Educational strategies and policy Books

Book SynopsisThis book explains the continuum of trauma in all its complexity in succinct and straightforward terms, drawing on the latest thinking and research in neuroscience. It shows how teachers, while not specialist mental health professionals, can provide skilled and effective help within school and the classroom to children and young people for them to recover from trauma. It recognises the pressure on teachers and schools to meet national educational objectives, which can all too easily ignore the particular history and personal needs of individual pupils. The knowledge and strategies within this book will equip the busiest teachers to both recognise and to effectively respond to these particular needs and reduce their stress.Trade Review"This excellent book explains the continuum of trauma clearly in all its complexity in succinct and straightforward terms, drawing on the latest thinking and research in neuroscience. It shows how teachers, while not specialist mental health professionals, can provide skilled and effective help within school and the classroom to children and young people for them to recover from trauma. It recognises the pressure on teachers and schools to meet national educational objectives, which can all too easily ignore the particular history and personal needs of individual pupils. The knowledge and skills within this book will enable the busiest teachers to both recognise and to effectively respond to these particular needs, and of equal importance to develop their own skills in reflection and shared learning." Bill McKitterick - Author, Social Worker and former Director of Social Services for Bristol

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Book SynopsisThe volume highlights best practices of literacy instruction for students who have difficulties in reading. From components of effective pedagogy to instruction for specific populations, this text offers an array of expert perspectives on how to engage, scaffold, and prepare students to meet the multimodal demands of schools today. Renowned authors promote the notion that with thoughtful literacy and purposeful approaches to reading instruction, all children have the ability to improve their reading proficiencies. Core literacy instruction targeting comprehension, fluency, vocabulary, and writing development among others is of particular focus while supplementary discussions of factors such as native language, diversity, inclusion, and learning disabilities fully characterize issues related to struggling readers for which evidence-based approaches are presented to foster lasting success. It conveys a current portrayal of issues and trends of school-based literacy practices appropriate for novice and experienced educators and researchers alike.Table of ContentsList of Contributors. Introduction. Embracing Complexity: Integrating Reading, Writing, and Learning in Intervention Settings. Fostering Proactive Reading Instruction within the Content Areas. Meet them Where They Are: Engaging Instruction for Struggling Readers. Scaffolding Children’s Reading During Guided Reading in Intervention Programs. From Struggling Reader to Digital Reader and Multimodal Composer. Struggling Readers Go Online: Building an Integrated, Inquiry-Based Classroom Curriculum. Reaching and Teaching Thoughtful Literacy to Readers Who Struggle: Increasing Motivation, Engagement, and Comprehension. Mobile Devices for Struggling Readers in the Classroom. Vocabulary Instruction: Struggling Readers Becoming Word Wizards. Overcoming Obstacles to Deep Comprehension of Text: A Continuum of Narrative Comprehension. Diverse Literacy Learners: Deficit Versus Productive Pedagogies. Creating Inclusive Spaces for Struggling Readers. Closing the Gap: Reaching Urban Middle School Students. The Plight of the Upper Grade English Learner: Comprehending, Not Just Decoding! Using Big Picture Strategies to Reveal Key Ideas in Texts. Research-Based Reading Instruction for Students with Learning Disabilities. School-Based Interventions for Struggling Readers, K-8. Literacy Research, Practice and Evaluation. Literacy Research, Practice and Evaluation. Copyright page.

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Book SynopsisThis text provides rich discussions of learning processes and subsequent pedagogical approaches to the implementation of these new theories in practice. Section One emphasizes how students learn, retain, and synthesize new information from print and digital literacies using cognitive and social psychology lenses. Section Two presents models for deep, contextualized learning needed to obtain content mastery. Section Three focuses on revised learning, or adjusting previously held misconceptions within educational development. This text not only contributes substantially to understanding the mental constructs involved in the reading and writing process but also offers novel perspectives on how to optimize instruction using current theoretical lenses to bolster literacy achievement. Theoretical Models of Literacy Development serves as an invaluable resource for researchers, teacher educators, curriculum directors, and graduate students in their efforts to help individuals learn to read and understand information in the global information age.Table of ContentsSpacing theory. Attraction theory. Backwards sequencing theory. Read fast, read slow theory. Experiential learning theory. Extending theory. Language creation theory. Capital investment theory. Learn over theory. E-Reading theory. Copyright page. Theoretical models of learning and literacy development. Introduction. Theoretical models of learning and literacy development. Literacy Research, Practice and Evaluation. About the Author.

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Book SynopsisIf you feel a bit cross at the presumption of some oik daring to suggest everything you know about education might be wrong, please take it with a pinch of salt. What if everything you knew about education was wrong? is just a title. Of course, you probably think a great many things that aren't wrong. The aim of the book is to help you 'murder your darlings'. David Didau will question your most deeply held assumptions about teaching and learning, expose them to the fiery eye of reason and see if they can still walk in a straight line after the experience. It seems reasonable to suggest that only if a theory or approach can withstand the fiercest scrutiny should it be encouraged in classrooms. David makes no apologies for this; why wouldn't you be sceptical of what you're told and what you think you know? As educated professionals, we ought to strive to assemble a more accurate, informed or at least considered understanding of the world around us. Here, David shares with you some tools to help you question your assumptions and assist you in picking through what you believe.He will stew findings from the shiny white laboratories of cognitive psychology, stir in a generous dash of classroom research and serve up a side order of experience and observation. Whether you spit it out or lap it up matters not. If you come out the other end having vigorously and violently disagreed with him, you'll at least have had to think hard about what you believe. The book draws on research from the field of cognitive science to expertly analyse some of the unexamined meta-beliefs in education. In Part 1; 'Why we're wrong', David dismantles what we think we know; examining cognitive traps and biases, assumptions, gut feelings and the problem of evidence. Part 2 delves deeper - 'Through the threshold' - looking at progress, liminality and threshold concepts, the science of learning, and the difference between novices and experts. In Part 3, David asks us the question 'What could we do differently?' and offers some considered insights into spacing and interleaving, the testing effect, the generation effect, reducing feedback and why difficult is desirable. While Part 4 challenges us to consider 'What else might we be getting wrong?'; cogitating formative assessment, lesson observation, grit and growth, differentiation, praise, motivation and creativity.

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Book SynopsisThis best-selling teacher's resource now reformatted and edited is packed with practical classroom strategies that will enable teachers to add spice to their teaching while meeting the different learning styles of their students.Drawing on insights from neuroscience, psychology, and sociology, The Teacher's Toolkit provides forty varied learning activities as well as practical ideas for managing group work, tackling disruptive behavior, and promoting personal responsibility.The audit tools in the final section enable the teacher to check everything including lesson plans; teacher's impact on students' self-esteem; and delivery of independent learning skills. The Teacher's Toolkit will help develop students' thinking skills, fine-tune their study skills, promote citizenship, and help students acquire the attitude and skills for true independence. For Grades K-12There should be a copy of The Teacher's Toolkit in every curriculum area of the school. It puts learning where it should be-at the top of the school agenda.- Clive Carroll, Education Development Unit, St. Martin's College

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