Primary and middle schools Books
Taylor & Francis Ltd Using Video to Develop Teaching
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£128.25
Taylor & Francis Ltd The Fundamentals of Teaching A FiveStep Model to Put the Research Evidence into Practice
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£128.25
Taylor & Francis The Fundamentals of Teaching
Book SynopsisTeachers are bombarded with advice about how to teach. The Fundamentals of Teaching cuts through the confusion by synthesising the key findings from education research and neuroscience to give an authoritative guide. It reveals how learning happens, which methods work best and how to improve any students' learning. Using a tried-and-tested, Five-Step model for applying the methods effectively in the classroom, Mike Bell shows how you can improve learning and eliminate time-consuming, low-effect practices that increase stress and workload. He includes case studies from teachers working across different subjects and age groups which model practical strategies for: Prior Knowledge Presenting new material Setting challenging tasks Feedback and improvement Repetition and consolidation. This powerful resource is highly recommended for all teachers, Trade Review"Mike Bell is well known for setting up the Evidence Based Teaching Network, and for explaining succinctly and clearly what works best in education according to summaries of rigorous research. Your students will benefit from these highly effective methods." - Geoff Petty, Author of ‘Evidence Based Teaching’."We do not want evidence – we want good evidence, evidence that we can interpret to make a difference in the school and class, and we want big picture thinking based on these interpretations of this evidence. Mike Bell does all this by using Visible Learning and four other sources to give us confidence that when we apply evidence in the classroom, learning will improve." - John Hattie, Author of ‘Visible Learning’. "I was delighted to see that the book does not just focus on what’s worked in research studies but gives practical advice on what might be less effective and where stopping or cutting back might leave some space for more effective methods. The book provides a summary of research-based practices from different sources, including our Teaching and Learning Toolkit, then also provides an explanation from cognitive science about learning which helps to explain why these practices might be effective, so helping to explain the underlying rationale." - Steve Higgins, Education Endowment Foundation."Mike has run several sessions for us. We have asked him back because teachers found his presentation of the evidence convincing, the methods suggested practical and the brain-based explanations helpful." - Marie-Dominique Reza, Vice principal, DLD College, London. "Mike ran a session with our teaching team, focusing on effective teaching methods, arranged as five steps. Our staff found it very practical and easy to follow. They were immediately able to apply the learning, and we are continuing to implement the methods." - Janet Robinson, Director of Performance, Borders College, Galashiels."The combination of succinct explanations of research evidence from the learning sciences, practical suggestions for the classroom that are supported by illustrative case studies, and a discussion around the effective use of resources, make this book a great companion for teachers at all stages of their careers." - Lisa-Maria Müller, Education Research Manager, Chartered College of Teaching."As well as putting so many ideas in one place, this book also pulls off the clever trick of feeling timeless and contemporary all at once. It’s going to last!" - Tom Sherrington"This reader-friendly text introduces evidence-based teaching in a way which is accessible to higher education students and current practitioners alike. It bridges the theory/practice gap in its pragmatic approach to quite complex concepts, exemplifying them through everyday classroom situations. It will certainly have a place on my undergraduate reading lists." - Hannah Valenzuela, Senior Lecturer in Education Studies, University of Derby."Mike Bell is well known for setting up the Evidence Based Teaching Network, and for explaining succinctly and clearly what works best in education according to summaries of rigorous research. Your students will benefit from these highly effective methods." - Geoff Petty, Author of ‘Evidence Based Teaching’."We do not want evidence – we want good evidence, evidence that we can interpret to make a difference in the school and class, and we want big picture thinking based on these interpretations of this evidence. Mike Bell does all this by using Visible Learning and four other sources to give us confidence that when we apply evidence in the classroom, learning will improve." - John Hattie, Author of ‘Visible Learning’. "I was delighted to see that the book does not just focus on what’s worked in research studies but gives practical advice on what might be less effective and where stopping or cutting back might leave some space for more effective methods. The book provides a summary of research-based practices from different sources, including our Teaching and Learning Toolkit, then also provides an explanation from cognitive science about learning which helps to explain why these practices might be effective, so helping to explain the underlying rationale." - Steve Higgins, Education Endowment Foundation."Mike has run several sessions for us. We have asked him back because teachers found his presentation of the evidence convincing, the methods suggested practical and the brain-based explanations helpful." - Marie-Dominique Reza, Vice principal, DLD College, London. "Mike ran a session with our teaching team, focusing on effective teaching methods, arranged as five steps. Our staff found it very practical and easy to follow. They were immediately able to apply the learning, and we are continuing to implement the methods." - Janet Robertson, Director of Business Improvement and Performance, Borders College, Galashiels."The combination of succinct explanations of research evidence from the learning sciences, practical suggestions for the classroom that are supported by illustrative case studies, and a discussion around the effective use of resources, make this book a great companion for teachers at all stages of their careers." - Lisa-Maria Müller, Education Research Manager, Chartered College of Teaching."As well as putting so many ideas in one place, this book also pulls off the clever trick of feeling timeless and contemporary all at once. It’s going to last!" - Tom Sherrington"This reader-friendly text introduces evidence-based teaching in a way which is accessible to higher education students and current practitioners alike. It bridges the theory/practice gap in its pragmatic approach to quite complex concepts, exemplifying them through everyday classroom situations. It will certainly have a place on my undergraduate reading lists." - Hannah Valenzuela, Senior Lecturer in Education Studies, University of Derby."The Fundamentals of Teaching is an accessible and easily digested text that is perfect for time-pressed teachers and school leaders. As an introduction to evidence-based teaching, this practical guide is a compact but valuable tool, and the suggestions for further reading located at the end of each chapter provide helpful guidance for those looking to read more deeply into the different areas that Bell covers." - Victoria Addis, TES"The Fundamentals of Teaching fills a gap in current research by reaching directly to preservice teachers, those who work with them, and current practitioners, offering evidence-informed methods to improve learning for all students. This book situates itself in the present moment of political and social pressure by supporting teachers in expecting and demanding evidence for the programs, policies, and methods used with students. Bell’s book will be an excellent addition to teacher education courses and practitioners looking for what to try next." - Kate Bentley, Teachers College RecordTable of ContentsAcknowledgementsForewordIntroduction: The Fundamentals of TeachingSection 1: EvidenceChapter 1: Getting reliable evidenceChapter 2: Sources of evidenceChapter3: Brain-based explanationSection 2: Effective classroom practice IntroductionChapter 4: Prior KnowledgeChapter 5: Presenting new material.Method 1: Working Memory limitMethod 2: Linking to Prior KnowledgeMethod 3: Multi-sensory approachMethod 4: Advance OrganisersMethod 5: Linking abstract ideas to concrete analogiesChapter 6: Setting challenging tasksMethod 1: Modelling and Worked ExamplesMethod 2: Graphical and Non-linguistic methodsMethod 3: MetacognitionMethod 4: Collaborative methodsMethod 5: Thinking tasksChapter 7: Feedback for improvementChapter 8: Repetition and consolidation Section 3: Using resources effectively IntroductionChapter 9: Using resources effectivelySources of evidence Answers to quizzes in Section 2
£18.99
Taylor & Francis Ltd Leading a School Culture of Learning How to Improve Attainment Progress and Wellbeing
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£99.75
Taylor & Francis The Confident Minds Curriculum Creating a Culture of Personal Growth and Social Awareness
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£118.75
Taylor & Francis The Trust Revolution in Schools How to Create a High Performance and Collaborative Culture
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£128.25
Taylor & Francis Ltd The Essence of Teaching Social Studies
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£39.99
Taylor & Francis Ltd Discourse Strategies for Science Teaching and Learning Research and Practice Teaching and Learning in Science Series
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£128.25
Taylor & Francis Mathematics in Early Childhood Research Reflexive Practice and Innovative Pedagogy Towards an Ethical Praxis in Early Childhood
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£128.25
Taylor & Francis Ltd Teachers Talking about their Classrooms
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£39.99
Taylor & Francis Ltd Teachers Talking about their Classrooms
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£128.25
Taylor & Francis Ltd Novice Teachers Embracing Wobble in Standardized Schools Using Dialogue and Inquiry for SelfReflection and Growth
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£128.25
Taylor & Francis Ltd Mentoring Teachers in Scotland
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£128.25
Taylor & Francis Ltd Mastery and Depth in Primary Mathematics
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£128.25
Taylor & Francis Ltd Mastery and Depth in Primary Mathematics
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£22.99
Taylor & Francis Promoting Academic Readiness for African American Males with Dyslexia Implications for Preschool to Elementary School Teaching Routledge Research in Educational Equality and Diversity
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£47.49
Taylor & Francis Ltd Professionalism and Leadership in Early Childhood Education and Care
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£118.75
Taylor & Francis Ltd Technology Education in New Zealand A Guide for Teachers
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£128.25
Taylor & Francis Ltd DaybyDay Math Thinking Routines in First Grade 40 Weeks of Quick Prompts and Activities
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£104.50
Taylor & Francis Supporting Young Children Experiencing Loss and Grief A Practical Guide
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£150.82
Taylor & Francis Ltd Critical Pedagogies in Physical Education Physical Activity and Health
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£36.99
Taylor & Francis Ltd Engaging Teachers Students and Families in K6 Writing Instruction
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£47.49
Taylor & Francis Ltd The Toxic Classroom And What Can be Done About It
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£109.25
Taylor & Francis The Essential Guide to Forest School and Nature Pedagogy
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£128.25
Taylor & Francis Ltd Handbook of Research on Science Education
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£247.00
Taylor & Francis Handbook of Research on Science Education
Book SynopsisVolume III of this landmark synthesis of research offers a comprehensive, state-of-the-art survey highlighting new and emerging research perspectives in science education.Building on the foundations set in Volumes I and II, Volume III provides a globally minded, up-to-the-minute survey of the science education research community and represents the diversity of the field. Each chapter has been updated with new research and new content, and Volume III has been further developed to include new and expanded coverage on astronomy and space education, epistemic practices related to socioscientific issues,design-based research, interdisciplinary and STEM education, inclusive science education, and the global impact of nature of science and scientific inquiry literacy.As with the previous volumes, Volume III is organized around six themes: theory and methods of science education research; science learning; diversity and equity; science teaching; curriculum and assessment; and Table of ContentsSection I: Theory and Methods of Science Education Research 1. Paradigms in Science Education Research 2. Quantitative Research Designs and Approaches 3. Qualitative Research as Culture and Practice Section II: Science Learning 4. Learning Theories 5. Student Conceptions, Conceptual Change, and Learning Progressions 6. Attitudes, Identity, and Aspirations Toward Science 7. Classroom Learning Environments: Historical and Contemporary Perspectives Section III: Diversity and Equity in Science Learning 8. Unpacking and Critically Synthesizing the Literature on Race and Ethnicity in Science Education: How Far Have We Come? 9. Gender Matters: Building on the Past, Recognizing the Present, and Looking Toward the Future 10. Multilingual Learners in Science Education 11. Special Needs and Talents in Science Learning 12. Urban and Rural Science Education Research: Expanding on Conceptual Tools for Urban-Centric Research 13. Culturally Responsive Science Education for Indigenous and Ethnic Minority Students Section IV: Science Teaching 14. Discourse Practices in Science Learning and Teaching 15. Synergies Between Learning Technologies and Learning Sciences: Promoting Equitable Secondary School Teaching 16. Science Education During the Early Childhood Years: Research Themes and Future Directions 17. Elementary Science Teaching: Toward the Goal of Scientific Literacy 18. Interdisciplinary Approaches and Integrated STEM in Science Teaching 19. Biology Education: What We Know About How to Address Biological Literacy 20. Teaching Physics 21. Chemistry Education Research: Recent Trends and the Onset of the Pandemic Era 22. Earth and Astronomy Science Education 23. Environmental Education 24. From Inquiry to Scientific Practices in the Science Classroom Section V: Curriculum and Assessment in Science 25. Science and Scientific Literacy and Science Education 26. The Use of Content Standards for Curriculum Reform in the United States: An Historical Analysis 27. Research on Teaching, Learning, and Assessment of Nature of Science 28. Exploring and Expanding the Frontiers of Socioscientific Issues 29. Project Evaluation: Its History, Importance, and Current Practice 30. Precollege Engineering Education 31. Review of Science Education Program Evaluation 32. The Central Role of Assessment in Pedagogy 33. Large-Scale Assessments in Science Education Section VI: Science Teacher Education 34. Science Teacher Attitudes and Beliefs: Reforming Practice 35. Research on Science Teacher Knowledge and its Development 36. Learning to Teach Science 37. Research on Teacher Professional Development Programs in Science
£104.50
Taylor & Francis Ltd 107 Awesome Elementary Teaching Ideas You Can Implement Tomorrow
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£104.50
Taylor & Francis Ltd Teaching Early Algebra through ExampleBased Problem Solving Insights from Chinese and US Elementary Classrooms Routledge Research in STEM Education
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£128.25
Taylor & Francis Ltd Latina Bilingual Education Teachers
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£39.99
Taylor & Francis Stepping up Lesson Study
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£128.25
Taylor & Francis Stepping up Lesson Study
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£27.99
Taylor & Francis Enhancing the WellBeing of Students on the Autism Spectrum
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£128.25
Taylor & Francis Teaching for Social Justice and Sustainable Development Across the Primary Curriculum
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£142.50
Taylor & Francis Ltd Critical Pedagogies in Physical Education Physical Activity and Health
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£128.25
Taylor & Francis Ltd Becoming Buoyant Helping Teachers and Students Cope with the Day to Day
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£128.25
Taylor & Francis Ltd Debates in Second Language Education
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£128.25
Taylor & Francis Debates in Second Language Education
Book SynopsisDebates in Second Language Education provides an up-to-date account of the key debates and areas of controversy in the field of second language learning and teaching. Adopting a broad and comparative perspective and emphasising the importance of considering a variety of learning contexts, it encourages students and practising teachers to engage with contemporary issues and developments in learning and teaching.Chapters are designed to stimulate thinking and understanding in relation to theory and practice, and help language educators to make informed judgements by arguing from a position based on theoretical knowledge and understanding. Bringing together leading contributors in the field, the book discusses a wide range of issues relating to second language learning and teaching including: the relationship between age and success in language learning aptitude versus motivation as predictors of successful language learning <Table of ContentsContents INTRODUCTION: Ernesto Macaro and Robert Woore PART 1: Framing the Debates Chapter 1: Identifying key debates in second language teaching and learning. Robert Woore and Ernesto Macaro Chapter 2: Learning English and learning languages other than English in Asia and Europe: Current scenarios and debates. Bruna Di Sabato and Andy Kirkpatrick Chapter 3: Is there a best age for second language learning? Evidence from across the lifespan. Simone Pfenninger and David Singleton Chapter 4: Multilingual Learners, linguistic pluralism and implications for education and research. Hamish Chalmers and Victoria Murphy Chapter 5: Learning Language by Studying Content. David Lasagabaster Chapter 6: Aptitude or motivation: Which is the better predictor of successful language learning? Suzanne Graham Chapter 7: Key Issues in Pre-Service Language Teacher Education. Laura Molway Chapter 8: Systemic In-Service Language Teacher Education. Simon Borg PART 2: Applying the debates to second language learning contexts Chapter 9: Implicit versus explicit grammar learning and teaching. Mirosław Pawlak Chapter 10: Vocabulary Learning in Theory and Practice: Implicit and explicit mechanisms. Ron Martinez Chapter 11: The L2-Only Versus the Multilingual Debate. Ernesto Macaro Chapter 12: Teaching Phonics in a Second Language. Robert Woore. Chapter 13: What Kind of Pronunciation Learning Should Teachers Expect of Their Learners? Sara Kennedy and Pavel Trofimovich Chapter 14: Teaching the Language or Teaching the Process. Peter Yongqi Gu Reflections: Ernesto Macaro and Robert Woore Index
£31.99
Taylor & Francis Ltd Habits of Success Getting Every Student Learning
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£128.25
Taylor & Francis Ltd Habits of Success Getting Every Student Learning
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£128.25
Taylor & Francis Ltd Habits of Success Getting Every Student Learning
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£18.99
Taylor & Francis Ltd Here Comes the Assembly Man
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£104.50
Taylor & Francis Ltd Here Comes the Assembly Man
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£29.99
Taylor & Francis Ltd The Expressive Arts Routledge Revivals
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£92.14
Taylor & Francis Ltd The Expressive Arts
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£29.99
Taylor & Francis Ltd Assessment in Primary and Middle Schools
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£92.14
Taylor & Francis Ltd Assessment in Primary and Middle Schools
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£29.99
Taylor & Francis Ltd Maximising the Impact of Teaching Assistants in Primary Schools A Practical Guide for School Leaders
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£128.25
Taylor & Francis Ltd Literacy Across the Community Research Praxis and Trends
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£128.25