Educational strategies and policy Books

Book SynopsisReconceptualizing Curriculum, Literacy, and Learning for School-Age Mothers offers a portrait of classroom literacy practices and learning opportunities that are provided for school-age mothers in two different schools. Through a series of case studies of school sites, teachers, and students, this book presents evidence of how these at-risk students use literacy in complex ways in the classroom and in their everyday lives. Attuned to the struggle for school-age mothersâ access to meaningful and challenging curriculum in public schools, as well as to the relative dearth of scholarly research on the topic, this volume demonstrates how educators can rethink the issue of schooling for this population of students.Table of ContentsForeword by David SchaafsmaIntroduction: The Education of School-age Mothers in the United States Public Noise around School-Age Motherhood Curriculum, Literacy and Learning for School-Age Mothers Reading with Their Bodies: Motherhood as a Reader Stance Rhetoric of the Future: Writing as a Site for Identity-Making More Than Mothers: Classroom Talk and the Negotiation of Relationships Schooling School-Age Mothers: Motherhood as a Curricular Theme A New Vision for the Education of School-Age Mothers

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Book SynopsisPaulo Friere, the Brazilian educator and social theorist, offers a very different notion of the teacher-student relationship that, in this book, looks forward to raising up of poor people everywhere to make them a viable force for change in the 21st century.

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Book SynopsisThis work is intended as a guide for those wishing to draw on research techniques in order to inform the planning and undertaking of multi-method evaluation studies of educational initiatives.Table of Contents1 What is Educational Evaluation?: Introduction - definitions and terminology; What is evaluation?; Why undertake evaluation?; Who is evaluation for?; Dimensions of evaluation; What is the relationship between evaluation and research?. 2 Models and approaches in educational evaluation: Approaches and models in educational evaluation; Two overviews; The classical research model; The illuminative evaluation model; Other models of evaluation; Ways of characterising research and evaluation questions; The politics of educational evaluation; Recent trends and developments in educational evaluation. 3 Innovation and models of change: Introduction; The Concerns-Based Adoption Model; John Harland and Kay Kinder - a typology of continuing professional development outcomes. 4 Research strategies and techniques for educational evaluation: Quantitative and qualitative data; Research strategies and techniques; Experiments as a research strategy in educational evaluation; Case studies as a research strategy in educational evaluation; Design experiments as a research strategy in educational evaluation; Research techniques in educational evaluation; The case study for a multimethod approach. 5 Planning and doing an evaluation: Key questions when planning and undertaking an evaluation; What is being evaluated?; What form will the evaluation take?; What practical issues need to be taken into account?; What questions will the evaluation address; What use will be made of the findings?; What types of data will be collected to help answer the evaluation questions?; What techniques will be used to gather data?; Who will gather data?; What ethical considerations need to be addressed?; How will the evaluation be reported?. 6 Evaluation in practice - some examples of studies: Example 1 - A new science course for nonscience specialists; Example 2 - An evaluation of a programme aimed at accelerating cognitive development; Example 3 - A thinking skills programme for primary school students.

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Book SynopsisJulia Anghileri is Senior Lecturer in the Faculty of Education at the University of Cambridge, UK. She is a consultant to the both the National Numeracy Strategy and the QCA.Trade Review"Endorsements for the First Edition "It is an excellent introduction to what a becoming mathematics teacher needs to know. The book is full of ideas for activities that might be used in the classroom..." Educational Review "... an excellent book which provides a concise and acessible account of what it means to develop number sense. It will be an invaluable resource for both undergraduate and postgraduate education students. It will also help practising teachers to explore links between theory and practice in the teaching of mathematics. It's on my essential reading list!" Mathematics in School"Table of Contents1. Making sense of numbers; 2. Counting and coming to know numbers; 3. Towards a system of symbols. 4. Addition and subtraction; 5. The empty number line; 6. Multiplication and Division; 7. Written calculations; 8. Teaching approaches.

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Book SynopsisInformed by sociolinguistic research, yet written accessibly, Keep Your Word challenges readers to investigate the act of promising as it relates to both language-use and inclusivity.Table of Contents1. About This Book 2. How To Use This Book in Your Teaching Practice 3. Glossary 4. The Idiom 5. The Linguistic Theory 6. The Inclusive Solution 7. Practical Language Tips 8. Bibliography 9. Meet the Author and Illustrator

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Book SynopsisTo get the complete Idioms for Inclusivity experience, this book can be purchased alongside four others as a set, Idioms for Inclusivity: Fostering Belonging with Language, 978-1-032-28635-8.Informed by sociolinguistic research, yet written accessibly, Speak for Yourself challenges readers to investigate the concept of assumptions as it relates to both language-use and inclusivity.This engaging and delightfully illustrated book invites students to engage with concepts such as: the cultural meaning of the idiom speak for yourself and how it can act as a helpful warning against harmful assumptions Presuppositions â a concept developed by linguists to research and understand assumptions in language, why the expectation to speak for yourself can make someone feel excluded and how understanding the way language works can help us learn to be more inclusive Featuring practical inclusivity tips related to integrating learning into daily conversations, this enriching curriculum supplement can be used in a Language Arts setting to learn about figurative language; in a Social Studies setting to discuss diversity, equity, inclusion, and belonging; or as an introduction to linguistics for students ages 7-14.Table of Contents1. About This Book 2. How To Use This Book in Your Teaching Practice 3. Glossary 4. The Idiom 5. The Linguistic Theory 6. The Inclusive Solution 7. Practical Language Tips 8. Bibliography 9. Meet the Author and Illustrator

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Book SynopsisInformed by sociolinguistic research, yet written accessibly, Talk It Out challenges readers to investigate disagreeing with someone as it relates to both language-use and inclusivity.Table of Contents1. About This Book 2. How To Use This Book in Your Teaching Practice 3. Glossary 4. The Idiom 5. The Linguistic Theory 6. The Inclusive Solution 7. Practical Language Tips 8. Bibliography 9. Meet the Author and Illustrator

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Book SynopsisInformed by sociolinguistic research, yet written accessibly, Use Your Voice challenges readers to investigate the concept of identity as it relates to both language-use and inclusivity.Table of Contents1. About This Book 2. How To Use This Book in Your Teaching Practice 3. Glossary 4. The Idiom 5. The Linguistic Theory 6. The Inclusive Solution 7. Practical Language Tips 8. Bibliography 9. Meet the Author and Illustrator

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Book SynopsisInformed by sociolinguistic research, yet written accessibly, Use Your Words challenges readers to investigate the concept of articulation as it relates to both language-use and inclusivity.Table of Contents1. About This Book 2. How To Use This Book in Your Teaching Practice 3. Glossary 4. The Idiom 5. The Linguistic Theory 6. The Inclusive Solution 7. Practical Language Tips 8. Bibliography 9. Meet the Author and Illustrator

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Book SynopsisTo get the complete Idioms for Inclusivity experience, this book can be purchased alongside four others as a set, Idioms for Inclusivity: Fostering Belonging with Language, 978-1-032-28635-8.Informed by sociolinguistic research, yet written accessibly, Keep Your Word challenges readers to investigate the act of promising as it relates to both language-use and inclusivity.This engaging and delightfully illustrated book invites students to engage with concepts such as: the cultural meaning of the idiom keep your word Speech Acts and Felicity Conditions, two frameworks that linguists use to research and understand promises why the expectation to keep your word can make someone feel excluded and how understanding the way language works can help learn to be more inclusive Featuring practical inclusivity tips related to promises, this enriching curriculum suppleTable of Contents1. About This Book 2. How To Use This Book in Your Teaching Practice 3. Glossary 4. The Idiom 5. The Linguistic Theory 6. The Inclusive Solution 7. Practical Language Tips 8. Bibliography 9. Meet the Author and Illustrator

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Book SynopsisTo get the complete Idioms for Inclusivity experience, this book can be purchased alongside four others as a set, Idioms for Inclusivity: Fostering Belonging with Language, 978-1-032-28635-8.Informed by sociolinguistic research, yet written accessibly, Speak for Yourself challenges readers to investigate the concept of assumptions as it relates to both language-use and inclusivity.This engaging and delightfully illustrated book invites students to engage with concepts such as: the cultural meaning of the idiom speak for yourself and how it can act as a helpful warning against harmful assumptions Presuppositions a concept developed by linguists to research and understand assumptions in language, why the expectation to speak for yourself can make someone feel excluded and how understanding the way language works can help us learn to be more inclusive FeaturTable of Contents1. About This Book 2. How To Use This Book in Your Teaching Practice 3. Glossary 4. The Idiom 5. The Linguistic Theory 6. The Inclusive Solution 7. Practical Language Tips 8. Bibliography 9. Meet the Author and Illustrator

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Book SynopsisTo get the complete Idioms for Inclusivity experience, this book can be purchased alongside four others as a set, Idioms for Inclusivity: Fostering Belonging with Language, 978-1-032-28635-8.Informed by sociolinguistic research, yet written accessibly, Talk It Out challenges readers to investigate disagreeing with someone as it relates to both language-use and inclusivity.This engaging and delightfully illustrated book invites students to engage with concepts such as: the cultural meaning of the idiom talk it out Facework and Politeness Theory, two frameworks that linguists use to research and understand disagreements why it can be so hard to like someone who disagrees with you why the expectation to talk it out could make someone feel excluded and how understanding the way language works can help us learn to be more inclusive FeaturinTable of Contents1. About This Book 2. How To Use This Book in Your Teaching Practice 3. Glossary 4. The Idiom 5. The Linguistic Theory 6. The Inclusive Solution 7. Practical Language Tips 8. Bibliography 9. Meet the Author and Illustrator

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Book SynopsisTo get the complete Idioms for Inclusivity experience, this book can be purchased alongside four others as a set, Idioms for Inclusivity: Fostering Belonging with Language, 978-1-032-28635-8.Informed by sociolinguistic research, yet written accessibly, Use Your Voice challenges readers to investigate the concept of identity as it relates to both language-use and inclusivity.This engaging and delightfully illustrated book invites students to engage with concepts such as: the cultural meaning of the idiom use your voice Indexicality, a framework that linguists use to research and understand how our identities are encoded in language why the expectation to use your voice can make someone feel excluded and how understanding the way language works can help us learn to be more inclusive Featuring practical inclusivity tips related to integrating learning into dTable of Contents1. About This Book 2. How To Use This Book in Your Teaching Practice 3. Glossary 4. The Idiom 5. The Linguistic Theory 6. The Inclusive Solution 7. Practical Language Tips 8. Bibliography 9. Meet the Author and Illustrator

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Book SynopsisTo get the complete Idioms for Inclusivity experience, this book can be purchased alongside four others as a set, Idioms for Inclusivity: Fostering Belonging with Language, 978-1-032-28635-8.Informed by sociolinguistic research, yet written accessibly, Use Your Words challenges readers to investigate the concept of articulation as it relates to both language-use and inclusivity.This engaging and delightfully illustrated book invites students to engage with concepts such as: the cultural meaning of the idiom use your words Linguistic Relativity, a framework linguists use to research and understand how thought and language influence one another why being told to use your words can make someone feel excluded and how understanding the way language works can help us learn to be more inclusive Featuring practical inclusivity tips related to integrating learningTable of Contents1. About This Book 2. How To Use This Book in Your Teaching Practice 3. Glossary 4. The Idiom 5. The Linguistic Theory 6. The Inclusive Solution 7. Practical Language Tips 8. Bibliography 9. Meet the Author and Illustrator

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Book SynopsisThis book assists teachers in providing curriculum to identify gifted students of diversity in the early years, without the formal use of traditional measures of ability.Appropriate for small and large group settings, the pedagogical tools and lessons in this book provide young students with teaching and learning experiences designed to uncover and promote behaviors associated with the concept of giftedness. The product of a five-year research grant funded by a U.S. Department of Education Jacob K. Javits grant and aligned with grade-specific standards, the tools in this book reinforce both the introduction and application of word meaning, curiosity, problem solving, and creativity as components to learn and apply across subject areas. The nature and format of each lesson follows a distinctly articulated pattern outlining both its purpose and specific procedures that define how to integrate the content into basic curriculum to achieve academic, social, and emotional goals. Table of Contents1. Introduction to Project CHANGE: Teaching for Opportunity 2. Kindergarten Lessons 3. First Grade Lessons 4. Second Grade Lessons 5. Appendix A: Pedagogical Tools 6. Appendix B: Supplemental Pedagogical Tools

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Book SynopsisStudents love math games and puzzles, but how much are they really learning from the experience? Too often, math games are thought of as just a fun activity or enrichment opportunity. Well Played, Grades K-2: Building Mathematical Thinking Through Number Games and Puzzles shows you how to make games and puzzles an integral and engaging part of the math classroom. Now in its second edition, Well Played, Grades Kâ2 offers twenty-five engaging games and puzzles which have all been field-tested in diverse classrooms. Additionally the materials for each game and puzzle have been streamlined, making preparing for and managing game and puzzle play even easier. Each game or puzzle contains:â Short explanations of the mathematical importance of each game or puzzle and how it supports student learningâ Variations for each game or puzzle to address a range of learning levels â Classroom vignettes and tips that model how to introduce the featured game or puzzleâ Exit card choices and student work examples that make real-time assessment a meaningful part of teaching with games and puzzlesNew full-sized appendices of all game boards, puzzles and other materials make preparing for play an easy task. A built-in study guide at the end of each chapter makes this book an ideal choice for book studies and collaborative teacher learning. Well Played, Grades K-2 will help you tap the power of games and puzzles to engage students in sustained and productive mathematical thinking.

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Book SynopsisFrom the author of the award-winning Which One Doesnât Belong? and How Many? comes How Did You Count?, the latest title in Christopher Danielsonâs collection that is sure to spark conversation, questioning and wondering amongst both younger and older students alike.This listing is for a pack of five (5) softcover copies of the children's picture book.

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Book SynopsisA High School English Teacherâs Guide to Writing Literary Analysis is more than a curriculum resourceâitâs an invitation. With over fifty flexible lessons and a treasure trove of tools, charts, mentor texts, and AI recommendations, this ready-to-use guide invites teachers to reimagine literary analysis as something intimate, authentic, intellectual, and joyful.Grounded in research in university courses and high school classrooms, this guide dives deeply into literary analysis, inviting students to learn the art of lingering in texts, seeing more, and developing expressive language to articulate their thinking. Because reading is at the heart of literary analysis writing, half of these lessons lead students back into texts to develop interpretations. The other half of the lessons teach students the craft of writing about texts with insight and voice.Along the way, this guidebook also offers ways to coach students towardââ Developing original, evidence-based interpretationsâ Crafting nuanced, meaningful thesesâ Organizing and elevating their evidence and reasoningâ Strengthening commentary and sharpening analysisâ Refining structure, style, and conventions with intentionâ Using AI across the analytical and writing process to deepen thinking and sharpen writingIn a time when student engagement and authentic thinking matter more than ever, A High School English Teacherâs Guide to Writing Literary Analysis equips educators with the tools to make literary interpretation both rigorous and relevant. Drawing on real classrooms and fresh scholarship, this book honors student voice, celebrates interpretation, and dares to break the boundaries of the five-paragraph essay. Whether your students are writing about novels, podcasts, or other media, these lessons will help them deepen their thinking, express their ideas, and write about texts with real purposeâfor real audiences. With this guide in hand, teachers can foster classrooms where analysis becomes not a formula to follow, but a powerful means of self-expression and discovery.

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Book SynopsisA High School English Teacherâs Guide to Writing Memoir is more than a set of writing lessonsâitâs a call to see your students, and help them see themselves, through the power of story.With more than forty flexible lessons and a robust suite of downloadable charts, tools, mentor texts, and AI recommendations, this guide helps you teach memoir as courageous storytelling and self-discovery. Students will write honestly, revise bravely, and publish in formats that matter to themâfrom anthologies to picture books to multimodal memoirs.Grounded in research and practical classroom strategies, this guidebook walks teachers through each stage of memoir writingâfrom generating story ideas and experimenting with structure to revising with intention and experimenting with conventions. Along the way, it centers mentor text inquiry, writing partnerships, and authorâs craft. It also embraces new technologies, including AI, as part of the writing process, so your students will emerge confident and adept as digital writers. Whether your students are excavating memories, wrestling with identity, or discovering their voice for the first time, this guide helps them transform raw moments into powerful memoirs.And for youâthe teacherâit brings a new kind of classroom intimacy, a deepened community, and the reminder that storytelling is the heart of being known. Let memoir become a source of meaning, connection, and growth for every writer in your room.

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Book SynopsisThe A-Z of Trust Leadership is a compelling handbook for those leading multi-academy trusts and school partnerships, organised around the 26 letters of the English alphabet.Trusts have been around for a while, and now approximately half of England''s schools have joined the movement. While we make sense of this systemic change and partially restructure what we have created, there is a need to learn from our mistakes, capture what has been achieved, and tell the story for those who are not aware of the fundamental change that has taken place across our schools.- Neil Blundell

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Book SynopsisThis easily accessible handbook explores why managing school business operations is important and how to write your business operations strategy. It covers the main business functions of finance, people, estates, health and safety, and IT, as well as other business areas including procurement, marketing and environmental sustainability.The book considers the roles and expertise required to manage school business operations effectively, as well as how to identify risks, business continuity, cybersecurity and data protection. The final section draws all these areas together, focusing on how to implement your business operations strategy effectively and the need for constant review.In Managing School Business Operations, Jo Marchant shares her significant experience and expertise as a school business leader. Readers responsible for leading business operations, whether as a school business manager or a chief operating officer, will find a wealth of information on

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Book SynopsisAs a school leader, you want to create the best education for your children. It''s work of the heart.But it''s hard with the ever-shifting national and local challenges. It can often feel like you''re going round in circles rather than improving.Yet there are some guiding lights for you to follow. Some manage to create exceptional schools, despite all the barriers. If you''d like to be inspired, to find proof that there are ways to create the school you want to lead, then this is the book for you.Seven exceptional headteachers share their relatable stories and experiences, giving practical advice on successful strategies you can adopt and adapt for your school. They''ve all been on quite a journey - one which is ongoing - in their quests to create exceptional education for their children. Let them help you with yours.

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Book SynopsisThis series is a must have for all teachers from elementary to high school. Each book contains ready-to-use lesson plan sets that include excerpts from authentic and diverse mentor texts curated for grade levels and real-life classroom examples, tips, and Power Notes gleaned from the authorsâ experiences that can be applied to any level of writer.Patterns of Power Grades 1-5 (9781625311856) Emergent writers are invited to notice the conventions of the English language and build off them in this inquiry-based approach to instructional grammar.Patterns of Power Grades 6-8 (9781625315151) Patterns of Powerâs responsive, invitational approach puts students in an involved role and has them explore and discuss the purpose and meaning of what they read.Patterns of Power Grades 9-12 (9781625315595) Instead of hammering high school students with the mistakes they should avoid, Jeff Anderson, Travis Leech, and Holly Durham suggest exploring grammar through the celebration of an authorâs purpose and craft. The Patterns of Power approach helps readers of all ages to discover patterns and learn the practice of applying the conventions of the English language. A comprehensive resource and a great tool for teachers and schools across all age groups.

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Book SynopsisThis timely book explores the unique experiences of young black children during their first year of school and supports an understanding of how entry into the early years environment impacts on identity. Their stories emphasise the importance of listening to the voices of children themselves. A theoretical analysis of their first-hand experiences through a critical race lens illustrates how they are racialised through everyday interactions and routines. Chapters explore how personal and institutional attitudes might be reviewed to ensure that pedagogies and practices support the maintenance of black identities and challenge racism. Enabling the reader to relate to the reality of black children's experience and offering valuable suggestions for effective anti-racist practice, chapters cover the following: the impacts of racism on black children's newly forming identities manifestations of racism in the early years sector Table of Contents Acknowledgements Series editors’ preface Introduction Chapter One: Critical Race Theory - A tool for understanding the racialisation of black children in education Chapter Two: Key influences on black children’s identities Chapter Three: Devon’s Story -‘Best friends’ - The roles of friendships in the challenges to young black identities Chapter Four: Kylie and Sonic’s Story - ‘Can we play now?’ - Early years pedagogy and black children’s education Chapter Five: Pina’s Story - A ‘good hair day?’ - Racialisation of the black child through physical appearance Chapter Six: Dawn’s Story – ‘But that’s not racist!’ - A white perspective on Pina’s story Chapter Seven: Play and Multiculturalism – Some relevant debates and issues Chapter Eight: The way forward - Action towards a more inclusive early years education Chapter Nine: Conclusion Index

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Book SynopsisWinner of the prestigious UK Literacy Association Academic Book Award for 2015 in its original edition, this fully revised edition of Learning to be Literate uniquely analyses research into literacy from the 1960s through to 2015 with some surprising conclusions. Margaret Clark explores the argument that young children growing up in a literate environment are forming hypotheses about the print around them, including environmental print, television, computer games and mobile phones. In a class where no child can yet read there is a wide range of understanding with regards to concepts of print and the critical features of written language. While to any literate adult, the relationship between spoken and written language may be obvious, young children have to be helped to discover it.This persuasive argument demonstrates the value of research in order to make informed policy decisions about children's literacy development. Accessible and succinct, Professor Clark'Trade ReviewThis exceptional book documents and critically analyses literacy education over a period of fifty years. Margaret Clark continues in her relentless quest to raise awareness of the changing nature and quality of literacy research evidence, theory and practice. Her goal has ever been to ensure that the best evidence underpins literacy education policy. She [is] among the most influential figures in literacy research of her generation. Carol Aubrey, Professor Emeritus, Warwick University.Provides vital illumination for classroom teachers and those who steer the processes of education. Henrietta Dombey, Professor Emeritus, University of Brighton, Past Chair of NATE and a Past President of UKLA.Professor Clark’s latest book takes a cool, primary trained, look at the insights gained from over fifty years of research into children learning the skill of reading. The result is a book which summarizes the evidence upon which our teaching should be based. This book supports our professionalism and it merits a place in the libraries of all schools and universities, particularly those engaged in initial training. John Coe, NAPE Primary First.Table of Contents Introduction PART I Insights from literacy research: 1960s to 1980s 2. Reading and related skills: lessons from the early 1970s 3. Language and reading: insights from early research 4. Strengths and weaknesses of children with reading difficulties and young fluent readers 5. Insights from young fluent readers PART II Young literacy learners: how we can help them 6. Literacy learning in creative contexts 7. Sensitive observation and the development of literacy: a tribute to Marie Clay 8. Meeting individual needs in learning to read 9. High frequency words: a neglected resource in learning to read 10. Reading and writing: a reciprocal relationship PART III Curriculum developments and literacy policies, 1988 to 1997: a comparison between England, Wales and Scotland 11. The first National Curriculum in England and Wales: lessons for the future 12. Government policy on literacy in Scotland from the 1980s to the 1990s PART IV Synthetic phonics and literacy learning: government policy in England, 2006 to 2015 13. The Rose Report and the teaching of reading: a critique 14. One best method of teaching reading: what is the research evidence? 15. The phonics check: its background, initial results and possible effects 16. Research evidence on the phonics check for all Year 1 children in England 17. Unresolved issues on the value and validity of the phonics check: four years on 18. Whose knowledge counts in government literacy policies: at what cost? PART V Interpretations of literacies in the twenty-first century 19. International studies of reading, such as PIRLS: a cautionary tale 20. Literacies in and for a changing world: what is the evidence? 21. Insights on literacy from research

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Book Synopsis''Showing how critical thinking and local democracy can be a spur to very real educational development within schools that are facing severe challenges, this book provides us with one very valuable contemporary resource of hope.'' Ian Menter, Professor of Teacher Education, University of Oxford, UKTeachers and Academic Partners in Urban Schools identifies and addresses a major problem for practitioners teachers, student teachers and teacher educators working in urban schools burdened by highly restrictive teaching methods and pressures to meet unrealistic benchmarks set by government. In this book, Lori Beckett investigates how to negotiate these tensions and challenges and offers an account of how to elevate practitioners' professional voice on quality teaching along more democratic lines. The book addresses key issues for teachers in urban schools, such as: fractures in teachers' professional communities; impaTrade Review"Showing how critical thinking and local democracy can be a spur to very real educational development within schools that are facing severe challenges, this book provides us with one very valuable contemporary resource of hope." Ian Menter, Professor of Teacher Education, University of Oxford, UK " In 'Teachers and Academic Partners in Urban Schools', Lori Beckett does what many insiders feel unable to do and, in raising her ‘head above the parapet’, acts as a powerful antidote to the current anti-intellectual and unhealthy obsessions with crude accountability measures and short term fixes pervading schooling in England in the twenty-first century [...] Although firmly grounded in a particular English context, this book does have considerable resonance around the world, as countries, especially Anglophone ones, are tempted to policy borrow from England." - Jane McNicholl, Journal of Education for Teaching "The book is a clarion call for a radically different understanding of educational reform. Beckett delivers a forensic anaylsis of the local ramifications of performativity regimes in high poverty schools across 10 years, in the particular context of school-university partnerships in one northern English city." - Susanne Gannon, Discourses: Studies in the Cultural Politics of Education, 2016 Table of ContentsSeries Editor’s Introduction Christopher Day and Ann Lieberman ForewordIan Menter Acknowledgements A ‘choreography of policy conflict’ in urban schools ‘Local’ solutions to ‘failing’ schools Critical democratic work Academic partners & the ‘university project’ Making common cause Teachers’ voice Professional control over schooling Bibliography

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Book SynopsisThis open access book aims to unravel entrenched hegemonically-induced hindrances and barriers to internationally acquired teaching competencies'' recognition processes. With curricula of teacher education like school curricula remaining highly affirmative of localized traditions and styles of reasoning, in times of migration movement, teacher education needs to be reframed to become a global issue. The book''s contributions cover manifold facets of how the idea of what makes a teacher is being reframed, touching upon theoretical foundations of perceptions of the teaching profession and concrete analyses of measures to bring internationally trained teachers into systems or make them part thereof. Chapters elaborate on how non-local teachers find their way around and are being treated by pointing to what hinders their (successful) re-entry and how other non- or differently-trained personnel receive preferred treatment. Other contributions focus on strategies teachers apply to deal witTrade ReviewThere is no doubt that “The Making of Teachers in the Age of Migration” represents a timely scholarly contribution as the global community grapples with the realities in the post-pandemic world of forced migration, armed, climate and geopolitical crises. The chapters, each in their own right, and also collectively, unpack the quintessential elements of being a teacher in its most basic nature, unmasked by the realities of the teacher as an in situ migrant. In my view this publication will become an important reference point for the global community as we grapple with notions of teacher identity, teacher professionalisation and the international recognition of teacher qualifications in the period ahead. * James Keevy, Chief Executive Officer, JET Education Services, South Africa *Table of ContentsThinning the Thickets – An Introduction, Michelle Proyer (University of Vienna, Austria), Sabine Krause (University of Innsbruck, Austria) and Gertraud Kremsner (University of Leipzig, Germany) Part I: Theoretical Approaches to the Making of a Teacher 1. On Being a Teacher: How to Respond to the Global Construction of Teachers and their Teaching? , Gert Biesta (Maynooth University, Ireland) 2. Being Prepared for Diverse Classrooms: Boundaries of Professional Devices and the Dangers of Inclusive Teaching, Ayse Yolcu (Hacettepe University Ankara, Turkey) 3. Mobility and Education, Susanne Ress (Otto-Friedrich-Universität Bamberg, Germany) 4. Shared (Hi)Stories of (Invisible) Living in the In-Between? Experiences of and Perspectives on Being, Becoming, and Remaining a Teacher in Austria, Tina Obermayr (University of Vienna, Austria) and Marie-Claire Sowinetz (University of Vienna, Austria) Part II: International Perspectives on (Local) Politics of Education 5. Pedagogy and Research Cooperations in the Neoliberal Politics of Speed: Reflections For Critical Pedagogical Professionalization in Neoliberal Migration Societies, Nadja Thoma (University of Vienna, Austria) 6. Unravelling the Nuanced Experiences of Multilingual Internationally Educated Teachers In Bridging Programmes: A Focus on Language, Clea Schmidt (University of Manitoba, Canada), Henrike Terhart (Universität zu Köln, Germany), Rory Mc Daid (Marino Institute of Education, Ireland) and Michelle Proyer (University of Vienna, Austria) 7. Career Jumpers on Their Way to Teacher Professionalism – Challenges and Opportunities Based on Different Working Backgrounds, Inka Engel (University of Koblenz-Landau, Germany) and Miriam Voigt (University of Koblenz-Landau, Germany) 8. The Colleague-Outsider Conundrum: the Case of Zimbabwean Migrant Teachers in South African Classrooms, Kudzayi Savious Tarisayi (Stellenbosch University, South Africa) 9. Heroic Teachers? Understanding the Choices and Strategies of Teachers in a Context in Flux, Ritesh Sha (The University of Auckland, New Zealand) Part III: Critical Reframing in an Age of Migration 10. Migrant Teachers Filling the Gap: Required but not Revered, Sadhana Manik (University of KwaZulu-Natal, South Africa) 11. The Subtle Work of Whiteness in Canadian Teacher Education, Lilach Marom (Kwantlen Polytechnic University, Canada) 12. A Two-Tiered System of Teacher Preparation, Kerry Kretchmar (Carroll University, USA) 13. Teacher Migration and Education in the (Post-) Colonial Context: Lessons from the Global South, Philipp Knobloch (Technical University Dortmund, Germany) 14. Reframing the Teacher in an Age of Migration: Concluding Thoughts Sabine Krause (University of Innsbruck, Austria), Michelle Proyer (University of Vienna, Austria) and Gertraud Kremsner (University of Leipzig, Germany) Index

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Book SynopsisThis book explores how education can be used as a tool to promote sustainability practices as the world faces huge challenges related to climate change and public health. The chapters consider all types of literacy approaches that fall under the umbrella of Education for Sustainable Development (ESD). These approaches include scientific literacy, ecological literacy, health literacy, education on climate change and climate resilience, environmental education and others linking education, global health, and the environment more broadly. Education is used in the widest sense to incorporate non-formal, informal and formal/school settings. This volume will help to bring these interconnected areas together and interrogate their research methods, assumptions, field-based application and their policy potential. Taking a critical approach to ESD, the book suggests new pedagogies, tools, and technologies to strengthen the way we educate about sustainability issues and go beyond the current thinTrade ReviewThis overarching goal of meaningfully invoking an intersectoral approach to studying Education for Sustainable Development permeates this volume from beginning to end! The diverse collective of authors across the field make this a must-read for practitioners, researchers and policymakers who aim to make meaningful steps forward in ESD work! * Matthew A Witenstein, Assistant Professor, University of Dayton, Dayton, Ohio, US *Table of ContentsForeword, Jeffrey Sachs (Columbia University, USA) Introduction: Education for Sustainable Development as a Field 1. The Status of Education for the Sustainable Development and the Sustainable Development Goals, Radhika Iyengar (Columbia University, USA) and Ozge Karadag Caman (Columbia University, USA) Part I: Key Approaches/Tools for Education for Sustainable Development and Environmental Education 2. Citizen-Science to Educate and Empower a Community Exposed to a Toxicant: A Case Study Concerning Well-water Fluoride in Alirajpur District of Madhya Pradesh, India, Radhika Iyengar, Lex van Geen, Charlotte Marie Munson, (Columbia University, USA) 3. Lifelong Learning for All: Lessons from the Columbia Climate School, Cassie Xu (Columbia University, USA) 4. Spaces for Youth Perspectives through Communication and Arts for Education for Sustainable Development, Haein Shin (Columbia University, USA) 5. Action for A Sustainable Future: The Key Role of Civic Education, Tara Stafford Ocansey (Columbia University, USA) 6. Building Child-Focused Community Resilience Utilizing A Community-based, Multi-modal Educational Approach, Jeffrey Schlegelmilch and Jonathan Sury (Columbia University, USA) 7. Building Cross-Sectoral Education Programs for Sustainable Development: Design and Challenges, Niyati Malhotra & Yanis Ben Amor (Columbia University, USA) 8. GIS and Storytelling for Sustainable Development Education, Ismini Ethridge (Columbia University, USA) Part II: Documenting Gaps, Scaling-up and Policy Linkages towards Shaping Education for the Future 9. Building Capacity for Geospatial Data-Driven Education Planning, Tara Stafford Ocansey, Emilie Schnarr, Anela Layugan, Annie Werner (Columbia University, USA) 10. Embedding Climate Science Research into Policy and Practice: IRI’s Climate Services Academies Approach, Mélody Braun, Zain Alabweh, Ashley Curtis, Tufa Dinku, John Furlow, Ezequiel González Camaño, Carmen Gonzalez Romero, Amanda Grossi, Andrew Kruczkiewicz, Ángel Muñoz (Columbia University, USA) Part III: Conclusion 11. Forwarding the agenda on Sustainable Development, Radhika Iyengar (Columbia University, USA) and Ozge Karadag Caman (Columbia University, USA) References Index

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Book SynopsisStudents, parents, teachers, leaders, and policy-makers generate and take responsibility for their efforts, often without understanding the nature of the responsibility they hold. Barbara S. Stengel argues that every educational interaction is a call to and opportunity for responsibility for all involved. In short, responsibility represents the goal for students, the guiding vision for educators' practice, and a useful design principal for leaders and policy makers. Using a critical pragmatist framing of the concept of responsibility, Stengel shows how greater attention to responsibility allows for a deeper understanding of diversity and equity as well as individual and common goods. It enables a deeper understanding of the moral dimensions of teaching and learning prospectively in growth rather than retrospectively in blame. The philosophical discussion of responsibility is coupled with discussion of the lived experiences of students, teachers, aides, and administrators and draws eviTrade ReviewResponsibility offers an accessible entry point for practitioners who are dissatisfied with the factory model of public schooling and want to create schools with heart, but don’t know where to start. Stengel’s philosophical discussion, together with narratives from Bailey Middle School staff, provide a compelling account of how response-ability can positively shape a whole school’s culture. -- Ann Chinnery, Associate Professor in the Faculty of Education, Simon Fraser University, CanadaA leading authority on pragmatism and education, Barbara Stengel expertly theorizes from her real-life experience in a so called failing school to show the difference responsibility (rather than accountability) makes in education. Her account is convincing and illuminating, exemplifying the potential of pragmatic philosophy in reckoning with the educational challenges of our times. -- Liz Jackson, Professor of International Education, Education University of Hong Kong, Hong KongTable of ContentsSeries Editors Preface Introduction 1. Responsibility as Response-ability 2. Recognizing Response-ability 3. “OK, What Do We Have Control Over?” Cultivating the Critical in Response-ability 4. “We Can Make Mistakes and We Can Fix Them”: Interpreting-Responding in Community 5. “Everything was Intentional”: Attending to Relation and Responsiveness 6. “Let’s Remember Who We Are”: Making and Taking Responsibility 7. Embracing Uncertainty and Staying Open: Critical Pragmatist Optimism Conclusion References Index

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Book SynopsisCollaboration is widely celebrated as an ability schools should teach children to practice. Yet collaboration has a darker side, as its use to refer to those complicit with Nazi occupiers and with colonial oppressors of many kinds suggests. In effect, collaboration is a contranym, a word that can mean something or its opposite. To collaborate can mean to work with one's friends and colleagues for the common good. It can also mean to sell out one's friends and colleagues for the sake of personal gain. What can schools do to encourage the first and discourage the second? The loyalty and commitment to shared ends that collaboration implies may seem a positive good only insofar as those loyalties and ends are also good but how to judge? This book asks: to whom should one be loyal and what are the limits of loyalty? What responsibility do collaborators bear for the outcomes of their joint projects? Should I make those friends and those responsibilities my own? These are questions childrenTrade ReviewThis beautifully written little book reminds us, at a time of threats to publicly funded education and democratic institutions, that schools are spaces where children learn to live and work together in the public sphere. Shuffelton explores the meaning and practice of collaboration, drawing on philosophy, history and literature to both confront collaboration’s dark side and affirm its central value for our social life. -- Judith Suissa, Professor of Philosophy of Education, IOE, UCL’s Faculty of Education and Society, University College London, UKIn education circles, collaboration tends to be presented as an unassailable good. Yet as Shuffelton shows in this engaging volume, it also has a dark side. Drawing from literary, cinematic, philosophical, and school-based examples, Shuffelton explores the ethical challenges of collaboration while describing key features of collaboration at its best: shared aims, agency, and mutual responsibility. This book is a great resource for educators who want to avoid uninspired group work and instead develop meaningful collaborative projects in schools. -- Kathy Hytten, Professor of Educational Leadership and Cultural Foundations, University of North Carolina Greensboro, USATable of ContentsSeries Editors Preface 1. Introduction 2. Friendship and Loyalty 3. Collaboration and Responsibility 4. Living with Oneself References Index

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Book SynopsisThis book argues that developmental approaches to observation in childhood pedagogy are limiting, that there is an urgent need to unsettle and reimagine observation, proposing new postdevelopmental theories and modes of inquiry for educators. Written by leading scholars based in Australia, Canada, Finland, New Zealand, the UK and the USA, the chapters consider observation as it is enacted in the home, nursery or classroom. Drawing on a range of theories including feminist new materialism, social semiotics, and sociocultural and multimodal approaches to early childhood the chapters cover a range of areas from early childhood art and observational literacy tools to intergenerational research, and using photography and video in observations.Trade ReviewThis book offers a way of progressing children’s learning by tuning in to children, identifying their broader interests through ‘noticing’, rather than looking for a particular developmental milestone. It deliberately shies away from the mundane and limiting focus on literacy, foregrounding the power of creativity in developing the whole child. The language used is accessible yet professional, recognizing the potential of early childhood professionals to push beyond the boundaries of policy, restrictive practices and deterministic developmentalism. The pedagogy of ‘sparks, pulses and flows’ is empowering, and is explained and explored with good examples to support practitioners in challenging their pedagogy. * Helen Perkins, Open University, UK *This book will be an invaluable resource. It pursues, challenges and deconstructs predominant and traditional ideas surrounding ‘observations.’ Such ideas are predicated and supported by developmental psychology and can as a consequence lead to the toxic consequences of ‘normalising’ some children whilst others are seen as deficit. An engagement with this book will alter what is means to observe and in so doing will be a step closer to more equitable ways of observing. * Liz Jones, Manchester Metropolitan University, UK *Table of ContentsSeries Editor's Preface Introduction, Mona Sakr (Middlesex University, UK), Jennifer Rowsell (University of Bristol, UK) and Kortney Sherbine (Utah State University, USA) 1. Posthuman Perspectives on Childhoods and Classroom Observation, Kortney Sherbine (Utah State University, USA) 2. Togetherness in Early Childhood Art: Observation With Young Children, Shana Cinquemani (Rhode Island School of Design, USA) 3. Movements, Synchronicities, Choreographies: Attuning to Young Children’s Drawing, Sylvia Kind (Capilano University, Canada) 4. Hacking observational Literacy Tools in Early Childhood Education, Karen Nociti and Mindy Blaise (Edith Cowan University, Australia) 5. Reconceptualising Observations with Infants and Toddlers: Perspectives from Aotearoa, New Zealand, Kiri Gould, Marek Tesar and Jen Boyd (University of Auckland, New Zealand) 6. Speculative Routes to Observation in Early Art Teacher Education, Christopher M. Schulte (University of Arkansas, USA) 7. Exploring Children’s Material/Digital/Analogue Engagements Through Intergenerational Research, Mark Shillitoe (International School Delft, the Netherlands) and Harriet Hand, Jennifer Rowsell, Scarlett Shepherd and William Squire (University of Bristol, UK) 8. Hidden Mothering and Mutated Modest Witnessing with Hop(scotch) Studio, Marissa McClure Sweeny (Indiana University of Pennsylvania, USA) 9. Posthuman Babies: Reconceptualizing a Baby’s First Year, Sara Sintonen and Alexandra Nordström (University of Helsinki, Finland) 10. Experimental Analysis of Photography and Video in Postdevelopmental Observations of Early Childhood Art in the Family Home, Mona Sakr (Middlesex University, UK) Conclusion, Mona Sakr (Middlesex University, UK), Jennifer Rowsell (University of Bristol, UK) and Kortney Sherbine (Utah State University, USA) References Index

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Book SynopsisWilliam H. Pruden III, JD, is Director of Civic Engagement and Instructor of History and Social Studies at Ravenscroft School, NC, USA.

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Book SynopsisTrade ReviewThe relationship between ethnicity, class and educational achievement continues to confound scholars. In its lived form, it has the potential to divide communities. This book is a timely engagement with this 'hot' topic. It is accessible and provides insights based on research that are considered through a robust theoretical framework. This book is a 'must read', particularly for those directly engaged with the teaching profession. * Georgina Tsolidis, Professor of Education, University of Ballarat, Australia *Watkins and Noble offer a richly theorised and empirically grounded account of the dynamics of learner differences. They show how different 'dispositions to learn' affect learner outcomes. Central to their account is the construct 'scholarly habitus'. They frame this as a multifaceted alternative to the over-simplifications of cognitivism and cultural pathologisation that frequently afflict educational research and practice. This book represents a significant advance in the field of cultural studies in education. * Mary Kalantzis, Dean of the College of Education, University of Illinois, USA *Disposed to Learn disseminates valuable results from a complex and lengthy study in which the research design and the scope of work provide depth and breadth to the enduring problem in education, equitable educational opportunities across diverse groups of learners […]Watkins and Noble provide a rigorous empirical and theoretical study worthy of consideration. -- Audrey A. Trainor * Teacher’s College Record *Table of ContentsAcknowledgments Introduction 1. The Ethnicization of Educational Achievement 2. Surveying Culture and Educational Capital 3. Disposed to Learning 4. Home, Routine and Dispositions to Learning 5. Ethnicity and Schemas of Perception 6. Schools, Pedagogy and Discipline Conclusion Notes References Index

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Book SynopsisStories about ethical issues at universities make headlines every day. From sexual violence to racial conflict, from the treatment of adjuncts to cheating, students, professors, and administrators face countless ethical trials. And yet, very few resources exist to assist universities in developing an ethical culture. University Ethics addresses this challenge. Each chapter studies a facet of university lifeincluding athletics, gender, faculty accountability, and morehighlights the ethical hotspots, explains why they occur, and proposes best practices.Professional ethics are a key component of training for numerous other fields, such as business management, medicine, law, and journalism, but there is no prescribed course of study for the academy. Professors and administrators are not trained in standards for evaluating papers, colleagues, boundaries, or contracts. University Ethics not only examines the ethical problems that colleges face one by one but proposes creating an integrated cTrade ReviewKeenan, who has written/edited some 16 books on theology and ethics, claims that the absence of an institutional ethical culture facilitates aberrant behaviors in US higher education. Universities offer courses in ethics but not in ethics as related to higher education institutions. Keenan considers ethical concerns with contingent versus tenure-line faculty; marginalization of university students and employees; dishonesty on the parts of students, faculty, and administrators; undergraduate carousing practices and violence; male-female inequities; disinterest in (or insensitivity to) differences; and the situation of international students. He points out that institutional levels are responsible for specific aspects of university life; accordingly, faculty, staff, students, and administrators remain unaware of one another’s struggles. And he argues that a prevailing culture of consumerism and consumption is largely responsible for condoning, even promoting, unethical behaviors. Keenan concludes with a call for collaboration among all involved with higher education to actively advance ethical behavior in their institutions. Providing just enough historical context, Keenan uses a narrative reporting style, interweaving research and relevant literature, scholarship, and media reports to develop his story and support his assertions. Summing Up: Recommended. All levels. * CHOICE *The book covers a number of issues, including gender inequity, sexual assault, racial discrimination, financial mismanagement, lack of access to college for poor students, and the skewing of priorities toward too-powerful sports programs. Keenan places a discussion of student behavior—drinking, harassing, and cheating—in the middle of the book. These are not simply problems for the students. They are problems for their universities. . . .Keenan has provided a roadmap for the challenging but necessary work of making a moral community. This matters for everyone who studies or works at a university. It matters for the 65 percent of U.S. students who just graduated from high school and have enrolled in college this fall. It matters for the half a million part-time faculty earning, on average, less than $3,000 per course. The work of making a moral community also matters for American society because, like churches, universities could reclaim their role as moral exemplars. All they have to do is practice what they preach. * Commonweal Magazine *Keenan, a well-published ethicist, has researched his topic thoroughly. The book is replete with references to the works of other experts; this alone makes it a valuable asset for those interested in higher education. In straightforward prose, Keenan begins with the adjunct faculty whose situation is one that ethically should embarrass both tenured faculty and administrators. Cheating, gender, racism, classism, fraternities, and student misbehavior are among the other issues explored. Before you conclude that all these have been discussed ad nauseam in recent years, I invite you to read Keenan’s analysis of, and suggested solutions for, their amelioration. * U.S. Catholic *Keenan’s work is multilayered, analytically sharp and engaging, and demonstrates not just the depth of his research but his own personal experience as a university professor. . . . If you have anything to do with the life of a university, even if you are simply a concerned alumnus, get this book. * America: The Jesuit Review of Faith & Culture *University Ethics is a powerful and empowering book in the right hands. Higher education administration could use Keenan’s insights to shape new strategic planning.This is apparent, but Keenan appears to have another primary audience in mind. The book addresses faculty members more than anyone else, putting us on notice of our responsibilities and capabilities to be influential agents of a culture of ethics on our campuses. This book comes at the right time as faculty across the spectrum are asking about our role in a dynamically changing landscape. We can either get carried away by the floodwaters of change or assert ourselves using valuable and well-thought out tools like University Ethics to re-center higher education in these exigent times. * Collegium: A Colloquy of Faith and Intellectual Life *James Keenan’s latest book compellingly argues that American universities (including Catholic universities) are failing to take ethics seriously within the confines of their own institutions. * Theological Studies *James Keenan has not only written the first sustained discussion of university ethics, but he has done it in a superb manner. For the good of the university, which needs to have an ethical culture at its core, I hope that many others will learn from Keenan and continue the important work that he has so well begun. -- Charles E. Curran, Scurlock University Professor of Human Values, Southern Methodist UniversityUniversity Ethics is a highly original take on a festering problem in higher education. Every university employee should engage it, though it may not be a pleasant read. Keenan diagnoses the causes and intersections of multiple trouble spots in university culture. This book will uniquely position university leaders to take action, and it will inspire new leadership across universities as a whole. -- Lisa Sowle Cahill, Boston CollegeJames F. Keenan, SJ, has written an outstanding book filled with examples and details that could improve daily life within higher education for faculty members and students. Building a culture of ethics in higher education is rarely developed as a scholarly topic, and this book fills an important role. I highly recommend this book. -- Elaine E. Englehardt, Distinguished Professor of Ethics, Utah Valley University; co-editor of The Ethical Challenges of Academic AdministrationWhile many universities do an excellent job of teaching ethics to future lawyers, doctors, and business executives, professional ethics for higher education remains underdeveloped. University Ethics provides the resources for a comprehensive approach to this important topic. Keenan’s book addresses not only familiar problems of cheating, student behavior, and faculty culture but also the issues that arise where race, gender, and economic interests intersect with the purposes of higher education. This is a book that should be read and discussed by faculty and administrators who care about the integrity of their profession and their institutions. -- Robin W. Lovin, Cary M. Maguire University Professor of Ethics Emeritus, Southern Methodist UniversityAs the author of five books concerned with hazing as a dangerous and repugnant practice, I applaud the mission of James F. Keenan to assess and to eliminate a wide swath of civility failures on college campuses. He is absolutely on target to see such abuses as ethical failures. University Ethics belongs in the libraries of all colleges as a sort-of GPS guide for student affairs professionals, behavior experts and administrators. Personally, I'd recommend it as well for parents of present and future college students. Here's hoping Keenan's suggestions for change [will] lead to a paradigm shift to end abuses ranging everywhere from cheating to alcohol abuse...and, of course, to deadly hazing practices. -- Hank Nuwer, author of The Hazing Reader, Wrongs of Passage, and Sons of the DawnKeenan’s book does raise important questions, for ethical good practice in education matters.... If he is anywhere near correct about US universities, they face substantial challenges to their very being as universities. * Studies in Christian Ethics *Table of Contents1: The Absence of Ethics at American Universities 2: EthicsToward a History of University Ethics 3: The Adjunct Faculty 4: The Cultural Landscape of the University without Ethics 5: Cheating 6: Undergraduates Behaving Badly 7: Gender 8: Diversity and Race 9: Commodification A Conclusion: Class, Athletics, and Other University Matters

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Book SynopsisA must-read for incorporating digital literacy into your classroom! As the saying goes, If you want someone to remember something, tell them a story. But if you really want your students to remember what they learn, then let them create their own digital stories.Digital storytelling empowers your students to be confident communicators and creators of media as they gain essential 21st-century literacy skills and reach deeper understandings in all areas of the curriculum. Aligned with refreshed ISTE and Common Core standards, this new edition of Digital Storytelling in the Classroom includes: Practical techniques for combining storytelling with your curriculum content Tips for exploring effective storytelling principles through emerging digital media as well as via traditional literacy skills in reading, writing, speaking, and art Information on relevant copyright and fair use laws Visual aids and videTable of ContentsForeword by David D. Thornburg Preface Acknowledgments About the Author Part I. Storytelling, Education, and the New Media 1. Confessions of a Digital Storytelling Teacher: Twenty Revelations About Digital Storytelling in Education 2. Defining and Discussing Digital Storytelling: Helping Teachers See, Think, and Talk About Digital Storytelling 3. Digital Storytelling as an Educational Tool: Standards, Planning, and Literacy 4. Assessing Digital Stories: The Opportunities and Challenges of New Media Evaluation Part II. The Art and Practice of Storytelling 5. Thinking About Story: The Story Core, Story Mapping, Story Types 6. Applying Story Maps, Using Story Tables: Seeing the Core, Mapping the Story, Creating a Story Table 7. Story Planning Considerations: Tips, Techniques, Lessons Learned 8. Transformation Formations: How We, and the Characters in Our Stories, Change 9. More Story Maps: From Aristotle to Present Day 10. Other Kinds of Stories: Other Story Forms and Story Perspectives Part III. Going Digital 11. The Media Production Process, Phase I: Developing the Story 12. The Media Production Process, Phases II-V: From Preproduction to Performance 13. The Digital Storytelling Toolbox: The Tools Teachers and Students Need to Tell Digital Stories 14. Media Grammar for Teachers: Assessing Media Expression 15. Copyright, Fair Use, and UOPS: Living in the Gray Zone, Doing the Right Thing, and Protecting Yourself Epilogue: If I Had a Time Machine Resource A. Teaching Oral Storytelling Resource B. Audio Techniques for Video Recording Oral Storytelling Resource C. Audio Techniques for Interviewing People Resource D. Freytag′s Pyramid Resource E. Grammar of Camera Angles Resource F. What′s Scannable? Resource G. Joseph Campbell′s Story Adventure Diagram Resource H. Visual Portrait of a Story References Index

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Book SynopsisWith 50% new material reflecting current research and pedagogical perspectives, this indispensable course text and teacher resource is now in a thoroughly revised third edition. Leading educators provide a comprehensive picture of reading, writing, and oral language instruction in grades 5â12. Chapters present effective practices for motivating adolescent learners, fostering comprehension of multiple types of texts, developing disciplinary literacies, engaging and celebrating students' sociocultural assets, and supporting English learners and struggling readers. Case examples, lesson-planning ideas, and end-of-chapter discussion questions and activities enhance the utility of the volume. New to This Edition *Chapters on new topics: building multicultural classrooms, Black girlsâ digital literacies, issues of equity and access, and creating inclusive writing communities. *New chapters on core topics: academic language, learning from multiple texts, and reading Trade Review"Insightful and engaging, this text provides educators with current knowledge and critical teaching applications. The third edition's increased attention to multimodalities and diversity and social justice makes a core text in the field even more desirable. The contributors challenge us to rethink and extend our practices to support adolescent literacy learning most effectively. I have used selected chapters in graduate courses, and the text was very well received. My students came away with both the passion and capability to implement new teaching practices and research projects."--Jacqueline Lynch, PhD, School of Education and Human Development, Florida International University "Presented by a dream team of researchers and educators, the third edition of this text offers evidence-based methods that center literacy instruction around adolescents' strengths, interests, and lived experiences. The volume consistently demonstrates the centrality of doing literacy in a way that truly responds to the identities of the learners we serve. Not only is this approach humanizing and equitable, but it also enhances learning. Taken together, the chapters offer a powerful vision in which teachers join with students to cultivate the strategies, skills, and agency needed for reading and writing in today’s world."--Leslie David Burns, PhD, Program Chair of Secondary English Education, University of Kentucky "This text bridges the gap between research and classroom practice in my methods course for preservice teachers. Not only are the chapters research based, but the authors also highlight youth and teacher experiences, providing a rich context for discussions about adapting literacy practices to address the various needs of students and their communities. While the third edition continues to provide exceptional resources for rigorous literacy instruction, there is a greater focus on creating space to honor cultural and linguistic diversity in the classroom. From exploring the digital literacies of Black girls to teaching multilingual text sets to challenging systemic racism across the disciplines, the new chapters are timely and speak directly to the experiences of students and teachers today.”--Anthony Celaya, PhD, Department of English, Southeast Missouri State University-Provides an array of useful ideas to strengthen and enlarge teachers' approaches to adolescent literacy instruction....Recommended. Students of all levels. (on the first edition)--Choice Reviews, 12/1/2008Table of ContentsForeword, Donna E. Alvermann I. Valuing Adolescents 1. Texts and Adolescents: Embracing Connections and Connectedness, Alfred W. Tatum 2. Cultivating a Multilingual Classroom Community: A Focus on Texts, Maneka Deanna Brooks 3. The Role of Motivation in Engaged Literacy Practices of Adolescents, David G. O’Brien, Deborah R. Dillon, Yongjun Lee, & Casey Norton 4. #EyebrowsOnFleek: Centering Black Girls’ Performative Digital Literacies in the Urban Secondary Context, Delicia Tiera Greene 5. Teaching Literacy to Youth Who Struggle with Academic Literacies, Aubrey N. Comperatore & Leigh A. Hall II. Developing Literacy Strategies 6. A Model for Equity and Access: Teaching Adolescent Literacy through a Black Historical Lens, Gholnecsar E. Muhammad & Chelsea Moodie 7. Academic Language Development for Adolescents: Multiple Contexts/Multiple Opportunities, Linda Kucan 8. Comprehension in Secondary Schools, Douglas Fisher, Nancy Frey, & John Almarode 9. Creating and Sustaining Inclusive Writing Communities for Adolescents, Bryan Ripley Crandall, Kelly Chandler-Olcott, & Elizabeth Carol Lewis 10. Engaging Adolescents with Multiple Texts in Literacy Instruction, Byeong-Young Cho, Lindsay Woodward, & Min-Young Kim III. Developing Disciplinary Literacies 11. Traveling Together over Difficult Ground: Negotiating Success with a Profoundly Inexperienced Reader in an Introduction to Chemistry Class, Cindy Litman & Cynthia L. Greenleaf 12. Fostering Acquisition of Mathematics Language, Codruta Temple & Kathleen A. Hinchman 13. Teaching History and Literacy, Timothy Shanahan & Cynthia Shanahan 14. Teaching Literary Literacy, Emily C. Rainey & Scott Storm 15. Reading and Challenging Texts in High School: How Teachers Can Scaffold and Build Anti-Racist Reading for Social Justice in the Disciplines, Elizabeth Birr Moje & Jennifer Speyer Baker IV. Addressing Program and Policy Issues 16. Culturally Compelling Teaching, Multimodality, and Transmediation in an Eighth-Grade English Class, Andrea L. Tochelli-Ward & Fenice B. Boyd 17. Reimagining/Disrupting Reading Interventions: A Focus on Situated Literacy Learning, Youth Identities, and Meaningful Social Relationships, Katherine K. Frankel & Julie E. Learned 18. Differentiated Literacy Instruction for Adolescent Students, Zaline Roy-Campbell 19. Assessment for Literacy Growth and Content Learning in Secondary Schools, William G. Brozo 20. Coaching and Growing Literacy Communities of Practice, Josephine Peyton Marsh, David R. Krauter, Lettice E. Pelotte, & Deborah Gonzalez Index

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Book SynopsisProfessional learning (PL) opportunities are essential for PreK-12 literacy educators, but too often these efforts fail to help teachers develop and deeply engage with their work. This forward-looking book describes keys to providing effective, sustainable literacy PL that values teachers over test scores and capitalizes on social networks and communities. The volume presents case studies of transformational initiatives tailored to culturally and linguistically diverse populations of teachers and students, varying school resources, urban or rural settings, and other factors. Issues of access and equity are emphasized throughout the book's discussions of innovative in-person, hybrid, and remote PL models. The companion website features 11 brief videos in which chapter authors provide engaging commentary on their respective topics.Trade Review"True to its title, this book conveys leading-edge ideas. It offers practical ideas for PL that ensures teachers and students alike are supported to learn and to sustain their learning. The book emphasizes that teachers must continually evaluate and grow their instructional practice through just-right, just-at-the-right-time learning experiences. It shares insights that will make such professional growth a reality. This powerful work is a major contribution to the development of teacher learning."--Diane Lapp, EdD, Distinguished Professor of Education, San Diego State University "This book shows the power of educators working together. When teachers and school leaders collaborate to find solutions for student literacy, students win!"--Wayne Tuttle, MEd, Assistant Principal, Kelly Walsh High School, Casper, Wyoming “From editors and contributors who have successfully implemented PL in a variety of contexts, the book offers detailed insights into issues of equity and sustainability. Readers learn about a range of practices drawing on the role of cognitive access, contextual fit, and agency to address challenges and opportunities associated with PL. This book could be used for graduate-level courses in literacy coaching and supervision. Courses on professional development/learning would benefit from the book, as it takes a wide lens on the overall concepts associated with PL."--Virginia J. Goatley, PhD, Interim Dean, School of Education, University at Albany, State University of New York "In my 30 years of research and involvement in PL, there have been many well-intentioned changes to PL practices--most of them linked to accountability, accreditation, and mandates. Teachers have lacked opportunities to improve their knowledge and pedagogy based on their own understanding of what they and their students need. This book is a breath of fresh air! School, district, and community leaders grappling with the complexities of literacy learning today will find numerous innovative ideas that resonate with their contexts and challenges."--Jan B. Turbill, PhD, School of Education, University of Wollongong, Australia "This volume takes seriously the importance of planning and delivering highly contextual PL for literacy teachers. Resisting the tendency to standardize, commercialize, and scale up PL, the editors and contributors demonstrate the imperative to understand and value the uniqueness of each context and the range of people in it. The adaptive expertise of teachers shines through. The book shows that when literacy PL is personalized, the outcomes are heightened levels of innovation, teacher agency, and sustainability. School leaders, department heads, early-career teachers, and student teachers will see themselves and others in one or more of the case studies, and through that process will better recognize the multiple opportunities and pathways to improve students' learning."--Beryl Exley, PhD, School of Education and Professional Studies, Griffith University, Queensland, Australia-Table of ContentsIntroduction: Innovation, Equity, and Sustainability in Literacy Professional Learning, Dana A. Robertson & Cynthia H. Brock I. Professional Learning as Reflexive Growth-in-Practice 1. Developing Adaptive Expertise to Support Effective Professional Learning, Deidre M. Le Fevre 2. Innovative Hybrid Professional Learning at Redmond Mountain High School, Cynthia H. Brock, Leigh A. Hall, Erin E. Silcox, & Jeff Makelky 3. Professional Learning Designed to Cultivate Continuous Learning and Innovation, Cynthia L. Greenleaf, Mira-Lisa Katz, Mary Stump, & Gayle Cribb 4. Enhancing Secondary Teachers’ Opportunities to Learn about Comprehension in Culturally Sustaining Ways, Sarah M. Lupo, Dianna R. Townsend, & Rachel Knecht 5. Situated Professional Learning through Targeted Reading Instruction: Building Teacher Capacity and Diagnostic Practice, Steven J. Amendum, Heather H. Aiken, Mary Bratsch-Hines, & Leslie M. Babinski 6. Teacher Agency and Sustainable Learning through Literacy Coaching with Teachers of Adolescents Who Are Emergent Bi- and Multilingual Students, Jennifer Sharples Reichenberg II. Professional Learning in/through/with Social Networks and Communities 7. Equitable, Accessible, and Sustainable Professional Learning That Makes a Difference: The Case of the Aboriginal Reading Project, Pauline Harris 8. Whole-Community Early Literacy Improvement: K−3 Academic Vocabulary Instruction, Susan V. Piazza, Sarah Summy, & Robert Herrera 9. Using Digital Tools to Promote Teacher Agency and Enhance Teacher Professional Learning, Lauren Breckenridge Padesky, Dana A. Robertson, Alexis Barney, & Noelle Clark 10. Innovations in Elementary Literacy Coaching: Sustaining Coaching Practices in Virtual Spaces, Jacy Ippolito, Rita M. Bean, & Kristine Sacha 11. How Micro-Courses Shape Teachers’ Perceptions, Engagement, and Learning in Professional Development, Leigh A. Hall Epilogue. Creating Professional Learning That Works: Lessons for Going Forward. Leigh A. Hall Index

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Book SynopsisThis book will help you to understand what inclusion is, what it means for teachers, parents and the wider community and how to create an inclusive environment in your own classroom. By busting some myths and looking beyond the labels, Nancy Gedge believes that every teacher can improve their practice for every child because what is good for children with special educational needs is good for everyone! That's what being an inclusive teacher means. Full of practical ideas and advice, this warm and inspiring book is an accessible introduction to inclusion for primary school teachers. It translates the SEND Code of Practice into practical classroom strategies covering topics such as: an inclusive classroom environment and what it looks like, the responsibilities of the teacher and how to set meaningful targets, plus lots of tips on how to get the best out of available support and intervention strategies. Nancy Gedge provides impassioned guidance in the form of real classroom anecdotes Trade ReviewNancy Gedge has written the ultimate guide to inclusion in the primary school. This book is practical, honest, realistic and reassuring. It covers everything you need to know, and more, to help you in supporting children with additional needs in your classroom. I loved this book! -- Sue Cowley, bestselling educational writer, trainer and presenter, @Sue_Cowley

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Book SynopsisRole-play is a fun and creative way to engage with children in EYFS, and is fundamental in developing children''s learning and communication skills. This new addition to the 50 Fantastic series is filled with great ways to make the most of play-based learning in your environment. Each activity is linked to children''s interests, and is designed to allow the child to learn, create, communicate, and have fun! Many of the scenarios involve an element of problem solving to encourage team work, and the suggested props and locations are both easily sourced and well-suited to Early Years schools and settings. With a whole host of inspirational ideas with photos to match, this book is the perfect starting point for creating an outstanding role-play environment.

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