Educational strategies and policy Books

Book SynopsisBased on the Transforming Lives research project, this book explores the transformative power of further education. Outlining a critical approach to educational research and practice, the book draws on the testimonies of students and teachers to construct a model of transformative teaching and learning.Table of ContentsIntroduction 1. The Transforming Lives research project and the further education policy context 2. Researching further education and putting a critical embodied research methodology into practice 3. Using digital technologies in social justice research 4. Stories of transformative teaching and learning 5. Transformative teaching and learning and social justice 6. Transformative teaching and learning and education leadership 7. So what is transformative teaching and learning? Extending our theoretical and embodied understandings 8. What needs to be done

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Book SynopsisThis book is all about supporting teachers of colour in developing and progressing towards leadership positions, and giving readers more widely an understanding on the structural inequalities within the sector and how teachers can work together to enact positive change and uplift GM teachers.

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

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Book SynopsisWhat will you do to promote multilingual learners’ equity? Our nation’s moment of reckoning with the deficit view of multilingual learners has arrived. The COVID-19 pandemic has further exposed and exacerbated long-standing inequities that stand in the way of MLs’ access to effective instruction. Recent events have also caused us to reflect on our place as educators within the intersection of race and language. In this innovative book, Sydney Snyder and Diane Staehr Fenner share practical, replicable ways you can draw from students’ strengths and promote multilingual learners′ success within and beyond your own classroom walls. In this book you’ll find • Practical and printable, research-based tools that guide you on how to implement culturally responsive teaching in your context • Case studies and reflection exercises to help identify implicit bias in your work and mitigate deficit-based thinking • Authentic classroom video clips in each chapter to show you what culturally responsive teaching actually looks like in practice • Hand-drawn sketch note graphics that spotlight key concepts, reinforce central themes, and engage you with eye-catching and memorable illustrations There is no time like the present for you to reflect on your role in culturally responsive teaching and use new tools to build an even stronger school community that is inclusive of MLs. No matter your role or where you are in your journey, you can confront injustice by taking action steps to develop a climate in which all students’ backgrounds, experiences, and cultures are honored and educators, families, and communities work collaboratively to help MLs thrive. We owe it to our students. On-demand book study-Available now! Authors, Snyder and Staehr Fenner have created an on-demand LMS book study for readers of Culturally Responsive Teaching for Multilingual Learners: Tools for Equity available now from their company SupportEd. The self-paced book study works around your schedule and when you′re done, you’ll earn a certificate for 20 hours of PD. SupportEd can also customize the book study for specific district timelines, cohorts and/or needs upon request.Trade Review"It is not like me to finish a book in one sitting. I did with this book! I could see these activities in action with my staff. A value to staff and creating a multi-cultural school environment and culture of acceptance." -- Tricia Peña, Ed D., Professor, Northern Arizona University, Department of Educational Leadership, College of Education"Culturally Responsive Teaching for Multilingual Learners is a must read for anyone in the field of education. The authors have done an outstanding job of helping the reader to recognize cultural bias as well as demonstrating how to overcome this bias so that all students can achieve success, regardless of their background. I highly recommend this book!" -- Melissa Miller, NBCT-EAScience, NGSS Writer, 6th Grade Science Instructor"Given the growing anti-immigration and Black Lives Matter Movements in the USA, I cannot imagine a better time to seriously consider the role of culture in our classrooms and how culture and teacher beliefs about their students and families ultimately hold the key to success for our multilingual learners. This book goes to the heart of these crucial issues and effectively advocates for assets-based approaches in our schools. This book has something for everyone: teachers, future teachers, and teacher leaders." -- Tim Boals, Ph.D., WIDA Founder and Director"For far too long, MLs have felt pressure to assimilate to the dominant culture in the US, and learning English also meant learning how to be a good American. While we have gotten rid of the infamous ′Melting Pot,′ this book asks us to go farther in truly realizing the American Dream of equity for all. Written clearly and organized in a logical fashion, this excellent addition to the field takes readers through each important topic asking them to engage in critical thinking and self-reflection. Each chapter includes an excellent review of the relevant literature and theoretical constructs, but more importantly, each chapter also includes thought-provoking questions that help the reader grow and directly apply those theories to helping build more equitable school and classroom communities." -- Dr. N. Eleni Pappamihiel, Professor"Culturally Responsive Teaching for Multilingual Learners is a crucial resource for educators who are searching for ways to empower students by honoring, acknowledging, and infusing who they are into our classrooms. Drawing from their expertise in and experts from the field, this powerful duo has written another completely accessible book filled with authentic examples, sketchnotes, student portraits, and printable tools. High praise to Snyder and Staehr Fenner for bringing this contribution to us all." -- Dr. Debbie Zacarian"A relevant and research-based interactive text that guides educators through the process of becoming culturally responsive with multilingual learners. Using practical strategies such as case studies, video clips, and sketch notes, educators will be led through exercises inspiring them to become more reflective about their own culturally responsive teaching." -- Ivannia Soto, Ph.D."With an unflinching focus on equity, Snyder and Staehr Fenner offer an asset-focused, forward-looking, and nuanced text in service of multilingual learners, drawing from the most relevant and up-to-date sources. Intended for a broad and inclusive audience, Snyder and Staehr Fenner address the tensions and competing issues within the field, and offer pragmatic, attainable steps forward, with accessible explanations, interactive questions and planning guides, as well as video clips to highlight key constructs. This text is an outstanding resource for all those engaged in the education of multilingual learners." -- Dr. Anita Bright, Associate Professor"And they have done it again…another invaluable resource for all educators. As an ESL teacher, coach, and teacher educator, this is going to be a go-to book for workshops, pre-service educators, and for professional development. This text is mindful and intentional in how it addresses so many aspects of culturally-responsive teaching, and the reflection questions are a beautiful addition for educators to self-examine their own practices. Ta bluh doh mah (thank you very much)." -- Dr. Amy Hewett-Olatunde, ESL Teacher, Teacher Educator, Professor"Sydney Snyder and Diane Staehr Fenner have succeeded in exploring the complex intersectionality of culture, equity and language. The result is this thoughtful, insightful book that gives educators real step-by-step tools and strategies to increase their professional learning and sensitivity. We are in a volatile time in our history, when the need for cross-cultural understanding and healing could not be greater. Snyder and Staehr Fenner meet educators where they are and guide them expertly and with understanding through the process of becoming self-aware and culturally-responsive." -- Giselle Lundy-Ponce, Manager, Educational Rights and Social Justice Initiatives and Policy"This book fills a critical niche. All too often, literature about culturally relevant pedagogy lacks application and leaves multilingual learners out of the discussion. Snyder and Staehr Fenner delivered exactly what the field of TESOL has needed for quite some time. This practical guide to culturally responsive instruction for teachers of multilingual learners will be a must for teachers of MLs to have on their shelves as well as for teacher-educators to include in their methods courses. It is timely, thoughtful, and user-friendly. I look forward to using it in my courses!" -- Michelle Benegas, Assistant Professor"Culturally Responsive Teaching for Multilingual Learners is the gift that keeps on giving for school leaders and teachers alike. More than just an engaging and informative text, the book informs well-rounded programming for multilingual learners from soup to nuts and inspires a reflective look at what we are currently doing versus what we should be doing to advance multilingual learner success in schools. Each chapter could be the source of personal goal setting for educators, material for a professional learning community, the focus of school or district professional development sessions, or a reference for use when evaluating a school’s program for multilingual learners. Regardless of its use, Snyder and Fenner have set up space through a literary medium for educators to overcome feelings of ill-preparedness or uncertainty to program, plan instruction, and deliver instruction for multilingual learners as well as to engage their families." -- Anika E. Harris, Professional Development Specialist – English Language Acquisition Programs (K-12)"Sometimes turning principles and theories into practice can feel like grasping at smoke. However, in this book, Sydney Snyder and Diane Staehr Fenner provide solid examples and strategies of how to intentionally teach with multilinguals′ assets as the center of our instruction. Their book will celebrate what we are already doing to be culturally responsive and expand our skill sets." -- Tan Huynh, Language Specialist, Blogger, Podcaster"Sydney Snyder and Diane Staehr Fenner have provided a great and humbling multifaceted learning resource with something for everyone to dive into and explore personally and professionally. Videos, student portraits, downloadable tools, and fun graphics provide the opportunity to self-reflect or learn as a group, but more importantly to continue that uncomfortable and necessary never-ending cultural journey." -- Shawn Slakk, CLO/Founder"Sydney Snyder and Diane Staehr Fenner teamed up for yet another much-needed resource: Culturally Responsive Teaching for Multilingual Learners: Tools for Equity is timelier than ever, research-informed, and practitioner-oriented, chuck-full of tools and resources that add help educators navigate the multiple cultures that are present in their classrooms. A must have for all!" -- Andrea Honigsfeld, Associate Dean, Ed.D. Program DirectorTable of ContentsForeword Why We Wrote This Book Acknowledgments About the Authors How to Approach This Book Chapter Overview CHAPTER 1. WHY CULTURALLY RESPONSIVE TEACHING MATTERS CHAPTER 2. BUILDING CULTURAL COMPETENCY CHAPTER 3. OPERATING FROM AN ASSETS-BASED APPROACH CHAPTER 4. SIMULTANEOUSLY SUPPORTING AND CHALLENGING STUDENTS CHAPTER 5. PLACING STUDENTS AT THE CENTER OF THE LEARNING CHAPTER 6. LEVERAGING STUDENTS’ LINGUISTIC AND CULTURAL BACKGROUNDS CHAPTER 7. UNITING STUDENTS’ SCHOOLS, FAMILIES, AND COMMUNITIES CHAPTER 8. PUTTING IT ALL TOGETHER Appendices Index

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Book SynopsisIan Prior is one of the most articulate and successful parent-activists in the United States. Armed with 12 inspiring battle-tested rules and revealing stories about sparring with self-righteous Woke neighbours (the "Chardonnay Antifa"), Ian shares secrets about what fellow parents can do in their own school districts to stop the Left's dark vision from taking root.Get ready to laugh. This is not a boring education book. With real world lessons and funny anecdotes readers can connect with, Ian explains how families can win the battle to stop divisive and dangerous concepts rooted in critical race theory and other dangerous left-wing ideologies from spreading to their schools. He convincingly makes the case that the Left envisions a public education system in America where children are no longer the responsibility of their parents but rather mere wards of the state.You'll be shocked and amused by the outrageous stories in Ian's suburban county that unexpectedly became ground zero for the parents' rights movement. This sign-of-the times book helpfully explains the confusing and infuriating cultural moment we find ourselves in.Parents of the World, Unite! is an indispensable book for American families who believe they should be able to raise their children without government interference in their moral, religious, and ethical choices -- and are ready to join a revolution of parents.

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Book SynopsisThis book is a straightforward, no-nonsense guide to a research method that can be used by educators to increase student learning, student self-esteem, and quality of school life in the classroom. This user-friendly book covers the principles and history of action research, ethical and legal considerations, methods for conducting both formal and informal action research, data collection methods, analysis and interpretation, action planning and initiation, and results evaluation. The author includes numerous examples, strategies, and illustrations that can be applied to elementary and secondary schools as well as university settings.Trade ReviewTomal provides a guide to action research that should be in the library of every educator. The principles of this book have the potential to motivate teachers, inspire best practices, and to pursue action plans that transform schools. Reading this book will enhance the practice of novice educators interested in problem solving and heighten the resolve of experienced educators to engage in practical research. A must-read for practicing educators and students. Essential. * CHOICE, (For The First Edition) *Are you planning to conduct action research or are you teaching an action research course? If so, this book is for you. The book provides you with all you need from a description of how action research varies using qualitative and quantitative research methodologies, through models of action research with excellent examples, to methods of evaluating action research. Action Research for Educators is a must-have book for anyone involved in action research. -- Edward C. Mann, chair/associate professor, Department of Technology Education, University of Southern MississippiThis is a book that is both substantive and readable. Action research has a tremendous potential for school reform that has yet to be tapped. Tomal builds an understanding of this important concept from the ground up by providing a strong theoretical framework, and clear concrete examples. -- James A. Rycik, professor of education, Ashland University, Ohio; editor, American Secondary EducationTomal provides an excellent basis for understanding action research that is relevant and practical for all educators. The essential research principles, strategies, and theoretical concepts have been well explained and are clearly connected and reinforced through concrete examples in his book. I am confident that Action Research for Educators will provide a positive contribution to education and improve our skills as educators. -- Robert K. Wilhite, Chairman, Department of Leadership, Concordia University Chicago; retired superintendent, Illinois High School District 215This book is excellent with relevant and very clearly presented information regarding action research. My students find it very helpful. -- Elaine M. BukowieckiAs school leaders search for answers to questions about the best way to improve the teaching and learning process, one of the most critical challenges they face is connecting the dots between were they are and where they want to be. This book is a comprehensive tool to support a professional learning community in identifying a problem, collecting and analyzing relevant data, and establishing clear, specific goals that are focused on student learning. -- Sallie D. Penman, director, Illinois Administrators' Academy, Chicago Public SchoolsTomal's book provides a practical and understandable approach to action research that can validate improvement strategies to foster gains in student achievement. He removes the stigma of research with his clear explanation of terms, illustrative examples, and is able to convey complex concepts in understandable language. This is a must read for any educator looking to take his or her practice to the next level. -- Robert A. Rammer, assistant superintendent, School District 200, Wheaton, IllinoisPractical, feasible, collaborative not only defines the process of action research, but also describes this well written, accessible Action Research text. Highly recommended as a college-level text as well as a guide for staff developers and classroom teachers seeking to improve their practice and student learning. -- Joan B. Lampert, chair, Research and Evaluation, Maine Community Youth Assistance Foundation, Park Ridge, IllinoisTomal's book thoughtfully weaves the theoretical underpinnings of action research with practical step-by-step insights about a procedure model for conducting action research. It is organized in a manner to give the neophyte, novice, advanced teacher or administrator viable methods for conducting both formal and informal action research. This book is a must for every educator's bookshelf committed to inquiry and the principles of reflective research. -- Gary N. Frisch, chief financial officer, Barrington School District 220Table of ContentsChapter 1 Foreword Chapter 2 Introduction Chapter 3 The Nature of Educational Research Chapter 4 Action Research Chapter 5 Data Collection Methods Chapter 6 Data Analysis and Interpretation Chapter 7 Solving Problems and Taking Action Chapter 8 Evaluating Action Research Chapter 9 Conducting Action Research

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Book SynopsisBest-selling authors Dr. Jan Burkins and Kim Yaris rethink traditional teaching practices Who's Doing the Work: How to Say Less So Readers Can Do More. They review some common instructional mainstays such as read-aloud, guided reading, shared reading, and independent reading and provide small, yet powerful, adjustments to help hold students accountable for their learning.Next generation reading instruction is much more responsive to student needs and aims to remove some of the scaffolding that can hinder reader development. Instead of relying on teacher prompts, Who's Doing the Work asks teachers to have students take ownership of their reading by managing their challenges independently and working through any plateaus they encounter. Whether you are an elementary teacher, literacy coach, reading specialist, or parent, Who's Doing the Work provides numerous examples on how to readjust the reading process and teach students to gain proficiency and joy in their work.Table of ContentsIntroduction; Chapter 1: Reading Process: Beginning with the End in Mind; Chapter 2: Read-Aloud: Giving Students a Reason to Learn to Read; Chapter 3: Shared Reading: Bridging the Gap Between Read-Aloud and Guided Reading; Chapter 4: Guided Reading: Reading Practice Under the Teacher's Watchful Eye; Chapter 5: Independent Reading: Learning to Love to Read; Chapter 6: Putting It All Together

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Book SynopsisPractical, research-based lessons for middle school educators to teach students pro-social attitudes and behaviors to prevent bullying.Create a Culture of Kindness in Middle School focuses on positive and pro-social attitudes and behaviors that build a respectful and compassionate school environment, while also addressing the tough issues of prejudice, anger, exclusion, and bullying. Through role-playing, perspective-taking, sharing, writing, discussion, and more, students develop the insights and skills they need to accept differences, resolve conflicts peacefully, stop bullying among peers, and create a community of kindness in their classrooms and school. Based on survey data gathered by the authors from more than 1,000 students, the book s research-based lessons are easy to implement and developmentally appropriate. Digital content includes student handouts from the book.Trade Review"The vast majority of students we talk to agree that bullying is bad and kindness is cool. But they often lack basic strategies to show compassion to their classmates. This book offers dozens of practical, hands-on lesson plans educators can use to teach students how to be kind (and why that matters so much). The lessons encourage students to stand up for what is right, and give them the tools to do it. If you want to 'Create a Culture of Kindness in [your] Middle School, ' this book is for you."--Dr. Justin W. Patchin and Dr. Sameer Hinduja, codirectors of the Cyberbullying Research Center and authors of Words Wound

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Book SynopsisThis is a book about teaching, but it is not a manual on how to teach. It is a book about ideas, but not ideological. It is a book about thinking and questioning and challenging, but it also attempts some possible answers. The hope is that you will consider the implications of being wrong and consider what you would do differently if your most cherished beliefs about education turned out not to be true.

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Book SynopsisForewords by Professor Dame Alison Peacock andAndreas Schleicher.Written by an internationally renowned team of thought-leaders, researchers and facilitators,Creative Thinking in Schools: A Leadership Playbookis a practical guide that draws together understanding about school leadership with a deep experienceTrade ReviewThe four purposes of Curriculum for Wales are the shared aspiration for every young person. They provide the opportunity for innovative systems, tools and creative thinking in the education system to create a better future. Creative Thinking in Schools provides a practical resource and complements the Creative Leadership Programme that has been recognised and endorsed by the National Academy for Educational Leadership Wales as meeting the needs of leaders in Wales.Tegwen EllisIn schools we often know why and what, but not when it comes to creativity. This playbook clearly and thoughtfully translates cutting-edge research into practical creative leadership strategies that will make sustainable change accessible to leaders in schools.Michael AndersonThis wonderful playbook captures the expertise, provocations, lessons learned and insights that a generous community of creative learning experts, researchers, educators and school leaders around the world have shared. Providing a wealth of practical activities and examples in words, diagrams and images, it is a vital resource for any school leader who wants to inspire and coach their team to embed and deliver creative learning strategies across their school.Tabitha McMullanThe playbook deliberately places emphasis on the creative dimension of leadership, becoming comfortable with openness, offering greater trust and developing spaces for new thinking. I highly recommend it.Alison PeacockThe authors of this magnificent playbook have created something truly amazing - a highly useable and practical resource for leaders. You will be able to transform your school, your network and your jurisdiction. We cannot wait to provide every network school with this book.Linda KaserI particularly like the way in which the playbook is both soundly rooted in research but also enjoyably creative and playful in the approach to professional learning.Andreas SchleicherCurriculum for Wales is designed with four core purposes. One of these highlights the importance of creativity; supporting learners to become 'enterprising, creative contributors, ready to play a full part in life and work' (Hwb, 2023). If our learners are to become independent, creative, critical thinkers, then we need to support our school leaders to develop and enhance their skills as independent, creative, critical thinkers too. This playbook is a wonderful resource that will further enhance and enrich the creative learning programme in Wales, inspiring and supporting leaders to explore new approaches to teaching and learning with creativity at its heart.Diane HebbThis is an outstanding resource, founded on deep knowledge and bursting with provocative ideas and playful strategies for making teaching and leading more creative in your school. Here, seven great experts in creativity, professional learning, leadership and change, give you every reason and no excuse for livening up your staffrooms, classrooms and online meetings so that they are more creative in their processes and results. In the playbook's own words, it will advance 'creative thinking in all aspects of your school's life'.Andy HargreavesIn our ever-changing world, developing creative thinking is essential to help our young people thrive, not only in lessons but also through life. For those leaders with the ambition to build a learning organisation with creativity and achievement for all at its heart, this playbook brings a fantastic collection of information, ideas and practical resources to do just that. It's a must for those with a wider view of education today.Andy MoorA superb resource for school leaders who wish to support and challenge their teams through active engagement. A unique blend of evidence and activities that promote creativity in action. This is definitely for schools that want to think differently about professional learning.Simon CambyThis leadership playbook is a really valuable resource for school leaders who want to cultivate the creativity of their students in all subjects by developing the confidence and skills of their staff. It very much mirrors the learning emerging from the eight pilot Creativity Collaboratives across England where early results suggest that teaching for creativity is a welcome and attainable goal for all schools.Nichola SerotaCreative Thinking in Schools serves as a roadmap to a series of experiences that leaders can use to reinvigorate their own creative muscles and those of their communities. The playbook includes activities designed to help leaders lead crucial conversations on the role creativity should play in their community as well as structures and facilitation guides that will support them in inculcating creativity into their classrooms, learning environments and communities. For school leaders looking to move the needle, embrace and lead change, this playbook will quickly become your go-to guide for leading professional development and designing the learning environment our students most desperately need and deserve.Laura McBainNever was there a greater need for brave leadership to preserve and promote empowering creativity across the curriculum, as an entitlement for every child from every background. So now, in the age of the robots, let's celebrate and teach the habits and discipline of creative thinking and of creative working. This excellent playbook will support courageous school leaders to put creative thinking back at the heart of education where it belongs.Geoff BartonCreative Thinking in Schools is an essential resource for anyone who cares about the place of creativity in education, providing accessible yet expert guidance to nurture and sustain creative thinking, creative teaching and creative learning.Mags WalshAll children and young people should have the opportunity to express and channel their creativity throughout their schooling. Any practical resources - such as this exciting new playbook - that can help school leaders and teachers in enabling this to happen are to be warmly welcomed.Sally BaconThis playbook has universal appeal across countries. It provides insightful tools for school communities to develop creative thinking, unlocking potential and hidden leadership from everyone in schools. The playbook's universal usability also makes it a perfect gift for anyone in the international community of creative thinking in schools.Kraiyos PatrawartWe know that creative thinking is critical for our young people - but too often, our curricula and cultures don't nurture these skills. Creative Thinking in Schools gives practical tools to support all leaders to consider why this work is so important, and how to make it happen.Liz RobinsonThis playbook aligns with the key focus of the Curriculum for Wales on supporting creativity, as one of the skills integral to its four purposes. It will be a valuable resource to help school leaders develop their talents and skills.WGED

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Book SynopsisAn effective evidence-based programme, this practical handbook provides everything schools need to make the transition from primary to secondary school as smooth and successful as possible for children with Autism Spectrum Disorder (ASD).The first part of the book explains how to create individualised transition plans for each child, and describes how school staff can collaborate successfully with parents and carers. Part two contains a wealth of practical, photocopiable resources for use directly with pupils on the autism spectrum that help to address their most frequent support needs, including sensory sensitivities, anxiety issues and difficulties with planning and organisation. The resources can be used in a pick and choose way based on the individual needs of the child.Developed and trialled extensively by the Social Communication Disorders Clinic at Great Ormond Street Hospital, this handbook will be an invaluable resource for SENCOs, teachers, autism support workers, educational psychologists and other professionals working with pupils with ASD.Trade ReviewThis is an indispensable resource for anyone working with young autistic people. There are so few programmes and resources designed specifically to support young autistic people as they make the transition to secondary school - until now. This handbook describes STEP-ASD, a new programme developed by clinical psychologists at the world-leading Great Ormond Street Hospital, demonstrated to help teachers and professionals ease the transition process for these young people. -- Professor Liz Pellicano, Director, Centre for Research in Autism and Education (CRAE), UCL Institute of Education, University College LondonThis book is essential reading for teachers, special needs coordinators, clinicians and parents caring for children with autism spectrum disorders facing the sometimes challenging transition from primary to secondary education. It is clear, knowledgeable and insightful; and contains a wealth of resources and materials that make up a "toolbox" to help practitioners and parents support children through this process. I cannot recommend it more highly. -- Professor Tony Charman, Chair in Clinical Child Psychology, Institute of Psychiatry, Psychology Neuroscience, King’s College LondonTable of ContentsAcknowledgements. Introduction and Instructions for Transition Pack. Part One: Creating an Individualised Transition Pack. Part Two: Resource Chapters and Appendices: 1. General Support with Transition to Secondary School. 2. Social interaction. 3. Language Difficulties. 4. Difficulties with Imagination and Flexible Thinking. 5. Bullying. 6. Planning and Organisation Problems. 7. Sensory Sensitivities. 8. Anxiety. 9. Challenging Behaviour. 10. More than Just One Condition and ASD (Comorbidity). References. Appendix 1. Adult Screening Questionnaire. Appendix 2. Child - Transition Screening Questionnaire. Appendix 3. Transition Management Plan. Appendix 4. Pupil Profile. Appendix 5. How Does the Triad of Impairments Present in the Classroom?. Appendix 6. Turn-Taking. Appendix 7. Rules in Conversation and Rules When Entering a Group. Appendix 8. Social StoriesTM. Appendix 9. Circle of Friends. Appendix 10. Personalized Timetable. Appendix 11. Prompt Cards. Appendix 12. Lunch Time Activity Timetable. Appendix 13. Buddy System. Appendix 14. Emotional Thermometer. Appendix 15. Emotional Toolbox. Appendix 16. Star Record Form. Appendix 17. Sensory Equipment. Appendix 18. Bullying Resources. Appendix 19. Pop Appendix Goal, Plan and Review. Appendix 20. Homework. Appendix 21. Explaining the Diagnosis of ASD to the Child - Handout for Parents and Carers. Appendix 22. Relaxation Strategies. Appendix 23. Skills and Abilities Used in Goal Directed Planning and Organisation. Appendix 24. My Transition Workbook for Children.

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Book SynopsisCombining rhythmic music and movement with cognitive reflection and mindfulness, this comprehensive handbook shows how drumming and other rhythm-based exercises can have a powerful effect in individual, group and family settings.Incorporating the latest research on how rhythmic music impacts the brain, this book features over 100 different exercises spanning five key developmental areas: social and emotional learning; identity and culture; strengths and virtues; health and wellbeing; and families, teams and communities. It offers a safe entry to cognitive reflection through fun, experiential rhythmic exercises and is useful for working in settings such as school, child and adolescent counselling settings, mental health and drug and alcohol interventions, trauma counselling and relational counselling. Important sections on the use of metaphor and analogy show how to reinforce experiential outcomes. The book also contains helpful sections on working with specific populations, key facilitation skills and managing challenging behaviours. Downloadable resources such as evaluation forms, certificates and 52 session cards optimise the process of implementing this approach in practice.Trade ReviewIn a thorough and insightful way, using the highly engaging medium of community drumming, Simon Faulkner has created Rhythm2Recovery, a sequenced model for imparting social awareness to a variety of populations not readily reached by more common counselling methods. His activities are simple to understand, meticulously researched, and powerfully impactful in lasting ways. -- From the foreword by Dr James Oshinsky, Adjunct Professor of Psychology, Adelphi University, NYIn Rhythm 2 Recovery, Simon Faulkner has distilled years of successful, evidence-based practice into a comprehensive series of highly accessible rhythmic exercises and reflective starting points that will be a valuable addition to any therapeutic practitioner's toolkit. What's more, he has opened up the field of rhythm work in such a way that no prior musical expertise is needed to be able to use these exercises - making this accessible to therapists, educators and group leaders who may never have considered using rhythm in their work until now. Highly recommended! -- Dr Jane Bentley, Specialist consultant, music in health care settingsIf you are now working with, or ever planning to work with, any type of at risk population in schools, behavioral centres, hospitals, drug and alcohol rehabs, mental health rehabs, trauma services, prisons or child protection services, then you cannot afford to miss an opportunity to learn from the body of work Simon Faulkner provides in this new book. -- Arthur Hull, Village Music Circles, CAOver the past several years Simon Faulkner has trained a large number of our school counsellors in using rhythmic based interventions. This model has been of great value for them in both individual and group work. The manual and the cards are easy to follow and very practical. My team have had great success working with children, adolescents, older people and residents in rehabilitation centres.The versatility of the Rhythm2Recovery model makes it suitable for use with a variety of ages and presentations - from students who are very anxious and withdrawn to those that have difficulty with emotional regulation and substance abuse.Everyone benefits from drumming - the participants are able to address issues and communicate while having fun and the facilitators enjoy it too. -- Virgina Banks, Senior Team Leader, School Counselling Programs, Catholic Education, SydneySimon Faulkner gets to the soul of rhythm and its potent use when working with individuals, families, and groups of all ages. This book is a treasure. It's a must-have for anyone working in a therapeutic or educational context.When words get in the way, tune in to the principles that Rhythm2Recovery offers in this packed filled resource book. -- Dr. Daryl Chow, MA, Ph.D. (Psych), Counselling Psychologist, Specialist Psychological Outreach Team (SPOT), Senior Associate & Trainer, International Center for Clinical Excellence (ICCE)The beauty of what Simon offers with the Rhythmn2Recovery model is its flexibility. I am able to tailor the program to the needs of the group. Whether in sessions with individuals all the way through to larger groups, R2R allows me the flexibility to address any number of issues that come up and for any length of time. -- Gerard McDonnell, Senior Psychological Advisor, Specialist Support Unit, NSW EducationTable of ContentsForeword by James Oshinsky, Ph.D. Introduction. Part One: Theory, Research and Resources. 1. Why Rhythm? 2. The R2R Model. 3. Individual, Family and Group Applications. 4. Working with Specific Populations. 5. Less Talk & More Rhythm - Options for the Non-Verbal. 6. Counselling and Facilitation Skills. 7. Drum-Circle Facilitation Skills. 8. The Context. 9. Resources - What You Need to Get Going. Part Two: Games, Exercises and Applications. 10. A Rhythm Catalogue. 11. The Rhythmic Wave - Mindfulness and Emotional Regulation. 12. Sessional Themes and Rhythmic Exercises. 13. Rhythmic Movement. 14. Rhythmic Voice. 15. Five Key Analogies. 16. Additional Games and Exercises. 17. Reflective Practice and Evaluative Resources. 18. Further Reading. References. Appendices.

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Book SynopsisTeacher policy and practice in Australia has evolved substantially from the development of the first colony in 1788 to the present. This book traces the history of teacher preparation through five inter-related phases; the unregulated phase, the apprenticeship phase, the ascendancy of the Teachers Colleges, the ascendancy of the Colleges of Advanced Education, and the university dominated phase from 1989 to the present day. While the focus is primarily on preparation to teach in primary and secondary schools, this important text also sheds light on teacher preparation for vocational education and at kindergarten level. The rich historical overview explores both the state and private sector together with that of the Christian Churches. Furthermore, research is not merely restricted just to initial teacher preparation; continuing professional development is also considered.With its comparative outlook, this book will prove an invaluable resource for not only Australian educational leaders, historians and policy makers, but also their counterparts internationally. The authors provide an exposition which will be used by teacher educators in many parts of the world to sharpen their perceptions of their own situations through comparison and contrast, to provoke ideas for critical discussion, and to stimulate them to come to an understanding of the importance of considering contemporary developments within their wider historical contexts.Table of ContentsChapter 1. Introduction Chapter 2. The Unregulated Phase in Teacher Preparation in Australia: 1788-1850 Chapter 3. The Apprenticeship Phase: 1850-1900 Chapter 4. 1900 to 1945 Chapter 5. The Hegemony of the Teachers' Colleges: 1945-1972 Chapter 6. Teacher Preparation in Papua New Guinea until National Independence in 1975 Chapter 7. The Dominance of the Colleges of Advanced Education: 1973-1989 Chapter 8. The Period of Academization: 1989 - The Present Chapter 9. Conclusion

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Book SynopsisThis book sets out therapeutic activities to help children aged 4-12 years and their families to better understand and manage anxiety. It explains how to work with anxious children, providing a framework for assessment and therapy that draws on CBT, ACT and narrative therapy approaches. Lots of practical tips for therapists are included and important developmental considerations are discussed, including adapting therapy for children with developmental difficulties, and working with families and schools.Over 50 playful therapeutic activities are included, which have been developed through the authors' extensive work with children, giving children an arsenal of coping strategies. They focus on key areas such as understanding anxiety, managing anxious thoughts, and building resilience and use readily available, inexpensive materials and downloadable templates which are provided in the book. This is the perfect tool for therapists looking for playful and purposeful ways to work with children with anxiety.Trade Review" This book provides an abundance of strategies embedded in clinical wisdom and practical application, underpinned by strong theoretical understanding. The authors jointly represent in this book, what is essential to good assessment and intervention with children i.e. an understanding of child development alongside a capacity to utilise creativity in clinical enquiry and in therapeutic intervention. This approach allows the child voice and perspective to be heard and in turn to be active and engaged in therapy at their own level. I would highly recommend this book to clinical child specialists, developmental psychologists and developing therapists". -- - Dr Celeste Merrigan Clinical Child Adolescent & Family Psychologist M,Psych. DPsych(MAPS,CCLIN)I invite you to enjoy this wonderful book that Doctors Zandt and Barrett have created for all of us grownup therapists who need a kickstart for our imagination. They have taken the complicated ideas that explain how anxiety works in the body and mind and created fun, memorable ways to explain and experience what happens when a child gets anxious and what to do once anxiety occurs. -- from the Foreword, Karen Cassiday, President of the Anxiety and Depression Association of AmericaThis easy to read and thorough book is a terrific resource, full of user-friendly ideas. It will provide a strong grounding for new therapists, while the therapeutic activities will appeal to even the most experienced of therapists. -- Jodie Wassner, Educational and Developmental Psychologist and Author of Mindtrain: A Treatment Manual for Psychologists Working with Anxious Children in the Spirit of Acceptance Commitment Therapy

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Book SynopsisIn today's world many people live, learn and work in international and multicultural environments. Intercultural communication has become an important topic in many fields of work and study. Given the complexities of globalization, knowledge of cultures and cultural differences is rarely sufficient. In this book, interpersonal communication forms the point of departure: the meeting of people, not of cultures. The authors describe what diversity competence entails: which processes, challenges and skills are relevant in a 'superdiverse' world. They demonstrate how the TOPOI model offers an inclusive, communicative approach to analyzing and addressing potential miscommunication. - Addresses controversial topics frankly and clearly without being simplistic. - Discusses theory from several different fields. - Case studies provide practical examples and guidelines. - Companion website with extra case studies and study assignments. The target audience for Diversity Competence includes students, educators and professionals in the fields of communication and media, business, management and leadership, governance and international relations and cooperation.

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Book SynopsisInternationalisation and intercultural competence are key ideas in contemporary education and have been much theorised and practised in higher education but have not received the same attention in school contexts. Linked to these ideas is an increasing focus on global citizenship and the development of students’ critical thinking skills and self-realisation. This book is based on a decade of experience of combining all three concepts in the practice of an upper secondary school in Denmark which is linked to 16 schools in 15 countries. The book includes both a description of the project by the teachers who have taken part and an analysis by researchers who have worked with them to deliver the programme.Trade ReviewThis inspiring text introduces an innovative new approach to integrating global citizenship into schools. It covers both theory and practice, and features case studies for school subjects ranging from ESL and foreign languages to science, geography and history. A valuable addition to the bookshelves of teachers, administrators, scholars and politicians! * Kip Cates, Professor Emeritus, Tottori University, Japan *This important book is essential reading as the first comprehensive account of a whole-school programme of Global Citizenship Education complemented by critical academic commentaries. Teachers at Rysensteen School in Denmark provide lively, practical and inspiring examples of how to promote Sustainable Development Goals, human rights and a political dimension. * Hugh Starkey, Institute of Education, UCL, UK *This volume offers a critical stance on theory and practice of global citizenship education (GCEd) through the lens of teachers and researchers, with examples from the Danish education system. It is an invaluable resource for teachers, school leaders, and graduate students who want to learn about how GCEd can be organised inside and outside classrooms. * Irina Golubeva, University of Maryland, Baltimore County, USA *[This book] provides a well-rounded, practical guide for educators, policymakers, and anyone interested in fostering global citizenship in the next generation. With its compelling arguments and actionable insights, this book inspires readers to take meaningful steps toward becoming responsible and informed global citizens. It is a must-read for anyone passionate about education’s role in shaping a better world. -- Helen Blachford, Bohunt Education Trust and Association for Citizenship Teaching, Teaching Citizenship 2023Table of ContentsContributors Acknowledgements Preface: Introduction Chapter 1. Anders Schultz: Globalisation Crisis Part 1 Chapter 2. Steen Beck: Dannelse - A Danish Concept in Historical and Contemporary Perspectives Chapter 3. Marie Højlund Roesgaard and Michael Byram: Global Citizenship Education in the Wider World Chapter 4. Anders Schultz: Organisation and Internationalising the Curriculum Chapter 5. Louise Tranekjær: Global Citizenship – Teaching and Evaluation in Formal and Informal Contexts of Learning Chapter 6. Louise Tranekjær: Intercultural Understanding, Cultural Encounters and Cultural Competences in Practice Part 2 Chapter 7. Mads Blom: Intercultural Understanding – Between Theory and Instrument – Empathy and Critique Chapter 8. Martin Lønstrup Nielsen: Hong Kong and the Question of Cultural Identity – The English Subject and Global Dannelse Chapter 9. Poul Nyegaard: Global Competences in Science Chapter 10. Laura Bjerregaard Sørensen and Lotte Bolander: Global Dannelse and French Chapter 11. Anders Folden Brink: Global Dannelse in Natural Geography Chapter 12. Mads Blom: Citizenship and Civicism – History as a School Subject and Global Dannelse Chapter 13. Anders Schultz: Where to Next for GCEd in Praxis? Chapter 14. Michael Byram: GCEd – Necessary but not Sufficient Index

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Book Synopsis…a major contribution to the limited literature and research on leadership in childhood education.′ - Professor Tony Bush, Editor of Educational Management, Administration and Leadership. ′This important book focuses clearly on evidence, describing the realities of leading and managing settings in times of rapid policy changes. Carol Aubrey manages to combine theory, research and practice in a book that will be invaluable to a new generation of early years professionals.′ - Angela Anning, Emeritus Professor of Early Childhood Education, University of Leeds, UK ′..skilfully draws on sound empirical research to present a grounded theory model for leadership in early years education. ….of interest to researchers, students and practitioners internationally.′ - Professor Nithi Muthukrishna, University of KwaZulu-Natal, South Africa This Second Edition of Leading and Managing in the Early Years explores and integrates leadership and management practice with a real understanding of early years settings. Revised and updated, this new edition includes: - Two new chapters on private day care and reflective practice and action research - Further coverage of reflective practice and reflective leadership skills - More on EYPS as well as integrated centre leadership - Practical suggestions for working with resistant groups and individuals. Carol Aubrey investigates different concepts and characteristics of Early Childhood (EC) leadership as well as the roles and responsibilities of EC leaders. She also explores the types of leadership programmes or development which are needed to maximise the effectiveness of EC leaders. This book is essential reading for students in Early Childhood courses, Early Years Practitioners and local authority employees involved with the integrated centres initiative. Carol Aubrey is Professor of Early Childhood Studies at the University of Warwick. Trade Review′…a major contribution to the limited literature and research on leadership in childhood education′ - Professor Tony Bush, Editor of Educational Management, Administration and Leadership ′This important book focuses clearly on evidence, describing the realities of leading and managing settings in times of rapid policy changes. Carol Aubrey manages to combine theory, research and practice in a book that will be invaluable to a new generation of early years professionals′ - Angela Anning, Emeritus Professor of Early Childhood Education, University of Leeds, UK ′..skilfully draws on sound empirical research to present a grounded theory model for leadership in early years education. ….of interest to researchers, students and practitioners internationally′ - Professor Nithi Muthukrishna, University of KwaZulu-Natal, South Africa Table of ContentsIntroduction: Theorizing Leadership in Early Childhood The Early Childhood Leaders′ Agenda Context What Do We Know Already? What Leadership Research Applies? What Do We Need to Know? Leadership in English Early Childhood Education and Care Introduction Our Objectives What We Asked Our Early Childhood Professionals about Leadership What We Found Out What We Made of the Findings Practitioners′ Understandings of Early Childhood Leadership Introduction Characteristics of the Leaders and Staff That We Talked to Definitions and Perceptions of Leadership Roles, Responsibilities and Functions of Leaders Decision-Making Internal and External Influences on Leadership Training Leadership in a Changing World Early Childhood Leaders′ Work Introduction A Typical Day Roles, Responsibilities and Functions Decision-Making Influences on Leadership Training Collective Views on the Video Highlights ′I Don′t Like the Idea of Making a Profit... Exploiting Those on Low Wages′ Introduction Early Childhood Education and Care Policy Early Childhood Profession and Workplace Issues Making a Profit: The Role of the Private Sector Preschool Care and Education plc? Journeys into Leadership Introduction A journey? Career Paths of Early Childhood Leaders Support through the Career Cycle Mentoring as a Leadership Strategy Introduction Learning from Experience The Nature of Mentoring Establishing Appropriate Ground Rules What Does Learning from Day-to-Day Experience Really Mean? A Framework for Staff Development Mentoring for the Leader Future Possibilities The Challenge of Leading Multi-Agency Teams Introduction Challenges to Collaboration Questions to Ask What Do We know about Effective Multi-Agency Working? Models of Multi-Agency Working Organization of Professional Groups Views on Multi-Agency Working from Four Integrated Centres What we found out A closer look at the challenges of multi-agency working Case Studies Leadership by the Many Leading in a Time of Change Introduction A Need for Interprofessional Education Staff Resistance to Change A Model for Improving the Early Childhood Integrated Centre Understanding Change Reflective Practice and Action Learning Introduction Reflective Process of Progressive Problem-Solving Planning an Action Research Cycle with Integrated Centre Leaders Doing Action Research in the Early Childhood Field Conclusions Reflections Revisiting Our Initial Objectives Conclusions

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Book SynopsisEvery trainee teacher and NQT needs to know about the importance of attachment in schools. So many children and young people arrive in class every day who are unable to settle to learn. Many are coming from previous or current home environments which have not provided them with the necessary consistent security and reliable warmth for them to be relaxed, confident and trusting. Some have experienced trauma, loss, neglect and abuse. They communicate their distress through their challenging behaviour in school. What is needed first and foremost for such pupils of all ages is an authentic relationship of attachment with school staff who can get to know them, genuinely empathise and enable them to settle securely and begin to feel safe. Then, and only then, can the task of learning begin. This handbook first explains succinctly why an understanding of attachment theory is vital for all teachers. It then provides practical examples of how a teacher can recognise what the pupil's behaviour is communicating and how the teacher can then effectively intervene to enable the pupil to settle to learn and the teacher achieve freedom to teach.

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Book SynopsisIn 2009, the first edition of Transformative Innovation set out a blueprint for educational reform in Scotland. This second edition incorporates the results and practical experience of introducing and managing that reform. The book's message has resonated with readers around the world: given the right kind of guidance and support, our institutions of education are perfectly capable of instigating the kinds of radical changes they need to make in order to prepare our young people for an uncertain future. The authors can say this with some confidence because the insights, tools, suggestions and recommendations in the pages of Transformative Innovation in Education are rooted firmly in practical experience. In partnership with the Scottish inspectorate of schools, IFF worked with a wide variety of educationalists, practitioners, policy makers and others to explore how transformational change might be achieved. As a result, IFF developed significant new resources to support transformative innovation in a highly decentralised, bottom-up, system-wide approach. Powerful frameworks for moving from insight to action developed by Jim Ewing are described in a substantial new addition to the original text on 'practical approaches to transformation'. The permissive policy framework set in Scotland by Curriculum for Excellence, which invites transformational change in the education system, has now attracted positive attention in different parts of the world - particularly the US, Asia and Australia. The 'three horizons' framework on which the book and the reform programme is based allows everyone free rein to share their concerns about the present system, to admit deeper aspirations that might be frustrated or under-realised today, and to design a 'second horizon' transition strategy to shift the system in that direction. This is not 'blue skies visioning' but hard-headed engagement with often uncomfortable facts about changes in the real world. But it also allows space for inspiration. For some readers, the question may remain: How can government and other agencies best support a permissive programme of radical innovation in education? How can schools themselves take the lead? This book explains how. It tells a story in six sections: a widespread international story of disappointment in educational reform the three horizons framework for thinking about longer-term transformational change the limitations of international models of 'standards-based reform' developing a transformative framework in Scotland an outline of the tools and processes that are shifting the Scottish system into the future recommendations for a policy framework to encourage transformative innovation in education: 'making shift happen'.

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Book SynopsisThis is a book about the things that wise leaders do. It is informed through thousands of conversations with leaders and argues that these leaders do not shy away from the tough stuff. It points to the conditions which these leaders create to allow colleagues to engage with difficult issues enthusiastically and wholeheartedly. It is taken from observations of leaders at work in a variety of settings. While these are mostly schools, these observations are checked against what is happening in wider leadership and management thinking. This book makes the case that any leadership role is concerned primarily with the relationships between individuals. It is the quality of these, whatever the size of the organisation, which make the difference between organisations which thrive, and those which stagnate. This is not to argue for soft, easy and comfortable options. Instead it considers how top leaders manage to walk the line between the impossible and the possible, between the undoable and the doable and to create conditions for productive work which transcend the difficulties which come towards us every day. Instead of dodging them, they embrace them.And by navigating high challenge, low threat, they show how others how to do the same.Trade ReviewMary Myatt's new book is a treasury of leadership wisdom and guidance for everyone working in schools today. She provides the antidote to negative, fear-based, toxic leadership by describing ways in which healthy, people-focussed, positive, effective, appreciative and collaborative leadership can arise. Her powerful synthesis of complex leadership concepts and best-practice examples makes this a must-read book for anyone wanting to be an outstanding leader without sacrificing their values, good health and professional passion. --Dr Lynne Sedgmore CBE, Leadership coach and consultant, ex Chief Executive of 157 Group, Centre for Excellence in Leadership and Guildford College within UK Further Education. Named in Debretts 2015, Women of Spirit UK 2016;In this fascinating and eminently practical collection of ideas, Mary Myatt has managed to perfectly capture the essence of what makes successful organisations: high quality engagement from everyone involved. But her vision isn't just one of well-being and comfort. With bags of practical examples from the worlds of education and business, she demonstrates how personal growth and discretionary effort come from productive support and helpful challenge which build on trust and a shared set of values. Conversations are always about how things can be better: better for people; better for the organisation. Written in an accessible and engaging way itself, the book itself is a great example of exactly the type of healthy conversation she espouses. --Andy Buck, Managing Director, Leadership Matters

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Book SynopsisEvery single person in Scotland has some kind of stake in the effectiveness of the nation’s schools, so in writing this book my goal was to explain the intricacies and inconsistencies of the system, and to explore its strengths and weaknesses, in a way that would make sense to as many people as possible. How much do we really know about the state of Scottish education? Why do inequalities continue to dictate the school experiences of children across the country? What can be done to address the problems in the school system? James McEnaney does what he claims pundits and politicians cannot or will not do… tell the truth about Scottish schools. Class Rules makes the key issues and information surrounding Scotland’s education system accessible to all. McEnaney delves into the successes and failures of the Curriculum for Excellence, interrogates the rhetoric around closing the ‘attainment gap’ between the richest and poorest pupils, and considers the impact of the global Covid-19 pandemic. Most importantly, this book also looks to the future to ask what changes can be made to improve the system for young people across the country, and is a must-read for anyone interested in the future of schools in Scotland.Trade Review"Brilliantly written - far more eloquent than anything else that is available on Scottish education." - Professor Lindsay Paterson "In this fascinating and forensic exploration of Scotland's Curriculum for Excellence, James McEnaney explores the ups and downs of implementing a new education system and all the problems that emerge when promises of freedom bump into a desire for control. He looks at what the story behind the headlines and data tells us about the successes and weaknesses of the system, showing how some schools, in spite of all the difficulties, have truly embraced the spirit of the changes and have had huge impact on their communities and students. He offers critique and criticism, but also strong ideas for how the system might move forward, drawing on international and national examples. It's a tour de force and anyone seriously interested in thinking about how CfE could truly be excellent, needs to read it." - Debra Kidd, Author of Curriculum of Hope and Teacher "I really enjoyed reading this – it’s great to have a book that looks at the stories behind the headlines and it's coming at just the right time for Scottish education." - Colin McGill, Lecturer in Education at Edinburgh Napier University “Class Rules provides an excellent overview of recent events and debates in Scottish education. Making the most of McEnaney’s skills as a journalist and his experiences as a teacher, the book combines anecdotes from the front line, analysis of statistics, potted history and passionate polemic to great effect. A valuable contribution to a discussion Scotland needs to have.” - Aveek Bhattacharya, The Social Market Foundation What teachers say about Class Rules: "This book cuts through the jargon, party political spin and makes the plethora of educational data accessible. It highlights a great deal of issues that teachers have been trying to get politicians to listen to for years but has fallen on deaf ears. I found myself nodding as I read each chapter. After the 2020 exam fiasco highlighted long term systemic problems in Scottish education, this book ultimately opens up discussion on what we are getting right and where we, as a country, could go from here to improve the life chances of our children and young people." "I really enjoyed this: it is accessible, de-politicised and, ultimately, a rational look at the issues facing Scottish education. It is explained in a way that is not confined to teacher circles as well, which I think is crucial." "I love reading and particularly enjoy texts that challenge my thinking. With this book, you have done just that. Class Rules is a must read for anyone interested in the future of Scottish education. McEnaney sets out a number of challenges that will fuel the current thinking of many, provide new ideas for others and possibly enrage some readers. Either way, he has provided a rich conversation starter, a conversation that simply must be had, now!" "It is about time that the whistle was blown and the spotlight shone on the serious issues facing Scottish education today. As an ordinary teacher, I am pleased that a book like this has finally been written. I hope that it helps change the course of the future of our schools. Every teacher and parent in Scotland should buy a copy." "Scottish education has lost its way. This book charts the reefs, wrecks and shallows we need to be aware of if we are to chart a path to calmer, kinder, waters. I think that this is a comprehensive review and should be proscribed reading for ScotGOV, SQA+ and any others who intend to effect real and positive change in/for Scottish education."

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Book SynopsisYou can successfully develop your higher education research profile while balancing the demands of training teachers and administration. While teacher education is key to preparing qualified teachers who can educate pupils for the demands of the twenty-first century, many university-based teacher educators experience conflicting demands in their professional practice. Their lives are often so dominated by teaching and associated work that their aspirations to develop a research profile are hampered. This text explores the critical issues faced by those working in teacher education and how they have negotiated the expectations and requirements of the Academy to establish themselves as leading international teacher education researchers. Through a series of autobiographical cases, this book demonstrates a range of trajectories in different contexts which have facilitated the development of teacher educators' successful research profiles. Understandings and realities of the policy context, the professional context, the research context (including funding, metrics, type of research valued), the institutional context and various personal positionings are examined in order to illuminate stories of research success and demonstrate their relevance to all teacher educators.Table of ContentsChapter 1: Becoming a teacher education researcher: introduction and overview Chapter 2: From geography teaching to directing research in a new university Chapter 3: The role of interdisciplinarity, multiple methodologies and context Chapter 4: Researching teacher education in urban contexts Chapter 5: In pursuit of quality: the risky business of becoming a researcher Chapter 6: Building a career through partnership in research as well as teacher education

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Book SynopsisThe genesis for this book, and the strategy within it, is a longstanding commitment from Essex County Council to improve the life chances and life choices of disadvantaged pupils being educated in Essex.The purpose of the book is to set out a strategic, evidence-informed approach with pupils, families, teachers, leaders, system leaders and wider agencies which puts learners first. This approach is rooted in best practice. It centres on improving the day to day learning experiences of disadvantaged pupils, leading to better long term choice and opportunity. Unity Research School and Essex County Council hope it will support efforts to address the impact of socio-economic disadvantage on learning in schools and colleges nationally.

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Book SynopsisThis is a must-read for early career teachers (ECTs), focusing on the role of the ECT in terms of school curriculum design and implementation. It explores the topics surrounding curriculum that those in training or ECT induction are likely to encounter and need to understand, and offers a range of practical and critical strategies and approaches to curriculum design. It begins with examining the history of the core ideas around curriculum, including educational philosophy and concepts, before moving on to planning, reflection and principled intent and implementation. It also delves into the various roles of those involved in curriculum design. This is an essential text for ECTs as curriculum is a key aspect of the Core Content and Early Career Frameworks. It draws on real-life enactments and models to help those in their early stages understand their role in curriculum implementation, especially in relation to the Ofsted focus on the quality of education and the role of all teachers as professionals. Most importantly, this book recognises curriculum as the beating heart of any strong educational offer. Trade Review"Curriculum is at the heart of much debate around education - and yet these discussions often lack clarity and can leave teachers new to the profession wondering what exactly they should know about curriculum design and delivery. This guide provides a much-needed overview of key principles, research and practice, clearly explained whilst delving into complex ideas. The practical and reflective tasks promote deep thinking and action - the perfect introduction to curriculum for early career teachers… and those not so early in their career!" -- Cat Scutt MBE * Deputy Chief Executive Officer, Chartered College of Teaching. *Table of ContentsForeword Chapter 1: Introduction – what is curriculum? Chapter 2: The journey so far Chapter 3: Behind the terms Chapter 4: Principles of curriculum design Chapter 5: Curriculum intent - setting out the goals Chapter 6: Curriculum implementation 1 - curriculum enactment Chapter 7: Curriculum implementation 2 – classroom level Chapter 8: Curriculum implementation 3 – assessing the curriculum Chapter 9: Curriculum impact – what are the outcomes? Chapter 10: Evaluating the curriculum - next steps Acronym buster Index

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Book SynopsisThe IB offers four high quality and challenging educational programmes for a worldwide community of schools, aiming to develop internationally minded people who, recognising their common humanity and shared guardianship of the planet, help to create a better, more peaceful world. Schools that have achieved the high standards required for authorisation to offer one or more of the IB programmes are known as IB World Schools. There are more than 5,600 of these schools and this number is growing annually. This Yearbook is divided into four sections: 1. General information about the IB and IB programmes. 2. Information on IB World Schools within each region, including profiles and a directory of all schools.3. Appendices containing information and lists relevant to the IB, including IB associations, university acknowledgement of the Diploma Programme, country representation and a list of IB Diploma Programme subjects offered. 4. Index of all schools listed geographically and alphabetically by name.

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Book SynopsisAn ideal book for new or prospective education advisers which focuses on why governance is needed, what forms of governance are necessary and how these are implemented in practice. As the third instalment of The Education Adviser series, it offers essential background reading for anyone involved in advising within the education system. Divided into three sections, this book details the specifics of governance, illustrating the skills, knowledge, understanding and approaches required for governance advising. As a contributed volume, it presents a diverse range of perspectives from MAT leaders, headteachers, key influencers, and education advisers at local, regional, national and international levels. Each chapter concludes with the author's analysis of the impact and differences made, resulting in a thorough, insightful, and practical text. These case scenarios also encourage readers to reflect and consider integrating these approaches to their own practice. Chapter contents include:the importance of quality advice for school governors;regulatory frameworks across the UK jurisdictions;the principles of good governance;governance and partnerships;the role of governance in transformative change within the school setting. Readers will be fully equipped with an understanding of the role of governance in education advising and how this can enhance the educational outcomes of children, young people, and the overall effectiveness of educational settings.

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Book SynopsisHelle Heckmann describes a delightful Danish Waldorf childcare facility for children ages 1-7.Nøkken is a wonderful example of a healthy child-care facility which accepts children from the age of one. This extended case study explores what places like Nøkken can offer for children and their families.It is very practical, covering issues of staff relations, number of children, the rhythm of the day, parent relations, seasonal celebrations and birthdays, and financing the centre. Throughout, the Steiner-Waldorf principles underpinning the kindergarten shine through.This edition has been fully updated and expanded, including a new Foreword by Patricia Lambert and selections from Heckmann's other book about Nøkken, A Garden for Kids.Trade Review'What I take away from Nokken is the lovely thoughts of a forest kindergarten, napping outside, using action to communicate with small children and not words, using singing as a way of talking to small children, Helle's constant inner work and development, her obvious love of the children. There are many wonderful things at Nokken, and many American parents who need child care would be thrilled to find a center such as Nokken in their neighborhood.'-- Carrie Dentler, theparentingpassageway.com

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Book SynopsisThis book presents a sweeping overview of the historical and philosophical foundations of schooling in the United States. Beginning with education among the indigenous peoples of the Americas and going on to explore European models of schooling brought into the United States by European colonists, the author carefully traces the arc of educational reform through major episodes of the nation’s history. In doing so, Janak establishes links between schools, politics, and society to help readers understand the forces impacting educational policy from its earliest conception to the modern day. Chapters focus on the philosophical, political, and social concepts that shaped schooling of dominant and subcultures in the United States in each period. Far from being merely concerned with theoretical foundations, each chapter also presents a snapshot of the “nuts and bolts” of schooling during each period, examining issues such as pedagogical devices, physical plants, curricular decisions, and funding patterns.Trade Review“The text is punchy, engaging and manages to cover events and issues concisely, providing clarity through minimalism, making it perfect for undergraduate students and scholars focusing on American schooling for the first time.” (Jack Hodgson, History of Education, January 24, 2020)Table of Contents1. Education in Precolonial/Colonial North America (pre 1776)2. Education on the Revolutionary/Early National Period (1776 –1820s)3. Education in the Common School Period (ca. 1830s -1860s)4. Education in the Progressive Period (ca. 1890s – 1920s)5. Education in the Five E’s Period (1954-1983)6. Education in the Neoliberal Period (1983 – present)

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Book SynopsisThis textbook introduces graduate students in education and policy research to data and statistical methods in state-level higher education policy analysis. It also serves as a methodological guide to students, practitioners, and researchers who want a clear approach to conducting higher education policy analysis that involves the use of institutional- and state-level secondary data and quantitative methods ranging from descriptive to advanced statistical techniques. This book is unique in that it introduces readers to various types of data sources and quantitative methods utilized in policy research and in that it demonstrates how results of statistical analyses should be presented to higher education policy makers. It helps to bridge the gap between researchers, policy makers, and practitioners both within education policy and between other fields.Coverage includes identifying pertinent data sources, the creation and management of customized data sets, teaching beginning and advanced statistical methods and analyses, and the presentation of analyses for different audiences (including higher education policy makers).Table of Contents1. Introduction2. Asking and answering policy questions3. Identifying data sources and creating custom datasets4. Managing data5. Getting to know “thy” data6. Using descriptive statistics and graphs7. Introducing intermediate statistical methods8. Introducing advanced statistical methods9. Presenting the analysis to higher education policy makers 10. Conclusion

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Book SynopsisThis book explores the challenges and precarity of higher education post-pandemic, explicitly focusing on higher education in emerging countries. Looking beyond the pandemic, the editors and contributors provide a holistic view of the residual legacies of global health crises like COVID-19 in developing countries. The book calls for the need to reimagine, reevaluate and reposition the higher education system: exploring the challenges experienced by students, staff, administrators and other stakeholders. Bringing forth insights from researchers, practitioners and senior leadership, the book shares theoretical and practical insights on dealing with the aftermath of a pandemic and what can be learned for the future. It will be of interest and value to researchers, practitioners and leaders who wish to understand a develop new approaches for their teaching and management post-pandemic.Table of ContentsChapter 1. Re-imagining Educational Futures in Developing Countries: An Introduction.- Chapter 2. Seizing the COVID-19 moment: re-positioning higher education beyond the pandemic.- Chapter 3. Organisational resilience as an urgent strategic goal in post-COVID-19 Higher Education in South Africa.- Chapter 4. Re-imagining International Higher Education Partnerships in the Aftermath of COVID-19.- Chapter 5. Fireside Chat with Three Vice Chancellors from Three Continents: Re-imagining higher education in emerging economies.- Chapter 6: Influence of Technology on Student's Integrated Learning for Effective Well-Being in Developing Countries.- Chapter 7. Mapping the Global EdTech Revolution during the Pandemic: From ‘Determinism’ to ‘Solutionism’.- Chapter 8. Zoom-ing past “the new normal”? Understanding students’ engagement with online learning in higher education during the covid-19 pandemic.- Chapter 9. AI adoption in Universities in Emerging Economies: Prospects, Challenges and Recommendations.- Chapter 10. Physical Activity Among African Academics in a Post-COVID-19 Era: The Terrain for Action.- Chapter 11. Covid-19: Study of online teaching, availability and use of technological resources.- Chapter 12. Emergency Remote Instruction (ERI) in times of Covid-19 pandemic: Experiences of educators at Zimbabwean higher education institutions.- Chapter 13. Role of Culture in Developing Transformative Leadership for Higher Education in Emerging Economies.- Chapter 14. Universities’ Endowments in Developing Countries: The Perspectives, Stakeholders and Practical Implications.- Chapter 15: Reimagining the place of Physical Buildings in Higher Education in Developing Countries in a Post-COVID-19 Era./.

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Book SynopsisAn Elementary Study of Insects is a foundational work within the subject of entomology authored by using Leonard Haseman, a distinguished entomologist. This book, while not well known in famous literature, is distinctly appeared among students, researchers, and lovers interested by the take a look at of insects. Published throughout a generation whilst entomological understanding become still evolving, Haseman's work served as a vital aid for the ones in search of a complete introduction to the world of insects. The book offers a meticulous exam of insect anatomy, behavior, ecology, and class, making it accessible to both beginners and extra pro entomologists. Haseman's ardour for the subject count number shines via in his writing, as he conveys the marvel and intricacies of the insect world to his readers. He offers treasured insights into the life cycles, adaptations, and ecological roles of numerous insect species, fostering a deeper appreciation for these creatures. While An Elementary Study of Insects might not be a literary masterpiece within the traditional feel, it stands as a testament to Haseman's willpower to the sphere of entomology and his dedication to training. His paintings maintains to function a valuable reference for everybody interested in the have a look at of bugs, contributing notably to the understanding of these vital and various organisms in the herbal world.

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Book SynopsisIn their new book, the winners of the TES National Award for Outstanding Literacy Initiative share the secrets behind school improvement through raising literacy levels across the curriculum. Graham Tyrer and Patrick Taylor draw on the successful literacy initiative that raised their school from good to outstanding, as well as their work in three UK schools with a range of Ofsted ratings. The 54 practical strategies are grouped into beginning, embedding, sustaining and evaluating stages and include ideas such as choosing the literacy focus of your school, involving students as literacy leaders and creating a 'Litbox'. Each entry details the literacy outcomes of the strategy, provides step by step guidance for implementing and sustaining it and includes feedback and tips for staff and students who have used it. The Literacy Leader's Toolkit is a must read for all literacy coordinators and leaders who want to implement a whole-school programme , as well as for those teachers who are Trade ReviewA must have guide for busy leaders! A great resource which provides at a glance, easy to apply strategies for improving standards of literacy for all learners to engage with. -- Fiona Froment, Principal, Aylesbury Vale Academy * Fiona Froment, Principal, Aylesbury Vale Academy *This book has three unusual dimensions which those working on school improvement often overlook; staff development; student involvement; and enlisting parents. It is worth reading for that alone... * Sir Tim Brighouse *Being a literacy coordinator can feel like the loneliest job in the school, and making whole-school literacy have real classroom impact can be hugely frustrating. That's why this book is so welcome: it's positive, practical and hugely uplifting. * Geoff Barton, Headteacher, King Edward VI School and author of Don't Call it Literacy *This toolkit is full of practical, feasible steps that help staff across the curriculum reflect on how literacy is their business. It will be invaluable for anyone attempting to achieve that tricky thing: an effective whole-school approach to raising standards of literacy. * Julia Strong, former Deputy Director of the National Literacy Trust *Here, instead of presenting the notion as a troublesome necessity to be tackled bravely, the authors retain a sense of infectious enthusiasm throughout - yes, the idea is to enable students to express themselves effectively across the curriculum, but at the same time, there is a real sense of nurturing a love of language, too. This is as much an uplifting read as it is a useful manual and as such, a worthy addition to your reference shelves. -- Helen Mulley * Teach Secondary *Table of ContentsIntroduction / PART 1 Planning Your Literacy Programme/ What is Literacy? / How to develop literacy across the curriculum. / Mapping out a two-year plan. / PART 2 Putting Your Literacy Programme into Practice / 1 The Beginning Stage / Strategies 1-8 / 2 The Embedding Stage / Strategies 9-38 / 3 The Sustaining Stage / Strategies 39-47 / 4 Evaluating Impact / Strategies 48-52 / 5 Working with Others / Strategies 53-54 / Index

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Book SynopsisNo matter what you teach, there is a 100 Ideas title for you!The 100 Ideas series offers teachers practical, easy-to-implement strategies and activities for the classroom. Each author is an expert in their field and is passionate about sharing best practice with their peers.Each title includes at least ten additional extra-creative Bonus Ideas that won''t fail to inspire and engage all learners._______________''An absolute gift to the RE community'' - Mary MyattWith an emphasis on all faiths and beliefs, 100 Ideas for Secondary Teachers: Outstanding RE Lessons presents tried-and-tested ideas that can be used in any lesson about religion.Andy Lewis uses his experience as Director of Religious Education to share ideas and advice on how to construct a successful RE lesson, engage students in the subject, provide effective feedback and exam techniques, and bring RE to life in the secondary curriculum. RE can be a very difficult subjecTrade ReviewA useful mixture of essential information and practical ideas that trainees, NQTs and experienced teachers can easily dip in and out of. It's a handbook for all RE colleagues. -- Dawn Cox * Head of RE, @missdcox *Short, succinct, digestible chunks of information, perfect for any busy teacher. Plenty of gold nuggets to benefit from here. -- Claire Clinton * Religious Education Advisor, RE Matters, @ClaireClinton67 *Crisply written and laden with ideas, this book condenses pedagogies, disciplinary perspectives, key theologies and the place of RE in the curriculum into easily accessible summaries. An absolute gift to the RE community. -- Mary Myatt * Education adviser, speaker and author, @MaryMyatt *This book brings to the fore many of the pressing matters that lie before us currently as RE teachers, regardless of where we are in our RE careers. -- Dr Patricia Hannam * County Inspector/Adviser: RE, History & Philosophy *

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Book SynopsisOnce you've seen inside the world of Teaching Rebooted you can't go back A great resource for educators.' - Professor Stuart Kime, Director and Co-founder of Evidence Based Education, @ProfKimeAn essential toolkit ... One of the best edu-books I've read and an absolute must-read!' - Alex Fairlamb, Associate Assistant Headteacher (Teaching and Learning, Curriculum), @lamb_heart_teaTeaching Rebooted uncovers the most important pieces of educational research on the science of learning, helping teachers to understand how we learn and retain information. Jon Tait explores strategies such as metacognition, interleaving, dual coding and retrieval practice, examining the evidence behind each approach and providing practical ideas to embed them in classroom practice.With Teaching Rebooted in their arsenal, teachers will get the opportunity to: Examine some of the classroom fads that have come and gone Reflect on their practicTrade ReviewOnce you’ve seen inside the world of Teaching Rebooted you can’t go back, and that’s a good thing: this book lights up the evidence base, connecting original research with classroom impact. A great resource for educators. -- Professor Stuart Kime * Director and Co-founder of Evidence Based Education, @ProfKime *Teaching Rebooted is an essential toolkit as it navigates the practitioner through ten fundamental elements of teaching practice. The practical sequence of identifying issues, summarising key research, and concluding with a range of high-impact strategies ensures that you can’t help but feel equipped and empowered to know not just the evidence behind strategies, but also how to appropriately apply them. One of the best edu-books I’ve read and an absolute must-read! -- Alex Fairlamb * Associate Assistant Headteacher (Teaching and Learning, Curriculum), @lamb_heart_tea *The book will help reboot teaching so it is both evidence-informed and effective and is relevant for all stages of education. -- Colin Hill * UKEdChat *For anyone who likes scientific evidence and research to support why we teach in the way we do, or why we should change our approach, this is their perfect book. Each chapter is supported by laboratory tests, field work and educational studies combined with a wealth of incredibly, comprehensive support material. -- LoveReading4SchoolsTeaching Rebooted encourages the reader to critically engage with their professional practice, based on tried and tested strategies and interventions that contribute to more effective learning and classroom performance. -- Mary Mountstephen * SEN Magazine *This is a concise and well-written text that effectively summarises and synthesises research in order to provide teachers with a rationale for reframing their professional practice. It supports teachers and challenges institutions to recognise educational myths and to place evidence-based practice as the foundation for learning. * SEN Magazine *

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Book SynopsisWhen bad behaviour threatens to derail lessons and undermine teaching, it's easy to feel like you've run out of solutions. Enter: Nikki Cunningham-Smith. With her comforting sense of humour, wealth of experience and ability to see positives in even the most nightmarish of classroom scenarios, Nikki encourages early career teachers to reflect on their practice, take care of their mental health and implement behaviour management strategies that really work.Feel Free to Smile draws on anecdotes from Nikki''s time as a teacher in alternative provision settings, as well as contributions from fellow professionals and current NQTs such as Ross Morrison McGill, Vivienne Porritt, Kemi Oloyede and Sarah Mullin. It provides practical strategies, tips and quick fixes for dealing with difficult behaviour and keeping your cool in testing situations. With advice on all aspects of behaviour, as well as reflective questions and space to jot down your thoughts, this book is the perfect companion Trade ReviewThis is a refreshing, honest and empowering book about behaviour management. It provides clear strategies to build your behaviour playbook and the range of case studies help to reassure those at the start (and well into) their teaching careers. -- Andy Taylor * Senior Lecturer in Primary Education, @MrTs_NQTs *This book is an absolute gem! Funny, human, practical and empowering: Nikki Cunningham-Smith provides anecdotes which all of us can relate to, showing us that we are not alone, and that working with young people is a gift, even if it might test us sometimes! Paired with research overviews and the clear expertise and skill of the writer, this is a great option for early career teachers everywhere. Joyous! -- Jennifer Webb * Teacher, senior leader, speaker and author, @FunkyPedagogy *Nikki Cunningham-Smith explores the importance of developing behaviour management skills which will enable children to thrive in the classroom. Nikki provides a plethora of case studies, practical tips and honest reflections which cover a range of real-life scenarios. This book will have you laughing out loud at some of the unexpected events that take place in classrooms across the country every single day. To be forewarned is to be forearmed! -- Sarah Mullin * Award-winning deputy headteacher, author of 'What They Didn't Teach Me on My PGCE' and founder of the #EduTeacherTips YouTube channel *There are some great tips and strategies in the book that will be of value to many teachers and the book includes interactive ways to engage with students, as well as case studies and reflective activities. This is a book that new teachers would find supportive, informative and a source of informed professional guidance. -- Mary Mountstephen * SEN Magazine *Nikki takes a positive and reflective look at behaviour management, offering ideas and strategies supporting NQTs in secondary schools. The book is a reassuring showcase of instances that highlight that things will go wrong when you teach, but Nikki’s approach is to be chilled and honest about errors, and to learn and reflect on them so they don’t happen again. -- @digicoled * UKEdChat *

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Book SynopsisHow can universities implement strategic integrated marketing to effectively build and communicate their value?At a time of declining public support, a shrinking pipeline of traditional college-bound students, and a steady rise in tuition and discount rates, higher education leaders have never been under more pressure. How can they ensure steady or growing enrollments while cultivating greater philanthropic support, increasing research funding, and diversifying revenue streams? In How to Market a University, Teresa M. Flannery argues that institutions can meet all of these goals by implementing strategic integrated marketing in ways that are consistent with academic culture and university values. Flannery provides a road map for college leaders who want to learn how to build valueboth in terms of revenue and reputationby differentiating from competitors and developing personalized, supportive, and long-lasting relationships with stakeholders. Defining marketing while identifying its puTable of ContentsPrefaceAcknowledgmentsIntroduction. Why Marketing?Chapter 1. The Basics: What Is Marketing, and How Do We Do It in Higher Education?Chapter 2. Getting Started or Starting Fresh: Leadership, Assessment, and Organizational StructureChapter 3. The Foundation: Market Research to Assess the Current Brand and Set GoalsChapter 4. What's the Big Idea? Developing Brand Strategy and ExpressionChapter 5. Integration of the Brand across the InstitutionChapter 6. Digital U: Marketing Higher Education in a Digital WorldChapter 7. Measuring Results and ProgressChapter 8. Marketing Investment and Return on InvestmentChapter 9. The Future of Higher Education MarketingNotesIndex

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Book SynopsisThis memoir chronicles the journey of an academic, tracing a path from primary school in Zambia to a career in higher education as a mathematician and educational leader. Set against the backdrop of the 20th century, the book explores how early influences and historical events shape an individual's life and professional trajectory. The author shares childhood experiences across three parts of Africa, providing an original perspective as a witness to the post-colonial period. Through personal reflections, the memoir delves into the emergence of ideas and collaborations in mathematics and how these shape career choices. It also offers candid observations on the major changes in British higher education since the 1980s. Intended for a general audience, this book provides a compelling read for anyone interested in the experience of becoming a mathematician, and higher education in general.Table of Contents1 Dorset and Ghana.- 2 Lusaka.- 3 Swaziland.- 4 Dorchester.- 5 Coventry.- 6 Seattle, Shuffleboard, Vitaly.- 7 College Park, Maryland.- 8 Columbus.- 9 Norwich and Graham.- 10 Columbus Revisited.- 11 Norwich Revisited.- 12 Two New Roles in Norwich.- 13 From Sillery to the Office for Students.- 14 Durham.- 15 Leeds.- 16 Newcastle.- 17 Looking back.

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Book SynopsisIt's time for the educational slugfest to stop. Traditional' and progressive' education are both caricatures, and bashing cartoon images of each other is unprofitable and unedifying. The search for a new model of education one that is genuinely empowering for all young people is serious and necessary. Some good progress has already been made, but teachers and school leaders are being held back by specious beliefs, false oppositions and the limited thinking of orthodoxy. Drawing on recent experience in England, North America and Australasia, but applicable round the world, The Future of Teaching clears away this logjam of bad science and slack thinking and frees up the stream of much-needed innovation. This timely book aims to banish arguments based on false claims about the brain and poor understanding of cognitive science, reclaim the nuanced middle ground of teaching that develops both rigorous knowledge and character', and lay the foundations for a 21st-century edTrade Review‘So much simplistic nonsense is being touted about "direct instruction" and the "knowledge rich curriculum", it is great to see someone finally talking sense. As a practising cognitive scientist, Guy Claxton in perfectly equipped to take us beyond the familiar slanging-match between traditionalists and progressives. He illuminates, with his trademark wit and style, complex issues such as the function of knowledge, the psychology of creative and critical thinking, the true nature of memory, the culture of the classroom, and the many purposes of education. A timely tour de force.’John Hattie, Laureate Professor, Melbourne Graduate School of Education‘I love this book. Guy cuts through the ongoing tangle of arguments about traditional vs. progressive teaching as smoothly as a knife through butter. With a potent mixture of hard science and compelling stories, he exposes the flaws in both extremes and points the way to a compelling synthesis. This book is a must read for educators everywhere.’Jo Boaler, Stanford University Professor of Education, and author of Limitless Mind‘The experience of the Covid pandemic not only can, but must, lead to a new conversation about how to develop schooling to equip children for the challenges and opportunities of the 21st century. Guy Claxton’s passionate and cogent book is the best possible starting point for that conversation.’Matthew Taylor, Chief Executive, The Royal Society of Arts, Manufactures and Commerce (the RSA)‘Guy Claxton’s terrific new book makes a much-needed contribution to educational debate at a time when ideology and "the complacency of certainty" are threatening to sound the death knell of a vibrant teaching community. Curiosity, disciplined enquiry and an appreciation of evidence fuel our professional learning and inform our ambition to tackle education disadvantage – and this book champions them all. I might not agree with every word Guy writes but I encourage everyone who is curious about the possibilities of teaching, and restless for change, to read it.’Sir Kevan Collins, former Chief Executive of the Education Endowment Foundation‘This is a refreshingly thoughtful overview of education's recent debates and of where teaching is headed, focusing in particular on the place of knowledge and its relation to skills. Its measured and balanced approach stands in contrast to the extraordinarily ideological positions taken by so many commentators in this field. As the book shows, far too many start with instincts (whether conservative or progressive) and then search around for supportive evidence, ignoring any which doesn't fit. As a result our educational debates - and policy - too often embody a spirit opposite to what we should want young people to learn: the ability to think critically, to grasp complexity and cultivate wisdom. Good teaching always combines the transfer of knowledge and cultivation of skills, and the best teachers have a feel for the many subtle ways in which knowledge connects to thought and action. Hopefully this book can help us break free from the crude, and overly binary, thinking that dominates so much commentary on teaching.’Sir Geoff Mulgan, ex-CEO of NESTA and Professor of Collective Intelligence at UCL‘This is the book that was crying out to be written. Systematically, and with refreshing clarity, Guy challenges many of the assumptions that have held sway in education for the last decade. I defy anyone not to be challenged, stimulated, and inspired by the breadth of Guy’s expertise. His is no cheap or superficial assault on current orthodoxy but a fair-minded, forensic pulling apart of partial, lazy or simply wrong-headed thinking that too many have fallen for in the desire for simple truths. Whether it’s his analysis of the different types of knowledge, a more nuanced application of neuroscience, or a wider concept of learning than the filling up of long-term memory, Guy points the way to a more expansive vision of education - one that is more balanced, that learns from the progressives’ mistakes of the past, and moves powerfully beyond the overly narrow traditionalist vision of the present. The phrase that a book is a ‘must read’ is often overused. In this case it is no exaggeration. For me it has provided the intellectual underpinning and deep evidence base for a lot of what we have tried to do at School 21. I know it will resonate with all educationalists looking for a bigger and bolder purpose for education.’Peter Hyman, co-founder of School 21 and Big Education‘In The Future of Teaching, Guy Claxton dissects the harmful misconception that education is binary—either traditional or progressive—and that one must champion either content knowledge or thinking skills. He provides instead a powerful vision of content-rich learning that is challenging and purposeful, and which fosters critical thinking and craftsmanship at the same time as building a foundation of knowledge and understanding.’Ron Berger, Senior Advisor for Teaching and Learning, EL Education and author of An Ethic of Excellence‘What Guy Claxton calls the divisive "Punch and Judy" battle between progressive vs traditional camps in education should have been consigned to the last century – but unfortunately it is still rumbling on. The Future of Teaching provides abundant evidence to challenge simplistic thinking on both sides of the argument, and raise the quality of debate. Highly recommended.’ Fiona Millar, Journalist, Campaigner and Author of The Best for My Child‘This is the book I’ve been longing to read for at least six years. The surgical dismantling of myths and misinformation, the clarity of explanation of complex ideas, the clear examples from real schools, and the humour peppered throughout had me punching the air, laughing, and then thinking hard to process those ah-ha moments. I’ll read it again and again.’Dr Debra Kidd, Author of A Curriculum of Hope‘The urgent need for schools that truly equip young people to flourish in the 21st century is too often hamstrung by a vocal and disproportionately influential lobby in education. This incisive book interrogates relevant evidence and confronts claims that 'direct instruction' has a mandate from cognitive science. It should help to release the suppressed innovation that is bursting to happen in our system.’Douglas Archibald, Executive Director, Whole Education‘What a sensational book - hugely entertaining, informative and readable. A blistering critique of the neo-traditionalist view of teaching and learning: it should come with a box of popcorn, or fireworks or something. Timely, urgent and compelling, The Future of Teaching is a truly epic achievement.’Dr James Mannion, Co-author of Fear is the Mind Killer.‘Guy Claxton is the current go-to guy for deep, positive thinking about education. I urge you to buy this book, drink deeply from it, and be emboldened with your own innovations.’Charlotte Church, Singer, Educator, Activist‘So much simplistic nonsense is being touted about "direct instruction" and the "knowledge rich curriculum", it is great to see someone finally talking sense. As a practising cognitive scientist, Guy Claxton is perfectly equipped to take us beyond the familiar slanging-match between traditionalists and progressives. He illuminates, with his trademark wit and style, complex issues such as the function of knowledge, the psychology of creative and critical thinking, the true nature of memory, the culture of the classroom, and the many purposes of education. A timely tour de force.’John Hattie, Laureate Professor, Melbourne Graduate School of Education‘I love this book. Guy cuts through the ongoing tangle of arguments about traditional vs. progressive teaching as smoothly as a knife through butter. With a potent mixture of hard science and compelling stories, he exposes the flaws in both extremes and points the way to a compelling synthesis. This book is a must read for educators everywhere.’Jo Boaler, Stanford University Professor of Education, and author of Limitless Mind‘The experience of the Covid pandemic not only can, but must, lead to a new conversation about how to develop schooling to equip children for the challenges and opportunities of the 21st century. Guy Claxton’s passionate and cogent book is the best possible starting point for that conversation.’Matthew Taylor, Chief Executive, The Royal Society of Arts, Manufactures and Commerce (the RSA)‘Guy Claxton’s terrific new book makes a much-needed contribution to educational debate at a time when ideology and "the complacency of certainty" are threatening to sound the death knell of a vibrant teaching community. Curiosity, disciplined enquiry and an appreciation of evidence fuel our professional learning and inform our ambition to tackle education disadvantage – and this book champions them all. I might not agree with every word Guy writes but I encourage everyone who is curious about the possibilities of teaching, and restless for change, to read it.’Sir Kevan Collins, UK government Education Recovery Commissioner‘This is a refreshingly thoughtful overview of education's recent debates and of where teaching is headed, focusing in particular on the place of knowledge and its relation to skills. Its measured and balanced approach stands in contrast to the extraordinarily ideological positions taken by so many commentators in this field. As the book shows, far too many start with instincts (whether conservative or progressive) and then search around for supportive evidence, ignoring any which doesn't fit. As a result our educational debates - and policy - too often embody a spirit opposite to what we should want young people to learn: the ability to think critically, to grasp complexity and cultivate wisdom. Good teaching always combines the transfer of knowledge and cultivation of skills, and the best teachers have a feel for the many subtle ways in which knowledge connects to thought and action. Hopefully this book can help us break free from the crude, and overly binary, thinking that dominates so much commentary on teaching.’Sir Geoff Mulgan, ex-CEO of NESTA and Professor of Collective Intelligence at UCL‘This is the book that was crying out to be written. Systematically, and with refreshing clarity, Guy challenges many of the assumptions that have held sway in education for the last decade. I defy anyone not to be challenged, stimulated, and inspired by the breadth of Guy’s expertise. His is no cheap or superficial assault on current orthodoxy but a fair-minded, forensic pulling apart of partial, lazy or simply wrong-headed thinking that too many have fallen for in the desire for simple truths. Whether it’s his analysis of the different types of knowledge, a more nuanced application of neuroscience, or a wider concept of learning than the filling up of long-term memory, Guy points the way to a more expansive vision of education - one that is more balanced, that learns from the progressives’ mistakes of the past, and moves powerfully beyond the overly narrow traditionalist vision of the present. The phrase that a book is a ‘must read’ is often overused. In this case it is no exaggeration. For me it has provided the intellectual underpinning and deep evidence base for a lot of what we have tried to do at School 21. I know it will resonate with all educationalists looking for a bigger and bolder purpose for education.’Peter Hyman, co-founder of School 21 and Big Education‘In The Future of Teaching, Guy Claxton dissects the harmful misconception that education is binary—either traditional or progressive—and that one must champion either content knowledge or thinking skills. He provides instead a powerful vision of content-rich learning that is challenging and purposeful, and which fosters critical thinking and craftsmanship at the same time as building a foundation of knowledge and understanding.’Ron Berger, Senior Advisor for Teaching and Learning, EL Education and author of An Ethic of Excellence‘What Guy Claxton calls the divisive "Punch and Judy" battle between progressive vs traditional camps in education should have been consigned to the last century – but unfortunately it is still rumbling on. The Future of Teaching provides abundant evidence to challenge simplistic thinking on both sides of the argument, and raise the quality of debate. Highly recommended.’ Fiona Millar, Journalist, Campaigner and Author of The Best for My Child‘This is the book I’ve been longing to read for at least six years. The surgical dismantling of myths and misinformation, the clarity of explanation of complex ideas, the clear examples from real schools, and the humour peppered throughout had me punching the air, laughing, and then thinking hard to process those ah-ha moments. I’ll read it again and again.’Dr Debra Kidd, Author of A Curriculum of Hope‘The urgent need for schools that truly equip young people to flourish in the 21st century is too often hamstrung by a vocal and disproportionately influential lobby in education. This incisive book interrogates relevant evidence and confronts claims that 'direct instruction' has a mandate from cognitive science. It should help to release the suppressed innovation that is bursting to happen in our system.’Douglas Archibald, Executive Director, Whole Education‘What a sensational book - hugely entertaining, informative and readable. A blistering critique of the neo-traditionalist view of teaching and learning: it should come with a box of popcorn, or fireworks or something. Timely, urgent and compelling, The Future of Teaching is a truly epic achievement.’Dr James Mannion, Co-author of Fear is the Mind Killer.‘Guy Claxton is the current go-to guy for deep, positive thinking about education. I urge you to buy this book, drink deeply from it, and be emboldened with your own innovations.’Charlotte Church, Singer, Educator, Activist'This is a timely, pertinent, and much needed work, which looks at re-examining the nature and future of education and how to equip pupils of today with the skills and character to face the world of the future. Anyone interested and willing to engage in this debate around the possibilities of teaching and education would find this a highly fruitful and thought-provoking read. It draws on up-to-date research and debunks much of the outdated thinking which supports exclusive knowledge-rich curriculums, effectively demonstrating the importance of one size doesn’t and will never fit all.'Meg Barclay, The School LibrarianTable of ContentsForewordDylan WiliamPrologueChapter 1. Punch and JudyChapter 2. ValuesChapter 3. KnowledgeChapter 4. Thinking Chapter 5. Learning (and learning to learn)Chapter 6. Memory: the architecture of the mindChapter 7. TeachingChapter 8. Reality: getting out moreChapter 9. Research – but what kind?Chapter 10. The future of teachingReading and references

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Book SynopsisWord mastery comes from intimate knowledge of language. In Word Nerds : Teaching All Students to Learn and Love Vocabulary, authors Leslie Montgomery and Margot Holmes Smith take you inside classrooms where they implement creative, flexible vocabulary instruction that improves their students' word knowledge and confidence. With support from literacy specialist Brenda Overturf, the authors developed a five-part plan to teach all students to learn vocabulary: Introducing new words in contextAdding related synonyms and antonymsEngaging in several days of active learningCelebrating new wordsAssessing vocabulary developmentThis easy-to-read reference explains how to plan, teach, and assess based on the latest research in vocabulary instruction and learning. After incorporating the authors' plan, you can be a Word Nerd too!Trade Review"Word Nerds raises the level of vocabulary instruction by setting the bar high for teachers, challenging us to provide students with the desire to study vocabulary and apply their knowledge not only to standardized tests but to daily writing and conversation." - MiddleWebTable of ContentsIntroduction; Chapter 1: What's the Big Deal About Vocabulary Instruction?; Chapter 2: Classrooms That Foster Word Confidence; Chapter 3: Making Introductions; Chapter 4: Squeezing the Juicy Words—Adding Synonyms and Antonyms; Chapter 5: Active Vocabulary Practice; Chapter 6: Celebrate to Validate; Chapter 7: Spreading Vocabulary Wings; Chapter 8: Learning Through Assessment

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Book SynopsisMaking the transition to student-centered learning begins with finding ways to get students to share their thinking, something that can be particularly challenging for math class. Authors Ruth Parker and Cathy Humphreys introduce. Making Number Talks Matter: Developing Mathematical Practices and Deepening Understanding, Grades 3-10, taking the readers into classrooms where their Number Talks routines are taught. Parker and Humphreys apply their 15 minute lessons to inspire and initiate math talks. Through vignettes in the book, you'll meet other teachers learning how to listen closely to students and how to prompt them into figuring out solutions to problems. You will learn how to make on-the-spot decisions, continually advancing and deepening the conversation. Making Number Talks Matter includes: Sample Problems: Filled with a range of Number Talks problems, 10-15 minute warm-up routines that lend themselves to mental math and comparison of strategies Navigating Rough Spots: Learn how to create a safe environment fortrickyor challenging student discussions that can arise when talking through problems and sharing ideas Responding to Mistakes: Ways to handle misconceptions and mathematical errors that come up during the course of Number Talk conversations Making Number Talks Matter is filled with teaching tips for honoring student contributions while still correcting errors, and teaching concepts while nudging independent thinking. Whether you are an elementary, middle school, or high school teacher, through daily practice and open conversation, you can build a solid foundation for the study of mathematics and Make Number Talks Matter.Trade Review“This is the book I’ve been waiting for! Making Number Talks Matter provides teachers with just the right strategies and details for helping students investigate the mathematical relationships and ideas central to grades 3-10.” -Megan Franke, University of California, Los Angeles “Mathematically powerful classrooms support students in sense-making—in exploring conjecturing, and building on ideas individually and collectively. In Making Number Talks Matter, Cathy Humphreys and Ruth Parker show how to make such exciting and productive mathematical discussions take place in your classroom. Read it, try it! –Alan Schoenfeld, University of California, Berkeley “Inside every calculation are buried the seeds of algebra. This wonderful new book shows how to use Number Talks to grow those seeds and meet the challenges of the Common Core. Cathy and Ruth have given us a wise and practical book on how Number Talks can help solve some of the most pressing problems facing schools.” –Phil Daro, Author Team, Common Core State Standards "The power of Number Talks to transform people's views of mathematics cannot be overestimated. The rich knowledge that Cathy and Ruth share, drawing from decades of experiences is invaluable." - Dr. Jo Boaler, Professor of Mathematics Education, Stanford University “The power of Number Talks to transform people’s views of mathematics cannot be overestimated.” –Dr. Jo Boaler, Professor of Mathematics Education, Stanford University “Mathematically powerful classrooms support students in sense-making—in exploring conjecturing, and building on ideas individually and collectively. In Making Number Talks Matter, Cathy Humphreys and Ruth Parker show how to make such exciting and productive mathematical discussions take place in your classroom. Read it, try it! –Alan Schoenfeld, University of California, Berkeley “Inside every calculation are buried the seeds of algebra. This wonderful new book shows how to use Number Talks to grow those seeds and meet the challenges of the Common Core. Cathy and Ruth have given us a wise and practical book on how Number Talks can help solve some of the most pressing problems facing schools.” –Phil Daro, Author Team, Common Core State StandardsTable of ContentsIntroduction; Chapter 1: What Are Number Talks? Why Are They So Important?; Chapter 2: Getting Number Talks Started; Chapter 3: Guiding Principles for Enacting Number Talks in the Classroom; Prelude to the Operations; Chapter 4: Subtraction Across the Grades; Chapter 5: Multiplication Across the Grades; Chapter 6: Addition Across the Grades; Chapter 7: Division Across the Grades; Chapter 8: Making Sense of Fractions (and Decimals and Percent); Chapter 9: Number Talks Can Spark Investigations; Chapter 10: Managing Bumps in the Road; Chapter 11: Moving Forward

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Book Synopsis'An honest, down-to-earth story of one school’s journey towards replacing the tyranny of teacher marking with conferencing and feedback.' - Dame Alison Peacock, Chief Executive, Chartered College of Teaching One day, a headteacher saw a new teacher wheeling a suitcase out of school. ‘Going anywhere nice?’ he asked her. ‘Oh! No, unfortunately,’ she replied with dismay. ‘This is my marking for the weekend.’ Sound familiar? Determined to make a change, Lavender Primary School in North London took on the challenge of abolishing written marking altogether by introducing the revolutionary approach of providing immediate verbal feedback. The outcome? Reduced teacher workload, improved staff retention and more effective learning for children. Backed up by educational theory and full of practical advice, this entertaining and informative book takes you through the highs and lows of Lavender Primary School’s journey, so you can confidently follow the same steps to reform marking in your school. It features quick tips, reflective questions, fact files and chapter summaries for easy navigation. The topics covered include success criteria, effective questioning, mindset and resilience, reward and motivation and verbal feedback. Fast Feedback is written in an open, easy-to-read style and includes a foreword by Matthew Kleiner-Mann, leader of Ivy Learning Trust. Loved by fans of Ross Morrison McGill's Mark. Plan. Teach., this is book is perfect for senior leaders looking for a new whole-school approach to marking and feedback, as well as teachers searching for strategies to implement in their classroom.Trade ReviewAn honest, down-to-earth story of one school's journey towards replacing the tyranny of teacher marking with conferencing and feedback. Throughout there is a clear focus on the importance of creating a culture where all children and staff are trusted, have agency and embrace high ambition. The result is truly transformative practice achieved through collaboration with leadership that has the courage to disrupt traditional expectations of teacher behaviour. A great read. -- Dame Alison Peacock * Chief Executive Chartered College of Teaching, @AlisonMPeacock *Fast Feedback makes an important contribution to the debate on assessment. It offers a detailed analysis of how one primary school built on the best evidence to implement an approach to feedback in the classroom that reduces workload and improves learning. -- Leora Cruddas * Chief Executive of the Confederation of School Trusts, @LeoraCruddas *Fast Feedback makes complex ideas accessible and gives meaningful ways for teachers and leaders to reflect on their own practice and go on to make effective changes. It embeds the approach to feedback in the context of culture and pedagogy, and highlights the key importance of a safe learning environment for adults as well as students. -- Liz Robinson * Co-Director Big Education, @lizzierobinson3 *

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