Education / Educational sciences / Pedagogy Books
Open University Press Realizing the Power of Professional Learning
Book SynopsisTeacher professional development is often promoted as a panacea for improving schools but it rarely lives up to its promise. This book develops an approach to professional learning that has motivated teachers and resulted in impressive improvements in student learning, particularly for students who traditionally underachieve in school. As the underpinning research shows, the approach has proven successful in several countries with consistently positive outcomes. The book begins by identifying the shifts that need to happen for the power of professional learning to be realized in promoting student engagement, learning and well-being. Some shifts in thinking include: Moving from professional development to professional learning Putting student learning at the heart of professional learning Focusing on the knowledge and skills to be learned rather than the forms of delivery Focusing on the double-demand of being both immediately practical and developing underlying prTable of ContentsFrom Professional Development to Professional LearningFinding Out about studentsBuilding teacher knowledgeChecking New Opportunities for studentsSchool leaders as Leaders of LearningBringing the Parts of the Cycle TogetherSystem Support for Professional LearningKeeping it all going
£26.59
Open University Press Action Research The Challenges of Understanding
Book SynopsisHow can practice be understood and developed? What part can action research play in that process? What principles lie at the heart of action research and how can they be adopted? How can action research bring about democratic and collaborative changes to practice? These and other questions are answered in this book which offers both a practical step-by-step guide to action research and an examination of the underlying principles and challenges. Action research as an approach aims to generate knowledge and achieve principled change. This book explores the overarching features and a variety of models of action research to provide advice, guidance, and support on its conduct and to identify challenges that may arise, with a focus on understanding and changing practice as a result. Throughout the book examples of action research illustrate each of the stages of action research so that you can see how action research has been conducted and applied in praTable of ContentsIntroductionThe processes of action researchThe principles of action researchConnecting research and practiceIdentifying a focus for changeDeveloping a plan for action and researchManaging the implementation of changeEvaluating action researchConcluding action researchReflecting on action research
£29.44
Open University Press What Works in Inclusion
Book SynopsisSchool inclusion is a perennially popular yet polemic topic in most countries. This timely book explores what is known about inclusion, highlighting outstanding examples of inclusion to provide a complete overview of successful inclusion.The book concentrates on how to make inclusion work â from the view of internationally established practitioners in the field of teacher education - with a focus on what variables are likely to make a difference in practice.What Works in Inclusion? covers three key aspects: Theories of inclusive education Examples of how inclusion can be encouraged and facilitated What prevents inclusion from being successful Drawing on case studies from a wide range of countries, including USA, Australia, UK, Canada and Italy, there is focus on the positive aspects of inclusion: âhowâ it can work and âwhat actually worksâ, helping you understand successful aspects of inclusion as well as developing an understanding of how inclusive eduTable of ContentsForeword Introduction PART ONE: Theories of inclusion: what exactly is 'inclusion'?Conceptions of inclusion: widening ideasInclusion in the United States: Theory and practiceThe ‘Italian model’ of full inclusion: origins and current directionsInclusion in schools: what is the task?PART TWO: The 'how' of inclusionHow inclusion policy works in the UK (England): successes and issuesInclusive education: best practices in the United StatesFacilitating inclusion through responsive teachingTeachers make inclusion successful - positive perspectives on inclusionCreating and sustaining inclusive schoolsDeveloping inclusive practices: innovation through collaborationBeyond the school gates: promoting inclusion through community partnershipsPART THREE: Overcoming barriers to successful inclusionHow can teacher attitudes, co-teaching and differentiated instruction facilitate inclusion?Understanding and addressing barriers to the implementation of inclusive educationSystemic barriers to inclusionInclusive schools in Australia: rhetoric and practiceConclusion: inclusion comes together piece by piece
£30.39
Open University Press The New Academic A Strategic Handbook
Book Synopsis"This is an accessible and insightful book about how to achieve a successful academic career. Wise and witty, easy-to-apply, it presents advice and guidance on teaching, research and networking â A much needed book."Dr Ming Cheng, Senior Research Fellow, the Centre for Learning and Teaching, University of Brighton, UK"All academic staff should get a copy of this book on day one as part of orientation! It is well written, practical and easy to read. I will use this book as a road map for my whole career."Dr Rhonda Clifford, Deputy Director, Division of Pharmacy, University of Western Australia, Australia"This is a book that is long overdue! While it will be particularly appealing to early career academic and should be recommended reading for all 'new academics', it will also have wider and broader appeal for all academic leaders and managers interested in building a culture of effective, engaged academics who can achieve their full career potential, anTable of ContentsGetting Started as an Academic1. Academic Work2. Academic Work in a Competitive and Globalised Sector3. Entering Academe4. Getting Started in a New Academic Role5. Successful Approaches to Mentorship and SponsorshipMaking a Difference as an Effective Teacher6. The Changing Context of Higher Education Learning and Teaching7. Key Principles for Achieving Quality Learning8. Applying the Principles in Practice9. Managing Your Teaching Role: Practical tips and strategies10. Scholarship and Research of Learning and TeachingBuilding an Effective Research Track Record11. What Makes a Successful Researcher?12. Getting Published13. Getting Funded14. Supervising Research Students15. Research Project ManagementEffective Engagement16. The Engaged Academic17. External Engagement and Relationship ManagementStrategic Advancement in Academic Settings18. Academic Leadership19. Operating Effectively in Academic Cultures20. Effective Career and Priority Management21. Enacting Your StrategyReferencesIndex
£29.44
Open University Press International Perspectives on Early Childhood
Book SynopsisThere is a growing interest in understanding how early years care and education is organised and experienced internationally. This book examines key influential approaches to early years care as well as some less well-known systems from around the world. In particular the book aims to: Inform those studying early years about perspectives in other countries Encourage critical thinking about issues, influences and the complexities of early years provision around the world Promote critical reflection on studentsâ own provision and the current context of that provision Each chapter provides an overview of early years provision and explores historical and current influences in context, as well as offering insights into daily life through short vignettes, longer case studies and commentary from practitioners. Whilst many approaches - such as Reggio Emilia, Te Whariki and Head Start - are widely admired, it is important for reflective practitioners to understand the motTable of ContentsPart One: Setting the sceneThe importance of international perspectivesWidening awareness of international approaches: an imperative for twenty-first-century early years practitioners?International recognition of children’s rights and its influence on early childhood education and care: the case of ZambiaPart Two: How approaches have developedEmbedding early childhood education and care in the socio-cultural context: the case of ItalyThe new face of early childhood in the United StatesA critique of euro-centric perspectives on early childhood education and care in the GambiaEstonia: socio-historic and political influences on the early childhood education and care systemEarly childhood education in Norway and Sweden today: education for democracyPart Three: Workforce issuesSouth Africa: who are the early years practitioners and where do they work?The quest for quality early childhood education and care: leadership in a changing political context in England and Hong KongIndia: early childhood educators in changing patterns of early childhood education and careEarly childhood education and care in the Czech Republic: recent developments within a changing societyPart Four: Putting it into practice; curriculum and pedagogyDay to day in Italian preschools: environments for learning and developmentA day in the life of a New Zealand kindergarten teacher: a curriculum of open possibilitiesHighScope today: pedagogy for learning and developmentChina: pedagogy today and the move towards creativityCanada: developing an ethical pedagogy and curriculumDiverse theories for diverse learners? The Australian early years learning frameworkUsing Leuven observation and assessment tools to investigate outdoor provisionHungary: kindergarten as a public education institutionThe Japanese view of nature and its implications for the teaching of science in the early childhood yearsEarly childhood education and care in the UK: piecemeal development through philanthropy, propagation, pluralism and pragmatism
£27.54
Open University Press Facilitating Action Learning A Practitioners
Book SynopsisAction Learning is based on the simple idea that leaders and managers learn best by working together in a group, helping each other find solutions to real work problems through discussions. Facilitating Action Learning is a clear, concise and straightforward guide to this well-established leadership and management development technique.The role of the facilitator is to provide guidance in the action facilitation process. In this practical guide, Mike Pedler and Christine Abbott present a new threefold model of the facilitator's role - as initiator, set adviser and facilitator of organizational learning.Supported by many real life cases and practical examples, this superbly practical book shows you how - as a manager, business coach, trainer or facilitator - you can add to your repertoire of skills and abilities, and enhance your effectiveness as a leader and developer.Suitable as the course text for ILM Level 5 and 7 qualifications in Action Learning Facilitation.Table of ContentsAbout the AuthorsAcknowledgementsIntroductionAction learning: its origins and principlesFacilitating action learning: an overview The Accoucheur: initiating action learning The Set AdviserThe Organisation DeveloperBecoming criticalAn Action Learning way of workingDeveloping your practice
£28.49
Open University Press Bad Education Debunking Myths in Education
Book Synopsis"This is an important and welcome book. Readers can see the faults of simplistic judgments, neglect of evidence, dismissal of researchers, and injudicious implementation."From the foreword by Paul BlackWe all know that small classes are better than large classes; that children are best taught in groups according to their ability; that some schools are much better than others and that we should teach children according to their individual learning styles ... or do we?This book asks awkward questions about these and many other sacred cows of education. Each chapter tackles a persistent myth in education, confronting it with research evidence and teasing out any kernel of truth which may underlie the myth. Leading authors from the world of education each bring analysis and expertise to bear on their chosen subject, presenting their argument in an accessible manner based on sound scholarship.Some of the conclusions drawn in Bad Education are likelyTable of ContentsNotes on ContributorsForeword by Paul BlackIntroduction by Philip Adey and Justin DillonPart 1: School OrganisationAre there "good" schools and "bad" schools?Is vocational education for the less able?Grouping pupils by ability in schoolsClass size: is small better?Supporting learning?: How effective are teaching assistants?Part 2: Teaching methodsTraditional versus progressive educationSynthetic phonics: the route to reading?Is informal education better than formal education?The social and emotional aspects of learning (SEAL) programmeComputers good, calculators bad?Part 3: LearnersLeft-brain, right-brain, brain games and beanbags: neuromyths in educationFrom fixed IQ to multiple intelligencesLearning styles: unreliable, invalid and impractical and yet still widely used“TV is bad for children” – less emotion, more science please!Playing with emotions: why emotional literacy trumps emotional intelligenceThe dyslexia debateIndex
£29.44
Open University Press Reconceptualizing Leadership in the Early Years
Book Synopsis"This book has the potential to do for nurseries what Michael Fullan's work did for schools, to re-affirm the moral heart of leadership. Often omitted from accounts of early years professionalism, an attitude of care is advocated as the central characteristic of leaders. At the same time, Clark and Murray challenge the traditional explanation for this attitude amongst practitioners in terms of female nurture, presenting it instead in non-gendered terms as a function of ethical character and commitment. With their concepts of catalytic agency, reflective integrity and relational interdependence, the authors provide an intellectual justification for something that many practitioners have long known intuitively, that early years leadership calls for a marriage of both mind and heart." Dr Geoff Taggart, Lecturer in Early Years, University of Reading, UKâœThis book makes an innovative contribution to the discussion and debate about leadership in early years. The new concTable of ContentsPart One: Reframing LeadershipA paradigm for leadershipThe context for leadership in the early years A new paradigm for early years leadershipPart Two: Leadership ProfilesBelieving you can make a difference: inner catalytic agency‘Finding it on your way’: inner reflective integrityEnthused and empowered: inner relational interdependenceLetting go of ownership: the diffusion of catalytic agencyReflective Integrity: a diffused social competenceRelational interdependence: diffusing leadership in communityPart Three: Developing leadership Leadership within: a framework for development GlossaryReferencesIndex
£28.49
Open University Press Creative Teaching Approaches in the Lifelong
Book SynopsisThis practical book explores creative ways of teaching and learning in the lifelong learning sector and provides a toolkit of creative teaching approaches with the potential to transform your teaching practice. Drawing on various techniques and diverse environments the book illustrates a variety of approaches, offering insights and conclusions drawn from a rich range of practice examples and highlighting the potential pitfalls of creative practices. The book tackles crucial issues such as: The characteristics of a creative tutor Boosting your creative confidence, and that of your learners Creative methods to excite and engage learners Constructing a creative session Developing resilience and self-care strategies Throughout the book there are activities, reflection points and extension tasks, as well as the frequent use of symbols and cross-referencing notes to help you see the links between sections. Creative Teaching Table of ContentsIntroductionPart One: The IndividualCreative Learning SpacesReflecting on You in the Creative Learning SettingConfidence and CreativityPart Two: The Group PerspectiveIntroduction to GroupsClassroom Management and Creativity The Hooks of Engagement: Creative Methods to Engage LearnersEncouraging Constructive Thinking and Exploration of IdeasCreative Beginnings and EndingsDesigning a Creative SessionPart Three: The Organizational ContextStimulating Creative Change in Your PracticeLooking after the Creative TutorEpilogue: the Currency of Creativity
£25.64
Open University Press AZ of Play in Early Childhood
Book SynopsisThis indispensible guide uses a unique glossary format to explore some of the key themes in play in early childhood, many of which regularly arise for students, tutors, parents and practitioners. As well as covering key concepts, theories and influential figures in the field, the book considers important aspects of each construct and highlights the complexity of play in early childhood. Each section of the book: Outlines key aspects of a construct in relation to play Includes a wide range of references Summarizes research from an international perspective Offers insights from other well known figures with expertise in play This book takes the stance that play is vital to childrenâs holistic development, self-efficacy and well-being and that play, and playful learning and teaching, is the essential ingredient in order for children to develop enthusiastic dispositions to learning. This positive view of play draws on the authorâs extensive experieTable of ContentsIntroductionA: Active learning through play; Adult-initiated/guided play; Adult play; Assessment and play; Autotelic play; B: Baby play; Behaviours and play; Brain studies/neuroscience and play; C: Child-initiated play; Cognitive play and learning and metacognition; Consumerism/commercialism and play; Creativity and play; Culture and play; Curriculum and play; D: Decision-making and play; Deep-level learning and play; Dispositions to play and learning; E: Emotional development and play; Environments for play; Exploratory/epistemic play; F: First-hand experience; Flow/free-flow play; Forest School and play; Fun; G: Games play; Gender and play; H: Health and play; Heuristic play; Humour and play; I: Iconic and symbolic learning and play; Imaginative play/imaginary friends; Inclusion, equality and play; Independence and self-regulation in play; J: Jargon of play; Junk (found/recycled materials) and play; K: Key Persons and play; Kinaesthetic play; L: Language and communication play; Listening to children at play; Ludic play; M: Mastery play; Messy play; Moral development and play; Motivation and play; N: Narrative play and story; Natural world play; Negotiation skills and play; O: Object play; Outdoor play; Ownership; P: Parents and play; Photography and play; Physical play; Planning for play/playfulness; Q: Quality play; Questioning; Quiet play; R: Recapitulative play; Reflecting on play; Risk/risky play; Role-play/pretend play/fantasy play; Rough and tumble play; S: Schemas and play; Social development and play; Socio-dramatic play; Superhero play; Symbolic play; T: Technology and play; Therapeutic (cathartic) play; Transformational play; Types of play; U: United Nations Convention on the Rights of the Child – right to play; Universality of play; V: Values in play and playfulness; Voice – children’s voices in play; W: Wii play; Work/play dimensions; X Y Z: Xbox; Young children; Youth play; Zero-in on play; Zigler;
£24.69
Open University Press Teaching in the Lifelong Learning Sector
Book SynopsisThis popular introductory textbook is ideal for anyone working or training to work in the lifelong learning sector. The new edition has been comprehensively revised to reflect recent developments in the sector and current research in learning and teaching.The book covers key topics such as reflective teaching, communication, learning theories, and assessment for learning. In addition there are new chapters on: Behaviour for learning; A curriculum for inclusive learning; The lifelong learning sector and Functional skills. This edition also includes more student journal extracts, case studies and developmental activities.Common elements of good practice in teaching and learning spanning the lifelong learning, further education and skills sector and are fully explored so that you will: Gain a thorough understanding of learners and their needs Understand the importance of effective communication Appreciate the role of reflective practice and continuing professional develTable of ContentsIntroductionThe lifelong learning sectorThe reflective teacherCommunication and the teacherA curriculum for inclusive learningLearning theoriesTeaching and learning methodsResources for teaching and learningPlanning for teaching and learningAssessment for learningFunctional Skills and Skills for LifeBehaviour for learningWider skills for learning Continuing professional development AppendixBibliographyIndex
£32.29
Open University Press Understanding Autism in the Early Years
Book SynopsisThis book provides an introduction to the autism spectrum and explores some of the theories and research which help in understanding the characteristics of young children who may be on the autism spectrum and the likely impact on their development and learning. It offers in-depth information on some of the key features which can lead to a child being diagnosed with autism and discusses the diversity of the spectrum, as well as presenting information on available screening tools. The book considers the main areas of difficulties that children with autism display - social interaction, social communication, and imagination and play - and explores the role that early years practitioners have in supporting the child and helping them to develop appropriate communication and social skills. As well as advice on key aspects of early years practice such as working with parents, other professionals and preparing the children for the move to primary school, there are specific chapters on the pTable of ContentsIntroduction to autism spectrumIdentifying and getting a diagnosisWorking with familiesSocial interactionCommunicationPlay and flexible thinkingSensory issuesBehaviour difficultiesWorking with other professionalsMoving to primary school
£28.49
Open University Press Values and Vision in Primary Education
Book SynopsisAgainst a backdrop of ever-changing government initiatives and strategies, it is essential that you have a firm vision for the roles and purposes of education to inform your interpretation of education.This accessible and engaging book provides you with the scaffolding to develop your reflective practice as you journey towards developing your own philosophy of education. It enables you to consider how your aspirations and vision can be enacted in practical ways in the classroom and provides a means to evaluate and analyse your own practice. The structure of the book and its individual chapters guides you through supported reflective activities and case study examples so that the exploration of educational philosophy is thoroughly grounded in professional practice.The book offers: Supported reflection on values underpinning primary education Practical examples to set theory within context An issues-based approach to pedagogy and curriculum Examples of philosophy Table of ContentsCuriosityNarrativeCreativityPlayInvestigationProblem SolvingEnvironmentTechnologyVoiceInclusionBeliefsReflectionValuesVision
£26.59
Open University Press Teaching Adult Numeracy Principles and Practice
Book SynopsisThis book offers friendly guidance on how to work with adult learners to develop their numeracy and mathematics skills. It brings together current research and practice on teaching adult numeracy into one handy volume and covers the major issues faced by teachers of adult numeracy such as current policy perspectives and implications for teaching practice. There are reflective tasks throughout, which encourage you to develop and apply your theoretical knowledge to your own experiences.Key features include: Reviews of existing policy and research and implications for practice Reflective tasks with commentary, encouraging you to develop and apply your knowledge Case studies of real student experiences Practical activities and ideas to support the planning, teaching and assessment of adult numeracy Drawing on the substantial experience of the contributors, who have a wealth of experience as practitioners and researchers in the field, this book is an essential resourTable of ContentsIntroductionSection One: Numeracy and societyThe social context of numeracyWhy and where adult numeracy teaching and learning takes placeAdult numeracy learnersSection Two: Understanding NumeracyMathematics and numeracyLanguage and mathematicsTeachers and the process of mathematical thinkingProvoking mathematical thinking: numeracy teachers doing 'realistic' mathsAttitudes, beliefs and teachingSection Three: Teaching and learning numeracyApproaches to teaching adult numeracyPlanning for numeracy learningAssessmentTeaching number, measure and dataSection Four: Contexts for teaching and learning numeracyFamily mathematicsDeveloping numeracy skills in vocational contexts: learning for and in the workplaceSection Five: Numeracy and inclusive learningDyslexia, dyscalculia and numeracyMental health and the emotional aspects of learning mathematicsReferences
£32.29
Open University Press Lesson Planning for Effective Learning
Book SynopsisLesson planning is the essential component of every teacher's practice and the development of a teacher's skill is built explicitly on a rigorous approach to planning. This goes beyond just written plans and includes a process of mental preparation, anticipation, rehearsal and performance - all essential elements of the craft of teaching. This book offers heaps of useful advice and key ideas related to planning an effective lesson.With clear links between the preparation of writing a lesson plan, and the delivery of that lesson plan through your teaching, this book explores: Common components of lesson planning including learning objectives, learning outcomes, starters, teaching activities and plenaries The lesson plan document: what it can and can't do Teaching 'style' and your role in bringing lesson plans to life within your classroom Common pitfalls, including time management, over- and under-running, optimum learning time, and activity sequencTable of ContentsAcknowledgements IntroductionCommon Components of a lessonLesson Planning ItselfPedagogy and the Plan: Bringing it to lifeResources for LearningDifferentiation and Personalisation: Valuing Your PupilsMetaphors for Lesson Planning and PedagogyLearningAssessment and Lesson PlanningLesson Planning, Medium and Long Term PlanningDifferences in Planning in the Primary and Secondary SchoolLesson Planning DocumentationConclusion References
£26.59
Open University Press Essential Primary Mathematics
Book SynopsisIf you are teaching or learning to teach primary mathematics, this is the toolkit to support you! Not only does it cover the essential knowledge and understanding that you and your pupils need to know, it also offers 176 great ideas for teaching primary mathematics - adaptable for use within different areas of mathematics and for different ages and abilities.Tackling childrenâs misconceptions in each topic area and differentiation through open-ended tasks and elements of choice, the book encourages you to think deeply about the teaching of the primary mathematics curriculum. The classroom activities, which are simple to resource and use, support you in meeting the Teachersâ Standards securely and encourage children to: Think deeply about mathematics and to challenge themselves Develop mathematical independence Engage in mathematical talk Work collaboratively with others to further understanding Whether you are just getting started in yoTable of ContentsAcknowledgementsIntroductionCounting and the number systemAddition and subtractionMultiplicationDivisionAlgebraMeasuresDataProbabilityShapeSpaceConclusionReferencesIndex
£26.59
Open University Press Rethinking Superhero and Weapon Play
Book SynopsisRethinking Superhero and Weapon Play offers a fresh and knowledgeable insight into childrenâs fascination with superheroes and weapon play. It explores what lies at the heart of superhero and weapon play and why so many children are drawn to this contentious area of childrenâs play. This innovative book offers: A detailed look at why many early years professionals and teachers are cautious about superhero and weapon play. Does weapon play make children more violent? Do âgoodies versus baddiesâ stories make children more confrontational? Do superheroes offer positive gender role-models? The book tackles these questions and suggests some alternative perspectives, as well as offering practical advice about keeping childrenâs superhero and weapon play positive and productive. An exploration of how superhero and weapon play relates to the development of childrenâs moral values, moral principles and moral reasoning; the building of childrenâs co-operation, empathy and sTable of ContentsPrefaceAcknolwedgementsIntroduction Part One: Arguments held against war, weapon and superhero play - and some responsesThe argument that war and weapon play almost automatically leads to increased aggression and violenceThe argument that superheroes equate to the normalization or glorification of violenceThe argument that superheroes offer up negative, stereotypical and destructive role-models of masculinity and femininity Part Two: Rethinking superhero and conflict playTheoretical understandings of children’s moral developmentFrom ‘rough-and-tumble’ play to superhero and conflict playSuperhero and conflict play and the development of co-operation, empathy and sense of communitySuperhero and conflict play and children’s sense of self and self-worthThe moral themes that lie behind superhero and conflict play Part Three: Exploring superhero narrativesSuperman: the god-like beingBatman: darkness within the Dark KnightThe X-Men: The rejected group Conclusion: The merit of superheroes and superhero play ReferencesIndex
£24.69
Open University Press The Expert Learner
Book SynopsisWhat do Amadeus Mozart, David Beckham, Marie Curie and Bill Gates have in common? Answer: all excel in their diverse areas of music, sport, science and computing. The Expert Learner looks at what we know about acquiring such expertise and seeks to apply it to education, particularly to classroom teaching. Challenging the widely held belief that excellence is the result of innate ability, it shows how ability is developed through applied learning and deliberate practice.Drawing on studies about expertise The Expert Learner highlights the importance of: Providing opportunities and support to develop skills Being motivated to succeed Undergoing extensive deliberate practice Building powerful mental models to handle and organise information Receiving continuous and effective feedback to improve performance Developing self-regulation to monitor performance The Expert Learner takes these findings and applies them to education. What opTable of ContentsSeries editor's introductionAcknowledgementsIntroduction1 Nothing's fixed: tackling ability myths2 How experts learn3 Digging deep - expectations, self-belief and challenge4 Is everybody clear?5 Expert diagnosis - the teacher as clinician6 Getting and giving feedback - it's harder than we think7 The expert schoolNotesSelect bibliographyIndex
£24.69
Open University Press Expansive Education
Book SynopsisTeachers from schools across the world believe that there is more to education than success in examinations. Many practitioners are becoming increasingly familiar with expansive education concepts such as learning dispositions, habits of mind, and expandable intelligence, and are striving to instill these valuable mind-sets into their pupils. In this groundbreaking and visionary book, acclaimed authors Lucas, Claxton and Spencer define, consolidate and reinforce this revolutionary shift.Expansive Education: Teaching learners for the real world showcases a growing number of schools that are developing methods of teaching and learning that deliberately cultivate powerful learners. Drawing on established theory as well as current research and practice, this essential resource encapsulates the best of these approaches, and demonstrates discernible links to achievement gains and learner engagement. Expansive Education offers:Radical thinking about the purpose of Table of ContentsForeword from Arthur L Costa Widening goals, strengthening minds and creating enquiring teachersThe evolution of expansive educationCurrent approaches to expansive educationExpansive Pedagogy: a new model Expansive education: a theory and a call to action
£29.44
Open University Press Changing Play Play media and commercial culture
Book SynopsisThis book explores changes in the nature of the relationship between play, media and commercial culture through a comparison of play in the 1950s/60s and the present day, examining the continuities and discontinuities in play over time. There are many aspects of play which remain the same today as they were sixty years ago, which relate to the purposes of play, the way in which children weave in material from a range of sources in their play, including media, and how they play with each other. Differences in play between now and the mid-twentieth century are due to the very different social and cultural worlds children now inhabit, in which technology is central to many play activities. Challenging deficit notions of play in contemporary society and providing evidence to contest the recurrent myth of the disappearance of play, the book: Provides an historical account of changes in the relationship between play, media and commercial culture over the past sixty years OffersTable of ContentsIntroductionEarly studies of children's play and the legacy of Iona and Peter OpieForms of playMedia, technologies and play The material cultures of childhoodPlay in the institutions of homes and schoolsSpace and playGender, sexuality and playConclusionReferences
£29.44
Open University Press Facilitating Childrens Learning in the EYFS
Book SynopsisThis book offers in-depth insights into the revised Early Years Foundation Stage. It provides a broad exploration of the changes in the EYFS and considers how the revised EYFS framework creates both a context for learning and the basis of a curriculum for children from birth to five in early years settings. Focusing on practice, it considers a range of issues arising from the revised EYFS, including the rationale behind the new prime and specific areas of learning, and the new key themes of school readiness and engaging parents. Although the EYFS is a helpful framework for thinking about the relationship between the child, the environment, and learning and teaching at the most significant time in a young child's life, there is limited guidance on how the principles of the EYFS and the areas of learning and development can be put into practice. So if you're looking for further support and guidance on EYFS then this book is the book for you! Key features include:Up-to-date Table of ContentsIntroductionThe Revised EYFS: A Principled Framework?School ReadinessThe Significance of Child Development in the Revised EYFSEngaging Parents in Children's Learning A Pedagogy of Care and Education Teaching and Learning in the Prime Areas: birth to threeTeaching and Learning in the Prime Areas: from three to five LiteracyMathematicsUnderstanding the World Expressive Arts and Design Teaching Beyond the EYFS: A Curriculum for the 21st Century? ReferencesIndex
£26.59
Open University Press Creative Ways to Teach Primary Science
Book SynopsisDo you need quick and easy access to great ideas for teaching primary science? If so then this is the book for you!Creative Ways to Teach Primary Science draws on the best ideas about teaching primary science, using an evidence-based approach which recognizes that there are some proven and more effective methods for teaching primary science. Creativity is one of the most powerful indicators of successful teaching, and the key is a willingness to take risks and to accept uncertainty. This can be tricky for busy teachers, so this book lends you a helping hand! The authors explain why the methods presented are successful and encourage you to apply these creative techniques to new situations. The book: Offers a handy 'one stop shop' of creative ideas for teaching primary science Provides a 'helping hand' for you to get started in the classroom by presenting a range of teaching methods that are proven to work Encourages creativity and experimentation, Table of ContentsAcknowledgements1 Creativity in Primary Science2 Children as Real Scientists3 A Creative Approach to Working Scientifically - putting children in the driving seat4 ICT and Computing 5 Using Children's Literature, Stories, Poetry and Songs6 Models and Analogies 7 Images in Science Lessons7 Demonstrations8 Dance and Drama9 Playground Science10 Thinking frames11 Cross Curricular Science BibliographyIndex
£28.49
Open University Press Your PhD Coach How to get the PhD Experience you
Book SynopsisThis book is your own personal PhD coach. Itâs not just about surviving your PhD, itâs about thriving in the experience. Taking a unique self-coaching approach, this book will enable you to understand how to navigate your way through the various challenges posed by PhD study with resilience, self-sufficiency, and the determination to succeed. Each chapter contains self-coaching challenges so that you can discover what works for you and generate fresh ideas to enable you to move forwards, banish self-doubt, bust procrastination, and realise your full potential to make the most of your PhD experience.Your PhD Coach will enable you to: Build resilience and self-leadership Challenge yourself to be focused and achieve aspiring goals Find the right balance and nurture stronger relationships Develop your confidence, creativity and motivation Using a coaching philosophy that helps you realize your own solutions and develop your own strategies to move fTable of ContentsIntroduction Part 1: Setting firm foundations: say ‘Yes!’ to the perfect PhD dayChapter 1: Introduction to Part One and… How are you today?Chapter 2: Throwing rocks before your PhD: Learning to manage your inner criticChapter 3: What’s the point of this path? Finding value in your perfect PhDChapter 4: Where is the pathway heading? Tapping into your bigger pictureChapter 5: Bringing it all together: Saying ‘Yes!’ to the perfect PhD day Part 2: Core themes in the PhD experienceChapter 6: Out of control? In pursuit of better balanceChapter 7: When self-doubt creeps in… How to find the superhero withinChapter 8: Overwhelmed or underwhelmed? Finding enjoyment through your goalsChapter 9: Stuck in a rut? Being creativeChapter 10: Distracted? Giving yourself permission to re-find your focusChapter 11: On your own? Building better relationshipsChapter 12: Too many knockbacks and brick walls? Building your PhD resilienceChapter 13: The leader in you? Finding the authenticity to write your own storyFurther Reading
£20.89
Open University Press Characteristics of Effective Early Learning 2e
Book SynopsisThis new and updated edition of Characteristics of Effective Early Learning focuses on how children learn which is just as important as what they learn. The book helps practitioners understand their key role in supporting childrenâs self-regulation skills and learning power through playing and exploring, active learning and thinking creatively and critically. It includes new chapters on affirmative parenting practices and the crucial role of adult communication partners in supporting childrenâs learning. The book:â Explains how emotional and cognitive self-regulation in the early years underpins lifelong learningâ Investigates how children engage in learning through playing and exploring and are motivated through active learningâ Explores how children become creative and critical thinkers, excited by their own learning power and able to review their own learning and thinkingâ&nTable of Contents1 How Young Children Learn: Introduction and OverviewHelen Moylett 2 The Importance of Self -Regulation for learning from birthDavid Whitebread 3 Playing and ExploringSue Rogers and Shabana Roscoe 4 Active LearningNancy Stewart 5 Thinking Creatively and CriticallyDi Chilvers 6 Observing, Assessing and Planning for How Young Children Are LearningJudith Dancer and Helen Moylett7 Interacting and Talking for Learning and Thinking Nancy Stewart and Helen Moylett 8 Affirmative Parenting Practices: Lessons from the High Achieving White Working Class Boys (HAWWC) ProjectChris Pascal and Tony Bertram 9 Early Years Settings as Life-long Learning CommunitiesClare Crowther 10 Building for the Future – building on the early years Elaine Bennett and Kim Porter
£25.64
Open University Press Achieving Teaching Excellence Developing Your TEF
Book SynopsisWhat does teaching excellence within Further and Higher Education look like? This book takes the Teaching Excellence Framework (TEF) as its starting point. Each chapter identifies one specific aspect of the TEF and, with the help of case studies, guides the reader through innovative teaching strategies and how to overcome challenges that range from digital learning to feedback and assessment. Extensive practical suggestions are offered for the reader to use in their own teaching, all underpinned by a sound theoretical base. Responsive to current debate, topics addressed include:â Widening Participationâ Internationalisationâ Gaming and simulationâ Student employabilityThe entire volume is cross-referenced to both the TEF and the National Student Survey (NSS), meaning readers can easily contextualise what they have read. With higher investment in teaching and learning, and the changing demands and expectations of students, this timely and practical book will Table of ContentsChapter 1: Towards A New Landscape for UK Higher Education Part I: Teaching QualityChapter 2: Learning Lessons in Observation from Student TeachersChapter 3: Developing New Learning ResourcesChapter 4: Towards a New ApproachPart II: Learning Environment Chapter 5: Digital LearningChapter 6: Engaging with the Outside World Chapter 7: Widening Participation: Access, Success and Progression Chapter 8: Internationalisation – The Global Classroom Part III: Student Outcomes and Learning Gain Chapter 9: Gaming and Simulation Chapter 10: Authentic Assessment Chapter 11: Innovative Assessment – Feeding Back, Feeding Forward Chapter 12: Innovative Assessment: Authentic Assessment to Beat the Cheats Chapter 13: Embedding Employability using Innovation Chapter 14: Conclusions
£34.19
Open University Press Inclusive Education for Learners with
Book SynopsisâœThis book offers a broad and helpful definition of inclusive education â one which centres upon high quality, relevant and evidenced teaching and support.âGraeme Douglas, Professor of Disability and Special Educational Needs, University of Birmingham, UKâœThis book is a must-have for every teacher in primary and secondary schools and should be compulsory literature on all teacher training courses.âMarleen J. Janssen, Ph.D., Professor Inclusive and Special Needs Education, University of Groningen Institute for Deafblindness, The NetherlandsSupporting learners with Multisensory Impairment (MSI) (Deafblindness) requires a range of strategies and this book offers a synthesis of best practice with the latest theory and research. At a time when we are urgently calling for inclusive and equitable quality education and lifelong learning opportunities for all, there are significant gaps in research on educating children and young peoTable of ContentsFOREWORDPREFACECHAPTER ONE: INTRODUCTIONCHAPTER TWO: RESEARCH: REVIEW OF THE LITERATURECHAPTER THREE: THEORY: MSI AND CHILD DEVELOPMENTCHAPTER FOUR: PRACTICE: EDUCATIONAL STRATEGIESCHAPTER FIVE: FUTURE DIRECTIONS IN RESEARCH, THEORY AND PRACTICEAPPENDIX: USEFUL WEBSITES
£28.49
Open University Press Bringing the Curriculum to Life Engaging Learners
Book SynopsisHow can we bring the curriculum to life so that all young people of compulsory school age are fully engaged in their learning and achieve to their maximum?Professor Janice Wearmouth and Dr Karen Lindley bring together contributions from practising teachers, researchers and academics to answer this question for a range of educational contexts and demonstrate the positive impact that can be achieved on student learning at all levels. This edited volume highlights challenges and opportunities within the current English education system. With reflective questions and ideas for teachers to implement in the classroom, this important book bridges the gap between theory and practice and will be invaluable reading for trainee teachers, teacher trainers, qualified teachers and others with an interest in education and the curriculum."The intrinsic value of the book is that it seeks to illuminate the discussions surrounding the issues identified, from differing and altTable of ContentsIntroductionPart I: Current curriculum context at national levelChapter 1: Office for Standards in Education (Ofsted) and the CurriculumOliver BelasChapter 2: From Curriculum Theory to Curriculum Practice: Some observations on privilege, power and policySteve ConnollyPart II: Alternative/bespoke educationChapter 3: Alternative Education: the rise in elective home education: issues related to recognition, collaboration and successful partnershipsAmber Fensham-SmithChapter 4: Exploring Accessible Curricula for Learners with PMLDCathal ButlerPart III: Creative engagement in the curriculumChapter 5: Planning and designing a creative Secondary English curriculumJames SheaChapter 6: Using culturally responsive pedagogy to improve literacy learning within a supplementary schoolMargaret Olugbaro, Janice Wearmouth and Uvanney MaylorChapter 7: Oracy, Dialogic Learning and Education for Democracy. Developing an authentic ‘student voice’ in an Eastern Region secondary schoolMike Berrill and Neil HopkinsChapter 8: A creative approach to supporting literacy acquisition for a young man with difficultiesPhilippa Smith, Janice Wearmouth and Karen LindleyChapter 9: The Future of Physical Education is in the Mix: establishing the DJ as a Metaphor for Innovative Curriculum DesignSaul Keyworth and Danny GoldingChapter 10 Bringing the Physical Education curriculum to life for all children and young peoplePaul Sammon and Ian RobertsPart IV: Making it realChapter 11: Real world contexts and teachingMieka HarrisChapter 12: How can Forest School education enhance children’s curricular experiences?Perry KnightChapter 13: Using language learning strategies to transform teaching and learning experiences in mainstream classroomsMario MoyaPart V: Learning environment: teacher trainers’, early years teachers’ and child and adult learners’ perspectivesChapter 14: Starting to see the ‘bigger picture’: ways of developing professional and paraprofessional understandings of behaviour, curriculum and the learning environmentSteve Connolly and Allyson GoodchildChapter 15: Bringing the curriculum to life in the Early Years: a consideration of the learning environmentMichelle Sogga and Karen SiddonsChapter 15: Culturally responsive approaches for children with English as an Additional Language (EAL) in the English National Curriculum: Reflections from personal experiencesMalini MistryChapter 17: How can we ensure that young people and their Special Educational Needs are included in Personal, Social, Health, and Economic (PSHE) lessons?Philippa Smith, Janice Wearmouth and Karen Lindley
£20.89
Open University Press Observing Gabby Child Development and Learning 07
Book SynopsisThis book is about Gabby, an inquisitive girl who leads her own learning very effectively with support from the adults in her life. The author, her grandmother, draws on seven years of data from diaries, photos and Gabbyâs own writing to consider her development and learning when cared for by both her parents and grandparents. Gabby builds on her experiences with her Latvian mother, English father and her elder sister as she faces and deals with transitions as she grows up.The chapters are presented in a chronological order as a ârunning recordâ going from 0-1 year right through to 6-7 years and can be analysed through a range of theories and frameworks. With chapters considering theory and the data separately the reader can reach their own conclusions on child development before exploring the authorâs analyses. Each chapter also considers the relevance of Ofstedâs Intent, Implementation and Impact framework and other theories and schemas.This book about one child's earTable of ContentsImportant EventsIntroductionChapter 1 – Gabby’s First Year: Making Relationships including Attachment Theory – Physical Development – Cognitive DevelopmentChapter 2 – From 1-2 years: Receptive and Expressive Language – Understanding the Effects of Her Actions – Beginning to Play Symbolically Chapter 3 – From 2-3 years: The Terrific Twos – Starting Nursery in the Baby Nest – Separation and Loss – Emerging FriendshipsChapter 4 - From 3-4 years: Starting the Big Nursery – Forming firm friendships – Wider ExperiencesChapter 5 – From 4-5 years: Visiting Latvia – Role Play - Starting School, Settling and Gaining Confidence– Visiting Tenerife – Face timing cousins in Australia Chapter 6 – From 5-6 years: Questions – Games – Being Teacher – Locating Events in TimeChapter 7 – From 6-7 years: Becoming a Proficient Swimmer – Seriating – Time and Duration – Reading for Pleasure – Being TeacherConcluding Thoughts
£21.84
Open University Press Classroom Teaching in the 21st Century Directions
Book SynopsisAs technology becomes more widespread and the world continues to change in many other ways, teachers have adapted to allow education to evolve with the 21st century. This book provides theoretical foundations and highly practical strategies for classrooms tackling modern challenges, drawing in part on the ideas and experiences of practising teachers. The authors highlight how crucial education is for equipping future generations with the skills for individual, societal and planetary wellbeing, while still considering the pressures of âteaching to the testâ. Every teacher balances a range of priorities as they enter a classroom which this book addresses:âTeaching for personal development, including autonomy, resilience, critical thinking, mental health and overall wellbeingâTeaching for social development, for the workplace but also for community participation and social life generallyâTeaching for equity, inclusion and polTable of ContentsINTRODUCTIONDIRECTION I: TEACHING FOR PERSONAL DEVELOPMENTPrinciple 1. Foster Autonomy and Resilience Principle 2. Focus on Critical Thinking and Problem-solving Principle 3. Support Mental Health Development Principle 4. Promote Overall Wellbeing Principle 5. Do Both: Teach for Subject Knowledge and Relevance DIRECTION II: TEACHING FOR SOCIAL DEVELOPMENTPrinciple 6. Promote Skills of Interaction and Communication Principle 7. Foster Skills of Teamwork, Collaboration and Leadership Principle 8. Emphasize Community Participation in the Classroom and Beyond Principle 9. Support Overall Social Development DIRECTION III: TEACHING FOR EQUITY, INCLUSION AND GLOBALIZATIONPrinciple 10. Model and Foster Equity and Inclusion Principle 11. Teach Explicitly about Equity and Inclusion Principle 12. Foster Political Understanding and Commitment Principle 13. Promote Global Outlooks and Skills DIRECTION IV: TEACHING FOR DIGITAL KNOWLEDGE AND SKILLSPrinciple 14. Model and Foster Use of Technology Principle 15. Use Technology as a Tool Not an End Principle 16. Use Technology to Support Individualised LearningPrinciple 17. Use Technology to Support Collaborative LearningDIRECTION V: DEVELOPING TEACHER PROFESSIONALISM AND IDENTITYPrinciple 18. Take a Stand on What and How to TeachPrinciple 19. Continue to Enquire and Grow Professionally Principle 20. Promote Your Own Wellbeing Principle 21. Connect Teaching to Life
£26.59
Open University Press Disability in Higher Education Investigating
Book SynopsisHigher Education presents significant challenges for disabled faculty. This book highlights the structural barriers that create challenges for faculty and demonstrates ways in which we can improve on current practice. Staff face a competitive environment which is increasingly characterised by long working hours and the use of standardised metrics to monitor and evaluate performance. The author underlines this issue as well as covering a range of subjects including the stigma associated with disability, workplace discrimination, the decision to disclose a disability, and access to workplace accommodations. The book:âAmplifies the voices and experiences of disabled facultyâExamines the representation of disability and how this affects both disabled and non-disabled audiencesâProvides a range of personal accounts of visible and invisible disabilities by those working in Higher EducationâArgues for changesTable of ContentsChapter 1: Representing DisabilityChapter 2: Stigma and Discrimination Chapter 3: Academic Culture and Context Chapter 4: Invisible Disabilities and the Decision to DiscloseChapter 5: Experiences of Disabled AcademicsChapter 6: Perceptions of Disabled Academics and Disability Chapter 7: Advice and Guidance
£27.54
Open University Press Mastering Teaching Thriving as an Early Career
Book SynopsisThis book builds on the experiences of school leaders, early career teachers and their mentors and responds to the challenges that new teachers face as they move beyond initial teacher training. Practiced educators provide research-informed guidance in each chapter to scaffold new teachersâ workplace learning when the learning curve is steepest. Support for new teachers is vitally important in enhancing teaching quality, promoting teacher wellbeing, and reducing staff burnout rates. Each chapter, co-authored by school-based and university-based teacher educators, contains rich illustrative examples and vignettes from lead practitioners in UK primary and secondary schools. The book is relevant across curriculum areas and phases of education so that all new teachers can ease their transition into teaching, build their confidence and lay foundations for their career-long professional growth. Speaking to new and recently qualified teachers as well as coordinators Table of ContentsIntroductionChapter 1. The professional knowledge of teachersChapter 2. Modelling curriculum design: a conceptual approachChapter 3. Understanding MemoryChapter 4. At the crossroads: A roadmap for navigating the complexities of Behaviour ManagementChapter 5. Wellbeing of children and young peopleChapter 6. Digital classrooms: pedagogy and practiceChapter 7. Inclusive Pedagogy: using Universal Design for Learning to teach beyond labelsChapter 8. Setting Ambitious ExpectationsChapter 9. The role of emotion in relationships with parents and carersChapter 10. Developing through reflection and collaborative enquiryChapter 11. Teacher wellbeing and resilience: a social ecological perspectiveChapter 12. Becoming research literate
£19.94
Open University Press Evolving Dialogues in Multiculturalism and
Book SynopsisThis edited collection continues the call for evolving multicultural dialogues within education and the wider social sciences. Dialogue and education are essential tools that can help tackle some of the biggest cultural problems we are facing, including post-Coronavirus education realities. The contributors of this edited book from across the globe explore the necessity of sustained dialogue within the wider social and political sciences, alongside national and international politics, where more multicultural voices need to be heard in order to make progress. The book builds on existing evidence and literature to advocate in favour of this movement and highlights how important multiculturalism and multicultural education remains. It will be essential reading for students and academics working in the fields of education and sociology, particularly those with an interest in social justice, inclusion and multiculturalism.Table of ContentsPrefaceChapter 1: IntroductionPart I. Multicultural Dialogues Chapter 2: The SHARMED project: the promotion of dialogic intercultural learning in the classroom’Chapter 3: Intersecting Dialogues for Justice in EducationChapter 4: “The West has shown me one thing: everything it has is from the East” [and vice-versa]: Unthinking and reconstructing interculturality in education with ‘China’Chapter 5: Promoting Multicultural Awareness through Dialogue: The Case of The Dialogue SocietyChapter 6: Impacts of dialogue education work on young people and teachers in JordanChapter 7: Can Interculturalism Complement Multiculturalism? Chapter 8: Refugee Children as Pupils with Culturally Different Backgrounds in Italian Elementary SchoolsChapter 9: Dialogue in multilingual research contextsPart II. Multicultural Pedagogy Chapter 10: Diversity and Inclusive Strategies: School as a cultural mediatorChapter 11: Adolescents of immigrant origin in Italy: well-being, aspirations and uncertaintiesChapter 12: Multiculturalism and its Definition: El Sistema as a Model of Multicultural Education?Chapter 13: Is multicultural education deep enough and wide enough?Chapter 14: An Investigation on Teacher–Student Interpersonal Behavior in Russia and ItalyPart III. Multicultural PolicyChapter 15: Transforming Civic Education to Reduce Failed CitizenshipChapter 16: Decolonising Social Studies Curriculum in Thailand: Whose Knowledge? Whose Power?Chapter 17: “See it, Say it, Sorted”: The ‘Prevent duty’ and its impact on English secondary schools: Evolving Dialogues in an ‘Age of Anger’Chapter 18: Is Citizenship Education Dead in England?Part IV. Multiculturalism, Schools and CurriculumChapter 19: Muslim, Male and Primary School Teacher: The Postmodern ChangeChapter 20: British Pakistani Students’ Experiences of the Secondary School Curriculum
£42.74
Open University Press Understanding Primary Education as a Whole
Book SynopsisThis book explores the foundations of modern primary education and the role that society and culture has had in shaping it. Dismantling assumptions about what education has been or âshouldâ be, Tony Birch outlines what the core principles are that underpin high quality education to provide a holistic approach. Supporting leaders, practitioners and those studying primary education, this book: - Explains key issues in primary education and what drives them- Highlights the importance of pedagogy and leadership to enrich education- Builds on the existing frameworks in schools to encourage an holistic approach- Emphasises the importance of seeing the range of a childâs potential outside of academic expectations Understanding Primary Education as a Whole is an essential resource for leaders and those studying primary educationTable of ContentsPART I: SOCIO_CULTURAL DYNAMICS1.Socio-cultural Dynamics2.Primary Education in Perspective3.Driving Forces in Primary EducationPART II: THROUGH THE LOOKING GLASS4.A Changing World5.Learning6.Leadership7.The System Landscape: CollaborationPART III: TOWARDS A HOLISTIC SYSTEM IN PRACTICE8.Towards Wholeness9.Evolutionary Purpose10.Self-Management (Pedagogic Development Work)PART IV: PRIMARY EDUCATION – LOOKING FORWARDS11.Socio-cultural Dynamics: A Living System
£21.84
Open University Press Integrating Childrens Literature in the Classroom
Book SynopsisTeachers can have a profound influence on childrenâs reading behaviour and attitudes to literature. Whether itâs to broaden childrenâs knowledge and understanding, or encourage reading for pleasure, reading in the classroom is becoming an increasing priority.This book looks at a wide range of childrenâs literature from picture books to classics to poetry. A diverse array of books is recommended for teachers to use in a broad variety of contexts to enhance learning across the curriculum, featuring beloved authors such as Michael Morpurgo, Tove Jansson and Kenneth Grahame, as well as introducing some who may be new to teachers.This book:âRecognises the key role of childrenâs literature within the curriculum and learning development âExplores examples through case studies of classroom practice and highlights childrenâs literatureâs role in Personal, Social, Health and Economic (PSHE) educationâCelebrates the rangeTable of ContentsForeword by Professor Teresa CreminIntroductionChapter 1: Children’s literature as an intrinsic pleasure Chapter 2: Creating an environment in which children’s literature is valuedChapter 3: Children’s Literature Across the CurriculumChapter 4: Children’s Literature and Personal Social Health Education (PSHE)Chapter 5: Children’s literature and different culturesChapter 6: Engaging reluctant readers Chapter 7: Classic Literature Chapter 8: PoetryChapter 9: Creating children’s literature with childrenConclusionIndex
£999.99
Open University Press The Teachers Guide to Successful Professional
Book SynopsisâœThe establishment of professional learning networks can be transformational for you personally and professionally. This book takes you step by step through the process of developing an effective Professional Learning Network (PLN) to create and realise a new status quo!âCatherine Carden, Canterbury Christ Church University, UKâœThe book impressively underscores the relevance and opportunities of Professional Learning Networks for innovation in school, while also addressing the challenges and pitfalls of successfully establishing, running and sustaining PLNs from the perspective of teachers.âColin Cramer, University of Tuebingen, GermanyâœThis book is a must read for practitioners, policy makers and researchers interested in Professional Learning Networks! [It] provides readers with concrete recipes with all the necessary ingredients, including leadership, trust and collaboration, to ensure PLN success.âTable of ContentsIntroduction1.The Call to Adventure – Realizing the Need for Change2.Finding Allies – Forming a Professional Learning Network (PLN)3.Challenges and Pitfalls – Successfully Running and Sustaining your PLN4.Trials and Rewards – Adopting Cycles of Inquiry5.The Return – Mobilising Findings and Getting Buy-in6.Achieving a New Status Quo – Making Networks an Everyday Feature of School LifeConclusion
£32.39
Open University Press Ethical Dilemmas in Education Considering
Book SynopsisâœEthical Dilemmas in Educational Research is a valuable resource for both researchers and supervisors. Having myself sat on a university ethics committee, I appreciate not only the considerations needed when approving applications but also the controversy around what could be viewed as undue restrictions on research. The real-life and hypothetical dilemmas presented in this book should help guide researchers towards effective but ethically sensitive designs." Dr Katy Smart CPsychol AFBPsS, Department of Psychiatry, University of Oxford, UKEthical Dilemmas in Educational Research is an invaluable guide for educational researchers around the world, helping to develop best practices and make informed decisions. This book demonstrates how a careful balance must be struck between the needs of participants, increasing regulatory guidelines and the academic freedom of the educational researcher. The authors discuss an array of issues arising in Table of ContentsChapter 1: Representing DisabilityChapter 2: Stigma and Discrimination Chapter 3: Academic Culture and Context Chapter 4: Invisible Disabilities and the Decision to DiscloseChapter 5: Experiences of Disabled AcademicsChapter 6: Perceptions of Disabled Academics and Disability Chapter 7: Advice and Guidance
£26.59
Open University Press Harnessing Professional Development for Educators
Book SynopsisThis book celebrates the benefits of continuing professional development (CPD) for your growth as an educator. The authors weave together an international selection of case studies to offer CPD which transcends educational trends. Thematic chapters put your professional identity at the heart of the book and encourage you to take control of your career development, allowing you to show leadership whatever your role.This book:âChallenges you to reflect on and evaluate your experiences of professional development âIncludes reflection points and personal development planning to support your readingâPlaces equity and social justice at the heart of effective personal developmentâEncompasses the challenges and opportunities of embracing digital technologiesâIllustrates professional development for leaders and educators in a range of cultures and contexts Drawing on multiple globaTable of ContentsChapter 0 How to use this bookChapter 1 Professional skills and professional knowledgeChapter 2 PD through the professional careerChapter 3 PD in a crisisChapter 4 PD at a distanceChapter 5 PD at scaleChapter 6 Culturally relevant PD Chapter 7 PD for equity Chapter 8 PD through inquiry Chapter 9 Evaluating PD Chapter 10 PD, agency and identityChapter 11 Harnessing your learning about Acknowledgments References
£22.79
Open University Press Coaching for Educators How to Transform CPD in
Book SynopsisHow can professional development in schools be designed to meet the specific needs of every individual? What approach to teacher improvement has been proven to have more impact than traditional training models? Which form of professional learning has the greatest impact on workplace wellbeing? Coaching for Educators answers all of these questions by providing a succinct and focused guide, which positively demonstrates how to make coaching work in schools. This book:âProvides up to date research summaries on the impact of coaching in educational settingsâShares practical suggestions and strategic guidance around inclusive practice and professional wellbeingâUses case studies and practical examples to illustrate successful coaching based CPDâCan be adapted to the needs of each and every schoolOffering practical insights into CPD for all professionals, education practitioners and postgradTable of ContentsIntroductionChapter 1: What is Coaching?Chapter 2: Dimensions of Coaching in SchoolsChapter 3: The Case for Coaching as ProfessionalDevelopment Chapter 4: Coaching and WellbeingChapter 5: Coaching and the BrainChapter 6: Building and Sustaining a Culture of CoachingChapter 7: Howick College, Placing Coaching at the Heart ofProfessional LearningConclusion
£25.64
Open University Press Developing Maths Lesson Planning and Frameworks
Book SynopsisâœThis book highlights the essential relationship between lesson planning and key mathematical elements such as mastery and reasoning. The exemplification of ideas through useful classroom strategies gives the book a practical basis, as well as theoretical. I have no doubt that even experienced teachers will find this book enlightening and encourage them to re-evaluate elements of their practice.âHayley Hands, Secondary PGCE Mathematics Lead, Newcastle University, UKâœDeveloping Maths Lesson Planning and Frameworks provides much food for thought and includes many immediate âtake awaysâ to reflect on or try out. This book will help enhance any maths teacher's lesson planning, from the trainee teacher to the experienced practitioner.âRose-Marie Rochester, Archimedes NE Maths Hub Lead/BHCET Director of Maths, UKAddressing the maths skills gap, Wang et al. propose a new method for maths lesson planning that harnesses the power oTable of ContentsPART I: THEORY-BASED REASONING1.What is reasoning, starting from existing frameworks2.Mathematics mastery and reasoning3.The causal Connectivity framework, Reasoning in Lessoning-planningPART II: PRACTICE-BASED REASONING4.Cross-curriculum reasoning primary5.Cross-curriculum reasoning – probability, transition between primary and secondary6.The Case of Trigonometry – reasoning on trigonometry ratios beyond the common mnemonic method7.Reasoning and proof in formulas8.Assessing Reasoning – what we can do for formative and summative assessment9.What school leaders can do to support reasoning
£27.54
Open University Press Online Pedagogy and the Student Experience
Book SynopsisâœThis book showcases the breadth and value of online pedagogy for applied linguistics. The chapters offer informative, practical and inspirational insights into teaching and learning used at the Open University, and how these approaches extend to the wider Higher Education context. A genuinely engaging and instructive book, written by experienced and innovative practitioners.âDr Mel Evans, University of Leeds, UKâœThis timely collection on online pedagogy from an applied linguistics perspective offers an impressive range of important issues that educators need to constantly reflect on in this day and age. All chapters are written in a highly accessible manner and illustrated with ample examples. I am sure readers will find the book an enjoyable read.âDennis Chau, Hong Kong Metropolitan University, Hong KongThis book is an essential guide to providing quality online and distance learning. As the educational landscapeTable of ContentsList of contributorsAcknowledgementsForewordIntroductionGlossarySECTION 1: RETHINKING THE ONLINE CURRICULUMChapter 1: Student perspectives towards learning onlineChapter 2: Reflecting on the design of online modules in Applied linguistics and English language: a dialogueChapter 3: From ‘should’ to ‘could’ in academic writing: integrating Academic Literacies in an online undergraduate applied linguistics moduleChapter 4: Inclusive and decolonizing moves in the English language curriculum: possibilities and barriers in online distance contexts of teachingSECTION 2: ENGAGING THE LEARNERChapter 5: Community and identity in an asynchronous online learning forumChapter 6: The sociolinguistics portfolio: integrating students’ language experiences into online applied linguisticslearning and teachingChapter 7: Evaluation of a guest lecturer programme on an online PG distance learning module in applied linguisticsChapter 8: Implementing a one-to-one online English for Academic Purposes support service across the universitycurriculumSECTION 3: FOCUS ON MULTIMEDIAChapter 9: Integrating real-life applications with text analysisChapter 10: Filming linguistics: the use of video in online pedagogyChapter 11: Using the screencast as a pedagogical tool: exploring its affordances and constraints through a worked exampleAfterwordReferencesIndex
£37.99
Open University Press Professional Learning for Artist Teachers How to
Book SynopsisâœIn the context of one of the most difficult times for art and design education that I can remember, Dr Rachel Payneâs timely volume gives hope; it provides a valuable and inspirational resource for established and aspiring creative practitioners concerned with meaningful teaching and learning.âRichard Hickman, Fellow of NSEAD, UKâœThose of us in the arts who need reassurance that our work matters, that our work remains essential to a holistic education for children, youth and adults, and that artist-teachers can reclaim, recover, and reimagine their professional practices in the midst of governmental controls â then, this is our book.âRita Irwin, Professor of Art Education, The University of British Columbia, CanadaMore than most educators, art teachers have to negotiate two professional identities of artist and teacher. In Professional Learning for Artist Teachers: Pedagogy, Practice and Partnership in UK Contexts, Rachel Payne
£31.34
Open University Press Assessment for Learning without Limits
Book SynopsisThis book explores assessment practices that offer an enlightening and enabling view of all learners. Following the demise of national curriculum levels, the book embraces a unique opportunity to change how children are assessed. Rather than simply replacing the old structure with a new one, it focuses instead on enabling children to learn in meaningful ways so that assessment becomes a tool for improvement rather than judgment by building on two influential research studies, Learning without Limits (Hart et al 2004) and Creating Learning without Limits (Swann et al 2012). Inspired by a relentless focus on every childâs capacity to learn, the book explores what can be achieved when we remove limits on learning. School leaders and teachers, struggling against practices that seeks to define, label and rank, explore the opportunity to view assessment reform as a means of reducing inequity through âlearning without limitsâ principles of collaboration, professioTable of ContentsIntroductionChapter One: Building a professional learning culture of trust Chapter Two: Learning to Listen: Finding a way through for every childChapter Three: A language for thinking: Assessment through dialogueChapter Four: Beyond differentiation: Avoiding labellingChapter Five: Assessing writingChapter Six: Reporting to families: Sharing assessment without levels or gradesChapter Seven: A Whole- school approach to assessment Chapter Eight: Principled innovative leadership for transformability
£25.64
Open University Press The SENCO Essential Manual
Book SynopsisThis is the ultimate resource for SENCOs which provides knowledge, understanding and insight into your role as a strategic leader and how this needs to inform your daily practice and professional knowledge.This is an essential manual to help you in your role as a SENCO - especially if you are new to the role - and provides the ultimate resource that explicitly informs you what you must do to meet the national statutory requirements, as well as when and how you should implement and enhance them. The manual combines clarity, accessibility and the practical ideas to enable positive outcomes in your role. Additionally it provides knowledge, understanding and insight into your role as a strategic leader and how this needs to inform your daily practice and professional knowledge. As well as SEND the manual alTable of ContentsThe development of the SENCO roleLeading, developing and supporting colleaguesThe SENCO and whole school developmentThe coordination of provisionThe personalised learning environmentWorking togetherA SENCO calendar
£26.59
Open University Press Teaching in Post14 Education Training
Book SynopsisTeaching in Post-14 Education & Training provides a skilfully balanced mix of essential theory and practical guidance to support you if you are studying an âeducation and trainingâ qualification. It covers fundamental background information such as key philosophies and concepts, current policy and practice, key thinkers and ideas, and includes a useful chronology. More importantly it also provides the tools to help you approach the classroom with confidence, covering fundamental issues such as teaching and learning, assessment, resources, and course design. Through its pedagogical features the book also offers you opportunities to pause and reflect, as well as practical exercises, templates and examples of student work. Key features of this new edition include:â Links to the latest Professional Standards for Teachers and Trainersâ Updating of the legislative and policy contextâ Table of ContentsIntroduction 1 Working in Post-14 Education and Training 2 The Post-14 Education and Training professional: learning and development 3 Student learning in Post-14 Education and Training 4 Teaching and the management of learning 5 Resources for teaching and learning 6 Assessment 7 Exploring the curriculum 8 Course design, development and evaluation 9 Developments in Post-14 Education and Training Bibliography References
£30.39
Open University Press The Best Ways to Teach Primary Science Research
Book SynopsisShortlisted for the ASE Book of the Year Award 2017. This book provides an exceptional insight into how children learn science, as well as which teaching approaches have been found to be most successful. Drawing on the significant body of research carried out over the past 35 years, the book provides valuable evidence about which tried-andâtested approaches enhance learning and help children actually learn science. <Table of ContentsIntroductionAnimals including humansPlantsEcology, evolution and inheritanceProperties of everyday materialsStates of matterReversible and irreversible changesRocksElectricityEarth and spaceForces and magnetsLightSound
£25.64
Open University Press Connecting Primary Maths and Science A Practical
Book SynopsisAt last, a unique book that explores and exploits the links between primary mathematics and science so that you can promote learning in both of these important STEM subjects! Rich in engaging ideas and activities for the classroom this book helps you plan and teach well-structured lessons in a more integrated way.The book outlines key curriculum topics in both subjects and considers why it is important and beneficial to make connections between the two. As well as covering key subject knowledge (what you need to know) and teaching activities (what you need to do), the book explores learnersâ mathematical and scientific needs, and defines the characteristics of effective teaching and learning, bringing it all together with ideas which you can use straightway in your classroom. Key features:â promotes an informed approach to integrating primary mathematics and science teachingâ helps address the time constraints of delivering the primary Table of Contents1. Introduction – Connecting Primary Mathematics and Science Education2. Working Mathematically3. Number, Place Value and Calculation4. Proportionality5. Pattern6. Measurement7. Geometry8. Statistics9. Working Scientifically10. Earth and Space11. Forces12. Electricity13. Sound and Light14. Materials15. Animal Biology16. Plant BiologyBibliography
£26.59
Open University Press Essential Primary History
Book SynopsisThis book is an essential handbook on teaching primary history, combining subject knowledge with practical teaching ideas to ensure your teaching of history is both imaginative and creative. Emphasizing the importance of history and its wider skillset, the book explores the concepts and skills that are the fundamental building blocks of history teaching such as:â Chronological understandingâ Concepts and skillsâ Interpretation and evidence Each chapter offers a structured approach and provides a range of activities that both address specific elements of the history curriculum and help develop this wider skillset. It includes practical ideas for lessons through an essential toolkit of ideas, teaching strategies and activities, with each activity designed to focus on a key skill or attribute associated with teaching primary history. The practical insights accompanied by a grounded rationale for each aspect of history will help youTable of ContentsChapter 1 What is history and why is it important?Chapter 2 History in the curriculumChapter 3 Teaching history Chapter 4 SkillsChapter 5 Historical concepts Chapter 6 PlanningChapter 7 Assessment Chapter 8 Theory into practice Chapter 9 A primary history toolkitIndex
£26.59
Open University Press Essential Primary English
Book SynopsisThis book is an essential guide to teaching the Primary English curriculum, offering guidance on how to teach the subject, as well as covering the theory and subject knowledge that underpins it. Covering the whole of the Primary English curriculum the book focuses in particular on less-developed aspects such as the development of spoken language, the nature and development of comprehension and the teaching and learning of grammar.Key features include:â Practical teaching sequences, strategies and activitiesâ Classroom cameos suggest ways of delivering content through meaningful activitiesâ Essential âSubject Knowledgeâ boxes present brief exposÃs of essential knowledgeâ Subject Knowledge Quizzes enable you to self-check your knowledgeâ âInsights from Researchâ boxes outline underpinning theory and researchIf you are teaching or trainingTable of ContentsChapter 1: Teaching and Learning Spoken LanguageChapter 2: Teaching Reading: the reading processChapter 3: Teaching Reading: approaches to word recognitionChapter 4: Teaching Reading: comprehension – nature and developmentChapter 5: Teaching Reading: developing reading for pleasureChapter 6: Teaching Reading: exploring digital textsChapter 7: Teaching Writing: the writing processChapter 8: Teaching Writing: the development of spellingChapter 9: Teaching Writing: the importance and teaching of handwritingChapter 10: Teaching Writing: vocabulary, grammar and punctuationChapter 11: Teaching Writing: the possibilities of new technologiesChapter 12: Assessing Progress in English
£24.69
