Education / Educational sciences / Pedagogy Books

Book SynopsisAccording to AAC&U s 2013 employer survey, 93% of employers agree that a candidate s demonstrated capacity to think critically, communicate clearly, and solve complex problems is more important than their undergraduate major.Table of ContentsPreface vii About the Author xvii 1 What is Critical Thinking? 1 2 Critical Thinking Across the Disciplines 27 3 How Critical Thinking is Learned 53 4 Introducing Basic Protocols of Critical Thinking 77 5 Developing Critical Complexity: Intermediate and Advanced Protocols 105 6 Reading and Writing Critically 129 7 Integrating Critical Thinking Across the Curriculum 155 8 Making Discussions Critical 179 9 Misunderstandings, Challenges, and Risks 205 10 Modeling Critical Thinking 233 References 261 Index 269

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Book SynopsisIn this book, award-wining educator Kieran Egan shows how we can transform the experience of schooling in K 12 classrooms and help students become more knowledgeable and more creative in their thinking. A child's journey through school begins when they are not yet literate and ends when they are capable of complex, abstract thinking.Table of ContentsAcknowledgments ix Introduction: Imagination Underfoot xi Chapter One: A Tool Kit for Learning 1Story, Metaphor, Binary opposites, Rhyme, rhythm, and pattern, Jokes and humor, Mental imagery, Gossip, Play, Mystery, Embryonic tools of literacy Chapter One and a Half: Examples in Everyday Classrooms 39 Chapter Two: A Tool Kit for Literacy 77Sense of reality, Extremes of experience and limits of reality, Association with heroes, Sense of wonder, Collections and hobbies, Knowledge and human meaning, Narrative understanding, Revolt and idealism, Changing the context, Literate eye, Embryonic tools of theoretic thinking Chapter Two and a Half: Examples in Everyday Classrooms 109 Chapter Three: A Tool Kit for Theoretic Thinking 151Sense of abstract reality, Sense of agency, Grasp of general ideas and their anomalies, Search for authority and truth, Meta-narrative understanding Chapter Three and a Half: Examples in Everyday Classrooms 171 Conclusion: Imagination Every Day 209 Glossary 219 Appendix A: Mythic Framework 223 Appendix B: Romantic Framework 227 Appendix C: Philosophic Framework 231 Bibliography 235 The Author 237 Index 239

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Book SynopsisIn this practical and funny book, an experienced teaching consultant offers many creative strategies for dealing with typical problems. Original, useful, and hopeful, this book reminds you that teaching what you don’t know, to students whom you may not understand, is not just a job. It’s an adventure.Trade ReviewThis is one of the best books I've read on university teaching and learning in a long time. It addresses an issue that's seldom discussed, in a book that's both carefully researched and wonderfully sparkling in style. The author makes a strong case that teaching outside your area of expertise is a serious and extensive problem, and she offers some highly practical advice about how to meet the challenges. I would make this book a standard text for both our new faculty program and teaching fellows program, and I suspect that many other programs will want to do the same. -- Ken Bain, author of What the Best College Teachers DoMoving behind the reassuring public image of professorial expertise, Huston exposes a growing but still largely hidden academic reality: university teachers—sometimes even full professors—teaching outside of their field. Interviews with dozens of university faculty convincingly establish the prevalence of the practice and clarify the institutional reasons that it will likely increase in the years ahead. But many readers will quickly move past the analysis of why university faculty must teach outside their specialty to consider the helpful advice on how to do such teaching well...It may surprise librarians how many teachers and administrators seek out this book. -- Bryce Christensen * Booklist *As [Huston] demonstrates, teaching outside your area of competence is almost the norm in the U.S. academy...The hints and tips provided here will be valuable perhaps everywhere that there is a higher education system...Teaching What You Don't Know will find a good audience as a rescue manual for the young, as it assuages the anxieties facing the postgraduate or the postdoctoral teacher. The book, which clearly draws on a wide range of teaching experience on the U.S. scene, offers good advice and outlines some useful strategies. Huston does, moreover, dig up issues that have become ever more pressing over the past few years. -- Leslie Gofton * Times Higher Education *Sometimes teachers might find themselves filling in, and Teaching What You Don't Know is a handy book to help them deal with unexpected situations. * Bookseller and Publisher *When top-down support and open communication become the norm, teaching outside one's expertise can cease to be the nightmarish experience many feel it to be and become the illuminating and rewarding experience that Huston describes. While this is undoubtedly important, Huston's consistently optimistic treatment of this subject and her clear suggestions for struggling teachers remain the book's greatest strengths. Teaching What You Don't Know is a pleasure to read and should be required reading in graduate pedagogy classes across disciplines. -- Adam Pacton * Pedagogy *Have you ever been asked to deliver a lecture at short notice on a topic that is outside your comfort zone? ...If so, read this book. In fact, ever found yourself wondering how you could improve your teaching, even of topics well within your expertise? Again, if so, read this book. -- Celia Popovic * Innovations in Education and Teaching International *Table of Contents* Introduction * The Growing Challenge * Why It's Better Than It Seems * Getting Ready * Teaching and Surviving * Thinking in Class * Teaching Students You Don't Understand * Getting Better * Advice for Administrators * Appendixes * Notes * Acknowledgments * Index

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Book SynopsisTrade ReviewCamus’s Algerian Chronicles, edited and introduced by Alice Kaplan and beautifully translated by Arthur Goldhammer, affords Camus the belated opportunity to make his own case to the Anglophone public. This book, in slightly different form, proved his final public word on the Algerian question when it was originally published in June 1958… To witness the progression of his responses is to recognize above all the remarkable consistency of Camus’s moral conviction, the dogged optimism of his outlook, and his unfailing ability, even in the complex turmoil of emotional involvement with the issue, to cleave to his own principles of justice… It was this moral lucidity that had provoked Camus’s disenchantment with communism and underpinned his ardent opposition to the death penalty, a stance that prompted him to speak out, at different times, to save the lives of Nazi collaborators and FLN terrorists alike… Camus’s honesty and consistency retain, in retrospect, a moral purity that few others could claim. -- Claire Messud * New York Review of Books *It was the last book Camus published in his lifetime, and it appears now in its entirety for the first time in English, expertly translated by Arthur Goldhammer. The editor, Alice Kaplan, has added six texts to Camus’s original selection in an appendix, to further illuminate Camus’s relation to Algeria… As the writings in Algerian Chronicles make clear, Camus’s position in ‘no man’s land’ left him increasingly isolated: hated by the right for his condemnation of government policies, scorned by the left for his inability to imagine an independent Algeria from which the French would be absent… As Kaplan points out, we cannot know how he would have reacted to the final years of the war, or to the independence that followed. We do know that his ethical positions are still meaningful, worldwide. -- Susan Rubin Suleiman * New York Times Book Review *Algerian Chronicles is a collection of journalistic writings published in 1958, when the crisis in Algeria posed a persistent threat to the government of France. It was to be Camus’s final book and appears in retrospect as a summing-up of his feelings about his birthplace… These remarkably mature dispatches, written when he was 25, show that Camus was anxious from the start about the political relationship between his native country and the mainland… The impetus behind the repeated pleas for constructive dialogue that occupy the later parts of Algerian Chronicles was personal as much as political… Algerian Chronicles, never before translated in its entirety, is a document worth having. -- James Campbell * Wall Street Journal *[A] brilliant translation… Camus fell silent after this effort, but for one exception. In 1958, while the ‘sale guerre’ in his native country grew ever more dirty, he returned to his first trade, journalism. Gathering his newspaper articles and commentaries on Algeria, he published them under the title Actuelles III. In his preface, he lambasts France’s colonial policy, castigates the use of torture and terrorism by both sides, and defends innocent French and Arabs at the mercy of these violent designs. Yet, he concludes, his book ‘is among other things a history of a failure.’ But noble failures like the Algerian Chronicles are both timeless and timely. -- Robert Zaretsky * Times Literary Supplement *Camus was a far more engaged writer than his critics have allowed, and the essays, columns and speeches collected here make a strong case for his continued relevance… Today, although his failure to support full independence for Algeria seems off the mark, Camus stands as a powerful voice against violence and extremism, and the very late appearance of these essays in English could not have come at a better time… With the future of the Arab spring uncertain and with terrorism back on the front page, these Algerian Chronicles are not only history. They’re also guides for how to be just in a difficult world. -- Jason Farago * NPR Books *Algerian Chronicles…comprises everything Camus wrote on Algeria… Camus’s writing on Kabylia is a marvel of eloquence. His sympathy for the people, his critique of the colonial regime, his pain over the injustices that he witnesses—all thrilling. Seventy years after he wrote these pieces the reader is still penetrated by their literary beauty. But at no time in Algerian Chronicles are we listening to the speaking voice of a revolutionary. It is the voice of a despairing citizen who does not want his country’s government overthrown; he wants it to do better by its people. He wants France to remain in Algeria, but to honor its own founding myths of liberty, equality, and fraternity. The pieces in Algerian Chronicles that were written years later in France, during the war for independence, are repetitive pleas for each side to stop demonizing the other, for human decency to prevail. -- Vivian Gornick * Boston Review *Camus’s liberal admirers saw his insistence on a peaceful resolution to the [Algerian struggle for independence], his condemnation of violence on both sides, as further proof of his moral integrity. Meanwhile, his leftist critics saw his moderation as a species of evasion, condemning his failure to come down clearly on the side of Algerian liberation. Today, when North Africa is once again the scene of revolutionary violence and the relations between the West and its former Arab colonies remain dangerously fraught, the debate about Camus and Algeria still resonates. -- Adam Kirsch * The Daily Beast *Magnificently eloquent and courageous… Even today, admirers of Camus sometimes worry that his radiant bravery and integrity were compromised by a colonial kid’s blind spot when it came to Arab Algerians. The Chronicles—authoritatively edited by Alice Kaplan—should quell that doubt forever. From meticulous reports on poverty and prejudice in 1930s Kabylia to the great speech in Algiers in 1956, when right-wing thugs shouted down his heartfelt call for a civilian truce, every page speaks of his honesty, his compassion, his empathy. -- Boyd Tonkin * The Independent *The singular importance of Algerian Chronicles is that it brings together for the first time in English all of Camus’s writings on Algeria, ranging over his early journalism covering the famine in Kabyle in 1939 to his appeals for reason and justice in Algeria in 1958. Beautifully translated by Arthur Goldhammer, they reveal Camus not so much as a philosopher (or ‘ponderous metaphysician’ as Said called him) but as something like a French George Orwell. Certainly, in all these essays he demonstrates a most un-Parisian aversion to abstraction and a taste for the concrete detail that reveals the reality of a situation… There is a new generation of readers in Algeria who are beginning to understand how [Camus] felt: torn between opposing forms of terror, neither of which promised justice or redemption. Algerian Chronicles is a beautiful and significant illustration of the complexities of that dilemma. -- Andrew Hussey * Literary Review *History has proven Camus right when he warned in 1955 that those who support terror and call for massacres, ‘no matter which camp they come from and no matter what argument or folly drives them, are in fact calling for their own destruction.’ A lesson the world, alas, has still not learned. -- Micah Mattix * New Criterion *Among the French writers, not too many people in those days, back in the 1930s, appeared to care one way or another about Algeria and its poverty. You could read about the erotic and exotic dream-life of André Gide, but not about injustice. Camus was a pioneer. -- Paul Berman * New Republic *Algerian Chronicles…has been invisibly translated by Arthur Goldhammer and prefaced perceptively by Alice Kaplan… All [the essays] are a model of engaged journalism: scrupulous and exhaustive in the facts, telling in colorful anecdote, reasoned in argument, with no hint of sarcasm or anger. Apart from their historical interest, Camus’s essays show us two things. One is it is possible to be politically engaged without foaming at the mouth. The other is the more things change in what historian Ian Morris calls ‘the arc of instability,’ from central Africa to Pakistan, the more they stay the same. Further, they remind us that a great deal of the horror going on there today is the legacy of 19th-century European colonialism and superpower maneuvering in the Cold War… Through all these bloody convulsions and those of the wider region, Camus’s central call—to spare the lives of noncombatants—echoes still… After Iraq, after Syria, after the still unexplained suspension of international law in deadly American drone strikes, after the constant bombing of marketplaces and mosques now that asymmetrical war has made obsolete the Geneva Conventions, Camus’s voice seems naively idealistic. The world needs that kind of naivete more than ever. -- Miriam Cosic * The Australian *Despite his lucidity and his avowed anti-colonialism, Camus during his lifetime failed to accept that Algeria should or could be permanently separated from France; and, as Kaplan rightly points out, his premature death in 1960 means that we can never know how he would have reacted to the agreements enacting that separation… At the same time, as a record of passionate insights into the processes involved, the book still makes absorbing reading, not least because of the many portentous analogies between what happened in Algeria and what is happening in much of our world today… Algerian Chronicles is infused with bitter-sweet nostalgia for a personal lost paradise, a not infrequent ingredient of Camus’s writing generally. But the book transmits a wider angry grief in its demonstration that the most humane and reasoned ideals seldom work to diminish the destructive and self-mutilating brutalities that humanity, endlessly, inflicts on itself. Camus has been well served here by Arthur Goldhammer, who is probably the most gifted living translator into English of French texts. Goldhammer, in his translator’s note, describes the challenges of capturing the purity, restraint, and discipline of Camus’s prose; and he expresses the hope that his work has done justice to what he calls ‘a precious document of a soul’s torment lived in real rather than eternal time.’ He need not have worried: the author’s voice resounds with eerie clarity. -- Colin Nettlebeck * Australian Book Review *[Algerian Chronicles] has not, for the most part, been regarded as one of Camus’s ‘important’ works… This is, perhaps, an oversight. At a historical moment when it seems crucial to the human prospect to think intelligently about terrorism and other forms of political violence, the thinking Camus does in Algerian Chronicles may strike us, if we open ourselves to it, as necessary, cogent, and sane… What is clear from Algerian Chronicles is that Camus’s compassion could be triggered by the suffering of any human being, and that his political and moral concern was with any innocent person who might be made the victim of violence in the name of any political cause… Algerian Chronicles may have suffered the fate of being published at a time when those who most needed to hear what it had to say were entirely unable to read it with an open mind. It is possible that, now that some decades have passed, it will find a second life. We Americans would be well advised to pay it serious attention. After more than a decade in which the United States has chosen to respond to the specter of lawless terrorism with forms of violence some have regarded as state-sanctioned terrorism—years during which, as in the Algerian war, the violence inflicted by each side has been used to justify the violence inflicted by the other, and during which the use of torture by American military and security forces has been not only condoned but applauded by a large segment of the American citizenry—Camus’s reflections on these subjects seem to address us directly. -- Troy Jollimore * Barnes & Noble Review *Camus’s Algerian political pieces, collected and published in 1956, have now been lucidly translated by Arthur Goldhammer and edited along with some additional material by Yale’s Alice Kaplan. Their appearance in France was met by something worse than attack: virtual indifference. The bloodshed had gone on too long; proposals for compromise, integration, and a sharing of power were well past their sell-by date. History is less reasonable than words and can move faster; Camus’s words, sensible and moving, were left behind; he arrived at the station after the train had left… He unhesitatingly denounced the harshly unjust treatment of the Muslim majority; its exclusion from political power, its economic exploitation, the fact, for instance, that its wartime food ration was inferior to that of the settlers. He forcefully called for equitable economic partnership between the two populations, equal rights, and a shared political role. -- Richard Eder * Boston Globe *Camus’ writing is shot through with appeals to the moral sense of his audience. And it is his own moral sense that makes the occasional writing collected here still so readable… After years of neglect and rejection, Camus is being rediscovered in Algeria. In the 1990s, Algeria endured another decade of bloody civil strife, this time between the Algerian army and Islamic insurgents. The questions Camus raised about common guilt, forgiveness, justice, and who is a true Algerian have been recognized as relevant once more. -- Gerald J. Rusello * Commonweal *The last time [Camus] had spoken out on Algeria had been in January 1956 on a visit to Algiers, when he had called for a civilian truce between French colonialists and the Arab-dominated National Liberation Front (FLN). For his trouble he received death threats from the colonialists and scornful rejection by the FLN. At the risk of being labeled a coward, Camus decided to keep his peace. This silence lasted until 1958 when he published Actuelles III, a selection of essays and articles outlining his position on Algeria. Some of these writings were translated into English for Resistance, Rebellion and Death (1960) but others, such as his early forays into journalism for the anti-colonialist newspaper Alger Républicain, appear for the first time in this new translation of the 1958 collection. Algerian Chronicles also includes two letters that Camus wrote to French president René Coty in 1957 beseeching him to pardon several captured FLN members. That Camus should have been working behind the scenes to save the separatists whose violence he so abhorred speaks volumes about this complex man. -- Tobias Grey * Financial Times *Camus’s tortured words may profitably be reconsidered half a century later, with the benefit of hindsight as regards Algeria’s traumatic accession to independence, which included the mass exodus of the territory’s settler population. Algeria’s history since 1962, and particularly the ‘black decade’ of civil war in the 1990s between the military-backed government and Islamist rebels, also casts new light on these texts, underscoring their contemporary relevance. Camus’s alternately angry and anguished engagement is made readily accessible to an English-speaking audience in Arthur Goldhammer’s sensitive rendering… As the Franco-Algerian memory wars continue to rage—significantly, the French state acknowledged that the 1954–62 ‘events’ had been a war only in 1999—this new translation offers a welcome opportunity to engage with the political soul-searching of a major figure who, as the American historian James Le Sueur has argued, may have been wrong about Algeria but may also have been right to be wrong. -- Philip Dine * Irish Times *Essentially, Algerian Chronicles surveys the making of a metaphysical rebel, Camus himself. In his world, like ours, riven by mindless extremism and terrorism, he sought moderation, toleration and humanity. He is being reread today, without post-colonial prejudice, as a means to engage our comparable metaphysical condition. ‘The role of the intellectual is to seek by his own lights to make out the respective limits of force and justice in each camp,’ he contended in 1958. ‘It is to explain the meaning of words in such a way as to sober minds and calm fanaticisms, even if this means working against the grain.’ Algerian Chronicles reminds that Camus accepted that lonely, singular role with inspiring courage and commitment. -- Phillip C. Naylor * Milwaukee Journal-Sentinel *In his own lifetime, [Camus] was criticized for keeping quiet as his Algerian homeland slipped into crisis; then, when in 1958 he published this eloquent and passionate plea for understanding, the hush from the reviewers was deafening… As one of over a million pieds noirs himself, he was better placed than any of his comrades on the French Left to appreciate the inadequacy of the opposition they drew between cruel colonialists and a suffering Arab mass. ‘Day after day,’ he says, ‘these simplifications prove, in a sort of reductio absurdum, that in Algeria the French and the Arabs are condemned either to live together or to die together.’ Whether he was ultimately right is open to question: he certainly paid a high price for his nuanced view of the situation. -- Michael Kerrigan * The Scotsman *[Camus’s] writing about Algeria confounds the persistent accusation that he was a metropolitan Frenchman… Some of his finest writing is here. -- Brian Morton * Sunday Herald *Albert Camus’ astonishing Algerian Chronicles, published in the strife-torn France of 1958, has never before been translated. Its even-handedness appalled both Left and Right in France, but the book, beautifully translated by Arthur Goldhammer and introduced by Alice Kaplan, has a probity and an eloquence that make it an enthralling read as the post-colonial Muslim world further unravels around us. -- Lucy Beckett * The Tablet *Read today, the articles brim with [Camus’s] trademark Mediterranean passion, the sensibility that lent all his literary works their moral and lyrical depth… Prove[s] indispensable to a fuller understanding of the intellectual history of 20th-century Europe. -- Arlice Davenport * Wichita Eagle *Timeless musings on torture, terror, assimilation and extremism… Ultimately, [Camus’s] writing represents a moral plea for an idealism beyond politics. * Kirkus Reviews *This first English translation of his Chroniques Algériennes (1958) proves parochial and universal, timely and timeless… The impassioned, politically committed Camus addresses issues that feel as current today as they did more than 50 years ago. * Publishers Weekly (starred review) *

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Book SynopsisThe untold story of the root cause of America's education crisis - and the seemingly endless cycle of multigenerational poverty.

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Book SynopsisThis book examines recent changes in media education and in young people's lives, and provides an accessible set of principles on which the media curriculum should be based, with a clear rationale for pedagogic practice.Trade ReviewDavid Buckingham takes the pulse of media education today, insightfully surveying the field, probing the debates and controversies, assessing out motives for teaching the media but leaving us a road map for map for the future. Covering both analysis and production, including the new digital technologies, this book is a must-have for the serious media teacher.’ Barry Duncan, media education consultant, Toronto ‘Media Education offers a comprehension overview of the debates, the theories and the principles that have underprinned the teaching of media, and makes a clear and urgent case for how it should proceed in the future. Buckingham provides a thorough and convincing rationale for a form of media education that is both theoretically sound and practically possible.’ Dr Sue Turnbell, La Trobe University ‘Buckingham marshals all his considerable talent to define the field of media education in an engaging and compelling style. This inspiring book moves educational reform ahead by light years.’ Kathleen Tyner, author of Literacy in a Digital WorldTable of ContentsPreface and Acknowledgments. Part I: Rationales:. 1. Why Teach the Media?. 2. New Media Childhoods. 3. Media Literacies. Part II: The State of the Art:. 4. Defining the Field. 5. Classroom Strategies. 6. Locating Media Education. Part III: Media Learning:. 7. Becoming Critical. 8. Getting Creative. 9. Defining Pedagogy. Part IV: New Directions:. 10. Politics, Pleasure and Play. 11. Digital Literacies. 12. New Sites of Learning. References. Index

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Book SynopsisThis text offers innovative, multi-disciplinary perspectives on the subject of play in a range of environments: the classroom, playground, home, and local community. Chapters include observation notes, case studies and comprehensive illustrations of ideas in action, as well as encouragement for the reader to stop and reflect on their own practice with questions for consideration. Extensively revised and with new contributions, this third edition explores the theory and clearly demonstrates how to take the theory from the academic classroom and apply it to practice in a child's setting. New features include: an up-to-date exploration of the latest policy developments and research, including Ofsted's 2015 Early Years Report and the 2017 EYFS Statutory Framework an exploration of globalisation and technology, and critical analysis of childrenâs leisure time, screen interaction and virtual experiences international perspectives on plTable of ContentsForeword Introduction Section 1: The Value of Play? Psychological, Educational and Playwork Perspectives Chapter 1. Three Perspectives on Play Pam Jarvis, Avril Brock, Fraser Brown Chapter 2. ‘We Don’t Play Like That Here’: Social, Cultural and Gender Perspectives on Play Yinka Olusoga Section 2: Children at Play: A Journey through the Years (0–11) Chapter 3. Curriculum and Pedagogy of Play: A Multitude of Perspectives? Avril Brock Chapter 4. Born to Play: Babies and Toddlers Playing Avril Brock, Pam Jarvis Chapter 5. Playing in the Early Years: At Liberty to Play – Not Only Legal but also Statutory! Avril Brock Chapter 6. Play, Children and Primary Schools Yinka Olusoga, Bev Keen Section 3: Supporting Children’s Play Chapter 7. Building ‘Social Hardiness’ for Life: Rough and Tumble Play in the Early Years of Primary School Pam Jarvis Chapter 8. Play for Children with Special Educational Needs Verna Kilburn, Kären Mills Chapter 9. Playwork Fraser Brown Chapter 10. Opening Play: Research into Play and Dramatherapy Phil Jones, Sue Elmer Section 4: Concluding Perspectives Chapter 11. A Place to Play: Online and Offline in the 21st Century Pam Jarvis Glossary Index

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Book SynopsisThis class indicator is an excellent tool which assesses the levels of emotional literacy that operate either in a class or small group. It can be read out to younger children or used independently by older pupils. The indicator is unique in that it takes into account the fact that we all respond differently in different environments. Thus it is designed to be answered anonymously and to reflect the future of that specific group as a whole. Classes and groups who have used this have found it very empowering because it reflects so accurately where the emotional and social strengths of the group lie and where their barriers to success are. This makes it easier for classes to devise goals for themselves on aspects such as communication or conflict handling. Small amounts of focused work on these have made bid differences to the quality of the class experience for everyone.

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Book SynopsisThis book is designed for teachers and speech & language therapists working in the fields of language and literacy, and concerned with developing inferencing skills in their students. The ability to draw inference is a crucial element in the comprehension of written language, and this resource will be a valuable aid in mainstream classes throughout Key Stage 2. It is especially appropriate for work with children with speech, language and communication needs and those on the autistic spectrum, who are likely to have particular difficulty understanding inference. The book contains a collection of 300 texts which are graded and lead the student gradually from simple tasks with picture support and plentiful clues to more challenging scenarios where true inference is required. The texts can be used with whole classes, groups and individual children.Trade Review"The sheer large number of examples available (300 texts) allows for a number of sessions to be focused around inferencing without repetition (or boredom) to occur, the examples are very diverse but also clear and applicable to the children in my caseload. Scenarios are very much reflective of everyday life situations which the child will encounter at some point (Kudos for generalisation of therapy skills!). Photocopiable pages! A therapist’s dream come true, photocopy an example and make your session interactive, highlighting and/or underlining important text before asking the question allows the child an opportunity to evaluate the importance of key texts.So if you are considering new resources for your inferencing therapy sessions, I’d say ‘Go for it’, incredibly useful resource. You won’t run out of things to do." — Kalifa, London Speech TherapyTable of ContentsIntroduction Part 1: Action, Place, Occupation, Object, Instrument Part 2: Category, Problem–solution, Cause–effect, Time, Character/feelings, Record sheet

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Book SynopsisElla O'Connor desperately wants to tell a story, but every time she opens her mouth, her words disappear. Will she ever discover the joy of becoming a storyteller and unlock the secret that ideas and stories can be found everywhere?This beautifully illustrated story book explores a common situation that arises for children and teachers taking part in Helicopter Stories, and allows the children to explore their feelings in a sensitive and supportive environment. The story is accompanied by teacher's notes on how to use the book with young children, along with questions and discussion prompts that can be incorporated into the curriculum.In a class where Helicopter Stories take place on a regular basis, I Can't Remember offers an empowering solution for those moments when a child can't think of anything to say. It is part of the Helicopter Stories Tale series, a valuable and visually captivating resource for all Early Years educators using storytelling and sTrade Review"These picture books bring to life the magic of Storytelling and Story Acting. The authentic examples and quandaries are compelling. Trisha gives advice based on her vast experience but also includes the voice of Vivian Gussin Paley herself. This book will be an invaluable resource for anyone who is developing the art of Helicopter Stories in their setting." Anna Ephgrave has written five books around the topic of "Planning in the Moment". "Childhood deserves to spend its days in an immersive world of story and make-believe, and yet again, Trisha shows us how. The rich possibilities she has created here enable an exploration, not only of Helicopter Stories, but of who we are in the kingdom of play. A true adventure awaits you within its pages.Holding hands with Trisha’s words are the wonderful illustrations of Amie Taylor, that turn up the dial of imagination and invite us in to story dream even more" Greg Bottrill, author of Can I Go and Play Now – Rethinking the Early Years and School and the Magic of Children "Trisha Lee has written a lovely, accessible set of stories that can be dramatized through the Vivian Gussin Paley method. It is set in Fiona Fable's classroom who knows that every child has a story inside them, and her job is to find a way to let those stories out. These stories bring to light the importance of children being able to tell their stories right here and right now. It’s a beautiful and natural way of allowing children to address their worries, share their ideas and catch a glimpse of their imaginations. We have used this approach for many years at LEYF and it has made us so much more alert to the power of storytelling. Everyone has a story, and this book gives you the tools to make this part of your daily life of any classroom. It tells the teacher to watch very carefully, and you will see the children’s stories dancing through the air. It is joyful."June O’Sullivan, CEO of London Early Years Foundation and author of numerous publications about the Early Years.Table of Contents1) Introduction2) Story Spread3) Teachers Notes

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Book SynopsisOliver really wants to play a princess in Ariana's story. He stops, confused, when some of the other boys laugh. But when Noah, the new boy, refuses to take any notice of the laughter, Oliver discovers that there is another way... This beautifully illustrated story book explores a common situation that arises for children and teachers taking part in Helicopter Stories and allows the children to explore their feelings in a sensitive and supportive environment. The story is accompanied by teacher's notes on how to use the book with young children along with questions and discussion prompts that can be incorporated into the curriculum. In a class where Helicopter Stories take place on a regular basis, It's Only Pretend explores issues around gender that might come up in story acting. It is part of the Helicopter Stories Tale series, a valuable and visually captivating resource for all Early Years educators using storytelling and story acting with their childTrade Review"These picture books bring to life the magic of Storytelling and Story Acting. The authentic examples and quandaries are compelling. Trisha gives advice based on her vast experience but also includes the voice of Vivian Gussin Paley herself. This book will be an invaluable resource for anyone who is developing the art of Helicopter Stories in their setting." Anna Ephgrave has written five books around the topic of "Planning in the Moment". "Childhood deserves to spend its days in an immersive world of story and make-believe, and yet again, Trisha shows us how. The rich possibilities she has created here enable an exploration, not only of Helicopter Stories, but of who we are in the kingdom of play. A true adventure awaits you within its pages.Holding hands with Trisha’s words are the wonderful illustrations of Amie Taylor, that turn up the dial of imagination and invite us in to story dream even more" Greg Bottrill, author of Can I Go and Play Now – Rethinking the Early Years and School and the Magic of Children "Trisha Lee has written a lovely, accessible set of stories that can be dramatized through the Vivian Gussin Paley method. It is set in Fiona Fable's classroom who knows that every child has a story inside them, and her job is to find a way to let those stories out. These stories bring to light the importance of children being able to tell their stories right here and right now. It’s a beautiful and natural way of allowing children to address their worries, share their ideas and catch a glimpse of their imaginations. We have used this approach for many years at LEYF and it has made us so much more alert to the power of storytelling. Everyone has a story, and this book gives you the tools to make this part of your daily life of any classroom. It tells the teacher to watch very carefully, and you will see the children’s stories dancing through the air. It is joyful."June O’Sullivan, CEO of London Early Years Foundation and author of numerous publications about the Early Years.Table of Contents1) Introduction2) Story Spread3) Teachers Notes

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Book SynopsisRe-Theorising Learning and Research Methods in Learning Research explores the latest developments in the field of learning theory, offering an overview of emerging methods and demonstrating how recent research contributes to furthering understanding of learning. This book illustrates how theory and methods inform one another, facilitating advancements in the field, while addressing the ways in which societal and technological change create a need for adapting approaches to examining learning. Drawing on an international team of contributors, this book comprises 17 chapters and three commentaries, thematically organised into three broad sections: emerging theories and conceptualisations of learning and how they drive methodological development new methods or innovative use of existing methods and their contribution to theory development theories and methods that emerge in connection with societal changes Both novice researchers aTable of Contents1 Researching the learning of knowledge transformation; 2 Ecological perspectives on learning and methodological implications for research; 3 Dialogic learning with the ‘more-than-human world’: Insights from posthuman theorising; 4 Learning in dialogues through aesthetic experiences. Some theoretical and methodological issues; 5 Analytical-methodological entanglements. On learning to (re)notice what, where, when, why and by whom in the re-search enterprise; 6 Commentary on Section A: Theoretical research driving methodological development; 7 The dynamics of social networks: Towards a better understanding of selection and influence mechanisms in social capital building; 8 Making visible what seems to be invisible in mathematical problem-solving: Integrating qualitative methods; 9 Towards a cognitive theory of visual expertise: Methods of inquiry; 10 The multi-method autobiographical approach and its contribution to the Funds of Identity theory; 11 Methodological explorations of the study of access, inclusion and participation in and across digital/physical space and time boundaries.; 12 Untangling sociomateriality: Tracing socio-discursive and materially embodied aspects of knowledge-creating learning through Making-Process Rugs; 13 Reflection – How methodological innovation contributes to theory development: A new materialist approach; 14 Learning analytics and societal challenges: capturing value for education and learning ; 15 Distributed design: Learning to work with novel potentialities of digital 3D technology; 16 Hybridizing in and out-of-school learning; 18 Using mixed methods social network analysis to study teacher collaboration for migrant inclusion in a Swedish school; 19 Utopian Methodologies to Address the Social and Ecological Crises Through Educational Research; 20 Research on learning during times of crisis

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Book SynopsisDescriptosaurus Personal Writing provides young writers with an opportunity to link their personal lives and school experiences, and gives writing a meaningful and personal context. It is a resource that will guide and scaffold students to produce vivid, powerful, descriptive and meaningful personal texts, and, acting as a springboard for other genres, will dramatically improve the quality of their writing in all areas.It provides a detailed step-by-step guide through the writing process by using personal narratives to develop the skills, knowledge and understanding of writing a text. It demonstrates different techniques, and provides useful tips and suggestions on how to revise a text and transform it into a powerful, descriptive personal narrative. With prompts, plans, methods and models for poetry and prose, this book helps tackle each stage of the writing process from planning and writing a first draft to revising and editing.Descriptosaurus Personal WritiTrade Review"Are you looking for ways to support personal writing? This accessible book is packed with ideas to help young writers use their memories, feelings and experiences and lean on their lives. This will help to support their development as writers and build a writing community in your classroom. A community of diverse and engaged writers."Teresa Cremin, Professor of Education, The Open University, UK"Supporting young children to write their own personal story can be one of the most enjoyable acts in all of teaching. And yet, young children require ample support to find their voice and to craft a compelling narrative. Alison Wilcox, in her book, Descriptosaurus Personal Writing, offers teachers a brilliantly accessible resource to help with that challenge of supporting young writers. By offering purposely prompts, exciting exemplification, along with accessible guidance, Wilcox offers teachers a timely tools help grow great young writers."Alex Quigley, Author of Closing the Reading Gap and Closing the Vocabulary Gap"Are you looking for ways to support personal writing? This accessible book is packed with ideas to help young writers use their memories, feelings and experiences and lean on their lives. This will help to support their development as writers and build a writing community in your classroom. A community of diverse and engaged writers."Teresa Cremin, Professor of Education, The Open University, UK"Supporting young children to write their own personal story can be one of the most enjoyable acts in all of teaching. And yet, young children require ample support to find their voice and to craft a compelling narrative. Alison Wilcox, in her book, Descriptosaurus Personal Writing, offers teachers a brilliantly accessible resource to help with that challenge of supporting young writers. By offering purposeful prompts, exciting exemplification, along with accessible guidance, Wilcox provides teachers with a timely tool to help grow great young writers."Alex Quigley, author of Closing the Reading Gap and Closing the Vocabulary GapTable of ContentsIntroduction 1. The Writing Process 2. Making Learning Visible in the Writing Process 3. Personal Narrative Writing: A Springboard for Other Forms of Writing 4. What is Personal Narrative Writing? 5. Getting Started: A Writing Journal & Poetry 6. Prompts 7. External Sources as Writing Prompts 8. Plot Outlines 9. Writing a First Draft 10. The Revision Process 11. Revising Action Scenes 12. Setting PART A: Setting as the Key Element PART B: Setting as part of the Personal Narrative 13. Character 14. Dialogue 15. Reflections 16. Editing APPENDIX

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Book SynopsisIf there is one thing that school leaders need to get right, it is school culture. When they do, children learn more and colleagues have a stronger sense of purpose - they are more motivated and ultimately more fulfilled. Creating a strong culture and a positive climate requires an understanding of the complexity of school life and this begins by building knowledge. This book supports leaders to do just that.Drawing on ideas from different domains, this insightful book reveals the role of concepts such as autonomy and trust in school improvement. Each chapter sets out the specific knowledge and expertise required by school leaders for great cultural leadership and offers practical examples and case studies to show how they can be applied in different school contexts.Creating a Strong Culture and Positive Climate in Schools is an essential lens through which to examine the common problems faced by school leaders. It is invaluable reading for all those wanting to Table of ContentsIntroduction, Part 1. Why do leaders need to pay attention to culture and climate?, 1. What is culture and why is it important?, 2. Extensive domain specific knowledge is required to create a strong culture and positive climate, 3. Setting our school’s strategic direction, Part 2. What do leaders need to know about culture and climate?, Preamble: What does it take for school leaders to learn about culture and climate from other domains?, 4. What do high performing teams have in common?, 5. The power of expectations, 6. Harnessing the drivers of motivation, 7. High levels of trust are required to improve outcomes for children, Part 3. How do leaders go about culture change?, Preamble: Culture change, 8. Influencing culture as a new leader, 9. Influencing culture as an established leader, 10. Why measuring culture is futile and evaluating it is not much better

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Book SynopsisCareer Pathways in Adult Education showcases the wide-ranging possibilities for a satisfying career in the field of adult education.Along with practical advice for launching and advancing a career in adult education, this book includes personal stories and insights from adult education professionals which focus on the research, practices, programs, and services within multiple industries. Divided into two parts, the book begins by examining transferable skills that adult educators need to be successful in any adult education career. Chapters in the second part focus on specific career opportunities for those with adult education backgrounds, including discussions around career lifecycle from entry to advancement, career development, and future trends. Written by active practitioners in adult education, chapters are designed to be practical, informative, and thought-provoking regarding career entry, progression, development, and advancement.A truly one-of-a-kinTrade Review"Career Pathways in Adult Education is a well-timed resource. The authors crafted together a wealth of information and expertise for current and future practitioners. I recommend it as a required read for those exploring alternative career paths."-Anthony C. Adkisson, PhD., Principal Technical Assistant Consultant, American Institutes for Research"Career Pathways in Adult Education is a long-awaited resource answering the question, 'What can I do with a degree in adult education?' This excellent book is well conceptualized, drawing from research and practitioner experiences to provide an expansive portrait of possible careers. A complementary resource for the Foundations of Adult Education."-Mary V. Alfred, PhD., Professor Emerita, Texas A&M University"Career Pathways in Adult Education will be valuable to those learning about the field of adult education for the first time as well as those seeking to transfer their adult education experiences and skills to a different segment of the field."-Ronald M. Cervero, PhD., Professor and Deputy Director, Health Professions Education, Uniformed Services University of the Health Sciences"This book thoughtfully details a wide-ranging exploration of adult education opportunities for professionals to enhance their skills and careers. The authors provide a toolbox of expertise to build a foundation for instructional and administrative success in adult education. A must-read for anyone striving to impact lifelong learners!"-Kelly Mobray, Director of Adult Education, Salina Public SchoolsTable of ContentsContentsForewordVanessa Sheared, Immediate Past President, AAACEPrefaceAbout the EditorsList of ContributorsIntroduction: A Career in Adult EducationE. Paulette Isaac-Savage, Paul G. Putman, and Catherine H. Monaghan Part I: Primary Skills of an Adult EducatorChapter 1: Overview of the Field of Adult EducationKayon Murray-Johnson and Jovita M. Ross-GordonChapter 2: Practical Skills for Teaching Adults Wendy Green and Alexander HoffmanChapter 3: Facilitation Skills Casandra BlassingameChapter 4: Program Planning Skills Christy M. Rhodes and Steven W. SchmidtChapter 5: Assessment, Evaluation, and Educational Research Skills Lilian H. HillChapter 6: Technology SkillsMichael D. PorterfieldPart II: Practitioner’s VoicesChapter 7: Adult Basic Education/English as a Second Language/Family Literacy Stephanie W. CollinsChapter 8: Adult Environmental EducationWendy GriswoldChapter 9: Community-based Adult EducationHleziphi Naomie NyanungoChapter 10: ConsultingCathryn A. Hennes Chapter 11: Corporate Training, Global Learning and Talent ManagementMurray Winland and Catherine H. Monaghan Chapter 12: Correctional EducationRosary-Joyce Kennedy Chapter 13: Cultural Institutions and Museum EducationClaire AldenhuysenChapter 14: Diversity, Equity, and InclusionIan C. Barrett Chapter 15: Health Professions EducationMichael L. RowlandChapter 16: Military EducationRoyce Ann Collins and James B. MartinChapter 17: The Nonprofit SectorPaul G. PutmanChapter 18: Online Learning and Instructional Design Caryn Lanzo and Michael D. PorterfieldChapter 19: Policy Leadership in Adult Education ReformElizabeth A. Roumell, Alexis T. Cherewka, and Aaron J. ReynaChapter 20: Professional Development within the K-12 SettingChristina MeechaChapter 21: Professional OrganizationsShawna L. StricklandChapter 22: Religious EducationTrammell L. Bristol Chapter 23: Workforce Development Careers Yvonne Hunter-JohnsonConclusion: Creating a Career in Adult EducationAppendixIndex

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Book SynopsisThis book is full of ideas about how social work education can confront the individualising and often blaming form of social work that neoliberalism ushered in four decades ago. Radical social work is an approach to social work that has, at its heart, the departure from solely behavioural, moral or psychological understanding of service users' problems. Social work had originally been concerned with the moral character of people in trouble (usually poor people), making a clear division between those who were deserving' of help and those who were undeserving'. The rise of science and the psy' disciplines then led to psychological explanations for the difficulties people found themselves in.Both explanations for social problems moral and psychological with their narrow focus on the individual have been enjoying a renaissance in recent times with the neoliberal self-sufficiency narrative (moral) and the more recent focus on trauma (psychological). Radical social work chalTable of Contents1. Introduction 2. Trapped in discourse? Obstacles to meaningful social work education, research, and practice within the neoliberal university 3. Theoretical frameworks in social work education: a scoping review 4. Resisting neoliberalism in social work education: learning, teaching, and performing human rights and social justice in England and Spain 5. Promoting youth-directed social change: engaging transformational critical practice 6. Educating for critical social work practice in mental health 7. Strengthened by challenges: the path of the social work education in Ethiopia 8. Using creative modalities to resist discourses of individualization and blame in social work education 9. Resident participation as learning and action – a participatory action learning project in social work education 10. Transforming social work’s potential in the field: a radical framework

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Book SynopsisTeaching Classroom Controversies is the essential guide for all teachers trying to navigate their way through issues of controversy in the age of fake news' and alternative facts'. Arguing that schools have a key role to help turn the tide and promote intellectual humility and openness, the book shows teachers how they can set the boundaries to ensure a purposeful learning environment that thinks about controversy in terms of evidence, reasoned argument, and critical reflection.Drawing on the latest research, the first part of the book provides frameworks for teaching and learning about controversy, including how to facilitate respectful discussion, the biases that impact student beliefs, and the pedagogical techniques that should be applied in the classroom. The second part offers practical guidance on how to teach the most contentious issues facing young children and teenagers in society today, dealing with wide-ranging questions such as:Is Santa Claus reTrade Review"In this remarkable book, Bezalel charts a path through some of the hottest and "explosive" issues in contemporary discourse. Teachers are often expected to be able to discuss fraught issues like transgenderism or the Israel-Palestine conflict, an expectation that does not match their confidence in their own knowledge and ability to do so. Despite this, we owe it to our students to be well-informed and to be able to help them delve into these topics in a non-judgmental, safe and supportive way, but until now there has been no single resource that is scholarly, meticulously well-researched and clear enough to help us do this. Bezalel's book fits this role perfectly and promises to act as a support for teachers in tackling these controversies." Adam Boxer, Head of Science at Totteridge Academy in London and Education Director for Carousel Learning "We live in a time when social forces within and outside of our school systems push to discourage teachers from dealing with controversial subject matters in their classrooms. Yet the need for teachers to continue to do so has never been greater. Glenn Bezalel’s book, Teaching Classroom Controversies, presents a compelling case for teaching controversial issues, and offers solid and practical advice for how to do so effectively. Helping young people to think through controversial issues is central to the aims of education, for in doing so they learn how to weigh and evaluate knowledge claims and competing value positions, which is both an essential life lesson and a central civic virtue for democratic citizens. The second part of the book, a “handbook for teaching controversy,” provides useful guidelines for teacher-led classroom discussion and debate, along with specific examples for how to put these principles to work. The book is consistently fair and sensible, and provides a reminder that these are still achievable." Nicholas C. Burbules, Edward William and Jane Marr Gutgsell Professor, Department of Education Policy, Organization and Leadership, University of Illinois, Urbana-Champaign “I’ve really enjoyed this book. It will definitely make students and teachers think.” Richard Davis, Head of Religion & Philosophy at Haberdashers' Boys' School "In an age of social media, where opinions are often elevated above facts and disagreement can mean exclusion, many teachers are reluctant to tackle controversial issues in the classroom. Glenn Bezalel makes a compelling case for honest discussion and active citizenship – and the important role of education in modelling these skills. From theory to classroom reality, this is an important and timely book – an indispensable guide to all things controversial." Dr Jeremy Hall, Editor of Dialogue Journal "This is an excellent and timely book that every teacher and parent needs to read. Bezalel deals with the most controversial topics of concern for children and teenagers in a fair and in-depth way, helping teachers to navigate their way through the trickiest of debates that come up in the classroom." Sophie Hussey, Head of Religion & Philosophy at Yarm School Glenn Bezalel’s book is a much-needed, scholarly and thorough exploration of the topic of controversy, where it sits in the twenty-first century and why it has become such a thorny and almost insurmountable issue in schools and in the wider world. Bezalel’s lens is highly intelligent and perceptive. In the first part of his book, he looks at controversy from every possible angle and sets out why it has in some ways become something that some academics, college vice-chancellors and headteachers are doing their best to avoid at all costs, when really the discussion and debate of opposing viewpoints is the cornerstone of any successful democracy or society that claims to believe in freedom of speech and of conscience. The second part sets out valuable strategies that teachers can deploy in order to introduce, tackle and officiate over the successful discussion of controversies in the classroom; this includes when a controversial topic unexpectedly arises in a lesson or setting up a successful discussion of a knowingly controversial topic in a lesson. At this time in our development as a nation, we are constantly seeking to navigate our way through highly-charged notions such as cancel culture, free speech, hate speech and safe spaces. It is key that we are able to listen to those with whom we disagree and that we can also all also voice our own views without fear of being shouted down or told that we are just plain wrong. What I loved about this book most is that it is consistently and infectiously optimistic-yes there is a problem, we are told, but here are some ways we can tackle it. Anyone who has a dearly-held love of freedom, free speech and who has desire to ensure that these are to be cherished and held dear by rigorous, reasoned discussion and debate will find that this is the book they have been waiting for. Clare Wagner, Head of The Henrietta Barnett School "Teaching Classroom Controversies could not have arrived at a better moment in the history of classroom life. In this incisive, practical and beautifully written book for teachers, Glenn Bezalel demonstrates why critical thinking in education matters more than ever and provides the reader with a highly accessible account of how to nurture it in a time where the capacity to speak ‘truth to power’ and the role of the critical thinker is in crises in modern educational institutions globally. Importantly too, Bezalel confronts the practical puzzles of ‘controversy’ that continue to baffle most educators in the midst of the culture wars and demystifies them for the teacher seeking to promote criticality in the classroom. Teaching Classroom Controversies offers a complete re-evaluation of how to address our current political reality in the imaginative realm of the classroom." Professor Jo-Anne Dillabough, Faculty of Education, Universtiy of Cambridge Table of ContentsIntroduction Part I. 1. Why teach controversy? 2. The Controversy of Controversy 3. The Rules of Engagement 4. Mental Toolkit Part II. Your Guide to the Guides Practical Guide to Controversy Is Santa Claus real? Do I have a ‘normal’ family? Surely no one can disagree with the idea that ‘love is love’? Are transwomen, women? Who’s to blame for the Israeli-Palestinian conflict? Should there be any limits on free speech? Being ‘Woke’ just means being kind to others, especially vulnerable people. How can anyone disagree with that? You don’t really believe what the government / media is telling us…? Is the Holocaust a hoax? You don’t really believe in climate change? It’s obviously a hoax! Afterword

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Book SynopsisNow in its second edition, Teaching Primary English is a bestselling, comprehensive, evidence-informed guide designed to support and inspire teaching and learning in the primary school. Written in a clear and accessible way, it draws on the very latest research and theory to describe and exemplify a full and rich English curriculum. It offers those on teacher training courses, as well as qualified teachers who are looking to develop their practice, invaluable subject knowledge and guidance for effective, enjoyable classroom practice. Throughout there is an emphasis on equity and inclusion. Advice and ideas are supported by explicit examples of good teaching linked to video clips filmed in real schools, reflective activities, observational tasks and online resources. Each chapter includes suggestions for great children's literature, considers assessment throughout and offers support in planning for inclusion and special educational needs. New and expanded areas for thisTable of ContentsIntroductionPart One Spoken languageIntroduction to Part One 1 Developing talk2 Spoken language for teaching and learning 3 Storytelling, drama and role play4 Planning for, developing and assessing spoken language Part Two Reading Introduction to Part Two5 Perspectives on reading 6 Reading for pleasure7 Early reading including phonics8 Comprehension9 Describing and assessing progress in reading 10 Poetry Part Three WritingIntroduction to Part Three11 What writing involves12 Writing composition13 Spelling and handwriting 14 Grammar and punctuation15 Responding to and assessing writing Part Four 21st century literaciesIntroduction to Part Four16 Digital literacies17 Multimodality18 Critical literacy

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Book SynopsisNow more than ever, there is a need for early childhood professionals to comprehensively integrate trauma-sensitive practices into their work with children and families. This essential resource offers instructional strategies teachers can use daily to support their students dealing with trauma in early learning environments. Readers will learn to create opportunities for children to use their natural languageplayto reduce their stress, to cope with adversity, to build resilience, and even to heal from trauma. Nicholson and Kurtz provide vignettes, case study examples, textboxes, photographs, and descriptions of adapted therapeutic strategies ready for implementation in the classroom. Practical and comprehensive, this book is ideal for both prospective and veteran early childhood educators seeking to understand trauma-informed practices when working with young children (birth8) in a range of environments.Table of ContentsIntroduction 1. Learning to Observe and Value the Stories Children Tell Us through Play 2. Building Consistent, Attuned, and Responsive Relationships with Young Children through Play 3. Arranging the Environment to Reduce Children’s Stress and Support Healing through Play 4. Play-Based Instructional Strategies that Support Children to Cope, Build Resilience, and Heal from Toxic Stress and Trauma 5. Case Studies of the Power of Play to Support Children’s Stress Reduction, Resilience, and Healing

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Book SynopsisBurnout runs rampant in education, particularly in the field of special education, and has only increased with the rise of virtual and remote learning. This book compiles 50 evidence-based strategies and practices to help special educators enjoy their work for the long haul. You'll discover new ways to work with families, manage your classroom, teach in culturally responsive ways, and prioritize self-care. Each chapter includes an opening vignette, key themes supported by research, and five reproducible tools to put into immediate practice. With strategies and tools to ensure classroom fun and satisfaction, this book reminds special education teachers of the life-changing work they do every day and is essential for teachers of any level.Trade Review'This book covers an extremely important topic in today's world, the burnout of teachers. As a special education teacher myself I know all too well how burnout happens and what it looks like. But just like Rachel, I love my job! I am glad someone has taken the time to write about the good side of teaching special education. This is a resource that I will be returning to many times in the future.'Laura Ahrendt, M.Ed, Special Education Teacher'I appreciate the practical application activities that help me process the important suggestions in this book and use them in my personal situation as a special education teacher. Reading this book has actually made me reconsider my retirement plans because it has reminded me how much I love my work with students.'Lori Axvig, M.Ed, Special Education Teacher 'What a wonderful book! Loving Your Job in Special Education should be essential reading in all college programs that prepare teachers in Special Education. As a ten-year veteran of Special Education, reading this book and implementing the techniques has rekindled my passion for my career.'Pat Budnick, M.Ed, Special Education Teacher'This book was extremely helpful for me and I am recommending it to my colleagues! I particularly appreciated the strategies to balance loving our students and loving ourselves. This book is full of useful information and tips which will improve the way I work with students.'Melanie Sillanpa, M.Ed, School Psychologist'Rachel's deep passion for special education and her practical approach are the perfect ingredients for this important topic. Long-time special educators or those who are newer to the field will benefit from her beautiful encouragement and user-friendly strategies. As I think about educators who have left the field, I can only wish they would have had access to such a book.'Dr. Katie Bonawitz, Special Education Program DirectorTable of ContentsIntroduction 1. Lasting Rewards 2. Let Go of Perfection Chapter 3. Special-Educator Self-Care 4. Effective Decision-Making 5. Solace in Collaboration 6. Wise Advocacy 7. Culturally Responsive Special Education 8. ConnectingWith Families 9. The Classroom Management Adventure 10. Gratitude, Acceptance, and Purpose

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Book SynopsisThis book pushes the theoretical boundaries of human rights education, engaging with complex questions of climate-related injustices, re-imagining education through a decolonising lens, and problematising the relationship between rights and responsibilities. It presents international studies of HRE in varied contexts (e.g. Uganda, Japan, Ireland) to explore the views and experiences of children who identify as human rights defenders, initial teachers' understandings of concepts such as teacher agency in conflict-affected settings, and the barriers to children's political agency. The book also highlights HRE in practice including participatory research with very young children as co-researchers and realising rights through play pedagogies, creative writing approaches and picturebooks. An HRE lens is also brought to bear on emerging subjects such as relationships and sexuality education and well-being. Aimed at educators, researchers and practitioners, and engaTable of Contents1. Human Rights Education: A Beacon of Hope in Times of Crisis?, Part I: Pushing Boundaries in Human Rights Education Theory and Practice, 2. Separating Rights and Responsibilities, 3. Children’s Right to Have Rights: Developing Theory to Enable Justice and Participation, 4. Young Children as Co-Researchers: Authentic Partnership in an Early Childhood Context, 5. The Right to Play: Reconceptualising Children’s Rights in the Early Years Classroom, Part II: Human Rights Education in Times of Crisis, 6. Child Human Rights Defenders and Schools: When HRE and Activism Can, but Should Not Collide, 7. Pedagogy of the Implicated (Subject): Slantwise Pedagogical Encounters with Difficult Ecological Knowledge, 8. Idealistic Hopes and Lived Realities: Ugandan Student Teachers’ Attitudes to Teaching About Peace, Justice and Human Rights, 9. Using Indigenous Knowledge Systems and Stories to Decolonise Human Rights Education, Part III: Human Rights Education in Context, 10. Exploring Child Well-being: An Integration of Children’s Rights and Psychological Perspectives, 11. Creative Engagement as an Approach for Human Rights Education, 12. The Translation and Transformation of Human Rights in Picturebooks, 13. A Critical Exploration of Initial Teacher Educators’ Insights on Relationships and Sexuality Education Through the Lens of Human Rights Education, 14. Human Rights Education in a Time of Crisis: A Pedagogy of Possibility

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Book SynopsisAll About Dyscalculia is an accessible and informative guide for primary school teachers, designed to increase their knowledge and understanding of dyscalculia and provide practical strategies and advice to build the self-esteem and motivation of learners in their care.The book explores the indicators of dyscalculia, before detailing a range of teaching strategies that will support dyscalculic children and help them to develop their mathematical understanding and resilience. Throughout the book, there is an emphasis on creating an empathetic learning ethos in the classroom and school that will minimise maths anxiety and lead to a more positive outcome for all learners. All About Dyscalculia includes: A comprehensive introduction to dyscalculia and steps to help teachers identify children with dyscalculia in their classrooms. Practical strategies for building specific maths abilities, as well as broader problem-solving skills.Trade Review"When working with dyscalculia the questions from teaching staff and parents are commonly – ‘how do we know?’ ‘what’s the difference between maths anxiety and dyscalculia?’ and ‘what do we do?’ As we learn more with regard to assisting dyscalculic learners to achieve their goals, the demand for a text of this type increases dramatically. Judy’s book is definitely not a ‘shelf sitter’, the text is written in an easy to read, progressive and practical manner. The descriptions and expansions of terms and phrases are fantastic, the ‘how to’ chapters on learning environments and resources can be seamlessly incorporated into lessons. A section on useful websites and publications has real value in highlighting respected information sources." – Gary Sharpe, Learning challenges with numbers, Dyscalculia – New Zealand "The book’s greatest strength may be its clear overview of dyscalculia as a core number sense deficit, distinguishing it from difficulties in mathematics in general. The authors provide essential advice, practical guide and updated recourses to experts, school teachers and parents on dealing with dyscalculia in terms of early identification, diagnosis and intervention." – Giannis Karagiannakis, Fellow researcher, University of Athens "All About Dyscalculia is an invaluable practical and comprehensive guide for all those working with early years and primary age pupils who struggle with numeracy. It explains thoroughly the meaning and implications of dyscalculia in the classroom, when those with this condition have neuro- atypical brains that work differently. Practical guidance is extensive, about appropriate multisensory methods of assisting pupils’ development of ‘number sense’, that is, common sense about the quantities of number values and how they can perform calculations with understanding. Pupils in difficulty can come to understand number work, rather than just being ‘taught’ and this is clearly explained. This information-packed book is also suitable for more experienced practitioners, with discussion and extensive referencing, for further study of this little-known specific condition. I thoroughly recommend it and learnt more about luminaries in this field too, such as the Hungarian mathematician George Polya, known as ‘The Father of Problem Solving’." – Jane Emerson, Speech and Language Therapist, Specialist Literacy and Numeracy Teacher, and founder of Emerson House Learning Centre, London. "Dyscalculia is a developmental disability that is present from the early years, but this may not be immediately apparent to parents and educators. How can we identify dyscalculic learners early, and how can we best support them? This book answers these burning questions and more. Readers will not only learn about the typical milestones of mathematics development, and the early warning signs of dyscalculia, but they will also receive essential practical guidance on how to proceed from there. The book also addresses many other important topics, including how to best explain dyscalculia to parents, and how to prepare struggling learners to transition to secondary school. From debunking the myths around dyscalculia to improving the mathematical vocabulary of learners, this well-researched and insightful book provides highly practical guidance to educators who want to offer the best possible support to struggling learners." – Kinga Morsanyi, Senior Lecturer in Mathematical Cognition, Department of Mathematics Education, Loughborough University Table of Contents1. Introduction to Dyscalculia 2. Maths Anxiety 3. Indicators of Dyscalculia 4. Debunking the Myths 5. The Typical Developmental Stages of Maths in Primary School 6. General Good Practice 7. Specific Strategies for Early Years and Key Stage 1 8. Specific Strategies for Key Stage 2 9. Working with Parents and Support Learners at Home 10. Planning for Transition from Primary to Secondary

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Book SynopsisThis book provides clear, accessible strategies for developing your students public speaking abilities â a valuable skill to help your students shine. Letting Student Voices Shine provides a clear curriculum for improving public speaking competencies, including a progression of mastery, implementable classroom activities, video demonstrations, and rubrics for helping teachers to evaluate and students to improve. In addition to instructional and example videos created specifically for this book, chapters also feature TED Talk examples â the gold standard for effectively conveying accurate, easy-to-understand information to a target audience â to illustrate key points on what does or doesnât work, and why.Whether used as is, or broken up to focus on specific public speaking skills, teachers in any subject area will find this book an invaluable tool to ease students into public speaking until they are expert orators.

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Book SynopsisThis edited textbook explores the 17 UN SDGs through 12 works from the humanities, including films, novels, and photographic collections. It provides students with the knowledge and understanding of how the humanities engage in broader social, political, economic, and environmental dialogue, offering a global perspective that crosses national and continental borders.The book takes students through the UN SDGs from a theoretical perspective through to practical applications, first through specific global humanities examples and then through students' own final projects and reflections. Centered around three major themes of planet, people, and prosperity, the textbook encourages students to explore and apply the Goals using a place-based, culturally rooted approach while simultaneously acknowledging and understanding their global importance. The text's examples range from documentary and feature film to photography and literature, including Wang Jiuliang's Plastic China,Trade Review"This engaging collection reveals the vital links between the humanities and the SDG framework. An integrative humanities perspective calls attention to the work of global artists, writers, and texts underrepresented in studies of environment, climate, and sustainability. Foregrounding the 2030 Agenda, the book centers on the themes of Planet, People, and Prosperity. Through an exploration of science fiction, photography, documentary film, and other genres, this highly accessible collection brings the global humanities into generative dialogue with education for sustainable development."John C. Ryan, Adjunct Associate Professor at Southern Cross University, Australia, and Adjunct Senior Research Fellow at the Nulungu Institute, Notre Dame University, AustraliaTable of ContentsIntroduction: A Global Humanities Approach to the United Nations’ Sustainable Development Goals (SDGs) and Education for Sustainable Development (ESD) Part 1: Planet: Relating Global Humanities Texts to UN SDGs 6, 7, 12, 13, 14, and 15 1. Aya Hanabusa’s Holy Island: Nuclear Power and Political Resistance in Iwaishima, Japan 2. Barbara Dombrowski’s Photographs and Art Installations of People and Landscapes: Tropic Ice: Dialog Between Places Affected by Climate Change 3. Fabrice Monteiro’s The Prophecy: Trash Art Photography Protests Trashing the Planet 4. Kip Andersen and Keegan Kuhn’s Cowspiracy: Animal Agriculture and the “Sustainability Secret” Part 2: People: Relating Global Humanities Texts to UN SDGs 1, 2, 3, 4, and 5 5. Fernando Contreras Castro’s Única Looking at the Sea: Marginalization, Community, and Politics from a Garbage Dump 6. Agnès Varda’s The Gleaners and I: From Waste to Wonder—A Cinematic Odyssey on Food Loss and Gleaning 7. Agustina Bazterrica’s Tender is the Flesh: Devouring Each Other in Consumerist Society 8. Kief Davidson and Pedro Kos’s Bending the Arc: Public Health Pioneers Fight for Universal Health Equity Part 3: Prosperity: Relating Global Humanities Texts to UN SDGs 8, 9, 10, 11, and 16 9. Arvind Adiga’s The White Tiger: Stagnation or Social Mobility in Modern India 10. Ivan Sanjinés, Nicolás Ipamo and Alejandro Noza’s Cry of the Forest: Sustainable Development and the Indigenous Communities of Bolivia 11. Hao Jingfang’s “Folding Beijing”: Unequal Time and Space in a Dystopian City 12. Wang Jiuliang’s Plastic China: Unveiling the Façade of Prosperity Conclusion: Think Global, Act Local: Partnerships and Projects (SDG 17)

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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Book Synopsis

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a huge range and FREE tracked UK delivery on ALL orders.

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Book Synopsis

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Book SynopsisYour students will change the world! Today's learners know they face a complex future. They yearn to live in a world where people are working with purpose, leading with character and making a difference. Learning to identify problems and use smart tools to develop meaningful solutions will help them make a difference in their families, their communities and for society. They need your help. This inspirational, yet practical guide shows educators how to build on students' own talents and interests to develop their desire for a better world, entrepreneurial mindset and personal leadership skills. Features include: New learning priorities centered around making a difference A framework based on the 25 most important issues of our time Examples and case studies from a diverse range of projects, people, and places Students learn more when they feel a sense of purpose. With adults like yTrade ReviewA clarion call for helping students build purpose, passions, and how they will contribute into schooling, which is critical if we are to enable all children to fulfill their human potential--and our societal possibilities. Michael B. Horn Co-founder, Clayton Christenson Institute for Disruptive Innovation Author, Choosing College and Blended -- Michael B. Horn, Co-founder, Clayton Christenson Institute for Disruptive Innovation, and Author, Choosing College and BlendedVander Ark and Liebtag prove that the future of learning already is with us. It just happens to be scattered. Read this compelling and inspiring account of how ‘difference making and learning’ is at the heart of human purpose, and ask yourself what you can do in your own community to make learning have new and deep meaning. There has never been a time where our combined effort to change the fundamental of learning is so urgently needed. ? Michael Fullan Professor Emeritus, OISE/University of Toronto -- Michael Fullan, Professor Emeritus, OISE/University of TorontoDifference Making at The Heart of Learning beautifully illustrates an educational vision that is simply common sense: If we want to improve the world, we must put that mission at the heart of the learning experience. When students are getting smart to do good for others, they care more, they work harder, and they become better human beings. This book shares inspiring examples from schools and systems all over the world that connect academic learning to civic contribution and the development of ethical character. What could be more important? ? Ron Berger Chief Academic Officer, EL Education -- Ron Berger, Chief Academic Officer, EL EducationIn a time crisis, Vander Ark and Liebtag’s latest book poses an urgent question: ′What if learning experiences were focused on making a difference in the world?′ The book profiles more than 50 schools where students seek to find the difference they want to make and acquire the skills and knowledge they need along the way. Much more than a powerful call to action, this book represents a turning point in how we think about the purpose of education. Tony Wagner Best-selling author, The Global Achievement Gap and Creating Innovators -- Tony Wagner, Best-selling author, The Global Achievement Gap and Creating InnovatorsEducation is on a journey of transformation and for the past decade Tom VanderArk and Emily Liebtag have been two of the very best guides. In their new book, they offer ‘creating difference makers’ as a meaningful vision for the future of education and in doing so not only provide a valuable roadmap but a powerful destination. ?Ken Kay, Co-founder, P21 and Edleader21 ?Co-author, The Leaders Guide to 21st Century Education and Bold Moves for 21st Century Leaders -- Ken Kay, Co-founder, P21 and Edleader21; Co-author, The Leaders Guide to 21st Century Education and Bold Moves for 21st Century LeadersFrom global pandemics to income inequality, the world faces unprecedented challenges. Today’s students may be ones to find a better way forward—but only if they develop their potential as problem solvers and change makers. In this book, Tom Vander Ark and Emily Liebtag share a hopeful and timely message about what school can be when the focus shifts from content coverage to leadership, problem solving, and community connections. Plentiful examples from diverse contexts show young people learning by stepping up, taking action, making a difference. Suzie Boss Project-based learning advocate Author, All Together Now: How to Engage Your Stakeholders in Reimagining School -- Suzie Boss, Project-based learning advocate, Author, All Together Now: How to Engage Your Stakeholders in Reimagining SchoolWe all know that the current way of doing school needs an overhaul. This book provides inspiring examples and a compelling vision to put student contribution at the heart of learning. What a refreshing read! ? Julie H. Stern Co-founder, Education to Save the World Author, Tools for Teaching Conceptual Understanding and Visible Learning for Social Studies -- Julie H. Stern, Co-founder, Education to Save the World; Author, Tools for Teaching Conceptual Understanding and Visible Learning for Social StudiesWe too often focus solely on the what and hows of school; Difference Making at the Heart speaks to our collective WHY for school and community. It’s equal parts inspiration to effect change and an actionable playbook to make a difference. Even reading by myself, I felt connected and bonded; I felt the urgent call to action and I felt surrounded by others feeling the same. ? Grant Knowles, Innovation Coordinator Hamilton County Schools Chattanooga, TN -- Grant Knowles, Innovation Coordinator, Hamilton County SchoolsTable of ContentsForeword Preface Thanks to Difference Makers About the Authors Introduction Part I: We’re All in This Together Chapter 1: A New Mutuality Dislocation and Concentration Curbing the Misuse of Smart Machines New and Different Challenges The New Mutuality No Better Time to Make a Difference Chapter 2: We Thrive by Contributing Contribution Is Ancient Wisdom Teaching Civic Virtues What If Impacting the World Was the Goal? Difference Making Is Motivating The Psychology Behind Making a Difference Difference Making Is Easier Than Ever The Coming Social Economy Contribution Builds Communities Chapter 3: Earth Owner’s Manual Driving Questions 25 Most Important Issues of Our Time How to Get Started Part II: Everyone Has a Big Next Step Chapter 4: Learning to Lead New Priorities Equity at the Heart of Leadership Building Personal Effectiveness Developing Agency Cultivating Global Citizenship Entrepreneurial Mindset Exercising Collaboration Design Thinking New Priorities Power Community Change Chapter 5: Purpose Powers Contribution On Calling Passion as a Skill Chapter 6: Communities of Contribution Leadership and Service Technology and Design Health, Food, and Nature Entrepreneurship The Arts The Emerging Social Economy Part III: Difference Making: Schools Alive With Possibility Chapter 7: A New History A Return to Place and Purpose Chapter 8: Contribution at the Core Difference Making as the Priority Time and Support for Difference Making Community-Connected Contribution Difference Making With an Equity Commitment Educators as Difference Makers Chapter 9: Colleges for Contribution The College Identity Crisis Enabling Contribution in Health Sciences The Case for Contribution in College The University of Difference Making Engineering for Impact Climate Action Learn and Earn New Roads to Contribution Conclusion Bibliography Index

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Book Synopsis--School Library Journal, starred reviewWhat would it mean to truly get free as an educator? How can we identify and challenge bias in our reading and writing curriculum and instruction? How can we support students in becoming empathetic, engaged individuals who can communicate with the world through reading and writing skills developed with compassion and critical thinking?Answering these questions requires deep personal reflection and intentional daily practice and it's crucial today more than ever, when students are overwhelmed with misinformation and disinformation.Drawn from decades of classroom experience and founded on the scholarship of social justice educators,Tricia Ebarvia provides a framework that can help teachers implement transformative, anti-bias literacy instruction in middle- and high school classrooms Get Free offers educators Strategies for scaffolding literacy instruction in ways that center studeTrade ReviewVERDICT: This helpful book reengineers classroom literacy learning by encouraging teachers to facilitate while students command their own learning. -- School Library JournalIn a time when teachers are feeling more constrained than ever, this book serves as a path forward to breaking free from the biases and social norms that hold us back. Ebarvia has created a comprehensive tool kit that marries necessary theory to practical classroom application, which is nothing short of amazing and will be one of the most frequently pulled books from your professional library. -- Susan G. BarberGet Free: Antibias Literacy Instruction for Stronger Readers, Writers, and Thinkers hits that beautiful sweet spot between inspirational and practical. Through stories, real examples of student work, and artfully synthesized theory, this book provides reflections, tools, and tangible strategies for educators who seek to help us all get free. -- Sarah-SoonLing BlackburnWhat does it mean to be free? And how can we, as educators, create conditions for students to answer that for themselves? Ebarvia asks the most important questions of the moment and guides readers on a journey to help them answer the questions for themselves. With every word, it is clear Ebarvia has a deep belief in educators to rise to the occasion and support students to become the critical changemakers we need for a more just society. -- Val BrownEbarvia has written for us a guide for how to use education the right way: how to invite students into freedom through literacy and classwork. This is genius and I’m so excited for it to be out in the world. -- Lorena GermánGet Free is a powerful resource for teachers striving to improve literacy instruction while creating a just and inclusive classroom. It blends academic research with real-world experiences to provide practical strategies for nurturing stronger readers. The book shows teachers how to create classrooms that embrace every student’s unique identities and experiences, making it a must-have for transformative educators. -- Britt HawthorneEbarvia’s book Get Free: Antibias Literacy Instruction for Stronger Readers highlights the often overlooked and necessary aspects of the literacy classroom that truly centers students. Supporting educators to create bold, honest, and brave spaces for ALL students, this book is the one I’ll be giving to all the educators I know. Freedom is the goal and Ebarvia will help us to get there! -- Tiffany JewellThis is the book I needed my teachers to have when I was a student, the book I needed as a teacher, and the book I need now as a teacher-educator. It is a gift and offering for educators interested in equity and social justice—one that centers the humanity of everyone on this journey. -- Jung KimThis beautifully crafted, research based, practically minded book will help you to solve a whole host of problems in your classroom. Students not finding the work of literacy class relevant? This book will help. Are you only able to reach a group of students while somehow others don’t click into your teaching? This book will help. Concerned (or not sure) about the ways in which power and privilege affect your school community? This book will help. By uncovering the subtle biases we hold that have dramatic effects on students, outlining ways to build real community in our classrooms, and then setting the table for some deep, vibrant teaching that develops both antibiased schools and relevant reading, writing, and discourse work, Ebarvia masterfully plots a journey we can and must all begin—today. -- Kate RobertsWhat a gift Tricia Ebarvia has given us in the form of this brilliant book. Weaving together thoughtful scholarship and practical pedagogical tools, Ebarvia has constructed a must-read for educators. I can’t wait to share this book broadly with my networks! -- Karen ScherGet Free: Antibias Literacy Instruction for Stronger Readers, Writers, and Thinkers guides literacy educators through the self-work required to effectively teach against historical and current inequities within literacy education. By providing practical examples and relevant lesson plans, the book empowers the reader to create inclusive, equitable, and transformative literacy learning experiences for students—and teachers. -- Yolanda Sealey-RuizGet Free is a must-read for every teacher of literacy. In the book, Ebarvia reminds us that our personal identities cannot be separated from the work we do as teachers and that unpacking our experiences and biases is critical. Then she serves as mentor and guide on a journey to help us understand what it can look like in a classroom to be free as a teacher and learner. -- Franki SibbersonBuilt on decades of teaching and leading, Get Free provides key activities and concrete examples for how to create and sustain an antibias practice of literacy. These chapters, strategies, and key questions give educators the tools to see how identity shows up in our teaching and learning, and how to support deep learning to get free through literacy. -- Liza A. TalusanTable of ContentsForeword Introduction Starting with Ourselves: We Teach Who We Are Creating Brave Spaces: Community First Unpacking Multitudes: Expanding Students’ Understanding of Identity Listening and Speaking: Critical Conversations Rethinking Reading: Taking an Expansive Approach Perspective-Taking and Perspective-Bending: Strategies for Reading

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Book SynopsisEvery generation faces challenges, but never before have young people been so aware of theirs. Whether due to school strikes for climate change, civil war, or pandemic lockdowns, almost every child in the world has experienced the interruption of their schooling by outside forces. When the world we have taken for granted proves so unstable, it gives rise to the question: what is schooling for? Thrive advocates a new purpose for education, in a rapidly changing world, and analyses the reasons why change is urgently needed in our education systems. The book identifies four levels of thriving: global ? our place in the planet; societal ? localities, communities, economies; interpersonal ? our relationships; intrapersonal ? the self. Chapters provide research-based theoretical evidence for each area, followed by practical international case studies showing how individual schools are addressing these considerable challenges. Humanity''s challenges are shifting fast: schools need to be a part of the response.Trade Review'Drawing on careful scholarship as well as vivid examples of practice, Thrive is an impressive reflection on education in our time.' Howard Gardner, Hobbs Research Professor of Cognition and Education, Harvard Graduate School of Education'Valerie Hannon and Amelia Peterson paint an unsettling picture of the growing gap between the knowledge, skills, attitudes and values that tomorrow's world will require and what our current school systems provide. But the most compelling part of the book lies in the scenarios and answers it provides to close this gap, and to do so not by replacing schools but by reimagining and transforming them.' Andreas Schleicher, Director for Education and Skills at the Organisation for Economic Co-operation and DevelopmentTable of Contents1. The need for purpose: why we have to ask 'why?'; 2. New answers to 'why'; 3. The context for a new purpose: an age of disruption; 4. What does it mean to 'thrive' – globally?; 5. Pathfinders for a thriving planet; 6. Stronger together: building thriving societies; 7. Pathfinders for thriving societies; 8. The inter-personal purpose; growing strong bonds; 9. Pathfinders for thriving relationships; 10. Me, myself and I: towards the thriving self; 11. pathfinders for the thriving self; 12. Agency: a key outcome for learners; 13. From schools to learning ecosystems; 14. Beyond beautiful exceptions: the challenge of scale; 15. Getting purposeful.

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Book SynopsisWorking with Problem Faculty When asked to name their number one concern and problem, department leaders overwhelmingly said that it was dealing with difficult people. Now R. Kent Crookston draws on the wisdom of seasoned department chairs, the academic literature, and his own experience as a department head and dean to shed new light on this perennial problem. Working with Problem Faculty outlines a practical six-step process that aims at improving an entire department and charts a clear course for dealing with problem faculty by Clarifying values and expectations Following policy Building trust with colleagues Evaluating yourself and your perceptions Listening Taking appropriate action By following these six steps, department chairs are able to challenge problem faculty with consideration, confidence, and effectiveness. Anyone seeking practical help in dealing with difficult people Table of ContentsProblem Faculty: The Number One Concern of America’s Academic Chairs 1 Part One The Six Steps 1. Step 1: Clarify Values and Expectations 11 2. Step 2: Follow Policy 27 3. Step 3: Build Trust with Colleagues 37 4. Step 4: Evaluate Yourself and Your Perceptions 53 5. Step 5: Listen 69 6. Step 6: Take Effective Action 87 Part Two Tough Questions 7. What About the Chronic Poor Performer? 113 8. What About the Passive-Aggressive Colleague? 121 9. What About Bullies? 131 10. What About the Problem Characters Who Emerge During Times of Change? 149 11. What About the Psychologically Impaired? 163 Carolyn Oxenford and Sally Kuhlenschmidt Conclusion 191 Appendix A Sample Vision and Mission Statement 193 Appendix B Sample No-Bullying Policy 199 Appendix C Faculty Behaviors That May Suggest a Mental Health Problem 203 Acknowledgments 211 The Author 213 Index 215

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Book SynopsisFinally, the first research-based book of sound strategies and best practices to help instructors motivate students to complete their online courses. Although studies support the effectiveness of learning online, students often fail to complete online courses. Some studies have found that as many as 5070% drop out of their online courses or programs. Retention is not only a growing expectation and imperative, but it is also as opportunity for faculty members to take the lead in innovating, researching, and implementing new strategies while demonstrating their effectiveness. Designed for instructors and instructional designers, Motivating and Retaining Online Students is filled with empirical research from the authors' study of motivation and retention strategies that can reduce online learner dropout.Focusing on the most important issues instructors face, such as course design; student engagement and motivation; and institutional, instructional, and iTable of ContentsList of Tables, Exhibits, and Figure ix Preface xi The Focus of This Book xii Who Can Benefit from This Book xii Our Beliefs About Learning and Teaching xii How This Book Is Organized xiii Acknowledgments xiv About the Authors xvii 1. Concerns and Opportunities for Online Student Retention 1 Evolving Concepts of Presence, Communication, and Interaction 1 Redefining the Characteristics of the Higher Education Learner 2 New Ways of Learning 2 Causes for Increased Enrollment 3 The State of Higher Education and Online Learning 4 Concerns for Online Student Retention 5 Reasons Online Students Drop Out 5 Factors for Student Persistence in Online Education 7 Opportunities for Online Education 10 New Learner Behaviors and Skills in the 21st Century 11 Filling the Gap: Strategies for Online Persistence 14 2. Design Strategies for Retaining Online Students 17 Intentional Design for Online Courses 19 Design Elements and Strategies to Help Students Stay Motivated Online 20 Creating the Learning Environment 20 Planning for the Teaching Process 25 Predicting Learners’ Needs 30 The Impact of Intentional Design for Online Course Success 32 Design Strategies for Retaining Online Students 34 3. Student Strategies for Staying Motivated Online 38 Pathway and Strategies for Staying Motivated in Online Courses 38 Self-Awareness 39 Self-Efficacy 40 A Purpose for Taking a Course 41 Means to Achieve Goals 42 Rewards for Achieving Goals 53 Explaining Study Findings from a Motivational Perspective 56 Incorporating Student Strategies into Course Design 59 4. Support Strategies for Helping Online Students Persist 65 Types of Support Perceived as Important by Students 66 Human Resource Support 66 Institutional Support 69 Self-Care 70 Support Strategies for Helping Online Students Persist 71 Instructional Support Strategies 72 Institutional Support Strategies 75 Self-Care Strategies 80 5. Pulling the Strategies Together 83 Established Findings Related to Online Student Retention 84 Major Contributions from Our Study 84 New Ways of Th inking About Learning and Teaching 86 Persistence Model for Online Student Retention 87 Student-Centered Model 88 Strategies for Helping Students Persist in an Online Course 89 Times of Change for Learning in the 21st Century 94 Instructors’ Skills for Meeting Students’ 21st-Century Fluencies 95 Implications and Conclusions for Learning and Teaching Online 104 Glossary 107 References 111 Appendix 1 117 Appendix 2 127 Index 135

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Book SynopsisHow parents and educators can teach kids to love reading in the digital age Everyone agrees that reading is important, but kids today tend to lose interest in reading before adolescence. In Raising Kids Who Read, bestselling author and psychology professor Daniel T.Table of ContentsAbout the Author vii Acknowledgments ix Introduction: Have Fun, Start Now 1 1 The Science of Reading 7 Part I: Birth Through Preschool 2 Preparing Your Child to Learn to Decode 31 3 Creating a Thirst for Knowledge 41 4 Seeing Themselves as Readers before They Can Read 57 Part II: Kindergarten Through Second Grade 5 Learning to Decode 75 6 Banking Knowledge for the Future 95 7 Preventing a Motivation Backslide 113 Part III: Third Grade and Beyond 8 Reading with Fluency 131 9 Working with More Complex Texts 145 10 The Reluctant Older Reader 165 Conclusion 189 Appendix: Accessing the Bonus Web Content 193 Suggestions for Further Reading 195 Works Cited 199 Index 219

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Book SynopsisPass your AS & A level maths with flying colours Looking to pass your AS and A level maths? Look no further.Table of ContentsIntroduction 1 Part I: Getting Started 5 Chapter 1: Moving towards Mathematical Mastery 7 Chapter 2: Setting Yourself Up for Study Success 19 Chapter 3: All the Algebra You Missed 31 Chapter 4: Shaping Up to Graphs and Shapes 53 Part II: Arithmetic and Algebra 71 Chapter 5: With Great Power Comes 73 Chapter 6: Playing with Polynomials 93 Chapter 7: Factors, Remainders and Fractions 111 Chapter 8: Getting Serious about Series 127 Chapter 9: Fiddling About with Functions 153 Part III: Geometry 177 Chapter 10: Coordinating Your Geometry 179 Chapter 11: Making Sense of Circles and Triangles 205 Chapter 12: Taking Trigonometry Further 221 Chapter 13: Making Vectors as Simple as i, j, k 245 Part IV: Calculus 269 Chapter 14: Climbing Slippery Slopes 271 Chapter 15: Touching on Tangents and Turning Points 281 Chapter 16: Integrating in Style 297 Chapter 17: When to Reach for the Rules 315 Chapter 18: Overcoming Evil Questions 339 Part V: The Part of Tens 363 Chapter 19: Ten Classic Mistakes to Avoid 365 Chapter 20: Ten Places to Start When You Don’t Know Where to Start 371 Index 377

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Book SynopsisThe most trusted guide to school culture, updated with current challenges and new solutions Shaping School Culture is the classic guide to exceptional school leadership, featuring concrete guidance on influencing the subtle symbolic features of schools that provide meaning, belief, and faith.Table of ContentsPreface ix Acknowledgments xv The Authors xvii Introduction 1 The Elements of Culture 1. Schools as Tribes: The Power to Transform 23 2. Artifacts, Architecture, and Routines: Symbols of Culture 36 3. History: The Value of Lore and Tradition 50 4. Myth, Vision, and Values: Identifying a School’s Soul 66 5. Stories and Tales: Passing Along the Vision 81 6. Rituals: Embedding Purpose and Meaning 98 7. Ceremonies and Traditions: Culture in Action 111 The Symbolic Role of School Leaders 8. Conveyors of Culture: The Informal Network 133 9. Weaving the Cultural Tapestry: Seven Schools 145 10. Transforming Toxic Cultures: Renewal Strategies 182 11. Building Trust: Connecting to Parents and Communities 206 12. Firming Up Culture: Eight Essential Roles 223 13. Living with Paradox: The Bifocal Principal 246 14. Achieving Balance: Meeting Cultural and Structural Demands 262 15. Conclusion: A New Story 279 References 289 Index 301

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Book SynopsisA practical framework to avoid burnout and keep great teachers teaching Onward tackles the problem of educator stress, and provides a practical framework for taking the burnout out of teaching. Stress is part of the job, but when 70 percent of teachers quit within their first five years because the stress is making them physically and mentally ill, things have gone too far. Unsurprisingly, these effects are highest in difficult-to-fill positions such as math, science, and foreign languages, and in urban areas and secondary classroomsplaces where we need our teachers to be especially motivated and engaged. This book offers a path to resiliency to help teachers weather the storms and bounce backand work toward banishing the rain for good. This actionable framework gives you concrete steps toward rediscovering yourself, your energy, and your passion for teaching. You'll learn how a simple shift in mindset can affect your outlook, and how taking care of yourself physically, mentally, anTable of ContentsPreface ix Introduction 1 Resilience: The What, Why, and How 2 What Informs This Book? 10 Who is This Book For? 11 How is This Book Organized? 12 An Invitation to a Journey 13 Habits and Dispositions of Emotionally Resilient Educators 15 A Calendar of Learning 17 The Resilience Manifesto 19 1 Know Yourself: June 21 Self-Knowledge is True Power 22 Acknowledging Context: Dominant Culture 34 A Dive into Vulnerability 38 Disposition: Purposefulness 40 When the Earth Shakes Under Your Feet 42 2 Understand Emotions: July 45 What are Emotions? 47 Understanding Emotional Intelligence 50 “I’m So Stressed and Overwhelmed” 54 This Body We Live In 56 A Dive into Anger 60 Disposition: Acceptance 64 Reclaim Your Right to Emotions 66 3 Tell Empowering Stories: August 69 The Promise and Pitfalls of Storytelling 70 Digging to the Roots of Interpretation 72 Crafting New Stories 80 Storytelling for Collective Empowerment 83 Acknowledging Context: Organizational Narratives 86 A Dive into Love 88 Disposition: Optimism 90 Choose Your Stories with Care 92 4 Build Community: September 95 Why Focus on Community Building? 96 Trust: The Foundation of a Healthy Community 100 How to Build Community 104 A Dive into Fear 119 Disposition: Empathy 121 Toward a Beloved Community 122 5 Be Here Now: October 125 Mindfulness: What, How, and Why 126 Meditation Changes Your Brain, Body, and Classroom 131 Mindfulness as a Tool for Cultural Competence 134 A Dive into Joy 140 Disposition: Humor 143 Those 65,000 Daily Thoughts 144 6 Take Care of Yourself: November 147 When Disillusionment Sets In 148 To Hell with Martyrdom 153 What Your Body Desperately Needs 157 Learn to Say No 164 A Dive into Perfectionism 166 Disposition: Positive Self-Perception 169 Strive for Balance 170 7 Focus on the Bright Spots: December 173 A Strengths-Based Approach 175 Why It’s Hard to Focus on the Bright Spots 178 Training the Brain 181 Acknowledging Context: Leadership Development Matters 187 A Dive into Sadness 188 Disposition: Empowerment 191 Look for the Light 194 8 Cultivate Compassion: January 197 What Compassion Offers 199 Self-Compassion 204 Compassion Fatigue 209 Forgiving Yourself and Others 211 A Dive into Envy 214 Disposition: Perspective 215 Love is the Only Way 217 9 Be a Learner: February 221 Learn About Learning So That You Can Learn 223 Sad Sundays and How to Stop Having Them 234 Acknowledging Context: On the Conditions for Learning 239 A Dive into Shame 242 Disposition: Curiosity 243 A Beginner’s Mind 244 10 Play and Create: March 247 Why We Need to Play Every Day 249 Art: Where Play Can Take Us 255 Creativity as a Habit and Disposition 258 A Dive into Flow 261 Disposition: Courage 262 The Healing Salves 264 11 Ride the Waves of Change: April 267 Change is Here to Stay 268 How to Deal with Unwanted Change 272 The Secret to Leading Change 278 Acknowledging Context: When Do We Fight the Good Fight? 283 A Dive into Patience 284 Disposition: Perseverance 286 Waves Can Be Fun 287 12 Celebrate and Appreciate: May 289 The Benefits of Appreciation 291 How to Practice Gratitude 293 It’s Okay to Go 300 Acknowledging Context: Spirituality 301 A Dive into Awe and Wonder 306 Disposition: Trust 308 Underground Rivers 309 Conclusion: Onward to Freedom 311 On Freedom 311 Onward: The Movement 314 Appendix A: The Habits and Dispositions of Resilient Educators: A Self-Assessment 317 Appendix B: How to Make Lasting Change 323 Appendix C: The Core Emotions 329 Appendix D: Depression and Anxiety Scales 333 Appendix E: Common Problematic Core Beliefs 337 Appendix F: Resources for Further Learning 341 Acknowledgments 353 About the Author 357 References 359 Index 365

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Book SynopsisDiscover how high-performing systems shape teaching quality around the world Producing highly skilled and committed teachers is not the work of a single innovative school or the aggregation of heroic individuals who succeed against the odds. In high-performing countries, the opportunities for teachers to learn sophisticated practices and continue to improve are embedded systemically in education policies and practices. Empowered Educators describes how this seemingly magical work is donehow a number of forward-thinking educational systems create a coherent set of policies designed to ensure quality teaching in all communities. . . and how the results are manifested in practice. Spanning three continents and five countries, Empowered Educators examines seven jurisdictions that have worked to develop comprehensive teaching policy systems: Singapore and Finland, the states of New South Wales and Victoria in Australia, the provinces of Alberta and Ontario in CanaTable of ContentsForeword v Acknowledgments xi About the Sponsoring Organizations xiii About the Lead Authors xv Online Documents and Videos xvii Chapter 1 Teaching Policy Around the World 1 What Kinds of Policies Affect Teaching? 3 Why Study International Teaching Policy? 5 Why Study These Jurisdictions? 8 What We Found 12 Developing Both Teacher Quality and Teaching Quality 17 Organization of This Book 19 Chapter 2 Contexts for Teaching and Learning Systems 21 Australia 22 Canada 26 Finland 32 Shanghai 36 Singapore 43 Summary 47 Chapter 3 Recruiting and Preparing Profession-Ready Teachers 49 Recruiting the Best 50 Financial Compensation 50 Attractiveness of the Profession 53 Selection Practices 55 Preparing Professionals 61 Preparation That Enables Professional Practice 68 Induction 88 Lessons Learned 100 Chapter 4 Developing High-Quality Teaching 105 Incentives and Infrastructure for Learning 107 Time and Opportunity for Collaboration 111 Curriculum Development and Lesson Study 116 Teacher Research 123 Teacher-Led Professional Development 127 Feedback and Appraisal 132 Lessons Learned 146 Chapter 5 The Teaching Career and Leadership for the Profession 149 Career Pathways 150 Opportunities to Lead Professional Learning 163 Recruiting and Developing School Leaders 168 Lessons Learned 182 Chapter 6 Perseverance in the Pursuit of Equity 185 Resourcing Student Learning 186 Recruiting and Supporting Teachers in High-Needs Schools 193 Lessons Learned 208 Chapter 7 Global Learning for Ongoing Improvement 211 Policy Borrowing: Learning From Success 212 New Horizons 224 Conclusion 232 Appendix A Research Methodology 241 Appendix B Qilun Elementary School Lesson Plan 243 Appendix C Qibao Teaching Contest Evaluation Form 249 References 253 Index 271

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