Primary and middle schools Books
HarperCollins Publishers Cam and the Sock
Book SynopsisBig Cat Phonics for Little Wandle Letters and Sounds Revised has been developed in collaboration with Wandle Learning Trust and Little Sutton Primary School. It comprises classroom resources to support the SSP programme and a range of phonic readers that together provide a consistent and highly effective approach to teaching phonics.Have you ever lost a sock? Maybe a sock fairy took it! Gock has stolen one of Cam''s socks, and she needs to find it. Will she be able to outsmart this mischievous fairy before she gets collected by her mum?
£7.66
HarperCollins Publishers Dan Pats Nim
Book SynopsisBig Cat Phonics for Little Wandle Letters and Sounds Revised has been developed in collaboration with Wandle Learning Trust and Little Sutton Primary School. It comprises classroom resources to support the SSP programme and a range of phonic readers that together provide a consistent and highly effective approach to teaching phonics.
£7.66
HarperCollins Publishers A Nap
Book SynopsisBig Cat Phonics for Little Wandle Letters and Sounds Revised has been developed in collaboration with Wandle Learning Trust and Little Sutton Primary School. It comprises classroom resources to support the SSP programme and a range of phonic readers that together provide a consistent and highly effective approach to teaching phonics.A family enjoy an evening together at home as they get ready for dinner and spend time together. Can you see what everyone is up to?
£7.66
HarperCollins Publishers Jetpack Vet
Book SynopsisBig Cat Phonics for Little Wandle Letters and Sounds Revised has been developed in collaboration with Wandle Learning Trust and Little Sutton Primary School. It comprises classroom resources to support the SSP programme and a range of phonic readers that together provide a consistent and highly effective approach to teaching phonics.
£7.66
HarperCollins Publishers A map
Book SynopsisBig Cat Phonics for Little Wandle Letters and Sounds Revised has been developed in collaboration with Wandle Learning Trust and Little Sutton Primary School. It comprises classroom resources to support the SSP programme and a range of phonic readers that together provide a consistent and highly effective approach to teaching phonics.
£7.66
HarperCollins Publishers Tracking the Blue Beast
Book SynopsisBig Cat Phonics for Little Wandle Letters and Sounds Revised has been developed in collaboration with Wandle Learning Trust and Little Sutton Primary School. It comprises classroom resources to support the SSP programme and a range of phonic readers that together provide a consistent and highly effective approach to teaching phonics.
£8.59
HarperCollins Publishers Dark Unicorn
Book SynopsisBig Cat Phonics for Little Wandle Letters and Sounds Revised has been developed in collaboration with Wandle Learning Trust and Little Sutton Primary School. It comprises classroom resources to support the SSP programme and a range of phonic readers that together provide a consistent and highly effective approach to teaching phonics.All Blue wants to do is rock and roll, but none of the other unicorns like her music. She''s tired of feeling different and like the odd one out, but in happy land, how will she find a band that feels the same way?
£8.59
HarperCollins Publishers The Trinket
Book SynopsisBig Cat Phonics for Little Wandle Letters and Sounds Revised has been developed in collaboration with Wandle Learning Trust and Little Sutton Primary School. It comprises classroom resources to support the SSP programme and a range of phonic readers that together provide a consistent and highly effective approach to teaching phonics.
£8.12
HarperCollins Publishers Dogs that Help
Book SynopsisBig Cat Phonics for Little Wandle Letters and Sounds Revised has been developed in collaboration with Wandle Learning Trust and Little Sutton Primary School. It comprises classroom resources to support the SSP programme and a range of phonic readers that together provide a consistent and highly effective approach to teaching phonics.
£8.12
HarperCollins Publishers Look Up High
Book SynopsisBig Cat Phonics for Little Wandle Letters and Sounds Revised has been developed in collaboration with Wandle Learning Trust and Little Sutton Primary School. It comprises classroom resources to support the SSP programme and a range of phonic readers that together provide a consistent and highly effective approach to teaching phonics.Don''t forget to look up! Use this non-fiction book to uncover all the terrific things the night sky has to offer.
£7.66
HarperCollins Publishers Lights at Night
Book SynopsisBig Cat Phonics for Little Wandle Letters and Sounds Revised has been developed in collaboration with Wandle Learning Trust and Little Sutton Primary School. It comprises classroom resources to support the SSP programme and a range of phonic readers that together provide a consistent and highly effective approach to teaching phonics.
£7.66
HarperCollins Publishers My Day Our World
Book SynopsisBig Cat Phonics for Little Wandle Letters and Sounds Revised has been developed in collaboration with Wandle Learning Trust and Little Sutton Primary School. It comprises classroom resources to support the SSP programme and a range of phonic readers that together provide a consistent and highly effective approach to teaching phonics.What do you do in your day? Find out how different children from all around the world do the same things you do get ready for school, play, and eat dinner in their own way in this wordless non-fiction book.Pages 14 and 15 contain an I Spy feature, which uses visual support to help children explore the themes and sounds contained within the book.Reading notes within the book provide practical support for reading with children, including a list of all the sounds and words that the book will cover.
£7.43
HarperCollins Publishers Kim and Mag
Book SynopsisBig Cat Phonics for Little Wandle Letters and Sounds Revised has been developed in collaboration with Wandle Learning Trust and Little Sutton Primary School. It comprises classroom resources to support the SSP programme and a range of phonic readers. The 7+ books are designed for children aged 7+ who need more practice to acquire phonics skills.Join Kim the dog and Mag the cat in the garden. Kim is up to all sorts of mischief while Mag is having a more relaxed day! Which one suits your mood?
£8.12
HarperCollins Publishers Taming the Dragon
Book SynopsisBig Cat Phonics for Little Wandle Letters and Sounds Revised has been developed in collaboration with Wandle Learning Trust and Little Sutton Primary School. It comprises classroom resources to support the SSP programme and a range of phonic readers. The 7+ books are designed for children aged 7+ who need more practice to acquire phonics skills.
£9.30
HarperCollins Publishers Goldies New Home
Book SynopsisBig Cat Phonics for Little Wandle Letters and Sounds Revised has been developed in collaboration with Wandle Learning Trust and Little Sutton Primary School. It comprises classroom resources to support the SSP programme and a range of phonic readers. The 7+ books are designed for children aged 7+ who need more practice to acquire phonics skills.When Goldie loses her home to a new housing development, she looks all over the forest for a new home. After a fruitless search, she takes inspiration from the animals around her and decides to make her own home. She opens up her new home to anyone who is in need. Who do you think might come calling?
£9.30
HarperCollins Publishers Undersea Volcanoes
Book SynopsisBig Cat Phonics for Little Wandle Letters and Sounds Revised has been developed in collaboration with Wandle Learning Trust and Little Sutton Primary School. It comprises classroom resources to support the SSP programme and a range of phonic readers. The 7+ books are designed for children aged 7+ who need more practice to acquire phonics skills.Did you know that most of the volcanoes on our planet are actually hidden below the sea? Explore this mysterious world and learn all about how these underwater volcanoes are formed and the ecosystems that thrive amongst them in this amazing non-fiction book.
£9.30
HarperCollins Publishers Marthas Mistake
Book SynopsisBig Cat Phonics for Little Wandle Letters and Sounds Revised has been developed in collaboration with Wandle Learning Trust and Little Sutton Primary School. It comprises classroom resources to support the SSP programme and a range of phonic readers. The 7+ books are designed for children aged 7+ who need more practice to acquire phonics skills.Martha''s made a mistake with her drawing, and if she can''t hide it or fix it, she''s worried she''s going to be in trouble with the teacher! Or, will she? Follow this story to learn how mistakes like Martha''s can be used with a little creativity. Now every mistake can be turned into something great! Mistakes can be just what you need to learn something new!
£9.30
HarperCollins Publishers Jake and Jen in the Night of the Ninja
Book SynopsisBig Cat Phonics for Little Wandle Letters and Sounds Revised has been developed in collaboration with Wandle Learning Trust and Little Sutton Primary School. It comprises classroom resources to support the SSP programme and a range of phonic readers. The 7+ books are designed for children aged 7+ who need more practice to acquire phonics skills.Jake and Jen have been tasked with looking after the emperor''s treasure, and they must protect it at all costs! But will they be able to stop the clever ninja before it gets its paws on the treasure? Find out how our favourite pair rises up to this challenge in this fun-filled experience written by Chris Bradford and illustrated by Korky Paul.
£9.30
HarperCollins Publishers Kadeena the Dreamer
Book SynopsisCollins Big Cat supports every primary child on their reading journey from phonics to fluency. Top authors and illustrators have created fiction and non-fiction books that children love to read. Book banded for guided and independent reading, there are reading notes in the back, comprehensive teaching and assessment support and ebooks available.Have you ever had a dream? Something really big that you wanted to achieve so big you almost burst thinking about it? Well, that's me, but I found out that there's more than one way of making your dreams come true.Pearl/Band 18 books offer fluent readers a complex, substantial text with challenging themes to facilitate sustained comprehension, bridging the gap between a reading programme and longer chapter books.Pages 78 and 79 allow children to re-visit the content of the book, supporting comprehension skills, vocabulary development and recall.Ideas for reading in the back of the book provide practical support and stimulating activities.
£10.92
HarperCollins Publishers Audrey Fry Is a Spy
Book Synopsis
£9.53
Pearson Education Bright Stuff The
Book SynopsisAs the director of an innovative school programme designed to help children of all ages become more independent, more critical and more creative in their thinking, C. J. Simister is in demand throughout the UK and internationally as an expert on this subject. She is a Cambridge graduate whose regular and hugely popular workshops for parents are frequently described as excellent', thought provoking', mind blowing'.Trade Review "If my parents had had this goldmine of a book, I'd be a brighter and happier person. Buy it, read it, and sprinkle your child's life with its wisdom"- Professor Guy Claxton, Co-Director, Centre for Real-World Learning, University of Winchester. "C.J. Simister's The Bright Stuff provides a really excellent resource for parents looking for imaginative ways to illuminate young minds. Lots of simple, easy things to do with your kids in one handy package. I will be using it with my own children." - Dr Stephen Law, Editor of the Royal Institute of Philosophy's journal: THINK “Many of those I most admire have few formal qualifications, but do exhibit all the qualities that are the focus of C. J. Simister’s book. As a parent and a risk-taker, I applaud her work.” - Luke Johnson, entrepreneur, columnist and Chairman of Channel 4 and the RSA Table of ContentsIntroduction How to stimulate independent thinking How to grow a vivid imagination How to be alert and observant How to kindle a burning curiosity How to develop a ‘let’s find out’ approach How to encourage originality and creativity How to become innovative and inventive How to discover the magic of persistence How to take the right sort of risk How to learn from failure as well as success How to sort sense from nonsense How to think flexibly How to make wise decisions How to enjoy solving problems How to have ‘social savvy’ How to develop initiative and forward thinking Background reading
£12.59
Hachette Books Middle School Superpowers
Book SynopsisFrom the author of Middle School Matters, discover how to bolster any middle schooler’s resilience by leveraging the 12 Middle School Superpowers they need to manage disappointment, self-regulate emotions, take healthy risks, and recover from any setback. Middle school can be one of the toughest times in a kid’s life—for them and for their parents and educators. It’s filled with transitions, upheaval, and brand new experiences that can be overwhelming and intimidating. But licensed clinical professional counselor Phyllis Fagell has put together a practical, evidence-based, and compassionate guide for parents and educators to help their tweens through most challenging situations. Middle School Superpowers teaches middle schoolers how to activate the 12 superpowers they need to discover their strengths and navigate tough decisions and disappointment: Flexibility * Belonging * Sight * Bounce *
£15.29
Taylor & Francis How to Recognise and Support Mathematical Mastery
Book SynopsisThis book explains how young children develop mathematically in their earliest years and shows the support and teaching needed by adults to accelerate their progress and attainment, helping them master mathematical concepts and skills. The practical guidance has been carefully developed over a number of years and is based on research undertaken with primary schools in Sheffield as part of the 'Talk for Maths Mastery' initiative. It recognises that childrenâs mathematical development is embedded within child-led play and connected to deeper levels of thinking and wider dispositions for learning. Maths is happening everywhere at any moment; we just need to keep an open mind, open eyes, and listen.Including case studies, links to practice and reflective questions, the chapters reveal what mastery orientation looks like from the childrenâs perspective in their learning and covers: childrenâs serve and return conversational talk mathemTrade Review"With an excellent layout and indexing, appendices of ready to use practical tools, real life learning ‘stories’, and full colour photographs, this is essential reading for early years practitioners looking to develop mathematical mastery in their work with the youngest students. I particularly liked the concept of the ‘Maths is everywhere’ audit, encouraging adults to see that maths can happen anywhere, at any time. This book would make an excellent addition to the Continuing Professional Development library of any primary school." - Helen Emery, The School Librarian Table of Contents1. What is Talk for Maths Mastery? 2. Maintaining the momentum of children’s mathematical development 3. What does mathematical mastery mean for young children? 4. Documenting children’s mathematical talking and thinking observation, learning stories and floor books 5. Building mathematical thinking through whole-class child-led learning 6. Making their mathematical mark: understanding and supporting children’s mathematical mark-making and thinking 7. How do adults support children’s mathematical talk, thinking and mastery? 8. Maintaining children’s mathematical momentum into Year 1 – a case study
£24.99
Taylor & Francis Ltd (Sales) Fluency Doesnt Just Happen with Addition and
Book SynopsisFluency in math doesnât just happen! It is a well-planned journey. In this book, youâll find practical strategies and activities for teaching your elementary students basic addition and subtraction facts. The authors lay out the basic framework for building math fluency using a cycle of engagement (concrete, pictorial, abstract) and provide a multitude of examples illustrating the strategies in action. Youâll learn how to: help students to model their thinking with a variety of tools; keep students engaged through games, poems, songs, and technology; assess student development to facilitate active and continuous learning; implement distributed practices throughout the year; boost parental involvement so that students remain encouraged even as material becomes more complex. A final chapter devoted to action plans will help you put these strategies into practice in your classroom right away. Most importantly, youâll open the door to deep and lasting math fluency.Table of ContentsPart I: Introduction 1. Introduction 2. Modeling Math Facts Part II: Introduction to Exploring and Learning Addition Strategies 3. Exploring and Learning Addition Facts within 10 4. Exploring and Learning Facts above 10 Part III: Introduction to Exploring and Learning Subtraction Strategies 5. Exploring and Learning Subtraction Facts within 10 6. Exploring and Learning Subtraction Facts within 20 Part IV: Other Crucial Elements 7. Assessing Basic Fact Fluency 8. Doing Daily Thinking Routines 9. Parental Involvement 10. Action Planning
£26.99
Taylor & Francis Ltd The Joy of Not Knowing
Book SynopsisThe Joy of Not Knowing takes every aspect of the curriculum and of school life and transforms it into a personalised, meaningful and enjoyable experience for all. It offers readers an innovative, theoretical and practical guide to establish a values-based, enquiry-led and challenge-rich learning to learn approach to teaching and learning and to school leadership. This thought-provoking guide provides the reader with a wealth of whole-class, easy-to-implement, malleable, practical ideas and case studies that can be personalised to the vision of each setting, age-group and curriculum. It brings together, as a whole-school framework, the strategies that have been shown to have the greatest impact on practitioner's professional fulfilment and on children's life chances, love of learning, intrinsic motivation and enthusiasm for wanting to know. The Joy of Not Knowing enables schools to launch the academic year with a bespokTrade Review‘This is a wonderful book packed with practical examples of how to build an authentic learning culture within an early years setting or primary school. The author draws upon his own extensive research experience as a teacher and headteacher in helping the reader to develop their own deep understanding of learning discovery, the importance of challenge and the insight of being able to explain thinking. This is a book to dip into and to delight in whether you are starting out on your career as a teacher or whether you have spent many years observing and learning with children. There is much here to remind us about the purpose and wonder of learning as a truly collective endeavor. I recommend this work to you and hope that as you are guided through the text by Staricoff you discover much that resonates with your existing philosophy and even more that spurs you not only to be inspired but to act.’ Dame Alison Peacock, Chief Executive of The Chartered College of Teaching ‘The Joy of Not Knowing provides readers with a philosophically informed festival of teaching ideas and strategies to fundamentally rethink how to inspire and foster the curiosity of learners. Whether you are an experienced school leader, or a beginning professional engaged in initial teacher education, this book offers a thought-provoking guide to unleashing a radical classroom culture of engagement in uncertainty and nurturing a commitment to lifelong learning. Rooted in both pedagogic wisdom and practice rich exemplification, JONK moves from establishing values led principles and ethos to sharing structured models for personalised learning, cross-curricula development and whole school approaches whereby a love of learning becomes not only a source of pleasure and inspiration but a way of being and knowing.’ Simon James Thompson, Head of Education, National Teaching Fellowship Award 2016 ‘If it is true that "the mind is not a vessel to be filled but a fire to be kindled" then The Joy of Not Knowing is a bonfire. Marcelo Staricoff has produced a resource that is radical and reassuring, challenging and supportive. JONK offers a deeply thought out, integrated and coherent model that focuses on securing optimal learning for every member of the school community but particularly every child. This is a highly inclusive strategy that supports academic success, personal development and building cultural capital.’ John West-Burnham, Independent Writer, Teacher, Author and Consultant in Education Leadership ‘We’ve had the most amazing JONK Learning to Learn Week. The children have come up with some wonderful ideas about how they see their learning, all talk about being in the pit when struggling in lessons, homework books have been replaced with family home learning journals, we have been using De Bono’s hats, are planning maths calculation videos (the children love these!) for the website and in form time this afternoon every group are going to be having a philosophy session. Staff have been telling me how much they have enjoyed it and how it has reminded them why we do this job in the first place.’ David Oldham, Headteacher, Mulbarton Junior School, Norfolk ‘The whole JONK approach of giving children permission to learn from their mistakes and to own their own learning has had a significant impact on our outcomes. Moving forward we will be having a Learning to Learn Week in September. This is not a quick fix but rather a whole school approach to learning which if embraced by all staff will have a significant impact on your children.’ Bev Theobald, Headteacher Mulbarton Infant School, Norfolk ‘The JONK approach is inspirational to the point of transformational.’ Graeme Cushnie, Headteacher, Ballaugh School, Isle of Man ‘JONKing at Coastal Federation was one of the best things we’ve done to inspire our children- go for it!’ Teachers, Coastal Federation, Norfolk ‘I just wanted to thank you for your JONK lecture today - myself and my peers were really inspired! We have all been talking about how excited we are to start our NQT year following your lecture, a welcome change as we are generally a bit overwhelmed (as well as being excited) at the prospect! Just wanted to say how useful it was and how much it was appreciated. I am sure we will all be buying your book!’ Student, University of Brighton ‘I just wanted to drop you a little message to thank you for bringing in Marcelo this morning. To put it simply, he was utterly inspiring. His philosophy, ideas and approach to teaching has instilled in me a great deal of enthusiasm ahead of SBT2 and I cannot wait to get going again.’ Student, University of Brighton ‘This is a wonderful book packed with practical examples of how to build an authentic learning culture within an early years setting or primary school. The author draws upon his own extensive research experience as a teacher and headteacher in helping the reader to develop their own deep understanding of learning discovery, the importance of challenge and the insight of being able to explain thinking. This is a book to dip into and to delight in whether you are starting out on your career as a teacher or whether you have spent many years observing and learning with children. There is much here to remind us about the purpose and wonder of learning as a truly collective endeavor. I recommend this work to you and hope that as you are guided through the text by Staricoff you discover much that resonates with your existing philosophy and even more that spurs you not only to be inspired but to act.’ Dame Alison Peacock, Chief Executive of The Chartered College of Teaching ‘The Joy of Not Knowing provides readers with a philosophically informed festival of teaching ideas and strategies to fundamentally rethink how to inspire and foster the curiosity of learners. Whether you are an experienced school leader, or a beginning professional engaged in initial teacher education, this book offers a thought-provoking guide to unleashing a radical classroom culture of engagement in uncertainty and nurturing a commitment to lifelong learning. Rooted in both pedagogic wisdom and practice rich exemplification, JONK moves from establishing values led principles and ethos to sharing structured models for personalised learning, cross-curricula development and whole school approaches whereby a love of learning becomes not only a source of pleasure and inspiration but a way of being and knowing.’ Simon James Thompson, Head of Education, National Teaching Fellowship Award 2016 ‘If it is true that "the mind is not a vessel to be filled but a fire to be kindled" then The Joy of Not Knowing is a bonfire. Marcelo Staricoff has produced a resource that is radical and reassuring, challenging and supportive. JONK offers a deeply thought out, integrated and coherent model that focuses on securing optimal learning for every member of the school community but particularly every child. This is a highly inclusive strategy that supports academic success, personal development and building cultural capital.’ John West-Burnham, Independent Writer, Teacher, Author and Consultant in Education Leadership ‘We’ve had the most amazing JONK Learning to Learn Week. The children have come up with some wonderful ideas about how they see their learning, all talk about being in the pit when struggling in lessons, homework books have been replaced with family home learning journals, we have been using De Bono’s hats, are planning maths calculation videos (the children love these!) for the website and in form time this afternoon every group are going to be having a philosophy session. Staff have been telling me how much they have enjoyed it and how it has reminded them why we do this job in the first place.’ David Oldham, Headteacher, Mulbarton Junior School, Norfolk ‘The whole JONK approach of giving children permission to learn from their mistakes and to own their own learning has had a significant impact on our outcomes. Moving forward we will be having a Learning to Learn Week in September. This is not a quick fix but rather a whole school approach to learning which if embraced by all staff will have a significant impact on your children.’ Bev Theobald, Headteacher Mulbarton Infant School, Norfolk ‘The JONK approach is inspirational to the point of transformational.’ Graeme Cushnie, Headteacher, Ballaugh School, Isle of Man ‘JONKing at Coastal Federation was one of the best things we’ve done to inspire our children- go for it!’ Teachers, Coastal Federation, Norfolk ‘I just wanted to thank you for your JONK lecture today - myself and my peers were really inspired! We have all been talking about how excited we are to start our NQT year following your lecture, a welcome change as we are generally a bit overwhelmed (as well as being excited) at the prospect! Just wanted to say how useful it was and how much it was appreciated. I am sure we will all be buying your book!’ Student, University of Brighton ‘I just wanted to drop you a little message to thank you for bringing in Marcelo this morning. To put it simply, he was utterly inspiring. His philosophy, ideas and approach to teaching has instilled in me a great deal of enthusiasm ahead of SBT2 and I cannot wait to get going again.’ Student, University of Brighton 'The book is laden with research informed models, and importantly, for teachers, meaningful ideas of how to implement the philosophy in today's classroom. Staricoff has produced a book that adequately prepares children for the future by reminding teachers of important values and concepts that reimagine what a successful education should entail.' Primary First (NAPE) Table of ContentsPreface Foreword Introduction Learning and the importance of developing a joy for not knowing Developing a whole-school JONK culture for learning Motivated learners, motivational teachers, collaborative leadership The ‘JONK Learning to Learn Week’, Principles and Methodologies for Implementation The ‘JONK Learning to Learn Week’; Theory into practice and a day-by-day guide of what to teach each day The Thinking Skills Starters Philosophy and a philosophical approach to learning Lifelong learning and the lifelong learning dispositions Thinking and learning at home Bilingual and multilingual thinking in multicultural classrooms References
£22.99
Taylor & Francis RealWorld Writers A Handbook for Teaching Writing
Book SynopsisReal-World Writers shows teachers how they can teach their pupils to write well and with pleasure, purpose and power. It demonstrates how classrooms can be transformed into genuine communities of writers where talking, reading, writing and sharing give children confidence, motivation and a sense of the relevance writing has to their own lives and learning.Based on their practical experience and what research says is the most effective practice, the authors share detailed guidance on how teachers can provide writing study lessons drawing on what real writers do and how to teach grammar effectively. They also share a variety of authentic class writing projects with accompanying teacher notes that will encourage children to use genres appropriately, creatively and flexibly.The authorsâ simple yet comprehensive approach includes how to teach the processes and craft knowledge involved in creating successful and meaningful texts. This book is invaluable for all primary practitioners who wish to teach writing for real.Trade Review"There is much to commend in this readable, nicely illustrated guide... This book is a step in the right direction towards empowering teachers to give children autonomy as writers. It has the virtue of setting out a clear rubric for teaching, based upon largely sound principles."- Francis Gilbert, Teaching English (NATE)Table of ContentsPart APrefaceChapter 1. Why Real-World Writing?Chapter 2. How Real-World Writing WorksChapter 3. Welcome Project: Setting Up Your Community Of Writers For The YearChapter 4. Will They Remember Writing It? How To Plan A Class Writing Project Chapter 5. Teaching The Writing ProcessesChapter 6. How To Teach An Effective Writing Lesson: Using Writing WorkshopChapter 7. Setting Up Writers’ Notebooks & Personal Writing ProjectsChapter 8. Meeting Children Where They Are: Conducting Effective Pupil ConferencesChapter 9. They Do The Hard Work So You Don’t Have To: Marking & Target SettingChapter 10. Oh For Literature’s Sake! How To Build Reading - Writing ConnectionsChapter 11. Thinking Through Writing: Writing Across The CurriculumChapter 12. Assessing Your WritersChapter 13. Support For Early, Advanced And EAL WritersChapter 14. Growing A School Of Extraordinary Writers: Advice For Writing CoordinatorsChapter 15. A Guide To Becoming A Writer-TeacherChapter 16. Frequently Asked Questions And Answers To ThemChapter 17. TerminologyChapter 18. References & Further ReadingPart BChapter 19. Introduction To Part BChapter 20. PoetryChapter 21. MemoirChapter 22. NarrativeChapter 23. Non-Fiction Chapter 24. Persuading & OpinionChapter 25. History Genres Index
£24.99
Taylor & Francis Ltd (Sales) Matching Reading Data to Interventions A Simple
Book SynopsisThis accessible and reader-friendly book will help you assess and determine the foundational reading needs of each of your K â 5 students. Literacy leaders Jill Dunlap Brown and Jana Schmidt offer an easy-to-use data analysis tool called, The Columns for teachers at all levels of experience to make sense of classroom data for elementary readers. This book will guide you in using the tool to identify the root causes of foundational reading deficits and to plan appropriate interventions. Sample case studies allow you to practice identifying needs and matching interventions. Stories and examples throughout the book will encourage you as you help your students meet their full potential.The book provides easy-to-use and printable versions of the data analysis columns that will enable you to put the authorsâ advice into immediate action. These tools are available for download on the bookâs product page: www.routledge.com/9780367225070Table of Contents1. An Overview of The Columns2. Kindergarten and The Columns 3. Grade One and The Columns4. Column One for Grades 2-55. Column Two for Grades 2-56. Column Three for Grades 2-57. Column Four for Grades 2-58. Case Studies for each Grade Level9. A Guide to The Columns Implementation
£28.99
Taylor & Francis Ltd (Sales) Teaching K8 Reading Disrupting 10 Literacy Myths
Book SynopsisAccessible and engaging, this methods textbook provides a roadmap for improving reading instruction. Leland, Lewison, and Harste explain why certain ineffective or debunked literacy techniques prevail in the classroom, identify the problematic assumptions that underly these popular myths, and offer better alternatives for literacy teaching. Grounded in a mantra that promotes critical thinking and agencyâEnjoy! Dig Deeply! Take Action!âthis book presents a clear framework, methods, and easy applications for designing and implementing effective literacy instruction.Numerous teaching strategies, classroom examples, teacher vignettes, and recommendations for using childrenâs and adolescent literature found in this book make it an ideal text for preservice teachers in elementary and middle school reading, and English language arts methods courses as well as a practical resource for professional in-service workshops and teachers.Key features include: Instructional engagements for supporting students as they read picture books, chapter books, and news articles, and interact with social media and participate in the arts and everyday life; Voices from the field that challenge mythical thinking and offer realworld examples of what effective reading and language arts instruction looks like in practice; Owl statements that alert readers to key ideas for use when planning reading and language arts instruction. Table of ContentsDedication Preface Acknowledgements 1. Introduction 2. Disrupting Commonplace Knowledge 3. Classroom Practices that Help Students Disrupt Commonplace Knowledge 4. Interrogating Multiple Perspectives 5. Classroom Practices that Help Readers Interrogate Multiple Perspectives 6. Focusing on Sociopolitical Issues 7. Classroom Practices that Help Students Focus on Sociopolitical Issues 8. Taking Action to Promote Social Justice 9. Classroom Practices that Support Taking Social Action About the Authors Bibliography of Children’s and Adolescent Literature Bibliography of Professional Publications Index
£37.04
Taylor & Francis 101 Playground Games
Book Synopsis101 Playground Games is a collection of active and engaging school playground games that will encourage active learning and social development among children at playtime, this second edition has been updated to include a wealth of new games from around the world. The school playground plays a crucial role in developing all aspects of childrenâs behaviour and interpersonal learning, and yet there is a growing awareness that children today do not play in the same sociable ways as previous generations. Encouraging children to play games can be hugely beneficial not only for their physical health but also for their social, emotional and mental health. This brilliant resource includes a practical toolkit of photocopiable and downloadable materials along with clear instructions for adults on how to organise a range of different types of games, including: â traditional gamesâ chasing and catching gamesâ singing and dancing gamesâ skipping games and rhymesâ parachute gamesâ quiet gamesâ co-operative gamesIdeal for teachers, lunchtime supervisors, breakfast and after school club leaders as well as group leaders for organisations such as scouts or guides to promote lively and enjoyable games, this book is particularly suited to children aged 5â11 years but can easily be adapted for older children. 101 Playground Games is a book that will make any playtime a richer experience for all.Trade Review"A fantastic resource to pep up the playground with fresh ways to think about play. The children love the games and so do the adults!"Mrs Alexandra Norton, Headteacher, Bilton Church of England Junior School."This is the ultimate playground games bible for educational settings! It is full of fun, enriching and easy to implement activities and expert advice on the benefits of encouraging young children to play. Using this book in my setting has created a positive atmosphere by empowering pupils, boosting self-confidence and inevitably enhancing the health and wellbeing of the school community."Sam Yeomans, Teacher, Hurst Green Primary School."This is a truly amazing book, full of games to engage and inspire the children and lunchtime team to have a happy and enjoyable playtime."John Wilson, Senior Play Leader."I recommend that each school should have a Thérèse Hoyle on its staff, to ensure that children have access to the joy and learning contained in this outstanding book. Reading her superb and comprehensive book about playground games, has awakened my imagination, which has run wild, as I have remembered the pleasures of the playground games experienced during my own childhood. I became an eight-year-old again playing, ‘What’s the time Mr Wolf?’ at Lethbridge Road Primary School in Swindon. Characters from my childhood were remembered, as I saw myself playing ‘stuck in the mud’. Thank you Thérèse! During my long career as an educator, I have had the privilege of visiting what now must amount to thousands of schools in many parts of the world. I have learned much from my visits but most of all I have learned of the importance of play as the foundation of the curriculum in Primary Schools. What I consider to be the best schools, give a range of first-hand experiences to children, which include four golden keys: being immersed in experiencing and understanding nature, leaning about values, realising the importance of developing and maintaining relationships and experiencing the joy of play. These four keys, result is a human being who is truly educated: observant, curious, knowledgeable, altruistic, compassionate, joyful and playful. Not all children live in families and communities that encourage games, perhaps because living conditions are not conducive for outdoor group games. It is therefore so very important that schools provide adequate time and resources for playground games. In some schools, playtime has been reduced to concentrate more on the so-called formal curriculum. This, in my opinion, is a huge educational mistake and an assault on children and their natural development. With the demands of social distancing during social and health crises, such as the COVID-19 pandemic, schools have to be even more imaginative to enable children to experience the richness of playground games. Thérèse’s unique book is a must have book for schools and a wonderful resource for families and community groups working with children."Dr. Neil Hawkes, Founder of Values-based Education."Children’s play is a profoundly important part of their lives – socially, emotionally, culturally and developmentally. If they are given enough space, it also happens to be very good for their physical health and fitness. Play is nowhere more important than at school, where children spend such a large amount of time. The counter-balancing freedom and autonomy after the order and discipline of the classroom, the chance to let off steam, but also the opportunity to explore and develop vital social skills have been a key function of playtime since children have been going to school. Playground games are an important part of this tradition and a give us a fascinating insight into the world of the child. Like children themselves, these games are complex and simple, spontaneous and highly ordered, metaphorical and extremely literal. Most of all they are huge fun. Their decline is a sad indictment of the skewed priorities we place on the modern child. I welcome this book and commend it to parents and teachers everywhere."Adrian Voce, OBE Former Play England Director, advocate for children’s play and author of Policy for Play."This new edition of 101 Playground Games is a brilliant resource! For anyone who works with children, this book provides a plethora of fun playground games, old and new, to teach children, all of which have been tried and tested! The book is broken into categories of games including traditional, tag, skipping, circle, singing and dancing games, and quiet games. As well as clear ‘how to play’ instructions, each game has information on time taken to play, age range, ideal numbers and any equipment needed... An excellent and practical tool for anyone working with nursery and primary-age children." - Stephen Leitch, The School LibrarianTable of ContentsUsing the Online Resource Dedication Acknowledgements Foreword by Dr. Neil Hawkes Introduction Why Encourage Children to Play Games? How to Use this Book 1. Traditional Playground Games 2. Tag Games 3. Chasing and Catching Games 4. Singing and Dancing Games 5. Skipping Games and Rhymes 6. Circle Games 7. Parachute Games 8. Quiet Games 9. Co-operative Games 10. Games from Around the World Appendix
£27.99
Taylor & Francis Let Me Be Five
Book SynopsisThis book offers a step-by-step guide to implementing a play-based curriculum in Year 1 while fully achieving the National Curriculum objectives. The authors explore the key barriers and common pitfalls that often arise around this crucial transition, and show teachers how to successfully lead children from the Reception stage through Year 1 and to the subject-based teaching beyond. Providing practical advice and guidance for busy teachers, the authors clearly and concisely illustrate their methods with theory, personal stories and colourful photographs from transitional stories they have been a part of. Let Me Be Five shows teachers how to plan the curriculum in a way that builds on children's experiences in the Early Years Foundation Stage and gives them meaningful contexts for learning. Including real-life case studies and views from parents and teachers, this book will give you the knowledge and confidence to plan a play-based curriculum, based on children's interests and develoTrade Review"In my career I have lost count of the number of school leaders who ask me 'How can we get it right in Year 1 ?' This book provides the solution! It comprehensively gives practical advice to set up the learning environment that is essential for a smooth transition from Reception. For the fortunate children who experience this high quality, pedagogically developed, curriculum the rapid progress made in the EYFS will continue into KS1 and beyond. Powerful! Now top of my list of recommendations." - Clare Bradley, Head of School Effra Early Years Centre, formerly EYFS Teaching Consultant, CLLD and phonics lead, London Borough of Lambeth"This book provides a wealth of useful and practical advice on how to ensure a smooth and effective transition from Reception into Year 1 and beyond. Written by practitioners for practitioners, it identifies how teachers can plan the Year 1 curriculum in a way that builds successfully on children’s experiences in the Early Years Foundation Stage. It is based on first hand evidence of what works best for children across a range of school settings and provides a welcome insight into the current debate on practice in Year1 classrooms. It is unequivocal in encouraging leaders and teachers to resist the pressure to introduce formal education too early and to ensure that the curriculum is planned to meet the developmental needs of the child." - Dr. Pauline Watts, School Improvement Adviser, former primary headteacher"This book supports teachers and senior leaders to understand the pedagogy and beneficial outcomes of reflecting EYFS methods in key stage one, using a progressive play-based approach to learning. Getting transition right is the key to success. Building on what has gone before and providing the right level of challenge through continuous provision in key stage one provides the right curriculum for all children. This book is an excellent guide for key stage one teachers who want to present learning opportunities to children so they can learn in the best way they know. It is a very accessible read with lots of thought-provoking ideas and anecdotes. If you want to be empowered to deliver improved attitudes to learning in key stage one and to support your pupils to be engaged and excited about their learning, this book is the perfect starting point." - Jan Bennett former headteacher and lead local authority EYFS adviser"In my career I have lost count of the number of school leaders who ask me 'How can we get it right in Year 1 ?' This book provides the solution! It comprehensively gives practical advice to set up the learning environment that is essential for a smooth transition from Reception. For the fortunate children who experience this high quality, pedagogically developed, curriculum the rapid progress made in the EYFS will continue into KS1 and beyond. Powerful! Now top of my list of recommendations." - Clare Bradley, Head of School Effra Early Years Centre, formerly EYFS Teaching Consultant, CLLD and phonics lead, London Borough of Lambeth"This book provides a wealth of useful and practical advice on how to ensure a smooth and effective transition from Reception into Year 1 and beyond. Written by practitioners for practitioners, it identifies how teachers can plan the Year 1 curriculum in a way that builds successfully on children’s experiences in the Early Years Foundation Stage. It is based on first hand evidence of what works best for children across a range of school settings and provides a welcome insight into the current debate on practice in Year1 classrooms. It is unequivocal in encouraging leaders and teachers to resist the pressure to introduce formal education too early and to ensure that the curriculum is planned to meet the developmental needs of the child." - Dr. Pauline Watts, School Improvement Adviser, former primary headteacher"This book supports teachers and senior leaders to understand the pedagogy and beneficial outcomes of reflecting EYFS methods in key stage one, using a progressive play-based approach to learning. Getting transition right is the key to success. Building on what has gone before and providing the right level of challenge through continuous provision in key stage one provides the right curriculum for all children. This book is an excellent guide for key stage one teachers who want to present learning opportunities to children so they can learn in the best way they know. It is a very accessible read with lots of thought-provoking ideas and anecdotes. If you want to be empowered to deliver improved attitudes to learning in key stage one and to support your pupils to be engaged and excited about their learning, this book is the perfect starting point." - Jan Bennett, former headteacher and lead local authority EYFS adviserTable of Contents1. How It All Began 2. Rationale for Change 3. Enabling Environments 4. Putting Ideas into Practice 5. Barriers to Implementation 6. Transitions 7. Moving Forward – Year 1 and Beyond
£24.32
Taylor & Francis Ltd (Sales) Constructing a Personal Orientation to Music
Book SynopsisConstructing a Personal Orientation to Music Teaching: Growth, Inquiry, and Agency, (Second Edition), is a textbook for studies in music education. Expanding upon the first edition, the authors promote inquiry and reflection to facilitate teacher growth, lifelong learning, and a disposition toward educational change. The revised text responds to current calls for social change and teacher education reform by reaffirming and intensifying the need for music teachers to adopt a personal orientation toward their work. A personal orientation encourages teachers to initiate their own growth, engage in inquiry, and exercise agency in school contexts.Strongly grounded in current theories and research in teacher education, Constructing a Personal Orientation to Music Teaching: Growth, Inquiry, and Agency strives to do the following: Engage readers in analyzing their own experiences in order to conceptualize the complexity of teaching Involve them in clarifying their reasons for seeking a career in teaching Support their insights, questions, and reflections about their work Promote a reflective, critical attitude about schools in general as music teachers are urged to think of themselves as change agents in school settings Construct a moral purpose as a compass to guide their current and future endeavors in the profession. Every chapter includes a wealth of pedagogical features, including new methodologies and examples of practice to engage the readers in processes of inquiry and reflection. The second edition is organized in two parts. Part I focuses on positioning music teachers as learners in the profession, significantly expanding concepts explored in the first edition that are central to a personal orientation to professional growth. In the new edition, a reconceptualized Chapter 5 challenges teachers to cultivate their identities as change agents. The second half of the bookâfocusing on becoming a student of music teachingâ features five new chapters. A provocative chapter on curriculum sets the stage for a set of additional chapters that invite deeper considerations of the commonplaces of teacher, learners, subject matter, and context. An epilogue speaks directly to the power of agency, imagination, and hope in teachersâ lives.Table of ContentsCHAPTER 1 - Starting the Journey: Developing a Personal View of Teaching and Learning / CHAPTER 2 - Learning to Teach: From Student to Teacher / CHAPTER 3 - Learning from Others: Looking forward to a Thriving Career in Music Teaching / CHAPTER 4—Orientations to Teacher Preparation / CHAPTER 5 - Cultivating a Personal Orientation toward Change / CHAPTER 6 - Teachers and Teaching: Understanding Curriculum As Inquiry and Stance / CHAPTER 7 - Studying the Commonplace of the Teacher: Exploring Action and Practice / CHAPTER 8 - Studying the Commonplace of Subject Matter: Examining Music in the Curriculum / CHAPTER 9 - Studying the Commonplace of the Learner: Expanding Understandings of Students / CHAPTER 10 - Studying the Commonplace of Context: Cultivating Knowledge of Schools and Awareness of Place / Epilogue / Appendix 1: Take It to the Field Observation Forms / Appendix 2: How to Use This Book
£39.99
Taylor & Francis Ltd Mentoring Teachers in Scotland
Book SynopsisThis book assists mentors in developing their mentoring skills, offering guidance needed to support the development of beginning teachers in early years, primary and secondary schools in the Scottish education system, as well as supporting all teachers in their career-long professional learning. Based on research and evidence, Mentoring Teachers in Scotland explores and discusses the knowledge, skills and understanding that underpin mentoring that is responsive to individual mentees'' needs. The book includes reflective activities to enable mentors to consider the application of mentoring processes in their own practice, as well as case studies and other learning activities. This book is a valuable source of support and inspiration for all those involved in mentoring and sustaining teachers' professional development at all stages of their career. Key topics explored include: roles and responsibilities of mentors within the Scottish education system, and tTable of Contents1. The place of mentoring in Scottish education 1. What do we mean by mentoring? The context for mentoring in Scotland 2. The Scottish approach to mentoring in early phase teacher education: an overview and critique 3. From student to employed teacher 2. Mentoring at each stage of a teacher’s career 4. ‘Meet my mentor’ – the student teacher’s view 5. Mentoring new teachers in Scotland 6. Mentoring in the career-long professional learning phase of teacher education 7. Mentoring for leadership 3. Different facets of impactful mentoring 8. Supporting sustained teacher development through reflection 9. Mentoring through dialogue 10. Collaborative professional learning through observing practice 11. Giving feedback that feeds forward 12. Much more than results: towards a fluidity of practice 13. Digital and remote models of mentoring
£27.99
Taylor & Francis Ltd School Start Storybooks Rusty the Robber
Book SynopsisIn this colourful illustrated storybook, part of the School Start series, children with language needs can explore the story of Rusty the Robber, and the night he got caught.School Start Storybooks support language development in reception and Key Stage 1 aged children both in school and at home. Through beautifully illustrated stories, children are invited to explore language, ask questions and recall events in order to aid language development, listening and memory skills. Each book contains a colourful and engaging story designed to appeal to young children, and with language specifically chosen for children with language needs.Key skills that these books support include: Comprehension Expression Vocabulary Memory Sequencing Available either as a set or as individual books, the School Start Storybooks are a vital resource for professionals looking to support language development eiTable of ContentsInstructions Animated voice and expressions Miming and pointing Vocabulary Questions Memory: List and information recall Memory: Sequencing Sharing the story at home Why this book may help your child Rusty the Robber
£8.99
Taylor & Francis Ltd Professionalism and Leadership in Early Childhood
Book SynopsisProfessionalism and Leadership in Early Childhood Education and Care explores the tension between what early years practitioners are expected to achieve, and the level of expertise and understanding required to underpin this. It examines the impact of recent policies on the agency of individual practitioners, and the culture and ethos of their settings, and questions the driving factors behind reforms to curriculum and practice and where this locates practitioners and their provision.Bringing together the latest research and ideas on professionalism and leadership, the book explores how professional status is understood and acquired and what makes this problematic in ECEC. It explores the impact of different leadership approaches, what needs to be challenged and sets out how the workforce might assert its own identity and values and continue to advocate for the needs of young children.Including case studies to illustrate the lived experiences of individual practTable of ContentsIntroductionGlossaryChapter 1 The English early years sectorChapter 2 Professionalisation and the early years workforceChapter 3 Constructing a professional identity, claiming professional agencyChapter 4 Leadership and professionalisationChapter 5 Reconceptualising professionalism in ECECChapter 6 Practice standards and the shaping of professional identity: Technicians or creative researchers?Chapter 7 Unpicking the role of reflection and a transformative pedagogy for professional educationChapter 8 Empowerment and agency: Reflections on narratives of practiceIndex
£24.99
Taylor & Francis STEM Road Map 20 A Framework for Integrated STEM
Book SynopsisFeaturing a team of over thirty STEM education professionals from across the United States, the updated and revised edition of this landmark book provides an integrated STEM curriculum encompassing the entire K-12 spectrum, with complete grade-level learning based on a spiraled approach to building conceptual understanding.Taking into account the last five years of evolution in STEM education, the second edition includes an increased focus on computer science, computational thinking, mathematics, and the arts, as well as cultural relevance and addressing the needs of diverse learners and underrepresented students. Divided into three main parts â Conceptualizing STEM, STEM Curriculum Maps, and Building Capacity for STEM â each section is designed to build common understandings of integrated STEM, provide rich curriculum maps for implementing integrated STEM at the classroom level, and offer supports to enable systemic transformation to an integrated STEM approach.Written for teachers, policymakers, and administrators, this second edition is fully updated to account for the needs of K-12 learners in the innovation age. STEM Road Map 2.0 enables educators to implement integrated STEM learning into their classroom without the need for extensive resources, empowering educators and supporting students.Table of ContentsPart One: Conceptualizing STEMChapter One:The Need for a STEM Road MapCarla C. Johnson, Tamara J. Moore, Erin E. Peters-Burton, and Selcen S. GuzeyChapter Two:The Emergence of STEMCatherine Koehler, Ian C. Binns, and Mark A. BloomChapter Three:Integrated STEM EducationTamara J. Moore, Lynn A. Bryan, Carla C. Johnson, and Gillian H. RoehrigPart Two: STEM Curriculum MapsChapter Four:The STEM Road Map for Grades K-2Catherine Koehler, Mark A. Bloom, and Andrea R. MilnerChapter Five:The STEM Road Map for Grades 3-5Brenda M. Capobianco, Carolyn Parker, Amanda Laurier, and Jennifer RankinChapter Six:The STEM Road Map for Grades 6-8Carla C. Johnson, Tamara J. Moore, Juliana Utley, Jonathan Breiner, Stephen R. Burton, Erin E. Peters-Burton, Janet B. WaltonChapter Seven:The STEM Road Map for Grades 9-12Erin E. Peters-Burton, Padmanabhan Seshaiyer, Stephen R. Burton, Jennifer Drake-Patrick, and Carla C. JohnsonPart Three: Building Capacity for STEMChapter Eight:Data-Driven STEM AssessmentToni A. Sondergeld, Kristin L.K. Koskey, Gregory E. Stone, and Erin E. Peters-BurtonChapter Nine:Sociotransformative STEM EducationAlberto J. RodriguezChapter Ten: Effective STEM Professional DevelopmentCarla C. Johnson and Toni A. SondergeldChapter Eleven:Frameworks and Advocacy for STEMShaun Yoder, Susan Bodary, and Carla C. Johnson Appendix ASample STEM Module One: Grade 7Janet B. Walton and James M. CaruthersAppendix BSample STEM Module Two: Grade KJennifer Suh
£44.99
Taylor & Francis Ltd Teaching Disciplinary Literacy in Grades K6
Book SynopsisAccessible and engaging, this text provides a comprehensive framework and practical strategies for infusing content-area instruction in math, social studies, and science into literacy instruction for grades K-6.Throughout ten clear thematic chapters, the authors introduce an innovative Content-Driven Integration (CDI) model and a roadmap to apply it in the classroom. Each chapter provides invaluable tools and techniques for pre-service classroom teachers to create a quality integrated thematic unit from start to finish. Features include Chapter Previews, Anticipation Guides, Questions to Ponder, Teacher Spotlights, Now You Try it sections, and more. Using authentic examples to highlight actual challenges and teacher experiences, this text illustrates what integrating high-quality, rich content-infused literacy looks like in the real world. Celebrating student diversity, this book discusses how to meet a wide variety of students' needs, with a focus on English Language LearnerTrade Review"Lupo and colleagues don’t just pay lip service to integrating content and literacy instruction; they provide teachers with a clear framework for meaningful, content-driven integration of mathematics, science, and social studies in the literacy block. Readers of this book will gain the knowledge needed to design interdisciplinary units, select texts, teach reading and writing to learn, and develop vocabulary and oral language for diverse learners, all of which the authors clearly illustrate through the experiences of two classroom teachers. I expect that novice and veteran teachers alike will find something in this book to add to their instructional repertoire."--John Z. Strong, Assistant Professor of Education, University at Buffalo, State University of New York, USA"Teaching Disciplinary Literacy expertly provides pre- and in-service teachers with crucial content and research-based instructional techniques to meaningfully integrate science, social studies, and math content into the literacy block. The authors include a number of accessible examples from both lower and upper elementary classrooms, alongside flexible templates and invitations to apply the material to teachers’ own elementary classrooms. I look forward to using this textbook in my own content and disciplinary literacy courses!"--Courtney Hattan, Assistant Professor of Elementary Literacy and Educational Psychology, Illinois State University, USATable of Contents1. Bringing Science, Social Studies, and Math into the Literacy Block 2. Zooming Out on the Holistic Goals of Literacy Instruction 3. The Content-Driven Integration Model for Developing Thematic, Interdisciplinary Units 4. Selecting Texts for Integrated Instruction 5. Reading to Learn: Bringing Reading Instruction and Content Learning Together 6. Writing to Learn 7. Analyzing Texts to Support Comprehension 8. Developing Vocabulary 9. Talking to Learn… and Learning to Talk 10. Supporting Students With Process-Based Writing
£37.04
Taylor & Francis Ltd Childrens Spirituality in Early Childhood
Book SynopsisThis pioneering volume provides a thorough understanding of children's spirituality from a holistic development perspective and explores the ways early childhood educators can nurture spirituality in the secular classroom. Making a critical distinction between spirituality and religion, this book draws on conceptual and empirical research, as well as authentic classroom vignettes to explore how theory translates into practice. Inviting readers to examine how their beliefs inform their practices, Children's Spirituality in Early Childhood Education offers a purposeful window into supporting children's learning and development with a focus on their souls, making it important reading for teachers, teacher candidates, researchers, and teacher educators in the field of early childhood education.Table of ContentsList of Figures Acknowledgments Forward by John Hochheimer Preface Introduction Section I – What is Children’s Spirituality? Chapter 1 - Defining Spirituality and Differentiating it from Religion Chapter 2 - Understanding Children’s Spirituality in the Literature and Research Section II – Spirituality in the Classroom - What do the Teachers say? Chapter 3 - Looking into Early Childhood Teachers’ Perceptions of Nurturing Spirituality Chapter 4 - How Ms. Escarfuller’s Spirituality Informs Her Pedagogy Chapter 5 - Spiritual Vignettes from Ms. Escarfuller’s Classroom Section III – Tying it All Together Chapter 6 - How can we nurture children’s spirituality in secular settings? Chapter 7 - Spirituality as the North Star for Early Childhood Education: Where do we go from here?
£37.04
Taylor & Francis Ltd Alphabetics for Emerging Learners
Book SynopsisDiscover how to help PreK students develop pre-reading competencies that build capacity for future reading phonological awareness, print concepts, and alphabetics. Research-based and accessible, this essential guidebook helps readers sidestep common errors and create engaging, child-appropriate curriculum that lays a strong foundation for future reading skills. Filled with effective resources, activities, and a simple scope and sequence to guide instruction, this critical toolkit equips educators to set emerging learners up for success.Table of Contents1. Beginning with Some Basics 2. English Alphabetics for Teachers 3. Teaching Phonological Awareness 4. Shared Reading and Interactive Writing to Teach Print Concepts and the Alphabetic Principle 5. Teaching Letters and Letter Sounds
£28.99
Taylor & Francis Outdoor Play for Healthy Little Minds
Book SynopsisThis essential resource is designed to help busy early years practitioners to support the mental health of young children through outdoor play.Promoting social and emotional wellbeing in childhood has never been more important, and outdoor play is a crucial tool to build resilience, develop healthy relationships, and boost self-esteem. Using relatable case studies that demonstrate achievable change, the book is full of practical advice and strategies for exploring nature in both natural and man-made landscapes, and includes guidance on how to co-create inviting play spheres with children. Each chapter provides: Adaptable and cost-effective activities designed to help children feel more confident and connected to the world around them. Case studies and reflective opportunities to prompt practitioners to consider and develop their own practice. An accessible and engaging format with links to theorists, risk assessmTrade ReviewSarah has given teachers, parents, all of us a practical but heartfelt guide to nature connection. This is her gift to this and the next generation of children and families. Richard Louv, author of 'Last Child in the Woods' and 'Vitamin N.' The most brilliant, easy to read and engaging book on outdoor learning and play I have ever read. Packed full of rich anecdotes and solid research, it is indispensable guide for educators everywhere. Mike Fairclough, author of ‘Wild Thing’ and Headmaster of West Rise Junior School, winner of the TES School of The Year A must-read. This remarkable book is an essential read for anyone who values outdoor play and well-being. It is packed full of practical, accessible ideas and strategies underpinned by the latest research. I thoroughly enjoyed reading it and reflecting on how to support nature connectedness in our settings. Outdoor Play for Healthy Little Minds reminds us that ‘the best classroom and the richest cupboard are roofed only by the sky.’ Anthony Hadfield, ex-headteacher and founder of Head into the Wild This book is lovingly filled with the joy of play. Packed full of useful suggestions, examples of practice and insightful comments from the children themselves, this is a wonderful book. Sarah combines her deep knowledge of children and their capacity to learn with a clear rationale of the ways in which play builds cognitive understanding, emotional & physical development and social connection. I recommend this book highly for all those who seek to understand children further and celebrate the wonders of childhood. Dame Alison Peacock, Chief Executive at The Chartered College of teaching and Honorary Fellow of Queen's College, Cambridge This wonderful book shows how play develops skills that lead to balanced, resilient people. Parents, teachers and all of us who work with children will find valuable ways to look at the world through fresh eyes. Dr Simon Lennane, GP and Mental Health GP Lead, Herefordshire CCG (Clinical Commissioning Group) This is a delightful and very special gem of a book! Warm, personal, thought-provoking, extensively researched and jam packed with brilliant & practical ideas for outdoor learning and play. I have admired Sarah’s knowledge, wisdom and expertise for a long time and in this book Sarah gives us the know-how and confidence to optimise our school grounds and approach to play to develop imagination, creativity, well-being, language skills, resilience, and promote co-existence, equity and inclusion. I have learned a lot, this is a must read guide for any early years practitioner and primary school leaders. I will be buying several copies for my school! Rae Snape, Headteacher and National Leader of Education What a jewel; this book is filled to bursting with stunning photographs of real examples of outdoor play and learning in action to inform and inspire, with ‘time to reflect’ opportunities throughout to support ongoing practitioner CPD - something which is essential. Sarah demonstrates that valuable outdoor play and learning opportunities are everywhere and can be achieved easily, for all our children, by thinking creatively, listening to and following children’s interests, using simple resources and by tapping into what Mother Nature gives us. Definitely on the reading list for my Early Years Educator trainees to support outdoor play, knowledge and practice. Helin Taylor-Greenfield, Early Years Lecturer (FE), NNEB, Pearson and LBWF Teaching Award Winner Sarah Watkins has written one of the most important pedagogy books in a generation. The case for play is stronger now than ever before and understanding its purpose is essential to any catch-up process after the Covid-19 interruptions. Play is the universal language of childhood and the richer the environment, the richer the opportunities are for self-expression, challenge and wellbeing amongst our youngest learners. How a child plays, or doesn’t, tells us so much about their needs, their inner world and their state of mind. Sarah skilfully and organically uses the child’s own voice to illustrate the most important factors in designing and using play environments for all educators to provide children with opportunities to develop language, resilience, relationships and wellbeing. This wonderful book should be a daily reference in all our learning settings. Dr Sharie Coombes, author, ex-headteacher and Neuropsychotherapist I love this book on outdoor play, one of several in the Little Minds Matter series. It's an easy-to-read book for educators to read, reflect on and use to inspire their day-to-day outdoor practice with children. The photographs of Sarah’s setting are truly remarkable and add an authentic feel to the book. I especially like the inclusion of children’s voices; it's extremely important that we pay attention to children regarding their play and learning. Well done Sarah for writing this much-needed book for Early Years educators. Laura Henry-Allain MBE, Award-winning global writer, speaker and consultant There are people who contribute to the world of Early Years education without any actual experience within the setting. This book is the antidote to that tiresome commentary. Sarah Watkins has provided the hard-working and committed teacher with a fantastic guide to the awesome power of learning outside, building connections with nature, engaging in joint productive activities with children and the importance of relationships and wellbeing. This isn’t just another teacher handbook, it’s a handbook for the professional soul. Hywel Roberts, author of ‘Oops! Helping Children Learn Accidentally,’ teacher and storyteller It's not often that you come across a book that explores the importance of dragons, mud pies, puddles, magic and a laboratory of loose parts to the healthy development of children – this insightful book, richly embroidered with fascinating case studies and reflections is a must-buy for teachers, children nurses, parents and anyone wanting to understand about the power of play in building resilience, confidence and a sense of belonging in our children. Tony Warne, Chair of Stockport NHS Foundation Trust I have been very fortunate during the last decade to work with and visit many different educational settings in the U.K. and internationally. Every time, without exception, I am blown away by the skill, expertise and proactive creative approaches that Early Years educators demonstrate every day. In this exciting new publication, Sarah harnesses her own considerable expertise along with the voices of young people themselves in a unique and exciting approach to the importance of play and well-being. Punctuated with reflection tasks and photos of children ‘in action’, this book really brings to life some of the magical learning I have been so fortunate to witness and continually learn. I imagine that this text will be invaluable to both new practitioners and also incredibly useful for experienced colleagues in equal measure, as Sarah draws the reader through a magical world with examples from across many different settings. Perhaps the highlight for me, the final word from Jack (which you will, of course, need to read for yourself...). This book is highly recommended and will, I am certain, prove to be a really invaluable addition to some of the most skilful educator’s libraries and professional development materials around the world. Gareth D Morewood, Educational Advisor & previous Secondary SENCo As adults we must strive to nurture children's curiosity and playfulness and encourage independence. This book is a powerful reminder of our responsibility to take every opportunity to inspire children to learn more about the world in which they live, no matter their age. Highly recommended! Nic Millington, CEO, Rural Media This book is practical and accessible for primary practitioners to reflect on how they create the spaces, culture, and relationships for effective and authentic play. Each chapter is signposted by the values and the wellbeing themes it is exploring and encourages the reader to take time to reflect on their school’s policy and practices, accompanied by signposting reading for both children and adults. The appendix has helpful documents including a play policy. Hannah Wilson, Leadership Development Consultant, Coach and Trainer Children need & love to play, explore and have adventures outside. This book embraces the benefits of exposing children to daring play & appropriate risk that is so helpful in addressing anxiety & fearful situations. It also highlights strategies to enable a healthy balance between safety and independence, as well as developing perseverance and resilience. This book provides the perfect framework to create a culture of care and wellbeing through play at school Pattrick Ottley O Connor, Executive Headteacher This book helps adults understand how they can create environments and resources for children to explore play through relationships and curiosity. It also makes some important points on playing alongside children and how fundamental play is for all families and communities. An interesting read with many good ideas. Mike Armiger, Education and Mental Health Advisor There has never been a more important time to foster the wellbeing of children and Sarah's fantastic book shows you how to do that through the important business of play. I love the mix of theory, research and practical ideas, all brought to life with the voices and perspectives of children. Sarah is an experienced teacher and her wisdom shines through each page - this is a must read for any Early Years practitioner and primary school teacher. Adrian Bethune, Teachhappy Table of ContentsForeword Introduction Green is Good Beneficial Spaces The Wellbeing Laboratory Dare to Play Relationships Matter Honesty and Love End Notes
£18.16
Taylor & Francis Ltd Developing ChildCentred Practice for Safeguarding
Book SynopsisPlacing children at the centre of safeguarding principles and practices is vital for ensuring the best child protection. This essential resource provides early years practitioners with all that they need to be confident and competent as they fulfil their roles and obligations to safeguard and protect children.Exploring the main factors that impact on the lives of young children in the current safeguarding climate, this book is a starting point for understanding the risks and categories of abuse and neglect. Grounded in best practice, it gives practitioners encouragement and advice to help shape and drive practice forward with child-centred motives, practices and perspectives.The book offers: Insights into the current safeguarding climate backed by practical examples An introduction to managing the different safeguarding challenges faced by early years professionals Methods for contextualising these for children in the early years Guidance on supporting vulnerable children, their families and other agencies working alongside them Reflections, case studies and a wide range of example scenarios Voices and insights from across the sector woven throughout for a holistic understanding of safeguarding With accessible chapters drawing on best practice from across the sector at every level, this is a valuable resource for all those working in the early years, whether just starting out or highly experienced in the field.Trade Review'This comprehensive book explains the complex and critical issues of Early Years Safeguarding sensitively and in-depth. Rachel’s knowledge, insights and first-hand experiences are evident throughout the book, especially in the Reflective sections. The breadth of content makes it an ideal resource for both the designated safeguarding lead and anyone else working directly with children and their families. I would highly recommend it as compulsory reading for everyone in the Early Years sector.' – Kathy Brodie, Founder of Early Years TV and the Early Years Summit'This excellent book provides Early Years professionals with everything they need to know about child protection and safeguarding in the early years. As with Rachel’s training delivery, her writing style, makes the content accessible to all, understandable, informative, and easy to translate to practice. At Thrive Childcare we have been in receipt of Rachel’s Child Protection and Safeguarding training for many years now, across both England and Scotland, and I cannot recommend this book enough.' – Ursula Krystek-Walton, Head of Early Years Thrive Childcare and Education'This book will be hugely welcomed by early years leaders and practitioners alike. It is highly relevant and insightful, whilst being really accessible and straightforward, fulfilling a real need in the sector. Its content is validating for those carrying out the really tough job of safeguarding children in early years settings. Rachel has drawn on her extensive personal experience to create a reference book as well as a guidebook for DSLs and practitioners, providing regular reflection points for readers.The book covers critical concepts such as professional curiosity, and wariness of inappropriate optimism to name just a couple. She reminds us about self-care and the importance of taking action and critically that safeguarding knowledge is about keeping children safe, not keeping Ofsted happy!' – Jo Kinloch, Managing Director, Mulberry Bush Nursery Group'I’ve had the privilege to have known Rachel for over 20 years. She has provided training and support to our local childminder networks and to many childminders personally, me included. Rachel has always been such a wonderful advocate for childminders, and this continues to be a strong feature in this brilliant book which highlights the challenges and experiences of many of us working to safeguard and protect children. The book recognises the real issues which are often difficult and hard to work around but Rachel acknowledges this and offers useful and helpful strategies for childminders to engage with and apply in practice. This book will be a real game changer. It simplifies a difficult subject; it reminds us of how vital our roles as childminders are when working with children and families and it challenges us to build upon what we already know and do. I can’t wait to use it for training in my own team.' – Charlotte Cassidy, Childminder, Bury"This book is second to none in terms of its breadth and depth of what remains a deeply complex and ever-evolving subject. Rachel Buckler’s expertise shines through in each of the seven chapters, providing information that is accessible and pertinent – and directly applicable to child care practitioners. She prioritises the empowerment of practitioners through equipping them with the diverse strategies provided throughout the book, as well as through broaching subjects that some might find it difficult to think about – let alone talk about and most importantly - act on when it comes to safeguarding and protecting children." – Dr Mine Conkbayir, Early Years author, trainer and researcherTable of ContentsContentsAcknowledgements ForwardA letter for every early years practitionerChapter one: Safeguarding and child protection in the early yearsChapter two: Recognising and responding to abuse in early childhoodChapter three: The role of the designated safeguarding leadChapter four: Identifying risk factors in the lives of young childrenChapter five: Taking action to safeguard and protect childrenChapter six: Working with others to achieve the right outcomes for children. Working with parents - Multi agency practiceChapter seven: Creating a safe child centred culture in the early yearsFinal thoughts
£18.16
Taylor & Francis Ltd Becoming an Outstanding Primary School Teacher
Book SynopsisThis fully updated third edition of Becoming an Outstanding Primary School Teacher includes new material on blended learning, pedagogical leadership and teaching entrepreneurial skills. It offers comprehensive coverage of all the key topics that engage primary teachers, including planning, meeting curriculum demands, promoting positive behaviour, assessment, engaging with parents, research, and professional development. Throughout, Russell Grigg draws on theory, research, and case studies of classroom practice to discuss what it takes to become an outstanding primary teacher, making this essential reading for raising pupils' standards of achievement through high quality teaching. How do primary teachers who excel in their work approach topics such as planning and assessment? What strategies do they use to inspire pupils when teaching English, Mathematics, Science, and other subjects? How do they keep on top of everything in managing workload and still get the best fromTrade Review'Although there have been significant changes in schools across the world since the last publication, I believe the revised edition will be of considerable use not only to those aspiring to be outstanding teachers but to all teachers and senior leaders seeking to make the best possible provision for their students.''This is a well -respected work from an experienced educator and author, which is widely used on ITE and Education Studies courses. A new updated edition will be welcomed by course providers and students. Indications are that there is likely to be a growth in numbers on ITE courses resulting from the impact of COVID 19 on the economy and numbers on Education Studies courses continue to grow. The book also has wide international appeal.''this book will appeal to practitioners and trainees alike... every teacher wants to be the best they can be and money for CPD courses is limited so any resources which support teacher development are welcomed''I agree with the author’s assessment of the need for an update to the 2nd edition of his book. Enough has changed, in UK education, since 2015, that an update would be beneficial, even if the fundamental structure and the content of the book remain unchanged.''The educational landscape has shifted over the last few years and this proposal puts the book’s contents into a more modern framework. Language has also changed in education and terms used here are more up to date. Contemporary trends such as blended learning and entrepreneurial competences are incorporated, which should make the book relevant and easily usable for teachers.' Table of Contents1. Defining and evaluating outstanding teaching 2. Know Thyself 3. Professional values in action 4. Developing pupils’ creative and critical thinking 5. Professional knowledge and understanding 6. Challenges and best practice in English, Mathematics and Science 7. Developing a robust digital pedagogy 8. The broader curriculum 9. Planning and preparation 10. Promoting inclusive practices 11. Language, literacy and communication skills 12. Promoting good behaviour 13. The art of juggling: monitoring and assessment 14. Continually learning
£27.99
Taylor & Francis Ltd A Guide to Mental Health for Early Years
Book SynopsisThis practical and accessible guide tackles the challenges that busy childcare educators face with their mental health in what is a wonderful, rewarding, but often exhausting role.Drawing from day-in-the-life experiences and case studies, this book sets out high-quality staff wellbeing practices that can revolutionise the way childcare practitioners approach their job and their own health. Chapters guide the reader through a process of reflection and development, encouraging and empowering them to create a workplace culture that positively contributes to their personal wellbeing.This book: Focuses on the realities of Early Years education, combining the author''s lived experience with examples of real-life practice. Encourages educators to think and feel positively about themselves; to identify the individual skills, strengths and talents they bring to their work. Can be used individually or collaboratively by team members, with guidance on creatinTrade ReviewAs caring professionals, we strive to make children feel confident and good about themselves, we care for them and ensure their well-being is thought about and nurtured. Why is it then that many people working with young children do not afford themselves the same consideration and care, or indeed have even thought about doing this?This much needed book not only informs the reader about mental health and well-being in an easily understandable and accessible way, but also offers the opportunity to reflect on these issues and re-think your own personal perspectives and understanding in order to nurture and protect your own mental health, which is a vital component of effective practice with young children. The book is underpinned by an ethos of inclusion and anti-discriminatory practice which, together with case studies of lived experiences, gives further opportunities for reflection and reframing thinking and practice in order to embed wellbeing into the heart of your Early Years practice and your life in general. Anne Gladstone, AuthorWorking with young children is an incredible experience, a true privilege to spend time in their company, showing them their potential and the joy in the world around them. All too often however, looking after the richness of childhood can come at the price of looking after ourselves. Kate's brilliant book is the perfect guide to do just that - personal, informative and well-researched, each page is a reminder that for us to be at our best with children, we need to nurture the one treasure that children look to us to find: our own "play-full" selves. If you've been looking for the map to put well-being at the heart of your pedagogy and practice then look no further, you hold it in your hands...Greg Bottrill, Educational Thinker and Author I feel honoured that I have been asked to review Kate Moxley’s new book A Guide to Mental Health for Early Years Educators. For far too long we have seen mental health as a taboo subject and those who suffer with their mental health have felt embarrassed and shamed when discussing and sharing their feelings and experiences. Kate sensitively and intellectually navigates mental health and wellbeing and outlines what we can all do both personally and professionally, and how we can support our colleagues. This book is very timely and a must for every educator/teacher to read, reflect and put into practice. Laura Henry-Allain MBE, International award-winning writer, speaker and consultant Thank you, Kate, for shedding light on such a complex struggle that many EY educators (often times silently) face, in such a genuine, honest and compassionate manner. To say I feel seen and heard is an understatement. And I am confident this sentiment will resonate with others too, who hold Early Years in their hearts also.Tanzimah Chowdry, Early Years Educator Kate's passion, enthusiasm, insight, openness, honesty and knowledge shines through on every page. I wish I had read this book earlier in my career. It has got me through a tricky transition into middle leadership during the pandemic and a difficult time in my own personal life. Making me not only a better practitioner but also a more compassionate leader who has remembered how to love my job.Helen Harris, Early Years EducatorAs someone who has struggled with their mental health over a number of years, I can only wish I had access to a resource like this at the beginning of my journey. An insightful book with real stories from real people, proof that no one is alone in their struggles. Everyone in the early years sector could benefit from reading this book!Samantha Gardner, Early Years Educator Table of ContentsAcknowledgementsForeword Part 1 Laying the foundations of our philosophy Introduction 1 Wellbeing at the heart 2 Mental health 3 The early years educator I am today Part 2 A philosophy for wellbeing Introduction 4 A vision of team togetherness 5 Connection and belonging 6 Health and harmony 7 A culture of kindness and accountability 8 A vision for the future: a mentally healthy early years workforce Index
£18.16
Taylor & Francis Working with Parents and Families in Early
Book SynopsisThis book reports initiatives to listen to parents and families, to ascertain what families believe and do as they seek to engage collaboratively with their childrenâs educators, and what educators and educational systems might do to facilitate and/or establish barriers to such engagement.Parental engagement in childrenâs learning and development has many positive benefits. However, in the current environments of accountability and performativity which are pervading early childhood education in many countries, the opportunities for parents and other family members to be part of the development of respectful, collaborative relationships with their childrenâs early childhood educators are becoming more and more restricted. Many educators feel forced to choose between curriculum outcomes and parental engagement, as both involve their time. There is a danger that the voices of parents and families in their childrenâs early learning and development will not always be heard, seen, or fully understood. This volume addresses this important issue.Researchers, educators, and families will all benefit from this book, to the ultimate benefit of the young children who are the future. This book was originally published as a special issue of the European Early Childhood Education Research Journal.Table of ContentsIntroduction 1. Parents’ play beliefs and engagement in young children’s play at home 2. ‘She thinks her toys don’t understand Romanian’: family engagement with children’s learning during the transition to school 3. Would it really matter? The democratic and caring deficit in ‘parental involvement’ 4. ‘Remote parenting’: parents’ perspectives on, and experiences of, home and preschool collaboration 5. An observational assessment of parent–teacher cocaring relationships in infant–toddler classrooms 6. Chinese and German teachers’ and parents’ conceptions of learning at play – similarities, differences, and (in)consistencies 7. How educators define their role: building ‘professional’ relationships with children and parents during transition to childcare: a case study 8. Parental involvement in Finnish day care – what do early childhood educators say? 9. How do early childhood practitioners define professionalism in their interactions with parents? 10. Written communication with families during the transition from childcare to school: how documents construct and position children, professionals, and parents
£37.04
Taylor & Francis Ltd Teaching Mathematics Through ProblemSolving A
Book SynopsisThis engaging book offers an in-depth introduction to teaching mathematics through problem-solving, providing lessons and techniques that can be used in classrooms for both primary and lower secondary grades. Based on the innovative and successful Japanese approaches of Teaching Through Problem-solving (TTP) and Collaborative Lesson Research (CLR), renowned mathematics education scholar Akihiko Takahashi demonstrates how these teaching methods can be successfully adapted in schools outside of Japan. TTP encourages students to try and solve a problem independently, rather than relying on the format of lectures and walkthroughs provided in classrooms across the world. Teaching Mathematics Through Problem-Solving gives educators the tools to restructure their lesson and curriculum design to make creative and adaptive problem-solving the main way students learn new procedures. Takahashi showcases TTP lessons for elementary and secondary classrooms, showing how teachTrade Review"Akihiko Takahashi has been at the heart of Teaching Through Problem-Solving (TTP) from its very beginnings in Japan, first as a master teacher, and then as a researcher and coach. In this volume he brings the central ideas of TTP to Western readers. If you’ve wondered why Japanese teachers and students do so well at mathematics, this book will show you why and show you how." - Alan Schoenfeld, Series Editor, from the ForewordTable of ContentsForeword by Alan Schoenfeld, Series Editor Preface Chapter 1 Development and Major Concepts of Japanese "Teaching Through Problem-Solving" (TTP) 1.1 The Need to Move Beyond the Lecture Method1.2 What is Japanese TTP?1.3 Progression of TTP in Japan1.4 The TTP Classroom1.5 The Four Kinds of Whole Class Discussions (Neriage) in TTP1.6 Types of TTP lessonsChapter 2 TTP Lessons You Can Use2.1 TTP Lessons to Develop Conceptual and Procedural Understandings2.2 TTP Lessons to Expand Understanding2.3 TTP Lessons with Multiple Correct SolutionsChapter 3 Designing Your Own TTP Lessons3.1 Kyouzai Kenkyuu, the Necessary Groundwork3.2 Modify Existing Problems to Create TTP Lessons3.3 How to Write a TTP Lesson PlanChapter 4 How TTP and Collaborative Lesson Research Can Change Your School4.1 Jyugyou Kenkyuu, Japan’s Professional Development Program4.2 Using CLR at Your School to Implement TTP4.3 Advantages of CLRIndex
£42.99
Taylor & Francis Ltd (Sales) Big Gay Adventures in Education Supporting LGBT
Book SynopsisBig Gay Adventures in Education is a collection of true stories by 'out' teachers, and students of 'out' teachers, all about their experiences in schools. The book aims to empower LGBT+ teachers to be the role models they needed when they were in school and help all teachers and school leaders to promote LGBT+ visibility and inclusion. The contributors range from trainee teachers to experienced school leaders and leading figures from the community across the LGBT+ spectrum, as well as LGBT+ students whose lives were improved by having an openly LGBT+ teacher. Each story is accompanied by an editorâs note reflecting on the contributorâs experience and the practical implications for schools and teachers in supporting LGBT+ young people and ensuring they feel safe and included in their school communities.Compiled by the co-founder and director of LGBTed, the inspiring stories in this book are essential reading for LGBT+ teachers and allies. Letâs be the role models we needed when we were at school and show our students that they can be successful and happy as an LGBT+ person. Trade Review"Big Gay Adventures in Education is a must-read for LGBT+ educators, allies, and those seeking to learn more about LGBT+ educator experiences given the opportunity to learn directly from LGBT+ educators. The authors’ recount of their experience presents an anthem of motivation in calling us to be present and out for our LGBT+ students. Thanks to the shared stories, advice, and calls to action in Big Gay Adventures in Education, readers are left feeling invigorated and motivated to take active steps in supporting their LGBT+ students." - Sarah Kiperman, Teachers College RecordTable of ContentsForeword Andrew Moffatt MBE1 Why this book existsDaniel Tomlinson-Gray2 To be out or not to be outSue Sanders3 It’s OK: A school assemblyDavid Lowbridge-Ellis4 Miss, are you a lesbian? Becoming bisexualAdele Bates5 Out from the outsetKip Webb-Heller6 Permission Chris Mattley7 A story in two halves Catherine Halliwell and Cerian Craske8 Intersections of Identity: Being an ‘out’ Jewish bisexual teacherAllison Zionts9 You can’t win on culture alone, but you sure can lose on it James Bennett10 Bi bi biMolly Luscombe11 That assemblyBecca Adson12 Simple acts of kindness and loveCallum Richardson13 Add a little bit of glitterFaye Cutting14 'Miss, I’m part of LGBT too'Amy Ridler15 The cupboard without a rainbow flagHadley Stewart16 I want the world to know Alison Riley17 The best you can be is yourselfZoe Defoe18 You’ve gotta give ’em hope Michael Williams19 The invisible girlJennifer Heaton20 The moderately successful lesbian Nicola Sharp21 The rainbow armadilloDarrell Chart-Boyles22 Being the role model I wish I hadPam Stallard23 Changing the narrative: Why being ‘out’ at school is so importantWill Goldsmith24 Being your authentic self at work Hannah Jepson
£24.32
Taylor & Francis The Teaching Assistants Guide to Effective
Book SynopsisThis second edition of The Teaching Assistantâs Guide to Effective Interaction is the definitive guide to teaching assistant-pupil interaction, fully updated with examples from schools that have implemented techniques from the first edition. An invaluable professional development tool for classroom support staff and the teachers who work with them, this new edition answers the need for specific, practical guidance on the role of the teaching assistant.This practical and accessible guide sets out a role for teaching assistants that focuses on developing pupilsâ independence and ownership of learning, with key learning points now summarised in each chapter. Based on a classroom-tested framework and covering the main contexts in which teaching assistants work, it includes a range of strategies and reflective activities to help improve the support provided to pupils in everyday settings. This book sets out successful strategies for: Responding to additTrade Review"An impressive and important book … I urge colleagues to read and treasure this as a means of building a rich resource of pedagogical support within the classroom. If you have support staff on your team, this book is an essential read." - Professor Dame Alison Peacock, Chief Executive, Chartered College of Teaching "An essential read for all educators but especially Teaching Assistants. Packed with theory, practical strategies and reflective activities. This research informed guide should frame and guide professional development for supporting and educating all children, everywhere." - Aimee Durning, The University of Cambridge Primary School "A really practical guide to help teaching assistants improve their practice … a must read for headteachers, teachers and teaching assistants." - Sue Cowley, author and teacher trainer "An awe inspiring must read if you play any role in a child’s educational journey." - Tracy Alcon, Teaching Assistant, Baynards Primary School, Essex "This accessible, interesting and well-informed book offers teaching assistants the opportunity to understand, review and plan their interactions with students, so they can offer them the best help with their learning." - Neil Mercer, Professor of Education, University of Cambridge "This evidence-based book is a constant point of reference for TAs and teachers. The scaffolding framework is a game-changer; how TA-pupil interactions, often so intuitive, impact on independence and learning. Embedded in Lincolnshire schools, this practice is now simply ‘what we do’." - Vanessa Hopkinson, Mobilise TA Project Lead, KYRA Teaching School, Lincolnshire "This easy-to-read book combines practical everyday examples with clear explanations of current research. It has implications for how TAs can support children to become more independent." - Heather Lacey, Headteacher and Local Leader of Education, Shirley Manor Primary Academy, Bradford Table of Contents1. The teaching assistant as scaffolder 2. The value of planning the right task and pupils taking an active role in interactions 3. The principles of scaffolding 4. Scaffolding strategies 5. Assessment for learning: Providing feedback for teachers and pupils 6. Promoting effective group working 7. Delivering intervention programmes
£29.99
Taylor & Francis Ltd Embracing Technology in the Early Years
Book SynopsisWhy should we embrace technology? How can it make the practitioner's role easier?This book is the answer to these questions, equipping Early Years practitioners with the skills and knowledge to use technology: both that which they already have, and that which they can access from beyond the setting (such as in the local community and online).Written by an expert in both Early Years and Digital Inclusion, it provides practical tips and guidance for practitioners working at all levels to implement the use of technology across all areas of the curriculum and to support the development of the characteristics of effective learning. Drawing on contemporary theory and research, chapters cover key topics such as: the short- and long-term benefits of incorporating technology for children, families, and staff making the most of pre-existing technology alongside guidance on how best to use new technology consideration of safeguaTrade ReviewFor back cover: ‘All settings whether they are tech savvy or less confident in their knowledge or abilities will greatly appreciate this book’. Karen Hunt Table of ContentsChapter 1 – Why do I need to use technology? Chapter 2 - How can technology support the characteristics of effective learning and areas of learning? Chapter 3 - How can we make the most of the technology we already have? Chapter 4 – New technology Chapter 5 – Technology beyond the setting Chapter 6 - Technology for staff - making your role easier Chapter 7 - Pause for thought - barriers to using technology Chapter 8 – What next? Conclusion
£19.92
Taylor & Francis Planning Process Drama
Book SynopsisProcess drama is now firmly established, internationally, as a powerful and dynamic pedagogy. This clear and accessible book provides a practical, step-by-step guide to the planning of process drama. Grounded in theory and illustrated in practice, it identifies and explains the principles of planning and shows how they can be applied across age ranges and curricula. Drawing on the authorsâ wide-ranging practical experience and research, examples are built up and run throughout the book, at each step showing how and why the teachersâ planning decisions were made. This second edition features: a wider range of examples illustrating the planning principles in practice two completely new chapters: one deals with planning for diverse learner groups and the other moves the reader on from the pre-action planning phase to the âplanning on your feetâ required as the drama unfolds. incorporated new material to reflect recent undTable of Contents1. Drama and Education; 2. Distilling the Principles of Planning for Process Drama; 3. Theme/Learning Area; 4. Context; 5. Role; 6. Frame; 7. Sign; 8. Strategies; 9. Key Points to making it Happen!; 10. From Plan to Practice; 11. A Process Drama Planner
£39.99
