshops. My feedback is simple: Congratulations on an excellent job!\u003c\/em\u003e\" -- Jeffrey K. Smith\u003cbr\u003e\"\u003cem\u003eWe can argue whether or not humans are the only teachers in the animal kingdom, but there is no question that our species alone provides feedback on performance. We might therefore consider feedback on learning as the pinnacle of pedagogy. Do we gain our capacity for assessing learners and offering guidance by instinct or extensive practice? This outstanding book obviates the question because it shows in careful detail and in the use of extensive examples how to learn what learners know (and have yet to learn) and offer directions for the next steps. I can think of no educator, at any level of expertise, who would not benefit from reading this book and using the ideas herein.\u003c\/em\u003e\" -- Kip Téllez\u003cbr\u003e\"\u003cem\u003eWhat Duckor and Holmberg have accomplished is to craft a reading experience that, while grounded in solid scholarship, feels very much like a learning journey. The combination of the big ideas with the very practical \"Try It Tomorrow\" recommendations and authentic \"Teacher Reflections\" center practice in a way that feels deeply respectful and not overwhelming. I also appreciate explicit guidance to the individual adult learner as well as scaffolding for collective learning by grade-level teams or whole schools. This is a book that delivers on one of those rarest of promises—translating research knowledge into practicable knowledge. Quality feedback is key to accelerating learning; this book will accelerate your learning about feedback.\u003c\/em\u003e\" -- Christopher Thorn\u003cbr\u003e\"\u003cem\u003eOur university focuses on teaching college-level students 21st century skills with a focus on entrepreneurial thinking and design. Duckor and Holmberg’s latest book, \u003c\/em\u003eFeedback for Continuous Improvement in the Classroom: New Perspectives, Practices, and Possibilities\u003cem\u003e is a total winner. By unpacking the practical skills needed to develop entrepreneurial thinking (which is project-based, collaborative, and communication driven), our undergraduates will be ready to give and take feedback to the next level. Well researched and full of hands-on examples, global-minded business schools will benefit from this comprehensive handbook.\u003c\/em\u003e\" -- Diah Wihardini\u003cbr\u003e\"\u003cem\u003eDuckor and Holmberg provide a passionate yet realistic approach to providing feedback to students to fulfill their civil right to learn. It is unconscionable to teach students without providing daily and in-the-moment feedback and leveraging students’ own voices in the process of their learning. These authors lay out a framework and a series of action steps to help all teachers, novice through expert, reflect on their classroom practice and consider their own professional growth through the lens of understanding how students are thinking and developing while they are teaching them. This is a must-read for all soon-to-be-teachers who seek real engagement with the next generation of students in our public schools. Reading this user-friendly book, teachers will feel empowered to guide students and learn with them as they each grow to better understand students’ cognitive processes and as students grow in their understanding of the learning standards.\u003c\/em\u003e\" -- Diana Wilmot\u003cbr\u003e\"\u003cem\u003eThis book is a wonderful resource for teachers and other educational professionals who want to know more about formative feedback. The chapters capture all the most important aspects, and some you probably did not know about. Each chapter has a useful general orientation to one aspect of formative feedback, including guiding questions, definitions, and a very clarifying \"What It Is and What It Isn’t\" table. The chapter helps the individual reader understand what they can readily learn through a self-assessment that also defines for the reader the different levels of sophistication in that aspect of formative feedback. This is followed by brief and very readable sections on planning, the research background, personal reflections from teachers who are well-accomplished at formative feedback, and practice tips. This is all woven together with brief summaries of important concepts and instructional tactics; together, these provide the reader with a masterly overview of the topic. Altogether, this is the authoritative account of formative feedback available today—and a great resource for the practicing teacher.\u003c\/em\u003e\" -- Mark R. Wilson\u003cbr\u003e\"\u003cem\u003eDuckor and Holmberg’s latest book, \u003c\/em\u003eFeedback for Continuous Improvement in the Classroom: New Perspectives, Practices, and Possibilities\u003cem\u003e, is an important resource for teachers, school leaders, teacher educators, and curriculum developers alike. This well-written book explores formative feedback in secondary school contexts through a new, innovative framework by looking at its directionalities, configurations, and modalities. This book brings together research-based evidence from across the globe, real-life examples in U.S. schools, and practical suggestions and tips for teachers across the world. With this book, readers from different contexts and countries will find much to stimulate their thinking about formative feedback and improve their feedback practices in the classrooms.\u003c\/em\u003e\" -- Hwei-Ming Wong\u003cbr\u003e\"\u003cem\u003eBrent Duckor and Carrie Holmberg’s new book seamlessly weaves together research on formative feedback with issues of equity and pedagogical content knowledge, all while illustrating key ideas with student and teacher voices. There are so many practical tools embedded throughout the chapters that this book will be a go-to resource to support teacher learning communities find meaningful entry points into this critical work. It is a book that I know I will return to repeatedly.\u003c\/em\u003e\" -- Caroline E. Wylie\u003cbr\u003e\"\u003cem\u003eIf you are looking for a comprehensive resource for maximizing the depth and effectiveness of feedback in your setting, this is it. Duckor and Holmberg have written a well-researched and highly practical book that will become a cornerstone for improving the overall learning and growth of all students in your classroom and school. The concern for differentiated feedback and academic language support is timely and needed for the field.\u003c\/em\u003e\" -- Jeff Zwiers\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eWhat Readers Can Download and Print List of Videos Preface Acknowledgments About the Authors How to Use this Book Learning Goals, Tasks, and Cycles of Feedback for Continuous Improvement Chapter 1: On the Role of Learning Goals, Tasks, and Cycles of Feedback for Continuous Improvement Directionality Chapter 2: Teacher-Driven Feedback Chapter 3: Peer-to-Peer Driven Feedback Chapter 4: Self-Driven Feedback Configuration Chapter 5: Feedback With the Whole Class Chapter 6: Feedback With Small Groups Chapter 7: Feedback With Individuals Modality Chapter 8: Written Feedback Chapter 9: Spoken Feedback Chapter 10: Nonverbal Feedback Self-Study Checklist Glossary References Index","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48740477927767,"sku":"9781544361574","price":32.29,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781544361574.jpg?v=1723812305"},{"product_id":"instructional-feedback-the-power-the-promise-the-practice-9781544385211","title":"Instructional Feedback: The Power, the Promise,","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e\u003cem\u003eImplement evidence-based feedback practices that move learners forward\u003c\/em\u003e\u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003eFeedback is essential to successful instruction and improved student performance, but learners often dread and dismiss feedback and its effectiveness can vary. Thus, sharing intentions, clarifying success criteria, knowing what type of feedback to provide and when, and activating students as owners of their learning are essential feedback functions.\u003c\/p\u003e \u003cp\u003e\u003cem\u003eInstructional Feedback\u003c\/em\u003e presents a comprehensive summary of the most recent research on instructional feedback and describes its successful implementation. With a focus on evidence-based approaches adapted to specific contexts, the authors use common classroom situations to demystify feedback and place it within a broad instructional context, along with definitions, characteristics, and precautions about its effect on students’ emotions and behaviors. Inside you’ll find:\u003c\/p\u003e \u003cul\u003e\n\u003cli\u003eCoverage of all grades and concentrations, including math, language arts, music, art, and science\u003c\/li\u003e\n\u003cli\u003ePeer feedback, self-assessment, and subject-specific nuances\u003c\/li\u003e\n\u003cli\u003eStudent and teacher examples of feedback and suggestions for improvement\u003c\/li\u003e\n\u003c\/ul\u003e \u003cp\u003eEngaging and concise, \u003cem\u003eInstructional Feedback\u003c\/em\u003e discusses why feedback is so powerful, how it is promising, and what it looks like in practice.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eAbout the Authors Foreword Chapter 1:  Introduction: What is Instructional Feedback All About? Chapter 2:  Feedback from the Perspective of the Learner Chapter 3: Characteristics of Effective Feedback Messages Chapter 4: What is Feedback? Chapter 5: Feedback to Parents and Caregivers Chapter 6: Grades as Feedback Chapter 7: Efficiency and Efficacy in Feedback Chapter 8: Examples of Instructional Feedback Chapter 9: Feedback for Teachers: What Feedback Do Teachers Find Most Useful? Chapter 10: Bringing It All Together References","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48740481630551,"sku":"9781544385211","price":25.64,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781544385211.jpg?v=1720054818"},{"product_id":"the-monkey-proof-box-curriculum-design-for-building-knowledge-developing-creative-thinking-and-promoting-independence-9781781353103","title":"The Monkey-Proof Box: Curriculum design for","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThe Monkey-Proof Box is a manifesto on how to dismantle the curriculum we’re told to deliver and construct in its place the curriculum we need to deliver.      A group of monkeys. A box full of nuts. A lever on its front that releases the nuts down a chute. The monkeys excitedly poke at the box with rocks … nothing happens. Meanwhile, one monkey sits to the side observing. But when the others wander off, he gets up and, with a curious push of his palm, presses down on the lever. Immediately, the nuts tumble down the chute. He can’t believe his luck and eats them all up. He then presses the lever again and again, each time getting more and more nuts.      In the early years, our youngest learners get to have a go at such a monkey-proof box on a daily basis, but then as they get older – and as learning becomes more formal – we ditch the monkey-proofing for the path of least resistance. They are suddenly given the nuts on a plate, and their curiosity and creative thinking begins to fade.            But what if it didn’t? What if we kept hold of some of that monkey-ness? In The Monkey-Proof Box, Jonathan Lear sets out how teachers can deliver a curriculum rich in authentic learning experiences that enable children to learn from one another and grow into empowered, knowledgeable and creative thinkers driven by insatiable curiosity.","brand":"Independent Thinking Press","offers":[{"title":"Default Title","offer_id":48741057528151,"sku":"9781781353103","price":18.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781781353103.jpg?v=1720056433"},{"product_id":"a-curious-curriculum-teaching-foundation-subjects-well-9781785836436","title":"A Curious Curriculum: Teaching foundation subjects well","description":"\u003cp\u003eDetails the insightful and transformational steps that a school can take towards designing and delivering a rich, rigorous and wide-ranging curriculum.\u003c\/p\u003e","brand":"Crown House Publishing","offers":[{"title":"Default Title","offer_id":48741388353879,"sku":"9781785836435","price":24.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781785836435.jpg?v=1720057428"},{"product_id":"opening-doors-to-ambitious-primary-english-pitching-high-and-including-all-9781785836671","title":"Opening Doors to Ambitious Primary English:","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eWritten by Bob Cox with Leah Crawford, Angela Jenkins and Julie Sargent,Opening Doors to Ambitious Primary Englishprovidesboth big principles and a toolkit of strategies all carefully selected to support the design of a deeper, more creative and more expansive English curriculum.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eWith the renewed focus on reading in schools, there has never been a better time to join the Opening Doors journey. For years, Bob Cox and his team have been working on the promotion of high-quality reading texts in the primary and secondary classroom and how, in turn, that reading can support, develop and improve other areas of the school's curriculum. Opening Doors to Ambitious Primary English pulls together the team's wide breadth of research, practice, experience and knowledge of literature into one easy-to-follow and accessible book. Everybody knows the importance of reading, but Bob Cox, Leah Crawford, Angela Jenkins and Julie Sargent offer something more than a quick fix. They offer several principles on how to use texts more effectively in the classroom so that all students can engage in high-quality reading material, regardless of ability or starting point. As a secondary school English teacher, I love how the Opening Doors team repositions the reading text in a lesson, placing the reader's response, and relationship with the text, at the heart of the learning. Instead of reading a text and answering some generic comprehension texts, students explore, think, discuss and investigate how ideas are formed through the writing. Engagement with reading is at the heart of their methods and strategies. Reading isn't just the simple decoding of words, but it is also about creating new ideas, thoughts, theories, questions, feelings and worlds. Students are engaging as readers and writers on both an emotional and a cerebral level through their methods, as cited by the numerous case studies. One of the book's greatest strengths, for me, is the links to other texts, including poetry, classic fiction and current fiction. The book isn't just the start of a reading journey for schools, but the start of the reading journey for teachers. All too often, we rely on the same few tried and tested poems or extracts. This book addresses that limitation in schools and starts teachers off with a map and compass on where to go next. Opening Doors to Ambitious Primary English doesn't just open doors, but it opens the blinds, the curtains, the windows and even the patio door to new texts in the classroom and new ways of engaging with writers' ideas, thoughts and techniques.Chris Curtis\u003cbr\u003eThe National Curriculum for English clearly states that pupils receive a broad curriculum that allows them to comprehend increasingly complex and ambitious texts at each key stage. The National Curriculum states that the texts that pupils read across the primary age range should prepare pupils for Key Stage 3.Opening Doors to Ambitious Primary English delivers on these expectations. After all, access to ambitious texts is the entitlement of every pupil.This new book by Bob Cox ensures that teachers can utilise the scope and depth of English heritage texts to achieve high standards in English and, above all, a love of the English language and English literature. In his inaugural lecture at Durham University in 2013, Professor Rob Coe reminded us that 'learning happens when people have to think hard.' Yes, these texts will result in pupils grappling with complex ideas, but in this book, Bob and his team demonstrate to primary practitioners how to exploit the potential of heritage literature and give scope for deep learning and deep knowledge acquisition through a toolkit of practical and accessible strategies. The exemplification included within this book helps teachers to facilitate an understanding of the writing process inspired by classic literature. This book taps into the beauty and depth of quality texts and, by including pupils' writing, shows what pupils can achieve; the pupils' writing is nothing short of exceptional. This book is informative and exciting, and it contains everything a teacher needs to deliver high-quality English lessons. It opens the door to a deep world of wonder and beauty and provides a myriad of opportunities for imaginative thinking and poetic expression.Emma Adcock\u003cbr\u003eAnother thoroughly researched book from the inimitable Bob Cox, full of exciting suggestions and resources and supported by excellent classroom examples. The collaboration of experts who have worked with Bob to put this text together have drawn upon their own experience to provide an abundance of ideas which teachers cannot fail to be enthused by. Bob inspires us each to be 'a teacher who learns and develops throughout their career', who will  understand 'when to intervene, when to change resources, when to apply new methodologies and when to be conservative'; in other words, a teacher who is reflective and responsive to the needs of the children, not necessarily shackled to the regime of tests and inspections. The recurring theme that struck me throughout the book is Bob's absolute belief in the need for the teacher to be immersed, inspired by and knowledgeable about the text they choose. How many teachers 'select' a text because it's what has always been used, or what the school curriculum has dictated, rather than 'pitching high and including all'?The whole book is peppered with real case studies written by enthusiastic (and sometimes surprised) teachers. It is impossible not to be carried along by their enthusiasm for the work they have been doing, inspired by the Opening Doors approaches. Also, throughout the book are so many recommendations for texts, teachers need look no further.Taking and using the suggestions and ideas in this book, children and their teachers will be exposed to outstanding texts and through these, every possible required objective will be met without the need for tick lists. If fluency is a focus, this will be tackled. Vocabulary and spelling, too, are considered and addressed, not by arbitrary words of the day or spelling lists, but through the quality text, carefully chosen by the teacher.Anyone familiar with the Opening Doors strategies and approaches will immediately recognise them here. For newcomers, the tried and tested methods are explained so clearly, all teachers will be empowered to introduce enriching English content to the children they teach.For all reflective teachers looking to introduce their pupils to challenging and rewarding texts, this book is essential.Janet Gough\u003cbr\u003eThis fantastic book clearly describes how simple and easy-to-replicate strategies such as 'link reading' and 'taster drafts' can be used to engage all pupils using even the most challenging texts with high impact. Lots of real examples of using this toolkit successfully in schools provide teachers with practical tips as well as inspiring ideas demonstrating how by removing the ceiling for our students, possibilities are endless.Juliet Skellett\u003cbr\u003eThe Old English word for 'open' is 'openian', originally meaning 'to reveal' or 'to become manifest'. Revelations are voiced with expertise and awareness in the newest addition to the 'Opening Doors' series - Opening Doors to Ambitious Primary English. This new resource for primary educators offers an opportunity to enroot an ardent approach to the teaching of the English curriculum, ensuring challenge for all. Indeed, this evincing work by Bob Cox and co. offers case studies of primary practice alongside innovative ideas for practical classroom application - an opportunity to set actions into motion, ensuring ambitious teaching and learning of English in the primary setting.Kelly Ashley\u003cbr\u003eReading Opening Doors to Ambitious Primary English provides further consolidation and real exemplification of the content of the five previous books in the series. The key principles and strategies are expertly explained and the case studies to illustrate each element are invaluable: too often pedagogical texts provide the 'what' but not always the 'how' and all practitioners, whether they have already embarked upon an Opening Doors journey or have yet to do so, cannot fail to be excited and inspired by the ambition and genuine passion shared by every contributor.  What I love most is that this book made me pause, question and reflect. Whilst acknowledging that the next steps in our curriculum development will take time and effort, reading this book has clarified my thinking and given me first-hand experiences from which I can draw further inspiration. By embracing the Opening Doors approach, we have grown 'to love and need challenge and ambition as a norm'. I am excited for our pupils that we continue to pioneer!Laura McGeachie\u003cbr\u003eAs head teacher of an inner-city school with an incredibly diverse community - twenty-four languages spoken - I was determined to be ambitious and not to dumb down our curriculum. The real, practical and adaptable examples in this book are invaluable. The use of challenging, complex texts has ignited passions, stretching and engaging pupils to read more, question more and experience more.I have a never-ending list of book requests to purchase, children dressing as Sherlock Holmes on World Book Day, pupils playing with the word 'aqualine' in their character descriptions, high levels of engagement in English lessons and audible sighs when reading sessions end.Sam Collier\u003cbr\u003eThe significance of teachers' knowledge of high-quality literary and non-fiction texts is widely recognised as critical to the development of a rich literacy curriculum. In this book, professional awareness of old, gold and retold tales as well as new, bold and diverse texts is a foundational principle. With such in-depth knowledge, teachers' assurance and capacity to promote learning outcomes and high levels of engagement are enriched.Such high expectations and support are clearly the maxim that Bob Cox and his colleagues stand by. If you are looking to open doors for all young people and to help them appreciate high-quality texts, and produce their own, then look no further. Inspiring accounts from classrooms across the country whose teachers use challenging texts, and apply the principles of Opening Doors, will reignite your passion for teaching and prompt you to reconsider the depth and breadth of texts and the very nature of reading. Practical ways forward abound to enrich the teaching and learning of English, so read, explore, apply and set the bar high for all your pupils.This is not an exclusive curriculum, far from it; it is a thoroughly inclusive one which involves teaching to the top.Teresa Cremin\u003cbr\u003eI particularly enjoyed the section titled, 'Key Points on Pitching High' as it offered insights into strategies and skills that will support teachers in their planning, ensuring that highly pitched texts are the way forward in order to plan for quality lessons which enrich every child's development. As such, enrich pupils' learning with beautiful texts if you want them to become apt and intuitive writers. It is so powerful reading first-hand the experiences teachers and leaders have had in their own school setting. This breaks down the stigma and fear of using 'challenging texts' and makes this accessible and achievable for all teachers, and all leaders nationwide. These case studies pave the way for better English being taught, where challenge is key, because 'challenge' therefore becomes the beating heart of our English curriculum.Sara Abbas\u003cbr\u003e'A rising tide gathers all ships.' Every learner, no matter their starting point, has the right to ambitious teaching at the highest level. As the Opening Doors programme clearly demonstrates, excellence for all can be truly inclusive and gives every pupil the chance to maximise their potential. If the Opening Doors programme provides the framework for inclusion in the classroom, this book helps all those involved in primary education to unlock that door in their teaching practice. Bob Cox and his team's passion and enthusiasm for all aspects of English jump out of its pages. The book offers a blueprint along with suggested approaches, ideas and resources to deliver ambitious reading, writing and oracy teaching in schools. Enjoyment of reading is a lifetime gift, and this book will enable you to light the spark leading to growing skills, confidence, enthusiasm and achievement in all aspects of English, even in the most reluctant learner. As important, this book will take you, the professional, on a journey which will reinvigorate your passion for exploring new texts, authors and teaching approaches in the classroom. I thoroughly recommend it.Denise Yates\u003cbr\u003eA treasure trove of ideas for time-impoverished teachers. With the turn of every page, I discovered fresh new inspiration that provides endless possibilities. It is refreshing as the book does not dictate one right way of teaching; rather, it empowers teachers to discover the joy and delight of texts and encourages them to take pupils on this same journey! If this glorious book were a store of curiosities, I imagine it being crammed to the rafters with glistening ideas, wheeled ladders and shelves that stretch up as high as the eye can see. Step in and explore for yourselves!Claire Martin-O'Donoghue\u003cbr\u003eThis fantastic addition to the 'Opening Doors' series clearly models how schools can design their English curriculum by putting rich, quality texts at the heart. With an emphasis on high challenge, whilst offering strategies that ensure each text can be accessed by all, the reader is offered a toolkit of techniques to inspire exciting and diverse reading and writing responses. These principles are then exemplified in case studies - written by teachers at the chalk face - that are included at the end of each chapter. Bob Cox, accompanied by co-authors Leah Crawford, Julie Sargent and Angela Jenkins, brings his many years of experience of teaching and his in-depth knowledge of literature to demonstrate how the teaching of literary concepts can be introduced to our very youngest pupils, then extended and deepened in a spiral structure throughout the primary curriculum. At a time when teacher workload is more concerning than ever, Opening Doors to Ambitious Primary English will save hours of teacher time with its clear layout and explanations, whilst the link reading suggestions are worth their weight in gold! With its vision of shared discovery and inclusiveness, this exciting new book cannot fail to expand the literary horizons of both teachers and their pupils.Wena Davies\u003cbr\u003eAs a teacher, I have heard high expectations talked about so many times, but what these look like and how to ensure that children are equipped to meet them are not always made clear. Throughout this book, high expectations are mentioned again and again and my feeling, as a reader and a teacher, was that Bob had the same ambitions for me that I have for the learners in my class. I felt challenged as I read this book, but I found that doors truly were opened and that I was given the skills and knowledge needed to truly enable my children to soar. If, like me, you are passionate about honing the craft of teaching, then this book is for you. Teach English as you never have before.Toria Bono\u003cbr\u003eBeyond teaching the basics of reading, there are currently three major initiatives that have the potential to improve children's attainment in English and transform their lives hugely for the better. They are interrelated and complementary; every primary school needs to take all three to heart and work hard to put them into practice if they are to bring the best out of all children. One is the work on Reading for Pleasure led by Professor Teresa Cremin and colleagues through the Open University. The second is the Talk for Writing approach developed by Pie Corbett. The third is the Opening Doors work of Bob Cox and his team, involving ambitious English teaching based around challenging texts.The important work of Bob Cox and his colleagues is nowhere in print better introduced and explained than in his latest book Opening Doors to Ambitious Primary English. This essential guide carefully and accessibly explains the principles that underpin the approach: ambitious, direct teaching; using challenging texts; devising access strategies; developing meaningful dialogue; linking reading to writing. Key points are very usefully summarised in lists at the end of each section. However, it also provides truly practical and easily replicable strategies for teaching, clearly developed by teachers who understand both this approach and the realities of the primary classroom. Here are people who really know how to make highly rewarding English teaching work for all children.This book provides considerable challenge for both teachers and children but, equally, every support to meet that challenge. It has the potential to transform primary English teaching for the better, and in conjunction with the other key approaches mentioned, open doors for children, not only to a more rewarding educational experience, but to richer lives. No primary school should be without it, and many would benefit considerably from associated professional development.Gordon Askew\u003cbr\u003eOpening Doors to Ambitious Primary English does exactly what it says on the tin. Bob Cox, Leah Crawford, Angela Jenkins and Julie Sargent are relentless in their ambition for all pupils to have access to high-quality texts that become part of their everyday reading and writing diet. The passion and the knowledge of the writers sings from the pages in a way that is inspiring and enthusing but also practical and logical with ideas and strategies to take straight into the classroom. The examples of practice were pertinent and the viewpoints of teaching staff alongside the resulting writing of their pupils shows what can be achieved when we remove the glass ceilings in primary classrooms.Nicola Mansfield","brand":"Crown House Publishing","offers":[{"title":"Default Title","offer_id":48741388386647,"sku":"9781785836671","price":22.01,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781785836671.jpg?v=1720057427"},{"product_id":"the-meadowsweet-year-volume-1-9781789010039","title":"The Meadowsweet Year Volume 1","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cb\u003eDisplays, Verses, Stories, Recipes \u0026amp; Craft Ideas to Complement Rudolf Steiner inspired Parent\/Child Group sessions. \u003c\/b\u003e \u003cb\u003e\u003cbr\u003e \u003c\/b\u003e \u003cb\u003eThis book is unique in that it gives playgroup co-ordinators a complete A-Z manual, as well as ideas for families wanting to bring creative, seasonal rhythm into their homes.  \u003c\/b\u003e \u003cbr\u003e  The Meadowsweet Year is divided into three terms, following the local school timetable, although with fewer days. Each term runs for five or six weeks either side of half-term.  The book is divided into six half-term chapters with detailed timings, displays, rhymes, verses, tunes, craft ideas, recipe suggestions and pictures to guide and inspire.  The pages of this volume have been recorded and photographed directly from the curriculum of a Rudolf Steiner inspired Parent\/Child initiative that runs in the South West of England.  With photographs and descriptions this compilation will give inspiration and guidance to many. An important part of the Meadowsweet programme is the love and creative blessing that runs throughout.","brand":"Troubador Publishing","offers":[{"title":"Default Title","offer_id":48741632704855,"sku":"9781789010039","price":21.68,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781789010039.jpg?v=1720058216"},{"product_id":"decolonizing-educational-relationships-practical-approaches-for-higher-and-teacher-education-9781800715301","title":"Decolonizing Educational Relationships: Practical","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eDue to the enduring legacy of the colonial, capitalist project, we have arguably entered an era of social, cultural, economic, and environmental collapse. There is a heightened awareness of a range of global issues including racism and xenophobia, economic and cultural protectionism, environmental degradation, and climate change – yet there appears to be a resistance to taking action that challenges the status quo, maintaining a way of life that continues to divide the world in unequal and inequitable ways, including in education.\u003c\/p\u003e \u003cp\u003eThe complicity of westernized education in contributing to these issues has led calls to decolonize educational ideologies, structures, and practices. In response, the authors present a novel way of thinking and a robust foundation for de\/colonizing educational relationships in Higher and Teacher Education, illustrated by examples of applications to practice. A hybrid style of writing weaves their own narratives into the text, drawing on their experiences in a range of educational settings.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThis insightful book delves into the critical importance of transforming educational relationships as a means to challenge coloniality within education. Rather than shying away from the intricate complexities and inevitable dissonances that arise in collective change efforts, this book treats them as catalysts for deepened learning and expanded accountability. It refrains from offering simplistic solutions or universal remedies, and instead equips educators with valuable frameworks, tools, and thought-provoking questions to identify and interrupt ongoing colonial dynamics within mainstream educational institutions. By doing so, it offers an important gesture toward how we might learn to live together differently.\u003c\/p\u003e -- Sharon Stein, Ph.D, Professor Department of Educational Studies, University of British Columbia, xʷməθkʷəy̓əm (Musqueam) Territory\u003cbr\u003e\u003cp\u003eRelationships go to the heart of education. As the authors point out, however, our relationships are deeply entangled in coloniality. Drawing on a wealth of evidence and personal lived experience, this book asks the crucial question as to how we as educators can go about de\/colonizing our relationships. It is vital reading for all those interested in decolonizing education in the interests of more socially, economically and epistemically just futures.\u003c\/p\u003e -- Professor Leon Tikly FAcSS, University of Bristol\u003cbr\u003e\u003cp\u003eThis book is not only a courageous text, but one of the premium texts that approach decoloniality from a global perspective, considering the perspectives of once-colonized nations. It is critical that when we discuss decoloniality that we do not erase the discourses and materialities of multiple nations in the world when engaging in pluriversal, democratic knowledge construction, and dissemination. This text does that work while engaging in theory, relationalities, spirituality, and expanded possibilities. This is a must-read book for our generation and will be a foundational text for current and future scholars of anti-oppressive and anti-colonial work.\u003c\/p\u003e -- Kakali Bhattacharya, Professor, Research Evaluation and Methodologies, School of Human Development and Organizational Studies in Education, University of Florida, USA\u003cbr\u003e\u003cp\u003e\u003cem\u003eDecolonizing Educational Relationships\u003c\/em\u003e is essential reading for everyone working in educational environments. The authors use beautifully crafted prose, imagery, and lyricism to illuminate how we are both affected by and complicit in coloniality. fatima, Fran, and Shauneen then model self-reflexive dialogue to help the reader imagine how their own de\/colonizing journeys might look. They offer practical activities that move beyond supplementing the writing, which enables readers to engage in de\/colonial action while simultaneously doing the cognitive labour to interrogate colonial systems and practices. Although the authors explore the seemingly impenetrable colonial reality within educational systems, their book is characterized by an invitation to hope. They enable the reader to believe in the potential for educational practices that are fundamentally relational, pluriversal, emergent, and just; that is, educational practices that serve everyone well. The book is both a work of art and call to action—every reader will emerge the better for having experienced it.\u003c\/p\u003e -- Robin Alison Mueller, Associate Professor, School of Education and Technology, Royal Roads University, Canada\u003cbr\u003e\u003cp\u003eThe decolonization of knowledge is now a key concern for many social scientists across the world. In this book, the authors eloquently spell out what decolonization of knowledge might look like, and how decolonization might take on specific meanings in terms of methodological, disciplinary, and geopolitical context. It is a welcome addition to the rapidly growing scholarship on decolonization.\u003c\/p\u003e -- Ali Meghji, Associate Professor in Social Inequalities, Department of Sociology, University of Cambridge\u003cbr\u003e\u003cp\u003eThis book is a must read for anyone wanting to better understand and practice de\/colonizing education. Through a new focus on relationships, fatima, Fran and Shauneen offer caring, accessible and critically-honed insights into process, grounded in extensive experience and practical exercises. In showing how to decentre from dominant Euro-centric models through their actionable de\/colonial imaginary, they offer powerful means to contribute to working for a more socially-just world.\u003c\/p\u003e -- Kerry Chappell , MA Oxon, PhD, SFHEA Associate Professor of Education, University of Exeter, MA Creative Arts in Education, Programme Co-ordinator and Dance Lecturer, Leader for Creativity and Emergent Educational-futures Network\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eForeword;\u003cem\u003e Jerome Cranston \u003c\/em\u003e\u003cbr\u003e Section 1. Introduction \u003cbr\u003e Chapter 1. Introduction \u003cbr\u003e Chapter 2. Theoretical foundations \u003cbr\u003e Section 2. Identifying the issues \u003cbr\u003e Chapter 3. Whiteness, decentering whiteness and teacher ontologies \u003cbr\u003e Chapter 4. Race and racism in education \u003cbr\u003e Section 3. Working towards de\/colonizing educational relationships \u003cbr\u003e Chapter 5. Spirituality and relationality \u003cbr\u003e Chapter 6. Invitation and hospitality \u003cbr\u003e Chapter 7. Spaces, places and boundaries \u003cbr\u003e Section 4. An imaginary for de\/colonizing educational relationships \u003cbr\u003e Chapter 8. De\/colonizing research and scholarship \u003cbr\u003e Chapter 9. Bringing it all together\u003c\/p\u003e","brand":"Emerald Publishing Limited","offers":[{"title":"Default Title","offer_id":48741760762199,"sku":"9781800715301","price":63.75,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781800715301.jpg?v=1720058720"},{"product_id":"active-and-transformative-learning-in-steam-disciplines-from-curriculum-design-to-social-impact-9781837536191","title":"Active and Transformative Learning in STEAM","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cem\u003eActive and Transformative Learning in STEAM\u003c\/em\u003e \u003cem\u003eDisciplines\u003c\/em\u003e is a unique reference volume for the new student-centric and objectives-oriented learning environment where individual and team learning paths enhance problem solving capabilities. These practices may range from simple teaching methods such as class discussion and role playing, to peer teaching and flipped learning.\u003c\/p\u003e \u003cp\u003eFocusing on STEAM education (science, technology, engineering, arts and mathematics), scholars from the three disciplines of education, business, and Information Technology highlight the importance of the class as a place for collaborative knowledge sharing, involving active engagement of both students and instructors, and explore the connection between innovation and sustainability at the curriculum and research levels. Chapter authors discuss the timely issues of digital transformation in higher education, the required active learning strategies, the novel methodological approaches to instructional design and the new student-centric paradigm for active and collaborative exploration of learning content.\u003c\/p\u003e \u003cp\u003eFilling a significant gap in the body of knowledge related to the emerging agenda of active and transformative learning strategies for STEAM disciplines, this volume is a helpful tool to faculty, higher education administrators, policymakers, curriculum designers and school leaders aiming to develop value-based strategies for promoting quality education with an emphasis on active and transformative learning.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eIntroduction: Active and Transormative Learning (Atl) as A New Higher Educational Paradigm; \u003cem\u003eMiltiadis D. Lytras\u003c\/em\u003e\u003cbr\u003e Chapter 1. Active and Transormative Learning (Atl) In Higher Education in Times of Artificial Intelligence and Chat Gpt: Investigating A New Value-Based Framework; \u003cem\u003eMiltiadis D. Lytras \u003c\/em\u003e\u003cbr\u003e Chapter 2. Educational Sustainability for Transforming Education: A New Approach of Active Learning in an Interdisciplinary Program in Higher Education; \u003cem\u003eAreej Elsayary and Sandra Baroudi \u003c\/em\u003e\u003cbr\u003e Chapter 3. Transformative Active Learning in The Saudi National Institute of Health: Promoting Education and Research Skills Capability; \u003cem\u003eBasim S. Alsaywid, Sarah Abdulrahman Alajlan, Talah O. Almaddah, Eman Al Mutairi, and Miltiadis D. Lytras \u003c\/em\u003e\u003cbr\u003e Chapter 4. Practical Applicability of Active Learning Strategies for Stimulating Engagement Among Economics Students: The Post-Pandemic Outlook; \u003cem\u003eNadia Yusuf \u003c\/em\u003e\u003cbr\u003e Chapter 5. Historic Learning Analytics Transforming Learning in Saudi Arabian Higher Education; \u003cem\u003eHalah Nasseif \u003c\/em\u003e\u003cbr\u003e Chapter 6. From Passive to Active Learning: The Transformative Power of Writing in Higher Education; \u003cem\u003eMalakeh Itani \u003c\/em\u003e\u003cbr\u003e Chapter 7. Transformative Learning Strategies for Successful Teaching and Learning in The Transforming Higher Education; \u003cem\u003eFareeha Javed\u003c\/em\u003e\u003cbr\u003e Chapter 8. Innovative hybrid learning: a new paradigm in teacher education for transformative learning; Ana Luísa Rodrigues\u003cbr\u003e Chapter 9. How A Hybrid Education Model Can Support The Covid-19 Sanitary Emergency Based On Information And Communication Technologies;\u003cem\u003e Felix Mata, Miguel Torres-Ruiz, Roberto Zagal, Jacobo G. González León, and Rolando Quintero\u003c\/em\u003e\u003cbr\u003e Chapter 10. Adopting Hyflex Course Design: Actions for Policymakers, Researchers, And Practitioners; \u003cem\u003eTahani I. Aldosemani \u003c\/em\u003e\u003cbr\u003e Chapter 11. Blended Learning as The Baseline for Post-Covid-19 Higher Education; \u003cem\u003eLamia Saud Shesha \u003c\/em\u003e\u003cbr\u003e Chapter 12. Seeking Motivation for the Success of Active Learning; \u003cem\u003eBader Alfelaij and Abdulwahab Alfeleej\u003c\/em\u003e\u003cbr\u003e Chapter 13. Implementation of A High School Equivalency Policy in an Active Learning Environment: A Case Study of Us-Curriculum School in The United Arab Emirates; \u003cem\u003eLames Abdulhadi, and Areej Elsayary \u003c\/em\u003e\u003cbr\u003e Chapter 14. An Integrated Transformative Learning Strategy at National Level: Bold Initiatives Towards Vision 2030 In Saudi Arabia; \u003cem\u003eMiltiadis D. Lytras\u003c\/em\u003e\u003c\/p\u003e","brand":"Emerald Publishing Limited","offers":[{"title":"Default Title","offer_id":48741929550167,"sku":"9781837536191","price":63.75,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781837536191.jpg?v=1720059344"},{"product_id":"curriculum-making-in-europe-policy-and-practice-within-and-across-diverse-contexts-9781838677381","title":"Curriculum Making in Europe: Policy and Practice","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eResponding to profound social, political and technological changes, recent global trends in education have included the emergence of new forms of curriculum policy. Addressing a gap in the literature, this book investigates the ways in which curriculum policy is influenced, formulated, and enacted in a number of countries-cases in Europe.  \u003cbr\u003e  This important collection uses the concept of 'curriculum making' as an analytical tool to explore the processes and phases of curriculum policy reform experienced across countries. Drawing first on international perspectives and then presenting a series of country case studies, written by internationally recognised curriculum specialists, the chapters explore curriculum making as an activity that occurs across multiple layers of educational systems, through a continual interplay of the global and local. Concluding with a comparative analysis of the contextual factors that shape curricular practices in different contexts, this book is a must-have resource for educational policy makers, researchers, teachers and teacher educators across the globe.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e'Europe is a rich site for comparative analysis of curriculum making, and this book provides a new perspective and a wealth of studies on different actors and influences. It is a prime resource for students of curriculum.' -- Lyn Yates, Redmond Barry Distinguished Professor Emerita of Curriculum, Melbourne Graduate School of Education\u003cbr\u003e'This is one of the most interesting and important books on curriculum for a very long time. The editors have drawn together an international group of highly regarded teachers and academics to produce well-written and insightful case studies of curricular reform in nine European countries. This book provides a rationale, an incentive, and evidence (negative and positive) for doing things better. It should be read by actors at all levels in education systems.' -- Mary James, University of Cambridge\u003cbr\u003e'With its implications for policy and practice that go beyond traditional rigid educational policy texts, this book is essential reading for higher education students pursuing educational doctorates. The chapters offer a powerful corrective that empowers teacher and schools alike with making curriculum relevant to the experiences of students, and point our attention to translational and transactive processes that are otherwise ignored not only in educational policy literature, but in educator discourse. This book does a great service in (re)inscribing curriculum as a truly dynamic process in accessible language. As a curricularist who engages with education policy, I believe this work provides valuable theoretical and research material detail. For those who are interested in thinking the curriculum anew, I suggest that Curriculum Making in Europe be placed be at the top of the reading list.' -- Todd Alan Price, National Louis University, USA\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eCurriculum Making: A Conceptual Framing; \u003ci\u003eMark Priestley, Stavroula Philippou, Daniel Alvunger, Tiina Soini\u003c\/i\u003e Chapter 1. National Curriculum Making as More or Less Expressions of and Responses to Globalization; \u003ci\u003eBob Lingard\u003c\/i\u003e Chapter 2. 'Sites' of Curriculum Making in Cyprus: Tracing the Emergence and Transformation of EXPERT Teacher-Subjects; \u003ci\u003eStavroula Kontovourki, Eleni Theodorou, Stavroula Philippou\u003c\/i\u003e Chapter 3. The Ongoing Curriculum Reform in Portugal: Highlighting Trends, Challenges and Possibilities; \u003ci\u003eAna Mouraz, Ariana Cosme\u003c\/i\u003e Chapter 4. Post-Socialist Curricular Reform in Czechia: Multiple Actors and Their Blame Games; \u003ci\u003eDominik Dvorak\u003c\/i\u003e Chapter 5. Integral Curriculum Review in the Netherlands: In Need of Dovetail Joints; \u003ci\u003eNienke Nieveen, Wilmad Kuiper\u003c\/i\u003e Chapter 6. The Case of Curriculum Development in England: Oases in a Curriculum Desert?; \u003ci\u003eGemma Parker, David Leat\u003c\/i\u003e Chapter 7. Curriculum Reform in Scottish Education: Discourse, Narrative and Enactment; \u003ci\u003eWalter Humes, Mark Priestley\u003c\/i\u003e Chapter 8. The Craft of Curriculum Making in Lower Secondary Education in Ireland; \u003ci\u003eMajella Dempsey, Audrey Doyle, Anne Looney\u003c\/i\u003e Chapter 9. Understanding Transnational Curriculum Policies and Curriculum Making in Local Municipal Arenas - The Case of Sweden; \u003ci\u003eDaniel Alvunger, Ninni Wahlstrom\u003c\/i\u003e Chapter 10. Shared Sense-making as Key for Large Scale Curriculum Reform in Finland; \u003ci\u003eTiina Soini, Kirsi Pyhalto, Janne Pietarinen\u003c\/i\u003e Conclusions: Patterns and Trends in Curriculum Making in Europe; \u003ci\u003eDaniel Alvunger, Tiina Soini, Stavroula Philippou, Mark Priestley\u003c\/i\u003e","brand":"Emerald Publishing Limited","offers":[{"title":"Default Title","offer_id":48741959991639,"sku":"9781838677381","price":25.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781838677381.jpg?v=1720059466"},{"product_id":"reliability-and-validity-of-international-large-scale-assessment-understanding-iea-s-comparative-studies-of-student-achievement-9783030530808","title":"Reliability and Validity of International","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003eThis open access book describes and reviews the development of the quality control mechanisms and methodologies associated with IEA’s extensive program of educational research. A group of renowned international researchers, directly involved in the design and execution of IEA’s international large-scale assessments (ILSAs), describe the operational and quality control procedures that are employed to address the challenges associated with providing high-quality, comparable data. \u003c\/p\u003e  Throughout the now considerable history of IEA’s international large-scale assessments, establishing the quality of the data has been paramount. Research in the complex multinational context in which IEA studies operate imposes significant burdens and challenges in terms of the methodologies and technologies that have been developed to achieve the stated study goals. The demands of the twin imperatives of validity and reliability must be satisfied in the context of multiple and diverse cultures, languages, orthographies, educational structures, educational histories, and traditions. \u003cp\u003eReaders will learn about IEA’s approach to such challenges, and the methods used to ensure that the quality of the data provided to policymakers and researchers can be trusted. An often neglected area of investigation, namely the consequential validity of ILSAs, is also explored, examining issues related to reporting, dissemination, and impact, including discussion of the limits of interpretation. \u003c\/p\u003e  \u003cp\u003eThe final chapters address the question of the influence of ILSAs on policy and reform in education, including a case study from Singapore, a country known for its outstanding levels of achievement, but which nevertheless seeks the means of continual improvement, illustrating best practice use of ILSA data.\u003c\/p\u003e\u003cbr\u003e\u003cp\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eForeword; Dirk Hastedt.- 1 Introduction to Reliability and Validity of International Large-Scale Assessment; Hans Wagemaker.- 2 Study Design and Evolution, and the Imperatives of Reliability and Validity; Hans Wagemaker.- 3 Framework Development in International Large-Scale Assessment Studies; John Ainley and Wolfram Schulz.- 4 Assessment Content Development; Liz Twist and Julian Fraillon.- 5 Questionnaire Development in International Large-Scale Assessment Studies; Wolfram Schulz and Ralph Carstens.- 6 Translation: The Preparation of National Language Versions of Assessment Instruments; Paula Korsnakova, Steve Dept, and David Ebbs.- 7 Sampling, Weighting, and Variance Estimation; Sabine Meinck.- 8 Quality Control during Data Collection: Refining for Rigor; Lauren Musu, Sandra Dohr, and Andrea Netten.- 9 Post-collection Data Capture, Processing, and Scoring; Alena Becker.- 10 Technology and Assessment; Heiko Sibberns.- 11 Ensuring Validity in International Comparisons Using State-of-the-art Psychometric Methodologies; Matthias von Davier, Eugene Gonzalez, and Wolfram Schulz.- 12 Publishing and Dissemination; Seamus Hegarty and Sive Finlay.- 13 Consequential Validity: Data Access, Data Use, Analytical Support, and Training; Sabine Meinck, Eugene Gonzalez, and Hans Wagemaker.- 14 Using IEA Studies to Inform Policymaking and Program Development: The Case of Singapore; Hui Leng Ng, Chew Leng Poon, and Elizabeth Pang.- 15 Understanding the Policy Influence of International Large-Scale Assessments in Education; David Rutkowski, Greg Thompson, and Leslie Rutkowski.-\u003c\/p\u003e","brand":"Springer Nature Switzerland AG","offers":[{"title":"Default Title","offer_id":48743039598935,"sku":"9783030530808","price":44.99,"currency_code":"GBP","in_stock":true}]},{"product_id":"evidence-based-school-development-in-changing-demographic-contexts-9783030768393","title":"Evidence-Based School Development in Changing","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThis Open Access book features a school development model (Arizona Initiative for Leadership Development and Research – AZiLDR) that offers a roadmap for schools to navigate the complexities of continuous school development. Filled with processes that balance evidence-based values with democratic, culturally responsive values, this book offers strategies to mediate the tensions and to address school culture, context and values, leadership capacity, using data as a source of reflection, curricular and pedagogical activity, and strengths-based approaches to meeting the needs of culturally diverse students. You will find:\u003c\/p\u003e  \u003cp\u003e·       -  Active, reflective activities\u003c\/p\u003e  \u003cp\u003e·        -  Case studies illustrating each concept\u003c\/p\u003e  \u003cp\u003e·        - The research base supporting each concept\u003c\/p\u003e  \u003cp\u003e·        -  Descriptions of processes from other contexts (South Carolina, Germany, Australia, Sweden)\u003c\/p\u003e  ·        -  Thoughts about next steps for contextually sensitive and multi-level school development\u003cp\u003e\u003c\/p\u003e  \u003cp\u003e·       -   Suggestions for cross-national dialogue and research within the Zone of Uncertainty\u003c\/p\u003e  \u003cp\u003eUse this ideal source to guide school leadership teams in creating productive schools that continually grow!\u003c\/p\u003e  \u003cp\u003e \u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cb\u003e\u003ci\u003eTable of Contents\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e  \u003cp\u003eForward: Ken Leithwood………………………………………………………………………….3\u003c\/p\u003e  \u003cp\u003eAcknowledgements…………………………………………………………………………….….8\u003c\/p\u003e  \u003cp\u003ePart I: Changing Context for School Development and Description of the Model……………...10\u003c\/p\u003e  \u003cp\u003eChapter 1: \u003ci\u003eSchool Development Approaches Over Time: Strengths, Limitations, and the  Need for a New Approach\u003c\/i\u003e……………………………………………………………………11\u003c\/p\u003e  \u003cp\u003eChapter 2: \u003ci\u003eA New Approach to School Development\u003c\/i\u003e……………………………………..…41\u003c\/p\u003e  \u003cp\u003ePart II: Lessons from the Arizona School Development Model…………………………………68\u003c\/p\u003e  \u003cp\u003eChapter 3: \u003ci\u003eValues, Culture and Context\u003c\/i\u003e…………………..………………………………....69\u003c\/p\u003e  \u003cp\u003eChapter 4: \u003ci\u003eBuilding and Sustaining School Leadership Capacity\u003c\/i\u003e…………………………...84\u003c\/p\u003e  \u003cp\u003eChapter 5: \u003ci\u003eUsing Data as a Source of Reflection in a Feedback Loop\u003c\/i\u003e……………………...94\u003c\/p\u003e  \u003cp\u003eChapter 6: \u003ci\u003eGoing Deeper into Curriculum and Pedagogical Activity\u003c\/i\u003e……………………...105\u003c\/p\u003e  \u003cp\u003eChapter 7: \u003ci\u003eStrength-based Approaches to Meeting Culturally Diverse Student Needs\u003c\/i\u003e…….115\u003c\/p\u003e  \u003cp\u003ePart III: Extending the Process to Other Contexts…………………………………………...…131\u003c\/p\u003e  \u003cp\u003eChapter 8:  School Development in South Carolina - \u003ci\u003eBuilding Leadership Capacity for Evidence-Based School Development in South Carolina Schools\u003c\/i\u003e by Peter Moyi, Suzy   Hardie \u0026amp; Kathleen M.W. Cunningham, University of South Carolina…………………….134\u003c\/p\u003e  \u003cp\u003eChapter 9:  The Swedish Context - \u003ci\u003eBringing Support Structures To Scale: The Role of the State and School Districts \u003c\/i\u003eby Olof Johansson \u0026amp; Helene Ärlestig, Centre for Principal Development, Umeå University…………………………………………………………….170\u003c\/p\u003e  \u003cp\u003eChapter 10:  The Australian Context - \u003ci\u003eNational, State and School-level Efforts to Improve Schools in Australia\u003c\/i\u003e by  David Gurr, Daniela Acquaro \u0026amp; Lawrie Drysdale, The University  of Melbourne………………………………………………………………………………..193\u003c\/p\u003e  \u003cp\u003eChapter 11:  The German Context - \u003ci\u003eSchool Turnaround in Ten Schools in Difficult Circumstances in Germany: The Need for Adaptive and Contextualized Approaches             to Development and Change\u003c\/i\u003e by Guri Skedsmo, Schwyz University of Teacher Education\/University of Oslo and Stephan Huber, University of Teacher Education Zug...233\u003c\/p\u003e  \u003cp\u003ePart IV: Conclusions and Looking Ahead…………………………………………………...…259\u003c\/p\u003e  \u003cp\u003eChapter 12:  \u003ci\u003eConcluding Comments and Looking Ahead\u003c\/i\u003e…………………………………..260\u003c\/p\u003e","brand":"Springer Nature Switzerland AG","offers":[{"title":"Default Title","offer_id":48743048872279,"sku":"9783030768393","price":26.24,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9783030768393.jpg?v=1720063884"},{"product_id":"disciplinary-literacy-and-gamified-learning-in-elementary-classrooms-questing-through-time-and-space-9783030803483","title":"Disciplinary Literacy and Gamified Learning in","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThis textbook provides real world examples of how disciplinary literacy can incorporate gamified learning opportunities in elementary classrooms (grades K-5 or ages 5-11). It also presents concrete examples of how to seamlessly integrate literacy within other subjects in engaging and unique ways. Furthermore, this text offers practical information related to pedagogy, content, and differentiation for each lesson. Preservice teachers, practicing teachers, instructional coaches, and administrators can benefit from this user-friendly text and its companion digital components, allowing for replication of lessons based on national standards, backed by best-practices, and supported by differentiated pedagogy.\u003cbr\u003eThis unique volume begins with engineering marvels that span across centuries and locations. The eight chapters focus on the following marvels in chronological order: Great Pyramid of Giza, Stonehenge, Leaning Tower of Pisa, Great Wall of China, Machu Picchu, Panama Canal, Golden Gate Bridge, and International Space Station. By focusing on these specific examples of human ingenuity, opportunities are created to delve into the historical and social aspects of each chapter’s focus. There are also occasions to explore the artistic merit and the art created about and around each focus. Additional teaching opportunities lie in understanding the science, engineering, technology, and math embedded in all featured marvels.\u003cbr\u003eEach chapter features an adventure roadmap in the form of a narrative quest set against the chapter’s marvel that guides teachers and student players through embedded activities. Activities are designed for lower elementary school (grades K-2 or ages 5-8) and upper elementary school (grades 3-5 or ages 8-11). Instructional support for both novice and career teachers is provided through differentiation strategies, resource materials, and teaching tips.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e“The authors … provide pictures to showcase certain quests, as well as YouTube links to videos to further aid teachers. Elementary teachers could easily select all … activities for their students to complete. The tasks are also able to be modified to fit teacher needs. 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The book includes chapters that cover important aspects of the 21st century student experience. Chapters cover issues such as: new trends and insights on the student experience; the changing profile of students in higher education and performance measures used to assess the quality of student experience, institutional approaches in engaging students, using student voice to improve the quality of teaching, COVID-19 and its impact on international students, innovative partnerships between students and academic staff, student feedback and raising academic standards, the increased use of qualitative data in gaining insights into  student experience, the use of innovative learning spaces and technology to enhance the learning experience, and the potentially disrupting nature of student feedback and its impact on the health and wellbeing of academic staff, and the increased use of social media reviews by students.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eChapter 1: The 21st Century Student Experience – Issues, Trends, Disruptions, and Expectations; Mahsood Shah, Anja Pabel and John T. E. RichardsonChapter 2: Emerging trends and insights on student experience; David Kane and James WilliamsChapter 3: People, promise and performance: triangulating student demographics, standards and indicators in a national higher education system; Beverley Oliver.Chapter 4: Institutional approaches to engaging students in enhancing their experience; Liz Mossop and Joanne LymnChapter 5: Engaging students as partners in assessment and enhancement processes; Kelly E Matthews and Alison Cook-SatherChapter 6: Transforming spaces and innovative uses of technology to enhance the student learning experience; Paul M Holland and Melanie-Jayne HainkeChapter 7: Improving the quality of teaching; Pieter SpoorenChapter 8: How can student experience be used to raise the academic standards of teaching?; Anna Parpala and Telle HailikariChapter 9: Using text analytics to understand open-ended student comments at scale: Insights from four case studies.- Thomas Ullmann and Bart RientiesChapter 10: Social media and student experience: What do Google reviews say?; Mahsood Shah, Anja Pabel and Ishmael AdamsChapter 11: Disruptive trends in student experience evaluations and implications for academic staff wellbeing; Beatrice Tucker.Chapter 12: Assessing and Enhancing International Student Experience in Australian Higher Education: COVID-19 and A Better Future?; Belle W.X. Lim and Kevin Marco TanayaChapter 13: Student Experience: Past conclusions and future directions; Mahsood Shah, Anja Pabel and John T. E. Richardson","brand":"Springer Nature Switzerland AG","offers":[{"title":"Default Title","offer_id":48743051395415,"sku":"9783030808914","price":89.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9783030808914.jpg?v=1720063897"},{"product_id":"school-leadership-between-community-and-the-state-the-changing-civic-role-of-schooling-9783030998332","title":"School Leadership between Community and the","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThis book presents changes in UK and global educational governance in the context of a radical shift in the operating logics of politics and its interaction with education. Beginning from the colonial origins of political interest in education, the author traces a fundamental shift in the patterns of governance of schools in England in the opening decades of the 21st century. Operating through the logics of public choice economics involving both real markets and quasi-markets, policy reforms have increasingly framed school values, and the value of schooling, in line with a politically determined and nostalgic discourse of ‘British values’. This stands in contrast to a previous focus on ‘community cohesion’ which foregrounded school partnership with the parent community and wider society. Tracing the processes and mid-level actors mediating between government and school leaders, the author identifies processes of recontextualisation through which policy can be reinscribed and resisted.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eChapter 1. Individual Liberty, Mutual Respect and Tolerance.- Chapter 2. Post-Historical Institutionalism.- Chapter 3. Leadership and Community.- Chapter 4. Schools, Leadership and the Law.- Chapter 5. School Leadership and the Market.- Chapter 6. Leadership and the Political State.- Chapter 7. Conclusions.- Chapter 8. Epilogue—From the Political to the Undifferentiated.\/\u003cbr\u003e","brand":"Springer Nature Switzerland AG","offers":[{"title":"Default Title","offer_id":48743064273239,"sku":"9783030998332","price":85.49,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9783030998332.jpg?v=1720063953"},{"product_id":"industry-practices-processes-and-techniques-adopted-in-education-supporting-innovative-teaching-and-learning-practice-9789811935169","title":"Industry Practices, Processes and Techniques","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003eThis book provides a single source of reference for educators interested in understanding how industry-based ideas have been adapted into different educational contexts, and supports their utilisation in practice. The link between industry-based ideas and their application in education has enabled educators to develop engaging, collaborative, and creative learning environments, as well as better preparing their students for an increasingly complex and dynamic global environment. This book includes contributions from educators, researchers, and practitioners, who have integrated industry-based ideas into their teaching, and explores how these concepts and practices support the creation of effective learning environments. Through these diverse, international contributions, this book enables wider engagement with, and critical analysis of, the application of industry practices, processes and techniques in the development of collaborative and creative learning environments.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eTBD","brand":"Springer Verlag, Singapore","offers":[{"title":"Default Title","offer_id":48743293845847,"sku":"9789811935169","price":67.49,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9789811935169.jpg?v=1720064963"},{"product_id":"higher-graphic-communication-second-edition-9780008384425","title":"Higher Graphic Communication second edition","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eExam Board: SQALevel: HigherSubject: Graphic CommunicationFirst Teaching: 2018, First Exam: 2019The Higher Graphic Communication Course Notes helps teachers and students map their route through the CfE programme, providing comprehensive and authoritative guidance for the course.Full coverage of the new Higher course specifications with list of learning intentionsAttractive layout with clear text featuresKey questions highlight crucial concepts and techniques that need to be grasped by students in order to progress to the next learning intentionWhat the examiner\/assessor is looking for to help teachers \u0026amp; students feel secureEnd of unit material  unit assessment, exam-style questions with worked answers and examiners commentary, self-assessmentCourse Notes give a practical, supportive approach to help deliver the new curriculum and offer a blend of sound teaching and learning with assessment guidance","brand":"HarperCollins Publishers","offers":[{"title":"Default Title","offer_id":48863964561751,"sku":"9780008384425","price":20.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780008384425.jpg?v=1722269798"},{"product_id":"first-level-assessment-pack-9780008392475","title":"First Level Assessment Pack","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThe Assessment Pack supports teachers in tracking and recording children's progress through the first level numeracy and mathematics Curriculum for Excellence. It is a flexible resource which can also be used as a diagnostic tool, to identify children requiring more support or challenge, and to record and report children's attainment.Each photocopiable Assessment Pack contains: Comprehensive introduction Yearly Progress Checks (1A, 1B, 1C) Bank of end of first level assessments Answers and marking guidance Recording sheets Resource sheets (online)Yearly progress checks assess knowledge retention and the numeracy and mathematical skills listed in the benchmarks document. End of level assessments check the ability to apply learning in new and unfamiliar situations. This pack contains everything you need to assess all children working within and at first level.","brand":"HarperCollins Publishers","offers":[{"title":"Default Title","offer_id":48863966069079,"sku":"9780008392475","price":95.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780008392475.jpg?v=1722269805"},{"product_id":"collins-cambridge-lower-secondary-global-perspectives-9780008549404","title":"Collins Cambridge Lower Secondary Global","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThe Collins Cambridge Lower Secondary Global Perspectives series offers a skills-building approach to the Cambridge curriculum framework (1129) from 2022. The resources support students to develop skills in analysis, collaboration, communication, evaluation, reflection and research, exploring global issues through rich international sources.\u003c\/p\u003e","brand":"HarperCollins Publishers","offers":[{"title":"Default Title","offer_id":48864018006359,"sku":"9780008549404","price":19.58,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780008549404.jpg?v=1722270008"},{"product_id":"classroom-assessment-9780134523309","title":"Classroom Assessment","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003ch3\u003eAbout our author\u003c\/h3\u003e \u003cp\u003e\u003cstrong\u003eJames McMillan\u003c\/strong\u003e is Professor of Education in the School of Education at Virginia Commonwealth University (VCU). He obtained his master's degree from Michigan State University and his doctorate from Northwestern University and has taught at VCU for 35 years. Dr. McMillan has published several editions of 3 research methods textbooks and 2 assessment texts, in addition to over 60 journal articles and has made many national, international and state presentations. He is editor of the Sage Handbook of Research on Classroom Assessment (2013) and has chaired two AERA Special Interest Groups - Classroom Assessment and Professors of Educational Research. His current research interests include classroom assessment, benchmark testing, student perceptions of assessment related to mistakes and learning errors and the impact of high-stakes testing on educational policy, schools and students. Dr. McMillan resides in Richmond, Virginia, and summers in north\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003e    Chapter 1.  The Role of Assessment in Teaching and Learning   \u003c\/li\u003e\n\u003cli\u003e    Chapter 2.  Standards and Cognitive Learning Targets   \u003c\/li\u003e\n\u003cli\u003e    Chapter 3.  High-Quality Classroom Assessment   \u003c\/li\u003e\n\u003cli\u003e    Chapter 4.  Embedded Formative Assessment   \u003c\/li\u003e\n\u003cli\u003e    Chapter 5.  Summative-Based Formative Assessment   \u003c\/li\u003e\n\u003cli\u003e    Chapter 6.  Summative Assessment I: Planning and Implementing Classroom Tests   \u003c\/li\u003e\n\u003cli\u003e    Chapter 7.  Summative Assessment II: Using Standards-Based and Standardized Tests   \u003c\/li\u003e\n\u003cli\u003e    Chapter 8.  Selected-Response Assessment: Multiple-Choice, Binary-Choice, and Matching Items   \u003c\/li\u003e\n\u003cli\u003e    Chapter 9.  Constructed-Response Assessment: Completion, Short-Answer, and Essay Items   \u003c\/li\u003e\n\u003cli\u003e    Chapter 10.  Performance Assessment   \u003c\/li\u003e\n\u003cli\u003e    Chapter 11.  Assessing “Noncognitive” Dispositions and Traits   \u003c\/li\u003e\n\u003cli\u003e    Chapter 12.  Assessing Students with Special Needs   \u003c\/li\u003e\n\u003cli\u003e    Chapter 13.  Assessing Culturally and Linguistically Different Students   \u003c\/li\u003e\n\u003cli\u003e    Chapter 14.  Grading and Reporting Student Performance   \u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Pearson Education (US)","offers":[{"title":"Default Title","offer_id":48864170803543,"sku":"9780134523309","price":75.05,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780134523309.jpg?v=1722270723"},{"product_id":"dumbing-us-down-25th-anniversary-edition-9780865718548","title":"Dumbing Us Down  25th Anniversary Edition","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eJohn Taylor Gatto's radical treatise on public education, a bestseller for 25 years, continues to advocate for the unshackling of children and learning from formal schooling. Now, in a changing world with an explosion of alternative routes to learning, it's poised to continue to shake the world of institutional education for many more years.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e Foreword, by Zachary Slayback \u003cbr\u003e Preface - About the Author \u003cbr\u003e 1. The Seven-Lesson Schoolteacher \u003cbr\u003e 2. The Psychopathic School \u003cbr\u003e 3. The Green Monongahela \u003cbr\u003e 4. We Need Less School, Not More \u003cbr\u003e 5. The Congregational Principle \u003cbr\u003e Extra Bonus Chapter: Against School \u003cbr\u003e Afterword \u003cbr\u003e Postscript 2005 - From the Publisher \u003cbr\u003e Postscript 2017 - From the Publisher \u003cbr\u003e Also available by John Taylor Gatto \u003cbr\u003e A Note about New Society Publishers \u003c\/p\u003e","brand":"New Society Publishers","offers":[{"title":"Default Title","offer_id":48866115027287,"sku":"9780865718548","price":14.24,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780865718548.jpg?v=1722277112"},{"product_id":"creating-significant-learning-experiences-9781118124253","title":"Creating Significant Learning Experiences","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eIn this thoroughly updated edition of L. Dee Fink   s bestselling classic, he discusses new research on how people learn, active learning, and the effectiveness of his popular model; adds more examples from online teaching; and further focuses on the impact of student engagement on student learning.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eNote to Updated Edition vii\u003c\/p\u003e \u003cp\u003ePreface xi\u003c\/p\u003e \u003cp\u003eAcknowledgments xv\u003c\/p\u003e \u003cp\u003eThe Author xvii\u003c\/p\u003e \u003cp\u003e1 Creating Significant Learning Experiences: The Key to Quality in Educational Programs 1\u003c\/p\u003e \u003cp\u003e2 A Taxonomy of Significant Learning 31\u003c\/p\u003e \u003cp\u003e3 Designing Significant Learning Experiences I: Getting Started 67\u003c\/p\u003e \u003cp\u003e4 Designing Significant Learning Experiences II: Shaping the Learning Experience 113\u003c\/p\u003e \u003cp\u003e5 Changing the Way We Teach 173\u003c\/p\u003e \u003cp\u003e6 Better Organizational Support for Faculty 221\u003c\/p\u003e \u003cp\u003e7 The Human Significance of Good Teaching and Learning 273\u003c\/p\u003e \u003cp\u003eAppendix A Planning Your Course: A Decision Guide 293\u003c\/p\u003e \u003cp\u003eAppendix B Suggested Readings 303\u003c\/p\u003e \u003cp\u003eReferences 309\u003c\/p\u003e \u003cp\u003eIndex 317\u003c\/p\u003e","brand":"John Wiley \u0026 Sons Inc","offers":[{"title":"Default Title","offer_id":48866365964631,"sku":"9781118124253","price":31.35,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781118124253.jpg?v=1722278304"},{"product_id":"send-huh-curriculum-conversations-with-send-leaders-9781398372733","title":"SEND Huh curriculum conversations with SEND","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eHuh is the Egyptian god of endlessness, creativity, fertility and regeneration. He is the deity Mary Myatt and John Tomsett have adopted as their god of the curriculum. Their \u003ci\u003eHuh\u003c\/i\u003e series of books focuses on how practitioners design the curriculum for the young people in their schools.\u003cbr\u003eThe \u003ci\u003eHuh\u003c\/i\u003e project is founded on conversations with colleagues doing great work across the education sector. In \u003ci\u003eSEND Huh\u003c\/i\u003e, Mary Myatt and John Tomsett discuss curriculum provision for pupils with additional needs with some of the leading experts in the field.\u003cbr\u003eMary and John interviewed pupils, parents, teachers, headteachers, CEOs, educational consultants and lecturers. They then edited the transcriptions of those interviews to provide an ambitious, thoughtful, nuanced and challenging vision of what the best possible provision looks like for children with additional learning needs.\u003cbr\u003eThe challenging conversations that comprise \u003ci\u003eSEND Huh\u003c\/i\u003e paint an inspiring picture that is hug\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eI simply adore this book. It rams home that being inclusive is not an excuse for low expectations. Instead of being an afterthought when it comes to curriculum, children with additional needs become drivers for what a well-rounded curriculum is for all young people. Curriculum decisions are about building and accelerating learning, and the years of the deficit model of SEND should be put to bed by one reading of this latest book in Myatt and Tomsett's powerful \u003ci\u003eHuh \u003c\/i\u003eseries. * Vic Goddard, co-principal, Passmores Academy and CEO of Passmores Cooperative Learning Community *\u003cbr\u003e\u003ci\u003eSEND Huh \u003c\/i\u003eweaves together a sophisticated and thoughtful narrative of lived experiences from a wide range of contributors from every corner of the sector. It's not often that a non-fiction book has such a profound effect on me. I found myself thinking about it days after, contemplating the nuance, mulling over the complexity, grappling with the challenges and acknowledging the rallying cry to ensure our pupils with additional needs receive an ambitious education that enables them to thrive.\u003ci\u003e\u003c\/i\u003e * Kathryn Morgan, senior capacity improvement advisor, TSHC *\u003cbr\u003eThere is something very special in education, and that is the care and clarity with which the contributors in \u003ci\u003eSEND Huh \u003c\/i\u003espeak about the young people in their communities, and the work they and their colleagues do to smash blunt blanket presumptions, remove obstacles and champion all children. The knowledge and wisdom of the contributors encourages us all to recognise that there is so much to learn about provision, practice, curriculum and attitudes towards supporting children with additional needs. We will all teach children who will need something additional or different; knowing what or how can often be a challenge. 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Whether you are planning your day-to-day lessons or a formal observation, planning is a skill that can be refined and improved to ensure your workload is manageable and your lessons exceptional.Aimed at committed and reflective teachers who want to develop their practice, this book introduces \u003cb\u003eTweaks for Teachers: small changes that make a big difference! \u003c\/b\u003eIt encourages you to review your current lesson planning practice and develop lessons that enable students to make outstanding learning gains. 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There are many reasons for this: lack of time in the curriculum, lack of training, lack of teacher confidence, or simply lack of inspiration. \u003ci\u003eEducating Outside \u003c\/i\u003econtains a bank of outdoor learning ideas that can be used to enhance and enrich your classes' learning experiences across the curriculum; including in science, history, geography, art and design, English and maths. Each lesson idea is linked to a specific programme of study and outlines required resources, links to soft skills, cross-curricular opportunities, and a broad lesson plan with suggested outcomes and photos. All the ideas take place within the school grounds themselves,  which means plenty of opportunities to try out new activities without  lengthy risk assessments, extra time and additional\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eAcknowledgements Foreword Introduction 1. Outdoor Learning in Practice 2. Science Outdoors 3. History Outdoors 4. Geography Outdoors 5. Art and Design Outdoors 6. English Outdoors 7. Maths Outdoors Final thoughts Bibliography and useful links Index","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48867231793495,"sku":"9781472946294","price":17.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781472946294.jpg?v=1722282332"},{"product_id":"looking-for-learning-mark-making-9781472963055","title":"Looking for Learning Mark Making","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cb\u003e\u003ci\u003eLooking for Learning: Mark Making \u003c\/i\u003eis a full-colour, practical guide linked to current policy and the EYFS framework. Laura England, creator of \u003ci\u003eLittle Miss Early Years\u003c\/i\u003e, uses theory, cases studies, real-life images and accessible ideas to inspire child-led learning using mark making.\u003c\/b\u003eThis book will help you spark children's natural curiosity in seeing what happens when they make marks with their fingers, bodies and toys, as well as materials from nature and from your art supplies. From drawing around shadows and swirling paint in water, to printing animal footprints, Laura England, creator of \u003ci\u003eLittle Miss Early Years\u003c\/i\u003e, provides a wealth of creative ideas for incorporating mark making into all child-led play, both indoors and outside. Developing mark making and building language skills are crucial as young children begin to build their confidence in communicating. 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The book contains ideas for bringing mathematical learning into children's favourite activities: role play and construction; art and nature; sand and water play and even simple technology-based activities using projectors or torches.Experienced Early Years teacher Laura England, creator of \u003ci\u003eLittle Miss Early Years\u003c\/i\u003e, also provides advice about getting children talking about maths du","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48867234873687,"sku":"9781472963093","price":12.34,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781472963093.jpg?v=1722282348"},{"product_id":"looking-for-learning-provocations-9781472963130","title":"Looking for Learning Provocations","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cb\u003e\u003ci\u003eLooking for Learning: Provocations \u003c\/i\u003eis a full-colour, practical guide to inspire child-led learning that''s linked to current policy and the EYFS framework.\u003c\/b\u003eAs each child progresses through their learning journey, Early Years practitioners are expected to identify and understand what learning is taking place in every activity that a child is involved in. 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All of the Year 3 curriculum lessons h\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eThese books are a timely and welcome addition to help primary teachers grow their confidence and competence to undertake great teaching - outdoors! -- Juliet Robertson * former headteacher and education consultant specialising in outdoor learning, @CreativeSTAR *\u003cbr\u003eEnough to convince even the hardened ‘indoor’ teacher that the outdoors has much to offer and these books give a step by step introduction of how it can be incorporated into their scheme of work along with their other planning. Overall I have been really impressed with this series. -- Craig Armiger * Blogger, craigarmiger.wordpress.com *\u003cbr\u003eThe National Curriculum Outdoors books are a fantastic resource for primary schools. [...] The books enable teachers to use their whole school sites and local areas as their learning spaces, and encourage active, imaginative and engaging curriculum teaching and learning. -- Dave Scourfield * Education Visits Coordinator *\u003cbr\u003eI love these books so much [...] All the teachers in my school are using them because the activities work with whole class groups. -- Colette Morris * Primary school Headteacher *\u003cbr\u003eTeachers felt inspired by the creative way in which they could deliver these national curriculum outcomes and in particular, the subject areas you wouldn’t necessarily think about teaching outdoors such as music and RE. -- Louise Edwards * Manager, Surrey Outdoor Learning and Development *","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48867236118871,"sku":"9781472966629","price":25.49,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781472966629.jpg?v=1722282356"},{"product_id":"100-ideas-for-secondary-teachers-outstanding-mfl-lessons-9781472967930","title":"100 Ideas for Secondary Teachers Outstanding MFL","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cb\u003e\u003cu\u003eNo matter what you teach, there is a 100 Ideas title for you!\u003c\/u\u003e\u003c\/b\u003e\u003cb\u003eThe \u003ci\u003e100 Ideas\u003c\/i\u003e series offers teachers practical, easy-to-implement strategies and activities for the classroom. Each author is an expert in their field and is passionate about sharing best practice with their peers.\u003c\/b\u003e\u003ci\u003eEach title includes at least ten additional extra-creative Bonus Ideas that won''t fail to inspire and engage all learners.\u003c\/i\u003e\u003cb\u003e_______________\u003c\/b\u003e Split into sections on grammar, vocabulary, speaking, listening, reading, writing, translation and revision, \u003ci\u003e100 Ideas for Secondary Teachers: Outstanding MFL Lessons\u003c\/i\u003e presents tried-and-tested ideas that cover all aspects of the modern foreign languages (MFL) curriculum.Experienced MFL teacher Dannielle Warren shares interactive games and activities to support and challenge all students learning a modern foreign language. This accessible resource presents suggestions for helping students revise effectively and strategies for markin\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eDannielle has produced a handy, engagingly written book of tried-and-tested classroom activities, which should be of use to new and more experienced MFL teachers alike. A useful addition to a departmental library. * Steve Smith, Former Head of MFL, author and creator of frenchteacher.net, @spsmith45 *\u003cbr\u003eA comprehensive collection of ideas for use both in and out of the classroom. Dannielle has written an excellent book of individual, pair, group and whole-class activities covering all aspects of the curriculum that can be implemented easily into your next lesson! * Laura Simons, MFL teacher and Association for Language Learning Council Member and Network Lead, @lauraannesimons *","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48867236446551,"sku":"9781472967930","price":14.25,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781472967930.jpg?v=1722282358"},{"product_id":"mastery-in-primary-mathematics-9781472969767","title":"Mastery in Primary Mathematics","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eMastery in Primary Mathematics \u003c\/i\u003econtains clear, practical guidance for both teachers and leaders on how to implement a mastery approach in the classroom that transcends any particular context, school type or scheme currently being used. Filled with research-based evidence, case studies and concrete examples of teaching for mastery used successfully, this is the ideal toolkit to implementing a mastery approach across a school, regardless of expertise.Moulding pupils into confident and successful mathematicians is one of the most important jobs of a primary school. It can also be one of the most difficult. Teaching for mastery gives pupils the best possible understanding of mathematics and implementing it involves a two-pronged approach: mastery must be embedded in the classroom, but will only work with the full support of the school''s leadership team. Based on educational research and school case studies, \u003ci\u003eMastery in Primary Mathematics \u003c\/i\u003egives practical advice on introducing","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48867236938071,"sku":"9781472969767","price":17.09,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781472969767.jpg?v=1722282359"},{"product_id":"the-grammar-book-9781472972293","title":"The Grammar Book","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cb\u003eShortlisted for Educational Book of the Year at the Education Resources Awards 2021.\u003c\/b\u003e\u003cb\u003eEverything you need to teach grammar in the primary classroom. \u003c\/b\u003eWhat is the subjunctive mood? And when do you use a semi-colon? Are these questions that you, as a teacher, are afraid to ask? Cue this book! Written by two experienced teachers, \u003ci\u003eThe Grammar Book \u003c\/i\u003eprovides everything you need to teach grammar at primary level. Covering what you need to know as well as practical ideas to enliven your teaching, this book will make grammar fun and engaging  for both the pupils and for you too! Written in Zoë and Timothy Paramour''s funny, frank and reassuring style, this definitive guide is all about the importance of teaching grammar as a tool for writing, not as an ''extra'' and certainly not as a boring lesson. Instead, the ideas presented are linked to a range of National Curriculum units, with original short texts through which the teaching of grammar is used to support the delivery of \u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eWhere was this book when I changed year groups? The Paramours have written a superb book, complete with examples, explanations and activities to cover grammar for both Key Stage 1 and 2. It has helpful justifications on certain rules and handily highlights the grey areas of grammar (which that one child in your class will always point out). Certain sections refamiliarised me with the areas I teach, while others gave me ideas for tasks I can do to teach this essential, yet often stealth, aspect of our reading and writing. -- Stephen Lockyer * Primary Teacher, @mrlockyer *\u003cbr\u003eThe Grammar Book is a must-read for every teacher. It clearly outlines the essential understanding relating to each aspect of grammar progression across Key Stages 1 and 2, then gives amazing ideas and activities to teach each aspect in the classroom. An in-depth knowledge of grammar and its applications across the curriculum is crucial for any teacher to support the challenges of the modern curriculum effectively. -- Andrew Jennings * Assistant headteacher and founder of Vocabulary Ninja, @VocabularyNinja *\u003cbr\u003eThis is a fantastic book for primary teachers, or student teachers, who want to develop their own understanding of grammar, as well as providing fantastic and fun exercises for young people to develop their skills. -- Colin Hill * UKEdChat *\u003cbr\u003eIt is a very user-friendly book and one I suspect I will regularly be dipping into. As teachers, you want reliable resources, easily available, which this certainly delivers. It is clear the book was written by teachers for teachers and is all the better for it. -- LoveReading4Schools","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48867237658967,"sku":"9781472972293","price":17.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781472972293.jpg?v=1722282362"},{"product_id":"the-national-curriculum-outdoors-year-4-9781472976208","title":"The National Curriculum Outdoors Year 4","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cb\u003e\u003cu\u003ePart of the National Curriculum Outdoors series, aimed at improving outside-the-classroom learning for children from Year 1 to Year 6\u003c\/u\u003e\u003c\/b\u003eTeaching outside the classroom improves pupils'' engagement with learning as well as their health and wellbeing, but how can teachers link curriculum objectives effectively with enjoyable and motivating outdoor learning in Year 4? \u003ci\u003eThe National Curriculum Outdoors: Year 4 \u003c\/i\u003epresents a series of photocopiable lesson plans that address each primary curriculum subject, whilst enriching pupils with the benefits of learning in the natural environment.Outdoor learning experts Sue Waite, Michelle Roberts and Deborah Lambert provide inspiration for primary teachers to use outdoor contexts as part of their everyday teaching and showcase how headteachers can embed curriculum teaching outside throughout the school, whilst protecting teaching time and maintaining high-quality teaching and performance standards. All of the Year 4 curriculum lessons h\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eThese books are a timely and welcome addition to help primary teachers grow their confidence and competence to undertake great teaching - outdoors! -- Juliet Robertson * former headteacher and education consultant specialising in outdoor learning, @CreativeSTAR *\u003cbr\u003eEnough to convince even the hardened ‘indoor’ teacher that the outdoors has much to offer and these books give a step by step introduction of how it can be incorporated into their scheme of work along with their other planning. Overall I have been really impressed with this series. -- Craig Armiger * Blogger, craigarmiger.wordpress.com *\u003cbr\u003eThe National Curriculum Outdoors books are a fantastic resource for primary schools. [...] The books enable teachers to use their whole school sites and local areas as their learning spaces, and encourage active, imaginative and engaging curriculum teaching and learning. -- Dave Scourfield * Education Visits Coordinator *\u003cbr\u003eI love these books so much [...] All the teachers in my school are using them because the activities work with whole class groups. -- Colette Morris * Primary school Headteacher *\u003cbr\u003eTeachers felt inspired by the creative way in which they could deliver these national curriculum outcomes and in particular, the subject areas you wouldn’t necessarily think about teaching outdoors such as music and RE. -- Louise Edwards * Manager, Surrey Outdoor Learning and Development *","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48867239264599,"sku":"9781472976208","price":25.49,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781472976208.jpg?v=1722282371"},{"product_id":"the-muddy-puddle-teacher-9781472990846","title":"The Muddy Puddle Teacher","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e''A fantastic addition to every bookshelf'' - Kathy Brodie, Host and founder of Early Years TV, @kathybrodieThe Muddy Puddle Teacher gives you everything you need to create an engaging, active and inclusive outdoor curriculum for your Early Years setting.Based on the well-loved Muddy Puddle Teacher Approach and following the Three Muddy M''s  mother nature, mental health and getting more kids moving  this handbook is jam-packed with simple outdoor activities for every season. There are step-by-step instructions and full-colour photographs to demonstrate the activities. Whether you're a forest school enthusiast or just getting started in taking your teaching outside, there are plenty of inspiring ideas to benefit children and save you hours of preparation time. Using natural and upcycled materials, the activities in this book span key EYFS topics as well as PSHE themes, from muddy maths and literacy to muddy meditation and yoga. From making rhyming word strings with leaves to creating w\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eThis beautiful, full-colour book is packed with practical, easily accessible ideas and activities, whatever your budget or type of outdoor space. Sarah’s humour and delight in the outdoors shines through every page. A fantastic addition to every bookshelf, whether you’re a fully committed Muddy Puddle Teacher or if you’re only just dipping your toe in the water. -- Kathy Brodie * Host and founder of Early Years TV, @kathybrodie *\u003cbr\u003e\u003ci\u003eThe Muddy Puddle Teacher\u003c\/i\u003e is a fantastic resource for anyone who’s looking to engage in the wonders of the natural world. Sarah’s enthusiasm for her subject is infectious and the book provides comprehensive means of making the most out of what lies beyond your doorstep. -- Ben Faulks * Author, actor, producer and co-creator of Cbeebies' 'Mr Bloom's Nursery' *\u003cbr\u003eWhat a brilliant book. [...] It is cleverly set out, packed with new and creative ideas for those who already enjoy outdoor learning with early years children. [...] It is clear from reading this book that Sarah Seaman is an extremely experienced and passionate teacher who delivers her ideas in a thoughtful and helpful way. -- Rosie Watch * LoveReading4Schools *","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48867243000151,"sku":"9781472990846","price":14.24,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781472990846.jpg?v=1722282390"},{"product_id":"interdisciplinary-arts-9781492599876","title":"Interdisciplinary Arts","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eInterdisciplinary Arts helps students explore their capacities for creativity and cross-disciplinary thinking by drawing from the fields of theatre, dance, and visual arts. They will learn how to transfer the skills they gain from the book to any endeavor or career they undertake.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cb\u003eChapter 1.\u003c\/b\u003e Introduction to Interdisciplinary Arts\u003cbr\u003eInterdisciplinary Movement\u003cbr\u003eBartenieff: Six Developmental Stages\u003cbr\u003eAlexander Technique\u003cbr\u003eYoga\u003cbr\u003eConclusion\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 2.\u003c\/b\u003e Theatre\u003cbr\u003eGetting Started: Connecting to the Text\u003cbr\u003ePreparing a Scene\u003cbr\u003eBody: The Actor’s Instrument\u003cbr\u003eStage Awareness\u003cbr\u003eProps and Costumes\u003cbr\u003eCollaborative Team\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 3.\u003c\/b\u003e Dance and Movement\u003cbr\u003eLaban: Still Forms\u003cbr\u003eCentering the Body: 12 Principles of Bartenieff Fundamentals\u003cbr\u003ePreparing for the Work\u003cbr\u003eThe Creative Impulse\u003cbr\u003eIntent: Moving With Purpose\u003cbr\u003eLaban’s Effort Factors\u003cbr\u003eMise en scène\u003cbr\u003eCollaborative Team\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 4.\u003c\/b\u003e Visual Arts\u003cbr\u003eVisual Arts\u003cbr\u003eInspiration\u003cbr\u003eForm\u003cbr\u003eColor\u003cbr\u003eValue and Contrast\u003cbr\u003eRhythm\u003cbr\u003eShape\u003cbr\u003eLine\u003cbr\u003eTexture\u003cbr\u003eSpace\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 5.\u003c\/b\u003e Dance and Theatre\u003cbr\u003eIntegrating Dance and Theatre: Poem Performance Using Laban’s Efforts\u003cbr\u003eOverview of the Process\u003cbr\u003eThe Process in Detail\u003cbr\u003eAssimilation of Feedback, Development, and Rehearsal\u003cbr\u003eConclusion\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 6.\u003c\/b\u003e Visual Arts and Dance\u003cbr\u003eIntegrating Visual Arts With Dance: Wearable or Scenic Art\u003cbr\u003eOverview of the Process\u003cbr\u003eOverview of the Concepts Used in the Project\u003cbr\u003eConclusion\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 7.\u003c\/b\u003e Theatre and Visual Arts\u003cbr\u003eIntegrating Theatre and Visual Arts: In\/Out Masks\u003cbr\u003eOverview of the Process\u003cbr\u003eOverview of the Concepts Used in the Project\u003cbr\u003eArts-Based Research\u003cbr\u003eDevelopment: Creating Your In\/Out Mask\u003cbr\u003eDeveloping the Monologue\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 8.\u003c\/b\u003e All Three Art Forms\u003cbr\u003eMaking Art Using the Human Intelligences\u003cbr\u003eMultiple Intelligences Synthesis Assignment\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 9.\u003c\/b\u003e Make Art, but Also, Go See Art!\u003cbr\u003eTheatre Criticism\u003cbr\u003eVisual Art Criticism\u003cbr\u003eDance and Movement Criticism\u003cbr\u003eConclusion: Interdisciplinary Arts as a Way of Life","brand":"Human Kinetics Publishers","offers":[{"title":"Default Title","offer_id":48867313811799,"sku":"9781492599876","price":48.6,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781492599876.jpg?v=1722282743"},{"product_id":"the-tasks-and-content-of-the-steiner-waldorf-curriculum-9781782500421","title":"The Tasks and Content of the Steiner-Waldorf","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThis book is a comprehensive overview of what is taught in Steiner-Waldorf schools, and why.\u003cbr\u003e\u003cbr\u003eAs well as describing the content and methods of the Waldorf curriculum, this book provides a clear overview of the ideas behind the approach. 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