Primary and middle schools Books

Book SynopsisThis unique collection of essays from researchers and teacher educators from around the world presents innovative approaches to education theory, critical policy analyses, de-colonializing reformulations of teacher education and a âœstandard of dissensusâ for teacher education.This first volume from the International Teacher Education Research Collective (ITERC) illustrates common themes and problems in the politics of education, in particular, standardization, marketization, governance and policy in education, with both country-specific cases and generally formulated theoretical discussions. The book has three primary aims: to illustrate and critique the ethical, epistemological and political discourses shaping teacher education; to identify and unravel the entanglements of politics, knowledge and ethics in teacher education in a range of international settings; and to revitalize teacher education by proposing and exploring alternative modes of thought and practice. The volu

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Book SynopsisHelp! What Do I Do Now? is an essential guide for primary school teachers, full of practical strategies to support children with social, emotional and mental health (SEMH) needs in the classroom.The book offers a comprehensive approach and holistic perspective on SEMH support, covering topics from regulating the whole class and regulating individual children, to understanding the impact of sensory needs and transitions. Chapters illustrate how a range of strategies can be applied in real-life classrooms, and case studies and reflections demonstrate how they can be adapted to suit each setting and unique child in need. Further support and guidance is also offered on staff wellbeing, emphasising the importance of looking after yourself and supporting your own wellbeing first.With a wealth of cost- and time-effective ideas and suggestions to support children with SEMH, this accessible guide will be essential reading for practising and trainee primary school teachers, as well as SENCOs and school leaders.

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Book SynopsisThis vital book delves into key teaching strategies that drive student progress and enhance classroom learning. Both accessible and practical, it demonstrates how building in routines and structures allows teachers to have a lasting positive impact on studentâs learning, and offers the tools to ensure students feel supported and engaged throughout their learning journey.Working as a practical guide for teachers at all stages, these chapters delve into topics such as delivering clear instructions, fostering metacognitive skills, assessing progress effectively, and leading impactful learning. Developing High Impact Teaching offers valuable advice on how to develop your students as active learners and participants in their own education, how to set up impactful routines and good learning habits, how to give clear instructions so students understand what success looks like, and how to use cognitive acceleration techniques to improve learning. It is an essential resource for any b

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Book SynopsisThe benefits of play for childrenâs learning are well-documented and well-researched. The evidence for its positive impact on brain development, social interactions, emotional wellbeing, and motor skills is widespread. So, why should this practice stop after the early years?A Practical Guide to Play in Education encourages teachers to reflect on their practice and consider how a play-based approach may enhance their teaching. It provides realistic, accessible ideas and resources to incorporate into practice while giving evidence to back up this approach. Divided into three clear sections, readers are guided through: An introduction to play in education, including theory, benefits, and potential challenges. Putting it into practice, such as setting up the classroom, resources for play, and adopting a playful ethos in a realistic and accessible way. Lesson plans in a variety of subjects, spanning from numeracy, to literacy, to health

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Book SynopsisThis book is a groundbreaking exploration of how to empower students as innovative creators in an increasingly technology-driven world.With rapid advancements in artificial intelligence and other technologies reshaping society, this text champions the critical role of creativity in education, explaining how teachers can equip learners with skills for the future workplace and foster their enjoyment of learning through design. Bridging theory and practice, this collaborative work synthesises global research to provide actionable strategies for teachers. From multimedia and game design to augmented reality, robotics, 3D fabrication and more, it offers practical insights into how students can use cutting-edge technologies to design, invent, and solve problems creatively. The constructively sequenced and interconnected chapters feature evidence-based principles and real-world vignettes across all levels of schooling.Written by a team of academic experts, this open-access resource is a must-read for educators, researchers, and anyone passionate about unlocking the creative potential of the next generation using technology.

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

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Book SynopsisThe fifth edition of this user-friendly textbook helps mathematics educators explore and explain the complex world of rational numbers. It translates research into usable ideas for the classroom, including reasoning strategies, models, and questioning techniques that promote deep understanding that cannot be achieved by merely practicing fraction computation.Updated throughout with new examples and models from research, each chapter in the new edition incorporates samples of student work for teacher analysis, as well as activities for practicing each thinking strategy, designed to be solved without rules or algorithms, using reasoning alone. All content has been used with students and is presented with the learner in mind, acknowledging the brilliance of students' insights as well as the issues that challenge their understanding. It covers a broad range of topics in the progression from relative thinking to proportional reasoning, including fractions, ratios, rates, operators

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Book SynopsisThis book explores how the Play Cycle can help practitioners to observe and understand childrenâs play and support their interactions with children. It explains the six elements of the play cycle â pre cue, play cue, play return, play frame, flow, and annihilation â and shows how practitioners can use this to guide their interventions.Building on the authorâs research and including an updated and revised theory of the Play Cycle, the book applies the Play Cycle to key aspects of provision alongside examples from a wide range of settings. Chapters cover: The indoor and outdoor environment and resources Child-led and non-directive play including risk The adult role, play maintenance and interventions The Play Cycle and Play Cycle Observation Method The Play Cycle in Policy and Practice Including vignettes and reflective questions, this text brings the theory and application of the Play Cycle fully up-to-date and is essential reading for practitioners and those studying play-related courses, for example, playwork, childcare and early years education.

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Book SynopsisThis fully revised 9th edition continues to offer teachers practical advice on new evidence-based approaches for teaching and managing students with a wide range of abilities, disabilities and difficulties.Based on topical international research from the field, this new edition provides practical advice for teachers and tutors to enable them to adapt evidence-based methods when working in inclusive settings with students with special needs, including gifted and talented students. Throughout the text approaches to teaching and classroom management have been clearly described. New methods, programmes and interventions are reviewed, and there is increased coverage of digital technology and e-learning. Teachers will also find support and guidance for working with students with learning difficulties in literacy and numeracy, teaching students with physical, sensory and intellectual disability, fostering studentsâ autonomy, social skills interventions, approaches to autism spectrum

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Book SynopsisThis book encourages primary school practitioners to think differently about the way in which health and physical education is delivered in schools. Drawing on evidence from a long-term collaborative practitioner action research project, EveryBody Counts, the book shows that it is possible to challenge the orthodoxy and to reshape practice to better suit the needs and interests of all children. Featuring the voices of practitioners and the âlivedâ experiences of teachers, the book includes snippets and stories of thought and practice, supported by and linked to the research literature on topics including curriculum change, student-centred models and pedagogical approaches in HPE. Every chapter includes rich accounts of how the teachers grappled with their own understandings of what HPE could potentially look like in their classes, as well as the range of new topics, practices, and pedagogies they used and with what effect. Questions at the end of each chapter encourage the reader to think critically about their own professional practice. This book is illuminating reading for trainee and in-service teachers and practitioners working in primary schools or working with young children.

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

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

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Book SynopsisInspire the next generation to create a sustainable and hopeful futureClimate change is one of the greatest threats humanity has ever faced. The most recent 10 years have been the hottest on record, and the results have been increasingly extreme storms, flooding, and fires around the world. Understanding the causes of climate change and potential solutions is essential learning for students, and is aligned with NGSS standards. A recent report by the North American Association for Environmental Education Research indicates that 74 percent of U.S. teachers and 80 percent of administrators agree that climate change will have an overwhelming impact on students' futures. But according to the same survey of more than 1000 teachers, only 42% say they even mention climate change in the classroom. In an effort to support teachers, Corwin conducted a market survey sent to more than 135,000 educators and school leaders in North America, asking about their concerns regarding teaching climate cha

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Book SynopsisStatistics has developed in parallel with the advances of technological and social change. Informed by the work of the Cambridge Mathematics team, this book outlines a new pedagogical approach to teaching statistics. It frames the interconnectedness of the subject around the experiences that students should have, rather than the specific techniques required. The book provides numerous examples and suggestions that teachers can incorporate in the classroom to help improve the way students understand statistics.Table of ContentsIntroduction; Part 1 A vision for statistics in schools: 1. What should all students understand and why is it important?; 2. The statistical cycle; 3. Exploratory data analysis; 4. Simulation; 5. Sampling and variation; 6. Signals and noise; 7. Informal inference; 8. Technology in the classroom; Part 2 Activities; 9. Activity for Chapter 2; 10. Activity for Chapter 3; 11. Activities for Chapter 4; 12. Activities for Chapter 5; 13. Activity for Chapter 6; 14. Activity for Chapter 7; Appendix 1; Appendix 2; Index.

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Book SynopsisEngage students in mathematics using growth mindset techniques The most challenging parts of teaching mathematics are engaging students and helping them understand the connections between mathematics concepts. In this volume, you'll find a collection of low floor, high ceiling tasks that will help you do just that, by looking at the big ideas at the kindergarten-grade level through visualization, play, and investigation. During their work with tens of thousands of teachers, authors Jo Boaler, Jen Munson, and Cathy Williams heard the same messagethat they want to incorporate more brain science into their math instruction, but they need guidance in the techniques that work best to get across the concepts they needed to teach. So the authors designed Mindset Mathematics around the principle of active student engagement, with tasks that reflect the latest brain science on learning. Open, creative, and visual math tasks have been shown to improve student test scores, and more importantlyTable of ContentsIntroduction 1 Low-Floor, High-Ceiling Tasks 2 Youcubed Summer Camp 3 Memorization versus Conceptual Engagement 4 Mathematical Thinking, Reasoning, and Convincing 5 Big Ideas 9 Structure of the Book 9 A Note on the Structure of Kindergarten 15 Note on Materials 17 Manipulatives and Materials Used in This Book 17 Big Idea 1: Understanding the Physical Quantity of Number 21 Count a Collection 23 How Many Do You See? 30 Making a Counting Book 40 Big Idea 2: Using Fingers as Numbers 47 Feeling Fingers 49 Show Me with Your Fingers 64 Hand Mirrors 70 Big Idea 3: Talking about and Making Shapes 77 Talking about Shapes 79 Make a Shape 93 Building Blocks 97 Big Idea 4: Seeing Numbers inside of Numbers 103 Dot Talks 105 Snap It! 118 Which is More? 123 Big Idea 5: Putting Numbers Together 135 Growing Bigger and Bigger 137 Roll the Dice 144 Foot Parade 151 Big Idea 6: Describing and Sorting Objects 159 Sorting Supplies 161 Sorting Emojis 168 Sorting Buttons 174 Big Idea 7: Seeing and Making Patterns Everywhere 181 A World of Patterns 184 DIY Patterns 195 Kinder Dance Party 200 Big Idea 8: Stretching Counting toward 100 205 Counting Larger Collections 207 Making a Collection 213 Hundred Chart Patterns 219 Appendix 231 About the Authors 235 Acknowledgments 237 Index 239

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Book SynopsisHow can teachers develop best practice in art teaching?This fully updated third edition of Rob Barnes' classic text blends practical ideas with sound principles of art education. Teachers and student teachers will find a range of ideas and tried and tested classroom examples; whilst for those looking for firm principles of art teaching and best practice' this book presents many important issues in art education with clarity and insight. Based on first-hand experience of teaching children, this text uses many examples from early years and primary school contexts, and tackles essential topics with realism and imagination such as: developing skills through using media how children draw encouraging artistic confidence in children producing original artwork and making use of digital imagery Rob Barnes' unique approach encourTrade ReviewFrom Amazon5.0 out of 5 stars the Best book of its kind available in English By piccola atelierista - If you are an art educator trying to shape your practice this is the book you need to read. It explains why practicing conscious teaching is the key when trying to make art meaningful not only for children but for other adults. Teaching art has a purpose that is not only a pastime for children and a joyful experience. Besides that, it can also help young children develop certain sensitivities they will use as adults, their perception of the world around them could be different thanks to what they experienced in their art classes. If you are serious about teaching art, read this book.Elaine Benbow, Senior Lecturer in Education, Manchester Metropolitan University and Director, STAR ProjectIn my role as lecturer in art education, I have found that previous editions of this book have been very useful for both teachers and trainee teachers. The format is attractive and the text is easy to follow and access as the structure is well thought out. It is a staple on our reading list for both specialist and non specialist primary trainee teachers.The proposals made by Rob would bring the book up to date. Many schools now use ipads and teachers are getting to grips with apps and software for ipads in art as in other areas of the curriculum. It may need careful writing to avoid being quickly out of date in this chapter as technology changes swiftly.The audience for this book would continue to be primary teachers and trainee teachers (those following primary and early years BA QTS courses) and would be purchased by individual teachers, university libraries and students. It would most likely be a text included on reading lists for specialist and non specialist primary trainee teachers. "Rob Barnes [is one of] the best authors on the subject of art education" – Peter Moore, Associate Lecturer (SL) Liverpool Hope University"Barnes' own enthusiasm for and belief in his subject, interspersed with teachers' comments, a large number of practical teaching suggestions and well-chosen colour plates of children's work, makes the book an engaging and worthwhile read." - Jane Bower, Early Years"This is an excellent publication. It addresses the problems of teaching in all the main craft areas and deals with important issues such as why art should be on the curriculum, classroom organisation, talking with children and assessment and evaluation" - International Journal of Early Years Education"Reaching a third edition is always testament to the value and reception of a book and this is a tried and tested text that teachers have valued. Both practising teachers and student teachers will find the range of ideas will give inspiration for the classroom and the clear presentation will help even the less-artistic to have confidence in their teaching." – Parents in TouchTable of ContentsForeword Preface 1. Learning through Art 2. The Value of Art 3. Producing Original Artwork 4. How Children Draw 5. Developing Ideas 6. Activities, Curriculum and Progression 7. Classroom Organization 8. More Activities for Young Children 9. Using Paint 10. Sequencing Printmaking 11. Collage as a Medium 12. Design and Problem-Solving 13. Talking with Children 14. Assessment and Evaluation 15. Art and the Digital Image 16. Using Media and Techniques to Build Skills 17. Learning about Artists and Designers 18. The Seeing Eye

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Book SynopsisAn indispensable tool for biology teacher educators, researchers, graduate students, and practising teachers, this book presents up-to-date research, addresses common misconceptions, and discusses the pedagogical content knowledge necessary for effective teaching of key topics in biology. Chapters cover core subjects such as molecular biology, genetics, ecology, and biotechnology, and tackle broader issues that cut across topics, such as learning environments, worldviews, and the nature of scientific inquiry and explanation. Written by leading experts on their respective topics from a range of countries across the world, this international book transcends national curricula and highlights global issues, problems, and trends in biology literacy. Trade Review"Teaching Biology in Schools is a comprehensive collection written by leaders in the field. The authors address a broad range of topics demonstrating how important biology is to our lives and why an education in the subject is vitally important. Each chapter shows how research can be used to inform the pedagogical choices that teachers make. I strongly recommend this book to anyone involved in biology education in schools.Justin Dillon, University of Exeter, UK"Teaching Biology in Schools brings together a wonderful collection of scholars who are able to impart their wisdom based on years of research in science education in a manner that is clear, meaningful and accessible to teachers, graduate students and researchers alike. It brings a fresh perspective to teaching biology that is based on seminal and new trends in the field. It is also written from diverse viewpoints using scholars from around the world. In this sense, the book transcends borders and educational politics—focusing on underlying and unifying conceptual trends and issues in the field."Dana L. Zeidler, University of South Florida, USA"Teaching Biology in Schools [is] a resource aimed at teachers, educators and anyone tasked with teaching biological concepts to school age students. … One of the most useful features of this book is the highlighting of common misconceptions that students have and that teachers should be aware of in their teaching. Anyone who teaches biology and takes this book off the shelf will find it informative and instructive in all areas and levels of the biology curriculum. It will appeal to recently qualified teachers as well as those with years of experience." Leighton Dann, Biologist"The book covers key areas of biology curricula, from cell biology to evolution, as well as considering wider areas such as teaching biology to young children and worldviews in biology education. … All in all, this book comes highly recommended. I for one will refer regularly to it before I teach topics and will also be recommending it to members of my department. One for the department library!"Peter Anderson, School Science Review"[A] superb collection of essays written by leading researchers in the field and from a variety of countries. . . . [T]his book substantially contributes to the development of biology didactics and, thus, to students’ learning of and engagement with the subject. The book highlights global issues, problems, and trends in biology education, with an emphasis on misconceptions. . . and, in my opinion, the inclusion of this aspect makes this an excellent and unique book that is a must-have resource for in- and preservice biology teachers, teacher educators, researchers and graduate students. [A] first step in the important and interesting mission of providing biology teachers with up-to-date knowledge in the field of biology education."Dina Tsybulsky, Science & Education"There is much to commend about this book. . . . Other biology education researchers will benefit from the insights presented and the extensive references provided in each chapter. Teachers will find this a useful resource when seeking research focused guidance on the teaching of a particular topic. A particular strength of the book is the international range of authors. Their differing national perspectives provide a variety of ideas and as a consequence this is a book that has the potential to make a very valuable contribution to the spreading of good practice in the teaching and learning of biology around the world."Nigel Skinner, Studies in Science Education"Teaching Biology in Schools is a comprehensive collection written by leaders in the field. The authors address a broad range of topics demonstrating how important biology is to our lives and why an education in the subject is vitally important. Each chapter shows how research can be used to inform the pedagogical choices that teachers make. I strongly recommend this book to anyone involved in biology education in schools.Justin Dillon, University of Exeter, UK"Teaching Biology in Schools brings together a wonderful collection of scholars who are able to impart their wisdom based on years of research in science education in a manner that is clear, meaningful and accessible to teachers, graduate students and researchers alike. It brings a fresh perspective to teaching biology that is based on seminal and new trends in the field. It is also written from diverse viewpoints using scholars from around the world. In this sense, the book transcends borders and educational politics—focusing on underlying and unifying conceptual trends and issues in the field."Dana L. Zeidler, University of South Florida, USA"Teaching Biology in Schools [is] a resource aimed at teachers, educators and anyone tasked with teaching biological concepts to school age students. … One of the most useful features of this book is the highlighting of common misconceptions that students have and that teachers should be aware of in their teaching. Anyone who teaches biology and takes this book off the shelf will find it informative and instructive in all areas and levels of the biology curriculum. It will appeal to recently qualified teachers as well as those with years of experience." Leighton Dann, Biologist"The book covers key areas of biology curricula, from cell biology to evolution, as well as considering wider areas such as teaching biology to young children and worldviews in biology education. … All in all, this book comes highly recommended. I for one will refer regularly to it before I teach topics and will also be recommending it to members of my department. One for the department library!"Peter Anderson, School Science Review"[A] superb collection of essays written by leading researchers in the field and from a variety of countries. . . . [T]his book substantially contributes to the development of biology didactics and, thus, to students’ learning of and engagement with the subject. The book highlights global issues, problems, and trends in biology education, with an emphasis on misconceptions. . . and, in my opinion, the inclusion of this aspect makes this an excellent and unique book that is a must-have resource for in- and preservice biology teachers, teacher educators, researchers and graduate students. [A] first step in the important and interesting mission of providing biology teachers with up-to-date knowledge in the field of biology education."Dina Tsybulsky, Science & Education"There is much to commend about this book. . . . Other biology education researchers will benefit from the insights presented and the extensive references provided in each chapter. Teachers will find this a useful resource when seeking research focused guidance on the teaching of a particular topic. A particular strength of the book is the international range of authors. Their differing national perspectives provide a variety of ideas and as a consequence this is a book that has the potential to make a very valuable contribution to the spreading of good practice in the teaching and learning of biology around the world."Nigel Skinner, Studies in Science EducationTable of Contents1. Introduction: Biology Didactics 2. Cognitive Biases or Cognitive Bridges? Intuitive Reasoning in Biology 3. Biology and Young Children 4. Molecular Biology 5. Cell Biology 6. Human Biology 7. Health and Disease 8. Reproduction and Sex Education 9. Development 10. Genetics 11. Plant Biology 12. Energy, Photosynthesis, and Respiration 13. Ecology 14. Evolution 15. Microbiology 16. Biotechnology 17. Using Authentic Texts to Promote Disciplinary Literacy in Biology 18. Nature of Scientific Knowledge and Scientific Inquiry in Biology Teaching 19. Explanation in Biology Education 20. Argumentation in Biology Education 21. Worldviews in Biology Education 22. Concluding Remarks

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Book SynopsisNow fully updated to reflect recent changes in the curriculum, Computing and ICT in the Primary School encourages teachers, and pupils, to realise the potential of a full range of ICT and computing resources.Tackling computing head on, this book enables trainee and experienced teachers to better understand what computing is and how to use ICT effectively in teaching and learning. It is not a how to' guide or a collection of lesson plans, but instead balances research-based theory with everyday experiences, challenging readers to understand teaching methods and how they translate into a range of suitable teaching and learning strategies using ICT.This book offers primary teachers the knowledge, skills and confidence to plan, teach and assess creatively to enhance learning across the whole curriculum. This second edition includes updates of all chapters and completely new chapters on: mobile technologies social media, and Table of Contents1. ICT and computing in the primary school 2. ICT in the Primary Classroom: How, When and Who? 3. ICT and the Child: Theories of Learning 4. ICT and the Teacher: Pupils, Planning and Inclusion 5. Mobile Technologies in the primary classroom 6. Social media in the primary school 7. ICT in the Early Years 8. ICT, English and digital literacy in Key Stage 1 and 2 9. ICT and mathematics in key stages 1 and 2 10. ICT in Cross Curricular Teaching at Key Stages 1 and 2 11. Teaching modern foreign languages (MFL) or a second language with technology in the primary school 12. The Future

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Book SynopsisPoverty and Inclusion in Early Years Education will help practitioners to understand the experiences of young children who are living in poverty. It examines the potentially devastating impact of poverty and social exclusion on children's chances in later life, and considers recent policy and practice reforms which have recognised the critical role played by early years settings and practitioners in guaranteeing a secure foundation for children's future attainment.The book explores the historical, political and legal aspects of policy on poverty and social exclusion, before offering guidance on how practitioners can help to address the inequalities caused by poverty and break the cycle of deprivation. Chapters go on to address the practicalities of working with children, families and agencies to create an inclusive early years environment, and focus on issues including: developing effective partnerships with families collTable of ContentsIntroduction SECTION ONE: UNDERSTANDING THE ISSUES 2. Why do we need to think about Poverty and Social Exclusion? 3. Political and Legal Context 4. Social, Cultural and Economic Capital SECTION TWO: WHAT CAN WE DO? 5. Working with Families 6. Working in Partnership 7. Resources 8. Conclusion

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Book SynopsisWhile most teachers are skilled in providing opportunities for the progression of children's learning, it is sometimes without fully understanding the theory behind it. With greater insight into what is currently known about the processes of learning and about individual learners, teachers are better equipped to provide experiences and situations that are more likely to lead to effective acquisition of knowledge, concepts and skills.Ways of Learning has been widely used and now, fully updated, it seeks to provide further insight into the ways in which learning takes place, which teachers can make use of in their planning and teaching, including: an overview of learning behaviourism and the beginning of theory cognitive and constructivist learning multiple intelligences and learning styles difficulties with learning the influence of neuropsychology other theories, philosophies and names relating theory to pracTable of ContentsPreface Preface to the fourth edition Acknowledgements Chapter 1 Learning Chapter 2 Behaviourism and the beginnings of theory Chapter 3 Cognitive, constructivist learning Chapter 4 Multiple intelligences and Learning styles Chapter 5 Difficulties with learning Chapter 6 The impact of neuroeducational research Chapter 7 Other theories, ideas and people to know aboutChapter 8 Relating theory to practice: what can we learn from research? Appendix Comparing and contrasting Piaget and Vygotsky – in summary References Index

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Book SynopsisPowerful Primary Geography: A Toolkit for 21st-Century Learning explores the need for children to understand the modern world and their place in it. Dedicated to helping teachers inspire children's love of place, nature and geographical adventures through facilitating children's voice and developing their agency, this book explores the way playful opportunities can be created for children to learn how to think geographically, to solve real-life problems and to apply their learning in meaningful ways to the world around them. Based on the very latest research, Powerful Primary Geography helps children understand change, conflict and contemporary issues influencing their current and future lives and covers topics such as: Weather and climate change Sustainability Engaging in their local and global community Graphicacy, map work and visual literacy Understanding geography through the arts.Including several case studies fromTrade Review"This is a book which is excellent on many different levels. It sets out a broad vision of geography as a learning journey which will take today’s pupils to the final decades of the present century. The text is well structured and underpinned by a clear sense of values and purpose." - Dr Stephen Scoffham, Teaching Geography"I look forward immensely to using this book. Anne Dolan and all the schools ho contributed to this wonderful book are to be commended for their vision, commitment and hope to make teaching geography personal, political, and powerful." - Paula Galvin, INTOUCH"This book stands as a ground-breaking contribution to the teaching, learning and researching of primary geography education. It aids educators to reflect critically on their own practices, current global and local issues, and how these can be addressed meaningfully in their future educational practices. It should make for essential reading for all interested in geography education, climate change education, sustainability education and in education which positions children’s agency and action to the forefront more broadly." - Joe Usher, Irish Educational StudiesTable of ContentsIntroduction Powerful primary geography: Setting the scene Powerful geographical thinking: Initiating investigations and enquiry-based learning Teaching powerful geography through place Playful approaches to powerful geography: Games, artefacts and fun Teaching geography powerfully through topics: Weather and climate change Teaching powerful geography through graphicacy, map work and visual literacy Teaching powerful geography through the arts Powerful geography: Teaching citizenship, global learning and the Sustainable Development Goals Appendix 1: Card-sorting activity for teaching about volcanoesAppendix 2: Weather glossaryIndex

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Book SynopsisThe eighth edition of Measurement and Evaluation in Physical Education and Exercise Science, now published in paperback and hardback, offers students a clear and practical guide to best practice for measurement and evaluation in school- and nonschool-based physical activity programs.Written by two academics with backgrounds in physical education teacher education (PETE), the book emphasizes the link between theory and practice and reflects the most recent changes in national physical education programs. It covers a full range of introductory topics, including current trends in measurement and evaluation, program development, statistics, test selection, and an expanded chapter on alternative assessment, before introducing: measurement for health-related physical fitness measurement for psychomotor skills measurement for cognitive knowledge measurement for affective behaviors grading self-evaluation.Each chapter featuTable of Contents1. Introduction to Measurement and Evaluation 2. Linking Program Development with Measurement and Evaluation 3. Basic Statistics 4. Criteria for Test Selection 5. Alternative Assessments 6. Measuring Health-Related Physical Fitness and Physical Activity 7. Measuring Psychomotor Skills 8. Measuring Cognitive Knowledge 9. Measuring Affective Behaviors 10. Grading 11. Using Self-Evaluation to Improve Instruction 12. Measurement and Evaluation in Activity-Based Settings

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Book SynopsisTime to Talk provides a powerful and accessible resource for practitioners working to improve children's language and communication skills. Showcasing effective approaches in schools and settings across the country from the early years through primary and secondary education, it summarises research on what helps children and young people develop good communication skills, and highlights the importance of key factors: a place to talk, a reason to talk and support for talk.This timely second edition has been fully updated to reflect Pupil Premium, curriculum, assessment and special needs reforms, and can be used by individual practitioners as well as supporting a whole-school or setting approach to spoken language. It includes: whole-class approaches to developing all children and young people's speaking and listening skills; catch-up' strategies for those with limited language; ways of diffeTable of ContentsPreface 1. Speech, language and communication – a growing issue 2. What do we know about how to support language development? 3. Stories from schools and settings 4. A place to talk 5. A reason to talk 6. Teaching talk 7. Support for talk 8. Working with parents and carers to develop their children's language skills 9. Supporting children with more severe needs

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Book SynopsisSharing insights of various theoretical perspectives to help understand the complex root causes of children's behaviour, Supporting Positive Behaviour in Early Childhood Settings and Primary Schools highlights key responses that can encourage positive mental health, resilience and behaviour.Drawing on a range of theoretical frameworks, this book: Translates theoretical insights into adaptable and practical responses Considers children''s strengths and needs with regards to resilience and mental health Includes case studies, tasks and questions for reflection Identifies innovative practical strategies for supporting positive behaviour in educational settings Combining theoretical perspectives on supporting positive behaviour, Supporting Positive Behaviour in Early Childhood Settings and Primary Schools is user-friendly and conceptually unified. It gives early childhood and priTrade Review"There is always a sense of urgency for better understanding how to positively support children in schools and early years settings. These respected authors have written a comprehensive account of how to promote positive behaviour in the children they work with. They go beyond concepts of behaviour management and support the undergraduate to actively deconstruct taken for granted conceptions of authority, control and discipline. What is exciting about this book is that the reader can consider positive behaviour from a broad range of theoretical perspectives. I highly recommend this book to all undergraduates and those new to teaching." - Marilyn Fleer, Laureate Professor, Monash University, AustraliaChildren’s behaviour can be a source of angst for early childhood and primary school educators. Written in a lively accessible style, this book is a must read for educators in both contexts. Drawing upon multiple theoretical perspectives including Bowlby (attachment), Bandura (social-learning) and Bronfenbrenner (bioecological) and, placing the child at the centre, it explores the complexity and root causes of children’s behaviour. Through the judicious use of case studies, questions for reflection and tasks, readers are supported to reflect up their learning and, develop strategies to support children’s positive behaviour throughout the educational continuum from early childhood through to the end of primary school. It makes an innovative contribution by going beyond mere discussion of theory, to bridging the theory practice divide; encouraging the reader to use theory as a lens to improve practice within their educational setting…The book makes a very valuable contribution to our understanding of behaviour, redresses unreasonable expectations and facilitates in-depth reflection and promotes strengths-based approach to behaviour management. - Mary Moloney, Mary Immaculate College, IrelandO'Toole and Hayes have produced an extremely thought-provoking, comprehensive and accessible text on this most emotive and challenging of topics for educators - the behaviour of the children we work with. They guide us expertly through a range of theoretical and practical approaches and force us to examine our own beliefs and biases through regular opportunities for reflection and by highlighting differences in cultural norms. This thoroughly referenced and wide-ranging text is useful for both individual teachers and early years practitioners looking to develop their own practice and for teams seeking to improve the work of their departments or schools. - Jarlath O'Brien, Times Educational Supplement behaviour columnist and author Table of ContentsChapter 1 Deconstructing Authority, Control and DisciplineChapter 2 An authoritative Approach to Promoting Positive BehaviourChapter 3 Behaviourist Perspectives and Strategies for Positive BehaviourChapter 4 Psychodynamic and Relational Perspectives and Strategies for Positive BehaviourChapter 5 Humanist Perspectives and Strategies for Positive BehaviourChapter 6 The Biological Bases of BehaviourChapter 7 Behaviour in Context: Bioecological Theory and the Web of DevelopmentChapter 8 An Intercultural Perspective on BehaviourChapter 9 Combining Theoretical Approaches: The Example of BullyingChapter 10 Reflecting on Positive Approaches to Engaging with Children’s Behaviour

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Book SynopsisReading Between the Lines Set Two is a sequel to the popular Reading Between the Lines. It is a resource book for teachers, teaching assistants, SENCOs and Speech and Language Therapists who need to support the development of inference skills in children aged 812. These unique guides offer accessible and easy-to-use material specifically targeted to improve inference, which is a crucial element in understanding spoken and written language.The book provides 370 engaging texts themed around different areas such as place and occupation, and includes short stories about everyday events, magic and adventure. Each short text is accompanied by guiding questions and is carefully graded to allow students to gradually progress from more simple texts with highlighted clues onto more challenging scenarios which will require higher level inferencing skills.Containing handy photocopiable material, this guide can be used with whole classes, small groups or individual Table of ContentsPreface Introduction How to use this book Part 1 1. Object 2. Action 3. Instrument 4. Place 5. Occupation 6. Category 7. Character 8. Emotion 9. Cause and effect 10. Time / era Part 2 11. Lucky dip 12. Stories

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Book SynopsisBecoming a Research-Informed School examines the reasons why teachers and leaders use research to improve their schools, and explores how teachers select, understand and use research to enhance learning experiences in fast-moving classroom environments. It analyses what teachers and school leaders actually do, to use research in their schools, and how they build a research-informed culture. Based firmly in data from real schools and considering the experiences of over 150 education professionals, it shows how research and evidence can be used to: Improve decision-making processes Develop schools as intellectual communities Address priorities for improvement Implement research-informed teaching Respond to policy imperative for informed practice Guide future research Trade Review"This book will be extremely timely and relevant in terms of adding to current thinking and practices around schools’ engagement with research" Sue Sing, Researcher-in-Residence, Christ the King School, London "The book meets a major need, linking research to real life examples of what schools are actually doing" Jamie Galpin, Developmental Psychologist, The Bridge School, London "This book, drawing as it does on an extensive range of high quality research studies that explore evidence-use, provides a state of the art insight into how to achieve evidence-informed teaching practice in our schools." Chris Brown, Professor of Education, Portsmouth University "This book is essential reading for school leaders. The Why, What and How of research engagement are covered with impressive detail, combining an academic examination of the issues with practical strategies and an excellent sense of the current political context we're operating in." Tom Sherrington, Education Consultant and Author of The Learning Rainforest Table of ContentsContents PART ONE: WHY? Chapter One: Can Research Improve Schools? Chapter Two: Research Informs Decision-Making Chapter Three: Research Extends ‘Teaching Mindsets’ Chapter Four: Research Develops Schools as Intelligent Communities PART TWO: WHAT? Chapter Five: The Many Forms of Research Chapter Six: Obtaining Trustworthy Research with Susan Graves PART THREE: HOW? Chapter Seven: Building a Research-Informed Culture with Susan Graves Chapter Eight: Teacher Research Chapter Nine: Research Discussion Groups Chapter Ten: Lesson Study David Allan, David Boorman, Ella O’Doherty and Paul Smalley Chapter Eleven: Using School-Generated Data Elisha Omoso Chapter Twelve: Working with Universities Chapter Thirteen: Overcoming Obstacles to Research Utilisation Appendix

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Book SynopsisThe Magic of Mentoring offers an introduction to the theory and practice of successful mentoring together with a unique focus on how mentors can reflect on the skills they bring to the role, and those they still need to develop. Through the use of scenarios, reflections and stories, the reader is encouraged to apply the content to a real context, demonstrating the importance of reflection for both parties and the benefits derived from this, especially those related to understanding ourselves and others. Written by Carol Thompson, who has worked with a range of trainee teachers and mentors, this book draws from the author's own experience to explore the importance of self-development, and the ways in which this can be enhanced through practice. Reviewing key themes in relation to mentoring, including models and current practice, it considers the creation of a nurturing environment through effective communication as well as acknowledging the need to generate the right Trade Review"This book is an expertly written, imaginative, comprehensive and original book about mentoring in all its guises. The approach and tone of the book is authoritative but accessible, and it is packed with helpful ideas, thinking, research, reflections and activities which anyone in a position of helping another person learn through mentoring will find essential. If you just buy one book about mentoring, this should be it." - Dr. Jim Crawley, Senior Lecturer in Education Studies, Institute for Education, Bath Spa University."The Magic of Mentoring is an excellent guide and authoritative reference for students and practitioners alike. Thoroughly researched, it leaves no stone unturned in the world of coaching and mentoring. Numerous case studies, examples, exercises and stories make a vast array of models and approaches live, enabling the reader to relate to their own needs, situations and levels of experience. Lucid articulations of complex ideas are helpfully woven together in themes, forging insightful connections between the models and practices explained. An enjoyable and engaging read, The Magic of Mentoring fills a gap in the available literature and is no doubt destined to become a go-to reference for both budding and experienced mentors and coaches." - Darren Bourne, Director of Education, Confetti Institute of Creative Technologies, Nottingham Trent University."This very accessible practical book will be a key text for any educator interested in the role of a mentor. The model of mentoring as a democratic process that it explores is a highly principled approach that enables mutual learning and growth of both mentor and mentee with the potential to transform educational establishments into institutions permeated by growth and learning at every level." - Janice Wearmouth, Professor of Education, University of Bedfordshire."This book is an expertly written, imaginative, comprehensive and original book about mentoring in all its guises. The approach and tone of the book is authoritative but accessible, and it is packed with helpful ideas, thinking, research, reflections and activities which anyone in a position of helping another person learn through mentoring will find essential. If you just buy one book about mentoring, this should be it." - Dr. Jim Crawley, Senior Lecturer in Education Studies, Institute for Education, Bath Spa University."The Magic of Mentoring is an excellent guide and authoritative reference for students and practitioners alike. Thoroughly researched, it leaves no stone unturned in the world of coaching and mentoring. Numerous case studies, examples, exercises and stories make a vast array of models and approaches live, enabling the reader to relate to their own needs, situations and levels of experience. Lucid articulations of complex ideas are helpfully woven together in themes, forging insightful connections between the models and practices explained. An enjoyable and engaging read, The Magic of Mentoring fills a gap in the available literature and is no doubt destined to become a go-to reference for both budding and experienced mentors and coaches." - Darren Bourne, Director of Education, Confetti Institute of Creative Technologies, Nottingham Trent University."This very accessible practical book will be a key text for any educator interested in the role of a mentor. The model of mentoring as a democratic process that it explores is a highly principled approach that enables mutual learning and growth of both mentor and mentee with the potential to transform educational establishments into institutions permeated by growth and learning at every level." - Janice Wearmouth, Professor of Education, University of Bedfordshire."This accessible and timely book is a responsive contribution to how educationalists in the field of Adult and Further Education (and indeed beyond) can draw on the magic of mentoring to create a positive change for themselves as mentors and their mentees. It takes a step by step approach to developing and driving forward knowledge and skills; never dry it is highly creative and reflective in its democratic and deeply engaging approach. I highly recommend this text for those of you who want to weave your own magic in and out of their classrooms." - Professor Vicky Duckworth, Edge Hill University"A thoroughly engaging and insightful book, which expertly draws together research, practice and personal reflection. Beautifully illustrated throughout. An essential read for those involved in the complexities of school leadership and mentoring." - Rob Negus, Arts Director, Camps Kenwood & Evergreen, New Hampshire."This is a very good book that provides a useful introduction to the theory and practice of successful mentoring. I really like the structure of this book as its 15 concise but engaging chapters introduce key concepts, explore theory and best practice and then recommend targeted reading for further study. Theoretical content includes Transactional Analysis, NLP, Emotional Intelligence, Johari’s Window, Gibbs Reflective cycle and many more. Using the metaphor of a nurtured tree and by describing a sprinkling of magic in each chapter this best practice guide also provides engaging activities to support a mentors professional development. Highly recommended." - David Andrews, Loughborough College of Further & Higher EducationTable of ContentsIntroductionChapter 1: The Roots of MentoringChapter 2: Creating the Right EnvironmentChapter 3: Recognising BoundariesChapter 4: Understanding Ourselves and OthersChapter 5: Nurturing the Mentoring RelationshipChapter 6: CommunicationChapter 7: Modelling ExcellenceChapter 8: ChallengingChapter 9: ReflectionChapter 10: FlexibilityChapter 11: Mentoring CreativitiesChapter 12: Mentoring DilemmasChapter 13: TransitionsChapter 14: Working with OthersChapter 15: The Magic Within

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Book SynopsisPhonics for Pupils with Special Educational Needs is a complete, structured, multisensory programme for teaching reading and spelling, making it fun and accessible for all. This fantastic seven-part resource offers a refreshingly simple approach to the teaching of phonics, alongside activities to develop auditory and visual perceptual skills. Specifically designed to meet the needs of pupils of any age with special educational needs, the books break down phonics into manageable core elements and provide a huge wealth of resources to support teachers in teaching reading and spelling. Book 4: Sound by Sound Part 2 focuses on investigating complex sounds and their relationship with letters and letter combinations. Each chapter explores a key sound (o-e/ z/ ee/ a-e/ er/ e/ ow) and contains over 40 engaging activities, including: sound sums, word tech, word tracker, making better sentences and spelling challenge. Thorough guidance is provided on how to deliver eachTable of Contents o-e 2. z 3. ee 4. a-e 5. r 6. e 7. ow

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Book SynopsisThe modern world needs more scientists and engineers, and good science education is key to filling this gap. Especially in the current climate of rapid curriculum changes, a lack of emphasis on training can result in unconfident teaching and monotonous lessons. To rectify this, this book offers methods to deliver the National Curriculum aims at primary school in an interesting, hands-on and fun fashion.Tried and Tested Primary Science Experiments provides a practical step-by-step guide for all year groups, helping teachers to create more engaging and fun science lessons in the classroom. All experiments are simple to follow, fail-safe and are designed to enthuse and inspire students. It includes: tried and tested guides to running successful science experiments; clear instructions that outline the simple equipment required, how to carry out the experiments and what results to expect; suggestions for adapting each activTable of ContentsContents Year 1 Plants Growing plants Seasons Classification fo trees Deciduous and evergreen Animals including humans Identifying common animals Materials Grouping materials Testing materials Seasonal changes Making a wind meter Barometer Rain gauge Year 2 Living things and their habitats Living , dead and never alive Living things and their habitats Food chains Plants Growing plants Growing conditions Animals including humans Animals and their offspring Keeping something alive! Investigating the international space station Uses of everyday materials Testing materials Further testing comparing materials Year 3 Plants Model plants Conditions for growth Transport of water in plants The flower life cycle Animals including humans Animals and their food Investigating skeletons and muscles Rocks Sorting rocks Investigating soil Modelling a fossil Light Mirror magic Viewing the sun safely with pinhole cameras Light – shadow puppets Forces and magnets Attracting magnetic materials Year 4 Living things and their habitats Grouping living things Design your own classification key Environmental change Animals including humans Modelling the digestive system Modelling teeth States of matter Solids, liquids and gases Changing state with cholocolate Puddle practicals Sound Listening to sounds Straw flutes String instrument demonstration Recycled instruments Electricity Circuits conductors and insulators Year 5 Living things and their habitats Life cycles Flower dissection Animals including humans Changes as humans age Properties and changes of materials Dissolving and solutions Separating mixtures Testing uses of materials Materials for insulation Reversible and irreversible changes Earth and space Model solar system The Earth and the Moon Forces Egg drop challenge Homemade friction boards Catapults Year 6 Living things and their habitats Classifying animals Animals including humans Model of the blood Model of the blood vessels Heart dissection Lifestyle and body functions Evolution and inheritance Giraffes then and now! Dinosaurs Parent and offspring Adaptations Light Shadows Seeing objects Electricity Circuit symbol snap Series circuit Index

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Book SynopsisThis accessible guide provides practical support on becoming research engaged and research active within the school and beyond. It explores the meaning of research and clarifies multiple types of research which lead to different views on what works', all whilst showing how to engage with the latest educational findings and how to conduct classroom-based research as part of career-long professional development. Divided into three parts, this book examines the various understandings of being research-engaged' and covers key issues such as: Finding and interpreting research How to apply and evaluate findings in reliable ways Planning and carrying out a classroom-based project Building a culture of research within a school Establishing local research networks Publishing work Illustrated with inspiring examples of how to these implement ideas in scTrade Review"I have read several books of this nature aimed at classroom practitioners, but this one has a contemporary feel and includes references to current debates. It successfully articulates the need for research-informed practitioners and is another tool in the armoury of a profession that desperately needs to able to stand up to politicians." - Peter Ford, Schools Week"I think that Dr Firth’s book will be welcomed by trainee teachers, their research supervisors and trainers, and practicing teachers alike. Indeed, the book as a whole is, in my view, to be highly recommended to these reader audiences, and on a personal note, I intend to lose no time in making such recommendations myself." - Dr Stephen James Minton, The Psychology of Education Review"I have read several books of this nature aimed at classroom practitioners, but this one has a contemporary feel and includes references to current debates. It successfully articulates the need for research-informed practitioners and is another tool in the armoury of a profession that desperately needs to able to stand up to politicians." - Peter Ford, Schools WeekTable of ContentsIntroduction, 1: Why teachers should engage with research, 2: Finding time for research, 3: Accessing and using research evidence, 4: Will this work for my learners?, 5: Using a research-based intervention in your classroom, 6: Evaluating your intervention, 7: The next step, 8: Conducting ethical research, 9: Controlling research variables, 10: Correlation studies, 11: Quantitative methods, 12: Qualitative methods, 13: Research into your subject area, 14: The 'research lead' role, 15: A school culture of research, 16: Local networks, 17: Disseminating your research, Glossary, Index

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Book SynopsisSpelling Rules, Riddles and Remedies is for anyone supporting learners who are struggling to understand the world of English spellings.This book engages learners and enhances their learning by using practical and dynamic resources to reveal the cause and effect of spelling confusions. By posing opportunities for understanding memory-related applications, learners and their spelling tutors are empowered with the knowledge and resources required to amend, improve and proliferate spelling success.In this revised edition, bestselling author Sally Raymond offers further unique and accessible 'Spelling Detective' and 'Learning Application' activities and explores ways of empowering individual learners. Offering a wealth of effective approaches to improving spelling, chapters: demonstrate how spelling errors can be examined to develop solutions for individual learners; show how to engage pupils through use of meta-cognition; highlight the reasons why spelling abilities might fail; explore and resolve the impact of English spelling irregularities and deviations through informed discovery; illustrate how to use mnemonics and story-lines to link tangible prompts to confident spelling ability; provide structured game-play and challenging practice lessons. boost pupilsâ achievement through the strategic use of multiple processing skills. Clearly presented and highly illustrated, this book encourages creativity and shows teachers how to adopt and adapt a variety of learning strategies to suit different needs. Targeting learners in Key Stage 2 upwards, Spelling Rules, Riddles and Remedies brings a wealth of ideas to stimulate spelling success.Table of ContentsIntroduction: The Impact of Spelling Difficulties 1. Varied and Innovative Learning Opportunities 2. The Storage and Recall of Spelling Memories 3. Exploring the Rules of English Spelling 4. Promoting Creativity and Ownership 5. A Brief History of English Spellings 6. Spelling Riddles 7. Structure and Monitor Opportunities for Learning 8. Enpowering Individual Learners 9. Answers to Literacy Challenges Index of Words and Spelling Patterns Index of Spelling Activities and Games Index of Topics

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Book SynopsisThis book contains a wealth of ideas for teachers to deliver engaging and informative assemblies in primary schools. The book gives a structure for any assembly that can be easily followed with minimum preparation and provides plenty of opportunities for children to learn interactively and reflect on the theme introduced.With all the essential information on over 40 topics and complementary resources, including the author''s own poetry, Jumpstart! Assemblies covers a variety of subjects, such as: personal relationships and values, including friendship, bullying, tolerance, and greed; health and wellbeing, including exercise, food, safety at home and online, and mental health; global issues, including conservation, the environment, world hunger, and peace; festivals and celebrations, including Diwali, Hanukkah, Ramadan, Chinese New Year, and Christmas. This book will be an invaluable aid for aTable of ContentsIntroduction Section 1. Personal Relationships and Values Bullying Friends and Friendships Greed Heroes Honesty Litter Manners Perseverance Right and Wrong Rights and Responsibilities Rules Saying Sorry Tolerance Section 2. Health and Wellbeing Anger Eating healthily Exercise Happiness Sadness Safety on the Internet Safety at home Safety in the Street Safety on the Road Section 3. Global Issues Endangered Species World Conservation Day World Forest Day World Homeless Day World Hunger Day World Oceans Day World Peace Day World Water Day Section 4. Festivals and Celebrations Bonfire Night World Book Day Chinese New Year Christmas Divali Eid-Al-Fitr Eid-Al-Adha Guru Nanak’s Birthday Hannukah Harvest Festival National Pets Day National Poetry Day Remembrance Day St Andrew’s Day St David’s Day St George’s Day St Patrick’s Day

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Book SynopsisVisible Learning Insights presents a fascinating inside view' of the ground-breaking research of John Hattie. Together, the authors John Hattie and Klaus Zierer embark on a mission to build on the internationally renowned work and combine the power and authority of the research with the real coal face' experience of schools. Offering a concise introduction into the Visible Learning Story', the book provides busy teachers with a guide to why the Visible Learning research is so vital and the difference it can make to learning outcomes. It includes: An in-depth dialogue between John Hattie and Klaus Zierer. Clearly structured chapters that focus on the core messages of Visible Learning' and infer practical consequences for the everyday job of teaching. FAQs to Visible Learning that provide an invaluable introduction to the language of learning and success in schools. An overview of the cuTrade Review"An in-depth book that puts the data that spwaned Visible Learning under the microscope to reveal exactly where, why and how a teacher can indeed 'know' the impact of their teaching... I woud recommend that it is read, referenced and relied on by all educational practitioners in whatever capacity the serve." - Sallyann Wright, inTuition Magazine (Society for Education and Training) Table of ContentsChapter 1: "It depends on the teacher's expertise." John Hattie in dialogue with Klaus Zierer Chapter 2: Introduction Chapter 3: The Visible Learning story: Insights into Visible Learning Chapter 4: What is inescapable: Students and their family background Chapter 5: What does not have much effect by itself: Structures, framework conditions, and curricular programmes Chapter 6: Where learning becomes visible: Teaching and learning processes Chapter 7: What really matters: Teachers and their passion Chapter 8: What are the landmarks? A summary Chapter 9: What’s missing: An outlook Chapter 10: To start with: Ideas for practice Appendix A: FAQs Appendix B: 250-plus factors

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Book SynopsisProviding insight into current research, and comprehensive guidance on recent legislation and policy, this key text offers anyone working or preparing to work with children with SEND with essential academic and theoretical understanding to underpin and inform existing and future practice.Exploring prime areas in which professionals work directly with children with SEND, chapters broach current issues and debates relating to practice, and examine recent advances in research, policy and legislation in areas including education, health and social care. This interdisciplianry approach, coupled with case studies, points for reflection and clearly signposted activities throughout, gives readers the opportunity to develop a thorough understanding of the complexities surrounding SEND and enables them to relate these to their own practice. Packed with practical tips and examples of best practice, topics discussed include: approaches to inclusion, integratioTable of ContentsIntroduction Chapter one: The SEND Professional Chapter two: Safeguarding and Child Protection Chapter three: The Changing Role of the SEND Practitioner Chapter four: Working with Families in the SEND Context Chapter five: Inclusivity, Models and Discourses Chapter six: Introducing Developmental Diversities Chapter seven: Profound and Multiple Learning Disabilities and Difficulties Chapter eight: Autism Spectrum Disorder Chapter nine: Attention Disorders (ADD, ADHD) Chapter ten: Dyslexia Chapter eleven: Understanding and Managing Speech, Language and Communication Difficulties Chapter twelve: Chromosomal and Gestational Diversity Index

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Book SynopsisWhat ideas do children hold about the natural world?How do these ideas affect their learning of science?Young learners bring to the classroom knowledge and ideas about many aspects of the natural world constructed from their experiences of education and from outside school. These ideas contribute to subsequent learning, and research has shown that teaching of science is unlikely to be effective unless it takes learners' perspectives into account.Making Sense of Secondary Science provides a concise, accessible summary of international research into learners' ideas about science, presenting evidence-based insight into the conceptions that learners hold, before and even despite teaching. With expert summaries from across the science domains, it covers research findings from life and living processes, materials and their properties and physical processesThis classic text is essential reading fTable of ContentsPart I: Children's ideas about life and living processes. Living things. Nutrition. Growth. Responding to the environment. Reproduction and inheritance. Microbes. Ecosystems. Part II: Children's ideas about materials and their properties. Materials. Solids, liquids and gases. Chemical change. Particles. Water. Air. Rocks. Part III: Children's ideas about physical processes.

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Book SynopsisWritten to meet the needs of teaching assistants and learning support assistants, this book provides a practical toolkit for supporting students on the autistic spectrum in mainstream primary schools. The book offers a clear, jargon free explanation of autism spectrum conditions and examines the difficulties arising from these conditions and how they can impact on students' learning. Addressing issues which arise on a daily basis, it is full of practical advice and strategies for supporting students socially and academically across all areas of the curriculum.Features include: advice on supporting students through examinations examples and case studies to illustrate how the strategies described work in practice forms to help with information collection and evaluation templates to scaffold students' comprehension and learning in different subject areas Packed with photocopiable resources that can be adapted to suit individual studenTable of ContentsPART ONE1. Strengths of Individuals with Asperger Syndrome or High Functioning Autism2. Important things to know about Autism Spectrum Conditions3. Autism and Asperger Syndrome – a brief history4. Girls with Asperger Syndrome5. Parents are a Valuable Resource – Use ThemPART TWO6. Be Prepared! Transition into Primary School7. Sensory Overload - Creating an Autism Friendly Environment8. The Real Challenge - Managing Behaviour9. Bullying and Asperger SyndromePART THREE10. Organization - Practicalities11. Autism is a Communication Difficulty12. Handwriting Difficulties, Poor Working Memory and Scribing for a Pupil with AS13. Written Assignments14. English Literature15. Science, Technologies and PE16. School TripsAfterwordGlossary of TermsBibliography

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Book SynopsisDescriptosaurus: Action & Adventure builds on the vocabulary and descriptive phrases introduced in the original bestselling Descriptosaurus and, within the context of adventure stories, develops the structure and use of the words and phrases to promote colourful cinematic writing. This essential guide will enable children to take their writing to the next level, combine their descriptions of setting and character and show how the two interact. Children can then experiment with their own adventure stories, armed with the skills, techniques and vocabulary necessary to describe their action scenes in a way that allows the reader to feel the characters' fear and excitement, and visualise the action within the setting.This new system also provides a contextualised alternative to grammar textbooks and will assist children in acquiring, understanding and applying the grammar they will need to improve their writing, both creative and technical.Trade Review"Descriptosaurus is a hugely popular and highly successful book which helps teachers encourage pupils’ creative writing. […] Descriptosaurus: Action and Adventure takes a subject which will really excite and engage children and builds on the vocabulary and descriptive phrases introduced in the original bestseller book. Always keeping close to the theme, it develops the structure and use of the words and phrases to promote colourful cinematic writing. […] This is a huge library of ideas and will give teachers an almost unlimited resource to inspire their pupils. It’s very simple to use and newly qualified teachers and teachers in training will find the book accessible; experienced teachers will find the range of ideas quite superb. A wonderful resource." – Parents in TouchTable of ContentsINTRODUCTION KEY ELEMENTS PART A – RACECHAPTER 1 HOOKS Section 1: Openings Section 2: Warning of Danger to Come Section 3: The Ticking Clock Section 4: A Decision/Plan Section 5: What’s Lurking Behind the Door Section 6: Too Close for Comfort CHAPTER 2 JOURNEY CHAPTER 3 ROUTES Section 1: Cities, Towns and Villages Section 2: Paths & Trails Section 3: Ground CHAPTER 4 MOVING CLOSE TO THE DESTINATION Section 1: Setting A. Barriers B. Alarms Section 2: Interaction A. Scanning the Area B. Signals C. Advancing D. Getting Inside Section 3: Reaction CHAPTER 5 SECRET PASSAGES & TUNNELS Section 1(a): Setting - Secret Passages Section 2(a): Interaction Section 2(b): Setting - Tunnels & Passages Section 2(b): Interaction Section 3: Reaction PART B – THE CHASECHAPTER 6 FOLLOWED Section 1: Characters Section 2: Interaction Section 3: Reaction CHAPTER 7 HIDING Section 1: Characters Section 2: Interaction Section 3: Reaction CHAPTER 8 PURSUED Section 1: Characters Section 2: Interaction Section 3: Reaction CHAPTER 9 TRAPPED Section 1: Characters/Setting Section 2: Interaction Section 3: Reaction PART C – THE VILLAINCHAPTER 10 MEETING THE VILLAIN A. The Villain & his Allies Section 1: Expressions Section 2: Eyes Section 3: Voice Section 4: Movement Section 5: Scars B. Dangerous Animals Section 1: Guard Dogs Section 2: Scorpion Section 3: Crocodiles Section 4: Snake Section 5: Black Widow Spider CHAPTER 11 INTERACTION & REACTION TO VILLAIN A. Movement B. Wrestle C. Strike Section 2: Reaction CHAPTER 12 CAPTURED Section 1: Characters Section 2: Interaction Section 3: Reaction PART D – SURVIVALCHAPTER 13 FIRE, EXPLOSIONS, VOLCANIC ERUPTIONS Section 1: Setting A. Fire B. Explosions C. Earthquakes & Volcanoes Section 2: Interaction Section 3: Reaction CHAPTER 14 IN THE WATER Section 1: Setting Section 2: Interaction Section 3: Reaction CHAPTER 15 DESERTS Section 1: Setting Section 2: Interaction Section 3: Reaction CHAPTER 16 SNOW, ICE, AVALANCHES Section 1: Setting Section 2: Interaction Section 3: Reaction APPENDIX:PLANNING AN ADVENTURE STORY Plot Planning Sheet Hero Planning Sheet Villain Planning Sheet S(C)IR - The Race S(C)IR - The Chase S(C)IR - Survival

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Book SynopsisOver the last three decades sports coaching has evolved from a set of customary practices based largely on tradition and routine into a sophisticated, reflective and multi-disciplinary profession. In parallel with this, coach education and coaching studies within higher education have developed into a coherent and substantial field of scholarly enquiry with a rich and sophisticated research literature.The Routledge Handbook of Sports Coaching is the first book to survey the full depth and breadth of contemporary coaching studies, mapping the existing disciplinary territory and opening up important new areas of research. Bringing together many of the world's leading coaching scholars and practitioners working across the full range of psychological, social and pedagogical perspectives, the book helps to develop an understanding of sports coaching that reflects its complex, dynamic and messy reality. With more importance than ever before being attacTable of ContentsIntroduction Part 1: Historical and Conceptual Overview of Sports Coaching 1. Historical Perspectives on Coaching 2. Coaching with Foucault: An examination of applied sports ethics 3. Coaching and Professionalization 4. Ready, Set, Action: Representations of coaching through film 5. Issues of Exclusion and Discrimination in the Coaching Profession 6. Coaching Efficacy Beliefs 7. Coaching Competency and Exploratory Structural Equation Modelling 8. The Application of Video-Based Performance Analysis: The coach supporting athlete learning 9. Observing Coach-Athlete Interactions in Real Time: The state space grid method 10. Recommendations on the Methods Used to Investigate Coaches’ Decision Making 11. A Critical Realist Approach to Theorising Coaching Practice Part 2: Perspectives on Sports Coaching In Action 12. Defining Coaching Effectiveness: focus on coaches’ knowledge 13. Coaches and Talent Identification 14. Holistic Sports Coaching: A critical essay 15. Quality Coaching Behaviours 16. Coaching Special Populations 17. Body Politics: Coaching and technology 18. Humour and Sports Coaching: A laughing matter? 19. Towards an Emotional Understanding of Coaching: A suggested research agenda 20. Expectancy Effects in Sports Coaching 21. Coaching Life Skills 22. Ambiguity, Noticing, and Orchestration: Further thoughts on managing the complex coaching context 23. Athlete Learning and Development: Implications for coaching practice 24. Coach: The open system’s manager 25. Exploring Trust and Distrust in Coaching: A suggested research agenda 26. Empathic Understanding and Accuracy in the Coach-Athlete Relationship 27. Dangerous Liaisons: Harassment and abuse in coaching 28. Team Cohesion in Sport: Critical overview and implications for team building Part 3: Influences on Becoming a Sports Coach 29. Coach Education and Learning: Developing the field 30. Looking at Coach Development from the Coach-Learner’s Perspective: Considerations for coach development administrators 31. Effective Coaching as a Modernist Formation: A Foucauldian critique 32. What a Foucauldian Approach Might Do for the Loss of the Female Coach 33. Women in Coaching: The work-life interface 34. Coach Burnout 35. Coaching Expertise and the Quantitative Examination of Developmental Experiences 36. Psychosocial Training Interventions to Prepare Youth Sport Coaches 37. Developing High Performance Coaching Craft through Work and Study 38. Mentoring for Sport Coaches 39. Innovative Approaches in Coach Education Pedagogy

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Working with young children on the autistic spectrum and supporting them as they learn can be fascinating, challenging, often overwhelmingly difficult, but more than anything else, hugely rewarding. Strategies to Support Children with Autism and other Complex Needs bridges the gap between explaining what autism is and finding ways to interact through having a balance of play activities interspersed with more formal teaching of skills of everyday living. This highly practical text provides a bank of strategies that are specially designed to be matched to the developmental status of each child. These strategies are endorsed by academics who have monitored the children's responses in communicating, pretending, playing, moving, and singing and describe how the children have responded positively over time.This book covers a variety of topics such as: The importance of play for enhancing learning for children with autism and other complex need

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Book SynopsisThe fully updated second edition of Teaching History Creatively introduces teachers to the wealth of available approaches to historical enquiry, ensuring creative, effective learning. This book clearly sets out the processes of historical enquiry, demonstrating how these are integrally linked with key criteria of creativity and helps readers to employ those features of creativity in the classroom. Underpinned by theory and research, it offers informed and practical support and is illustrated throughout with examples of children's work. Key themes addressed include: investigating sources using archives in your own research project becoming historical agents and history detectives drama for exploring events myths and legends communicating historical understanding creatively. With brand new chapters from the Stone Ages to the Iron Age, using prehistoric sources; The withdrawal of the Romans and the conquest and seTable of ContentsPart I The Essential Integration of History and Creativity 1. Why Must Teaching and Learning in History be creative? Hilary Cooper 2. Supporting Creative learning in History Hilary Cooper Part II Creative Approaches to Aspects of Historical Enquiry 3. Investigating Activities Using Sources at Key Stage One Penelope Harnett and Sarah Whitehouse 4. Creative Teaching and learning using prehistoric sources: changes in Britain from the Stone Age to the Iron Age Jon Nichol 5. Creativity and challenging sources: King Arthur and the Anglo Saxon Settlement of Britain c. 400-600 Jon Nichol 6. Using Artefacts and Written Sources Creatively Hugh Moore 7. Using Archives Creatively Sue Temple 8. Creative Approaches to Time and Chronology Hugh Moore with Rachel Angus, Caitlin Brady, Caitlin Bates and Caron Murgatroyd 9. Creativity, and historical investigation: pupils in role as history detectives ( pro historians) and as historical agents Jon Nichol 10. Using creative drama approaches for the teaching of history Cherry Dodwell 11. Creativity, connectivity and interpretation Jon Nichol 12. Creative exploration of local, national and global Links Penelope Harnett and Sarah Whitehouse 13. The Awakening of Creativity: history is now Hilary Cooper

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Book SynopsisTable of ContentsAbout the author Introduction Chapter 1 Art & DT Chapter 2 English Chapter 3 Humanities Chapter 4 Mathematics Chapter 5 MFL Chapter 6 Music Chapter 7 PE Chapter 8 PSHE Chapter 9 Science Chapter 10 Display Chapter 11 Reward Games & Early Morning Work Index of Activities

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Book SynopsisHow do children determine which identity becomes paramount as they grow into adolescence and early adulthood? Which identity results in patterns of behaviour as they develop? To whom or to which group do they feel a sense of belonging? How might children, adolescents and young adults negotiate the gap between their own sense of identity and the values promoted by external influences?The contributors explore the impact of globalization and pluralism on the way most children and adolescents grow into early adulthood. They look at the influences of media and technology that can be felt within the living spaces of their homes, competing with the religious and cultural influences of family and community, and consider the ways many children and adolescents have developed multiple and virtual identities which help them to respond to different circumstances and contexts. They discuss the ways that many children find themselves in a perpetual state of shifting identities without ever being firmTrade ReviewThis interdisciplinary book offers a significant contribution to understanding and supporting healthy identity development in children and adolescents, a critical task for ensuring their well-being and, in turn, to the future well-being of the planet. Its range of coverage is remarkable, with contributions by scholars from many countries using varied research methods to investigate diverse identity facets and issues. * Aostre Johnson, Emeritus Professor of Education, Saint Michael's College, Vermont, USA *This is an invaluable resource for all those who wish to have a glimpse of how children and young people on all five continents are making use, or struggling, with spirituality, religion, language, gender, education, class and ability in their journey to construct their identify. * Adrian-Mario Gellel, Professor of Early Childhood and Primary Education, University of Malta, Malta *This is an excellent collection of essays written by a team of international scholars who specialise in culture and identity across age groups. The topics covered are wide-ranging and contemporary. Grounded in cutting-edge research and solid scholarship, this volume is a must-read for policymakers, academics and educators. * Charlene Tan, Associate Professor at the National Institute of Education, Nanyang Technological University, Singapore *With broad-ranging perspectives, ranging from the socio-cultural to the spiritual, this work shares significant ideas illuminating how we can face the challenge of establishing our identities in an unpredictable world. * Yoshiharu Nakagawa, Professor of Education, Doshisha University, Japan *This handbook captures both the subaltern discourses and innovative intersections of gender, race/ethnicity, class, disability, religion, language, and technology to construct modern-day identities in children and adolescents. Its multi-, inter- and transdisciplinary global case studies make it the ideal resource to unlock the multi-layered complexities of an emerging research niche that influences worldviews. * Denzil Chetty, Lecturer in Religious Studies, University of South Africa, South Africa *Table of ContentsList of Figures List of Tables Notes on Contributors Introduction, Marian de Souza (Federation University, Australia) Part I: Theoretical and Historical Perspectives 1. Social and Cultural Factors and the Construction of Young Children’s Identities, Tony Eaude (University of Oxford, UK) 2. The Origins of Self-Concept as Part of Identity Formation, Zoi Nikiforidou (Liverpool Hope University, UK) and Kyriakos Demetriou (University of Nicosia, Cyprus) 3. Conceptualising (De)colonial Identity in South Africa, Anne Becker (University of Stellenbosch, South Africa) and Irene Becker (University of Johannesburg, South Africa) 4. A Self Rejected: Childhood Loneliness and the Experience of Alienation, Julian Stern (Bishop Grossette University, UK) 5. Wings To Their Feet: A Pedagogical Strategy of Dialogue as Prevention of Radicalization, Ina ter Avest (Vrije Universiteit Amsterdam, Netherlands) 6. New Rites of Passage to Positives Selves and Engagements in Twenty-First Century France, Alain Ruffion (Eranos Institute, France) Part II: Educational, Social, Linguistic and Cultural Perspectives 7. Searching For Meaning and Identity amongst Young People in an Uncertain World: Perspectives from Latvia, Dzintra Iliško (Daugavpils University, Latvia) 8. Muslim-Based Schools and the Risk of Enclosing Education through Socialisation in South Africa, Nuraan Davids (Stellenbosch University, South Africa) 9. Learning, Potential and Identity Construction in Maltese Early Years Settings, Rosienne Farrugia (University of Malta, Malta) 10. Minority Discourse: Decoding the Parsi Sensibility in Indian English Fiction, Reena Mitra (Independent Researcher, India) 11. Developing Their Best Reading and Writing Selves for Bi/Multilingual Students and Families, Jiyoon Lee, Kindel Turner Nash, Jennifer Mata-McMahon and Joshua Michael (University of Maryland, Baltimore Country, USA) 12. Language, Literacy and Identity from Early Childhood to Young Adulthood in Singapore, Mukhlis Abu Bakar (National Institute of Education, Nanyang Technological University, Singapore) 13. A Construction of Young Adult Malaysians’ Linguistic Identity, Su Li Chong (Institute of Self Sustainable Building (ISB), Universiti Teknologi PETRONAS (UTP), Malaysia) 14. Identity and Language as Experienced by Student Teachers in Maltese Primary Schools, Josephine Milton (University of Malta, Malta) 15. Identity Formation and the Role of Religious Education Teachers in Australian Catholic Schools, Michael T. Buchanan (Australian Catholic University, Australia) 16. A Philosophical Perspective on Provision for Cultural Development in an English Context, Ruth Wills (Liverpool Hope University, UK) Part III: Gender, Race/Ethnicity, Class, Religion and (Dis)ability Perspectives 17. The Influence of Race and Religion on Identity Construction in Post-Apartheid South Africa, Anne Becker and Cornelia Roux (Stellenbosch University, South Africa) 18. Insight into a Young Canadian-Muslim’s Experience of Identity, Shemine Gulamhusein (MacEwan University, Canada) 19. Heterogeneous Belonging, The Ethics of Care and Children’s Identity in the Indian Context, Jahnavi Misra (Independent Researcher, India) 20. Mediating Culture and Identity for Malay and Indian Transgender Youth in Asia, Roszalina Rawi (National Institute of Education, Nanyang Technological University, Singapore) & Hema Letchamanan (Taylor’s University, Malaysia) 21. Socialization of Identity and Culture of Jewish and Arab Children and Adolescents in Israel, Yaacov Katz (Bar-Ilan University, Israel) 22. Beyond Cultural Normativity to a Conceptual Clarity in Teaching “Women in Islam” in Turkey, Mualla Selçuk and Nahide Bozkurt (Ankara University, Turkey) Part IV: Spiritual, Health and Wellbeing Perspectives 23. Nurturing a Sense of Wholeness in Children and Adolescents from a Spiritual Perspective, Bob London (California State University, San Bernardino, USA) 24. The Construction of Spiritual Identity among Israeli Students, Zehavit Gross (Bar-Ilan University, Israel) 25. Changing Socio-Political Identity and Promoting Positive Mental Health and Holistic Education in Hong Kong, Ngar-Sze Lau (Education University of Hong Kong, Hong Kong) 26. Despair and Happiness: Japanese Youth of Today and Their Multiple Identities, Dorothea Filus (Monash University, Australia) 27. Grounding Being in the Ground of Being: Spiritual Experiences as Catalysts in Identity Formation, Tobin Hart (University of West Georgia, USA) References Index

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Book SynopsisScience education, particularly school science education, has long had an uneasy relationship with ethics, being unsure whether to embrace ethics or leave it to others. In this book, the authors argue that while the methods of science and of ethics are very different, ethics plays a key role in how science is undertaken and used. And so, ethics has a central place in science education, whether we are talking of school science education, for students of all ages, or the informal science education that takes place in through internet, books, magazines, TV and radio, or in places such as hospitals and zoos. Written for science educators based in schools and elsewhere, the authors make no assumptions that the reader has any knowledge of ethics beyond the background understandings of morality that virtually all of us have. Empowered with the knowledge shared in this book, readers will feel confident about the place that ethics has in science education. The authors provide a rich array of Trade ReviewA well-researched and well-argued brief for the importance of including ethics in science education, accompanied by thoughtful and informed suggestions for doing so. Theirs is a ground-breaking contribution. * Glenn Branch, Deputy Director, National Center for Science Education, USA *An essential read for all science educators and researchers in order to develop an authentic understanding on the subject of ethics in science. This book by Amanda McCrory and Michael J. Reiss is a masterpiece that addresses the inclusion of ethics in science in both formal and informal settings which in itself speaks for its far-reaching impact. * Astha Saxena, Assistant Professor, Azim Premji University, India *This book should be required reading for anyone who is preparing to teach science. Although science is said to seek objective knowledge, the practice of science is, and always has been, value-informed. A science education that excludes ethical considerations ignores how science is a human activity. * Keith Taber, Emeritus Professor of Science Education, University of Cambridge, UK *Table of ContentsForeword Preface Introduction 1. What is Science? 2. What is Ethics? 3. What is Science Education? 4. What is Ethics Education? 5. Should Ethics Be Considered Where Science is Taught? 6. Ethics in School Science – Its Role in Socio-Scientific Issues 7. Ethics in School Science – The Role of Argumentation 8. Ethics and Informal Science Education Conclusion: The Only Place is Ethics Index

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Book SynopsisWHEN IT COMES TO USING TECHNOLOGY IN THE CLASSROOM ARE YOU......a nervous beginner in need of tips for getting started?...an expert user searching for some high-tech, creative activities?...an ICT coordinator looking for advice on how to plan and implement your school provision?With the implementation of the new Primary Computing curriculum there has never been a better time to get your knowledge of ICT and the best ways to use it in the Primary classroom up to scratch! Whatever your level, there are activities and advice in this book for you.The Ultimate guide to using ICT across the primary curriculum is the definitive guide to embedding ICT in all subjects across the primary school. From using digital cameras and Beebots to Twitter and mobile apps, the creative and up-to-date ideas in this book will motivate and engage your pupils and prepare them for the changing world of technology they are living in.As well as step by step instructions on how to use a variety of technologies effeTrade ReviewThe Ultimate Guide to Using ICT Across the Curriculum has been written to appeal to the full range of teachers from the nervous beginner, to the enthusiastic learner and the expert user. Jon Audain has packed in a wealth of exciting and creative ideas that will enthuse teachers and pupils alike. His easy style makes this book very readable even when he has covered new areas of the curriculum like coding. The publication is timely and teachers who buy it will feel well prepared to plan and execute some motivating lessons using ICT in English, Maths, science, the humanities, music, art, design and technology, physical education and modern foreign languages. He also provides valuable information about supporting children with special need and protecting the digital child- a truly comprehensive handbook. * Dr Christina Preston, Professor of Education Innovation and Founder of MirandaNet *As a new ICT Coordinator, this is a must read! The content is current, easy to digest and is suitable for all levels from grass roots up. The book will instantly turn technophobes into techno-geeks! I’m already bursting with fresh new ideas to try in my classroom. Thank you Jon Audain! * Rachel Atkins, ICT Coordinator *From the technology nervous practitioner to the experienced ICT pro - this book has it all. It provides creative uses for ICT across all areas of the curriculum as well as general tips and advice. This is a book that can be 'dipped' into or read all the way through but one thing is for certain you will take away more than one tip/tool/technique to use. * Dawn Hallybone, Deputy Headteacher *A must for every primary classroom! Cleverly written, Jon Audain is there to hold your hand when you need it making new concepts and technologies less intimidating, he is also there to give you a push, motivate and challenge even the most confident ICT users. Whatever your experience or range of ICT equipment, this book will provide you with a wealth of ideas and easy to implement strategies for ICT in your school. * Louise Bristow, Deputy Headteacher *Easy to read, highly motivating and full of fresh ideas, teachers will be enabled to deliver excellent lessons aided by the ideas in the book...it really does work well at all levels, giving confidence to the novice and inspiration to the experienced. -- Sarah Brew * www.parentsintouch.co.uk *Table of Contents1 Setting the ICT scene/ 2 Exploring the digital kit/ 3 Mobile devices/4 Using ICT in English/ 5 Using ICT in maths/ 6 Using ICT in science/ 7 Using ICT in humanities/ 8 Using ICT in art, design and technology, physical education and modern foreign languages/ 9. Protecting the digital child / 10 The ICT coordinator/

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Book SynopsisAlice Bradbury discusses how the meritocracy myth reinforces educational inequalities and analyses how the recent educational developments of datafication and neuroscience might challenge how we classify and label children as we rebuild a post-pandemic schooling system.Table of ContentsIntroduction Ability and its use in schools How does the idea of ability relate to inequalities? The infl uence of neuroscience Data and the solidifi cation of ability Challenging ability, inequality and the myth of meritocracy in the post- pandemic era

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