Primary and middle schools Books

Book SynopsisWhat are the instincts' of a good teacher? Can they be taught? Good teachers use good techniques and routines, but techniques and routines alone do not produce good teaching. The real art of teaching lies in teachers'' professional judgement because in teaching there is seldom one right answer. This combination of experience, flexibility, informed opinion and constant self-monitoring is not easy to acquire, but in this re-released classic edition of Critical Incidents in Teaching in print since 1993 and which includes a new introduction from the author - David Tripp shows how teachers can draw on their own classroom experience to develop it. In this practical and unique guide, the author offers a range of strategies for approaching critical incidents and gives advice on how to develop a critical incident file. Illustrated with numerous classroom examples for discussion and reflection, Critical IncidenTable of ContentsIntroduction. Teaching and research 1. Problematic and practice 2. Interpretation: creating critical incidents 3. Four approaches to the analysis of incidents 4. Ideology critique in the analysis of critical incidents 5. Developing a critical incident file 6. An example of a critical incident file 7. Autobiographical incidents and classroom practice 8. Socially critical action and analysis 9. Critical incidents and professional judgement Conclusion

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Book SynopsisIn this innovative and engaging text, Vivian Maria Vasquez draws on her own classroom experience to demonstrate how issues raised from everyday conversations with pre-kindergarten children can be used to create an integrated critical literacy curriculum over the course of one school year. The strategies presented are solidly grounded in relevant theory and research. The author describes how she and her students negotiated a critical literacy curriculum; shows how they dealt with particular social and cultural issues and themes; and shares the insights she gained as she attempted to understand what it means to frame ones teaching from a critical literacy perspective. New in the 10th Anniversary Edition New section: Getting Beyond Prescriptive Curricula, the Mandated Curriculum, and Core Standards New feature: Critical Reflections and Pedagogical Suggestions at the end of the demonstration chaptesr New Appendices: Resources for Negotiating Critical Literacies and Alternate Possibilities for Conducting an Audit Trail Companion Website: narratives of ways in which the audit trail has been used as a tool for teaching and learning; resources on critical literacy including links to other websites and blogs; podcast focused on critical literacy and young children Trade Review"In the tenth anniversary edition of Negotiating Critical Literacies with Young Children, Vasquez (American Univ.) provides a brief description of critical literacy and its use in a primary grade classroom...She also explains how she guided the students' further inquiry into a topic and how they collectively worked through problems. Summing Up: Recommended."I. M. Hughes, Bay Path College, in CHOICE, November 2014"Through vibrant, memorable, and surprising examples of very young children grappling with very real social issues, Vivian Vasquez has transformed critical literacy in early childhood education." Karen Wohlwend, Indiana University-Bloomington, USA"These amazing accounts, supplemented with advice for implementing critical literacy practices with young children, will inspire many teachers to explore the potential of their students’ voices and the power of young children to work for change in their schools and communities." Catherine Compton-Lilly, University of Wisconsin Madison, USA"Too often teachers of young children doubt their students’ capabilities for engaging in deeply analytical understandings of a variety of texts, but Vasquez’ book provides sound critical theory and an abundance of practical examples of young children asking sophisticated questions about the texts of their lives, from McDonald’s to TV to their own school community. After reading this text, never more will these teachers have doubts." Stephanie A. Flores-Koulish, Loyola University MD, USA"We desperately need critical literacy approaches at all levels of schooling, and especially at the pre-school level. Negotiating Critical Literacies with Young Children is a brilliant, essential, uplifting, and inspiring book nee3ded more now than ever." Doug Morris, Eastern New Mexico University, USA"The critical and creative ways of being in Vivian’s preschool classroom should be a model of living and learning for all of us. This is education at its best – and anyone involved in early childhood initiatives or policy-making that will impact the lives of children and their teachers should take time to read this before putting mandates in place." Stephanie Jones, University of Georgia, USA"Dr. Vasquez is one of the most reflective and committed scholars in the field of critical literacy, social justice and early childhood education. She is a pioneer in developing and sharing how to develop critical classroom practices. In this revised edition she shows one more time her ability to develop accessible and sophisticated ideas to educators." Carmen L. Medina, Indiana University, USA"A concise and practical book that opens up doors for pedagogical possibilities in literacy classrooms. Any educator interested in building students’ critical literacy skills can draw on Vasquez’s range of examples – and key moments in the learning process through an audit trail!" Korina Jocson, Washington University in St. Louis, USA"Vivian Vasquez’s groundbreaking work challenges educators to think more expansively about young children’s critical inquiries. It is essential reading for early childhood literacy teachers and scholars." María Paula Ghiso, Teachers College, Columbia University, USA"Vasquez eloquently describes how teaching young children to read is more than a progression of reading skills. By taking readers through the audit trails she illustrates how the ‘teaching of reading’ cannot be isolated from the ‘teaching of critical thinking.’ This book is a cornerstone book for educators who work with young children." Bobbie Kabuto, Queens College, City University of New York, USA. Table of ContentsContentsPrefaceAcknowledgementsIntroductionChapter 1: Creating Spaces for Critical LiteracyChapter 2: Getting Started: Setting the SceneChapter 3: The French CaféChapter 4: Our Friend is a VegetarianChapter 5: Save the BelugaChapter 6: We Know How McDonald’s ThinksChapter 7: A Look Back Over the YearAppendix A: Resources for Negotiating Critical LiteraciesAppendix B: Alternate Possibilities for Constructing an Audit TrailReferencesAuthor IndexSubject Index

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Book SynopsisWritten in conjunction with expert authors including Dee Reid and Rose Griffiths, this guide supports schools in raising attainment. It includes assessments and aids for helping schools track and log raised attainment. Schools that use Rapid materials can treble the rate of their pupils' progress.

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Book SynopsisIn this book, award-wining educator Kieran Egan shows how we can transform the experience of schooling in K 12 classrooms and help students become more knowledgeable and more creative in their thinking. A child's journey through school begins when they are not yet literate and ends when they are capable of complex, abstract thinking.Table of ContentsAcknowledgments ix Introduction: Imagination Underfoot xi Chapter One: A Tool Kit for Learning 1Story, Metaphor, Binary opposites, Rhyme, rhythm, and pattern, Jokes and humor, Mental imagery, Gossip, Play, Mystery, Embryonic tools of literacy Chapter One and a Half: Examples in Everyday Classrooms 39 Chapter Two: A Tool Kit for Literacy 77Sense of reality, Extremes of experience and limits of reality, Association with heroes, Sense of wonder, Collections and hobbies, Knowledge and human meaning, Narrative understanding, Revolt and idealism, Changing the context, Literate eye, Embryonic tools of theoretic thinking Chapter Two and a Half: Examples in Everyday Classrooms 109 Chapter Three: A Tool Kit for Theoretic Thinking 151Sense of abstract reality, Sense of agency, Grasp of general ideas and their anomalies, Search for authority and truth, Meta-narrative understanding Chapter Three and a Half: Examples in Everyday Classrooms 171 Conclusion: Imagination Every Day 209 Glossary 219 Appendix A: Mythic Framework 223 Appendix B: Romantic Framework 227 Appendix C: Philosophic Framework 231 Bibliography 235 The Author 237 Index 239

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Book SynopsisThe Teacher's guide provides notes for each text. Introduction, answers to the comprehension questions and further activities - including at least one speaking and listening task.

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Book SynopsisWritten by expert authors, Schofield & Sims Complete Comprehension equips you with everything you need to teach the comprehension skills identified in the National Curriculum.

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Book SynopsisWritten by expert authors, Schofield & Sims Complete Comprehension equips you with everything you need to teach the comprehension skills identified in the National Curriculum.

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Book SynopsisBring math to life with routines that are academically rigorous, standards-based, and engaging! Go beyond circling ABCD on your bell ringers and do nows and get your students reasoning, modeling, and communicating about math every day! In this new book from bestselling author and consultant Dr. Nicki Newton, youâll learn how to develop effective daily routines to improve studentsâ thinking, reasoning, and questioning about math. The book provides a wide variety of rigorous, high-interest routines and explains how to rotate and implement them into your curriculum. Inside, youâll find: Questioning techniques that encourage students to think beyond the right vs. wrong continuum Tips for building a math-learning environment that is friendly and supportive of all students Math vocabulary exercises that are meaningful and fun An assortment of innovative daily activities, including Fraction of the Day, Truth or Fib, Find and Fix the Error, Guess My Number, What Doesnât Belong? and many, many more. Each chapter offers examples, charts, and tools that you can use immediately. With these resources and the practical advice throughout the book, youâll increase studentsâ ability to understand math on a deeper level while keeping them engaged in their own learning processes.Trade Review"Daily Math Thinking Routines in Action offers practical ideas to support the implementation of NCTM’s mathematics teaching practices in our everyday classroom instruction. Dr. Newton models how purposeful distributed practice can be effective using tasks that promote mathematical reasoning and problem solving while also allowing students to engage in the mathematics using multiple entry points and multiple solution strategies. What a great resource to support the efforts of all classroom practitoners that seek to make mathematics accessible – and fun – for their students!" - Janet D. Nuzzie, Instructional Specialist, Pasadena ISD Elementary Mathematics, TX, and former President, Texas Association of Supervisors of Mathematics "These routines are so critical in order to foster flexibility and discourse, and build number sense. Every classroom should require students to engage in these routines."– Alison Mello, K-8 Math and Science Director, Foxborough Public Schools, MA"This book is a must have for every math teacher. It has practical ideas and strategies that are easy to implement into the classroom. Students will be engaged, challenged, and inspired by the thinking routines."--Tracy R. Easterling, Instructional Technology Coach and K-6 Math & Science Specialist, Bristol Tennessee City Schools, TNTable of ContentsContentsMeet the AuthorAcknowledgementsIntroductionChapter 1: An Introduction to Daily Math Routines in ActionChapter 2: A Deeper Dive into Daily Math Thinking RoutinesChapter 3: Creating the Community of Public Thinking MathematiciansChapter 4: The Art and Science of Questioning During Daily Mathematical Thinking RoutinesChapter 5: Rotating Rigorous Thinking RoutinesChapter 6: Number Flexes: Daily RoutinesChapter 7: Math VocabularyChapter 8: Problem Solving as a Daily RoutineChapter 9: Action Planning

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Book SynopsisIn this book, award-winning art educator Debrah C. Sickler-Voigt offers user-friendly, approachable strategies for STEAM planning, instruction, and assessment to help cultivate PK-12 studentsâ full potential, and draws from wide-ranging artists and designers to help you develop inspired, creative approaches to teaching STEAM in your classroom.Beginning with the basics and best practices of STEAM planning, instruction, and assessment, Sickler-Voigt then encourages readers to move full steam ahead with chapters based around diverse contemporary and historical artists and designers. In helping you to explore the interdisciplinary connections between Science, Technology, Engineering, Arts, and Mathematics, Sickler-Voigt identifies strategies to build off from STEM subjects to form authentic, well-designed, and age-appropriate learning tasks that encourage your students to make deep connections and learn subject matter in context through art media and technologies.Each chapter includes flexible, choice-based classroom resourcesâwith tips for adapting to different grade levelsâand STEAM amplifiers, which fuse contextual learning on artists and designers with real-world STEAM topics to spark student learning and ignite creative approaches to planning, instruction, and assessment.Featuring 150 visually stunning, full-color images, this book fuses tried-and-true best practices with highly applicable instructional models inspired by artists and STEAM professionals, ideal for PK-12 teachers and STEAM specialists.Table of ContentsPart 1: STEAM Teaching and Learning: Planning, Instruction, and Assessment 1. STEAM Teaching and Learning Through the Arts and Design 2. Bright Ideas for STEAM Planning 3. Instruction and Assessments that Shine Part 2: Artists’ Lessons to Thrive! Idea Development 4. Nam June Paik: Mapping the Electronic Superhighway 5. Alma Thomas: Beyond a Shadow of a Doubt 6. Deborah Butterfield: Horse Power Leading the Way Part 3: Artists’ Lessons to Thrive! Observation 7. Katsushika Hokusai: Capturing A Great Wave 8. Claude Monet: Cultivating Artistic Vision 9. Desert View: Designing an Inter-Tribal Cultural Heritage Site Part 4: Artists’ Lessons to Thrive! Imagination and Wonderment 10. Camille Utterback: Interactive Designs That Move Us 11. George Lucas: A Lasting Force 12. Jenova Chen and Kellee Santiago: The Art of Video Games 13. Janet Echelman: Illuminating the Built Environment Part 5: Artists’ Lessons to Thrive! Persistence 14. Litha Soyizwapi: Designing a Train of Thought 15. Jim Henson: Big Leaps and So Much Laughter 16. Sally Blakemore: Engineering 360° Pop-Up Books Part 6: Artists’ Lessons to Thrive! Making Creative Connections 17. Sites of Engagement 18. Art, Design, and Compiled Data 19. Let’s Go Places! Part 7: Moving Full STEAM Ahead: Exciting Adventures Await Us… 20. Meet the Educators: Great STEAM Teaching and Learning in Practice!

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Book SynopsisRather than reserving the teaching of Black history to Black history month, Black narratives deserve to be seen and integrated into every aspect of the school curriculum. A unique yet practical resource, Global Black Narratives addresses this issue by providing primary teachers with a global outline of Black history, culture and life within the framework of the UKâs National Curriculum.Each topic explored in this essential book provides teachers and teaching assistants with historical, geographic and cultural context to build confidence when planning and teaching. Full lesson plans and printable worksheets are incorporated into each topic, alongside tips to build future lessons in line with the themes explored.Part 1 examines Black Britain, a term used to refer to African and Caribbean immigrants to the United Kingdom and their descendants. Teachers will gain essential contextual knowledge and the practical skills to deliver lessons exploring many examples of Black Britain, dating as far back as the Tudor period. Detailed lesson plans are provided on numerous activist groups and figures who make up the Black British civil rights movement including Claudia Jones, Harold Moody, Stuart Hall, Amy Ashwood The West African Students Union, the Bristol bus boycott and resistance groups from the 1960s to 1980s. Many of the lesson plans also concern music and wider arts and culture.Part 2 explores Black Presence in Europe, providing focused examples of Black narratives. Topics explored include Negritude, Josephine Baker, Afro-Spaniards and the Moorish occupation of Spain, Afro-Surinamese people in the Netherlands and Black presence in France.Created by BLAM UK, this highly informative yet practical resource is an essential read for any teacher, teaching assistant or senior leader who wishes to diversify their curriculum and address issues of Black representation within their school. It is published in two practical and comprehensive volumes. Volume 1 covers Britain and Europe, whilst Volume 2 includes Africa, the Americas and the Caribbean. Each volume can be used individually for teaching but when used together they provide a truly global perspective on black history and culture.Trade Review"A fantastic, informative and eclectic collection of Global Black Narratives which will enrich the minds and cultural experiences of students and teachers alike. Extremely well researched with engaging resources from teaching, historical and lived experience experts. A must have for schools who are serious about teaching and affirming the heritage and history of all their students and promoting diversity, equity and inclusion."Patricia Lamour MBE, Aspire Education Group"An exceptional wealth of relevant historical knowledge that all children should have access to. This book is an excellent resource and provides a great building block for educators to use as part of developing an inclusive and relevant curriculum."Nadine Bernard, Youngest Black Headteacher in the UK, Van Gogh Primary School Headteacher and Founder of Aspiring Heads"This is a groundbreaking approach to a history that has been ignored and misrepresented. It is original in its approach and comprehensive in its scope. Both Teacher and student will be enlightened and enriched by its content. Outstanding and Essential."Leila Hassan Howe, Founding Member of the Race Today Collective, Darcus Howe Legacy, Black-British ActivistTable of ContentsPart One - Black Britain; 1. The History of Jungle Music; 2. The Black Tudors; 3. Black British Jazz; 4. Local Histories - Claudia Jones; 5. Local Histories - Harold Moody; 6. Local Histories - Stuart Hall; 7. Local Histories - Amy Ashwood Garvey; 8. Black British Publishing Companies; 9. Yoruba naming ceremonies in the UK; 10. Local Histories - Raphael Albert; 11. The Bristol Bus Boycott; 12. Black British Resistance Groups; 13. From One Small Island to another: Windrush; 14. Dub: The Skeleton of Reggae Music; 15. We Built This: Reparations; 16. Black British English; 17. Imagery and Imperialism: The Royal Family, Empire and Colonialism; 18. The West African Students Union; Part Two - Black Presence in Europe; 19. The Negritude Movement; 20. Josephine Baker; 21. Afro-Spaniards; 22. Afro-Surinamese People in the Netherlands; 23. Black Presence in France

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Book SynopsisDescriptosaurus Personal Writing provides young writers with an opportunity to link their personal lives and school experiences, and gives writing a meaningful and personal context. It is a resource that will guide and scaffold students to produce vivid, powerful, descriptive and meaningful personal texts, and, acting as a springboard for other genres, will dramatically improve the quality of their writing in all areas.It provides a detailed step-by-step guide through the writing process by using personal narratives to develop the skills, knowledge and understanding of writing a text. It demonstrates different techniques, and provides useful tips and suggestions on how to revise a text and transform it into a powerful, descriptive personal narrative. With prompts, plans, methods and models for poetry and prose, this book helps tackle each stage of the writing process from planning and writing a first draft to revising and editing.Descriptosaurus Personal WritiTrade Review"Are you looking for ways to support personal writing? This accessible book is packed with ideas to help young writers use their memories, feelings and experiences and lean on their lives. This will help to support their development as writers and build a writing community in your classroom. A community of diverse and engaged writers."Teresa Cremin, Professor of Education, The Open University, UK"Supporting young children to write their own personal story can be one of the most enjoyable acts in all of teaching. And yet, young children require ample support to find their voice and to craft a compelling narrative. Alison Wilcox, in her book, Descriptosaurus Personal Writing, offers teachers a brilliantly accessible resource to help with that challenge of supporting young writers. By offering purposely prompts, exciting exemplification, along with accessible guidance, Wilcox offers teachers a timely tools help grow great young writers."Alex Quigley, Author of Closing the Reading Gap and Closing the Vocabulary Gap"Are you looking for ways to support personal writing? This accessible book is packed with ideas to help young writers use their memories, feelings and experiences and lean on their lives. This will help to support their development as writers and build a writing community in your classroom. A community of diverse and engaged writers."Teresa Cremin, Professor of Education, The Open University, UK"Supporting young children to write their own personal story can be one of the most enjoyable acts in all of teaching. And yet, young children require ample support to find their voice and to craft a compelling narrative. Alison Wilcox, in her book, Descriptosaurus Personal Writing, offers teachers a brilliantly accessible resource to help with that challenge of supporting young writers. By offering purposeful prompts, exciting exemplification, along with accessible guidance, Wilcox provides teachers with a timely tool to help grow great young writers."Alex Quigley, author of Closing the Reading Gap and Closing the Vocabulary GapTable of ContentsIntroduction 1. The Writing Process 2. Making Learning Visible in the Writing Process 3. Personal Narrative Writing: A Springboard for Other Forms of Writing 4. What is Personal Narrative Writing? 5. Getting Started: A Writing Journal & Poetry 6. Prompts 7. External Sources as Writing Prompts 8. Plot Outlines 9. Writing a First Draft 10. The Revision Process 11. Revising Action Scenes 12. Setting PART A: Setting as the Key Element PART B: Setting as part of the Personal Narrative 13. Character 14. Dialogue 15. Reflections 16. Editing APPENDIX

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Book SynopsisA powerful school culture can unite staff in a common vision, shape positive behaviours and attitudes, and create the conditions for the staff body to work as one. As the recruitment and retention crisis deepens, staff culture is more important than ever. This book explores how schools can develop a culture where individuals take pride in their work and actively seek and embrace development and challenge, seeing the big picture of the school and cherishing their role in it.Drawing on key ideas from systems theory, psychology, anthropology, business and philosophy, this book explores the key ideas we need in order to understand culture and the concrete steps we can take in order to intentionally develop our staff culture in a positive direction. Each chapter features powerful input to strengthen our understanding alongside probing reflections to guide our own development.Written by a leading practitioner and designed to support reflections and planning for concrete actiTrade Review"Ruth skilfully embraces the complexity of school culture, steadfastly refusing to impose an artificial simplicity. By unpicking the components of culture, she provides school leaders with a way to think more meaningfully about the culture within their schools and how they might influence it." Matt Burnage, Assistant Principal, Ark Soane Academy"At a time when the teaching profession is facing great uncertainties in recruitment and retention, this book comes as an incredibly powerful guide to developing an effective culture in schools. Filled with valuable insights from the author’s own experience in leadership and heavily informed by evidence, School Staff Culture is a must-read for leaders committed to securing an ethos in schools where everyone can flourish."Andrew Percival, Deputy Headteacher, Stanley Road School, Oldham "Schools, as with other institutions, seem to exist in two tracks. The first track is physically what happens day to day - the lessons that have been taught, the homeworks that have been set, the conversations in the playground and the like. These items are observable and easily understood. We can watch our colleagues doing them, give feedback and learn how to do them better ourselves. The second track is harder to spot: it's a track that underpins all of these activities and interactions, it determines why, beyond its observable features, the same activity might work in one scenario but not in another. This track is often called "culture", and its quality can dictate a school's path to success or ruin. Despite culture's importance, observing, defining and improving it is an extremely tricky task. As with her earlier works on curriculum, in this book Ashbee continues to demystify and deconstruct weighty and challenging ideas, this time focusing on the elusive "culture." School Staff Culture is insightful, rigorous and fascinating, but perhaps more importantly it's useful, and a must-read for any teacher or leader interested in improving their school's culture." Adam BoxerTable of ContentsIntroduction Part 1: What you need to know 1. The way it feels to work here and the way we do things here 2. How culture arises and how we can influence it 3. Why developing good staff culture is hard Part 2: So what should we do? 4. Knowledge-building 5. The nature of work 6. Shared understanding 7. Interactions 8. Example timeline

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Book SynopsisIf there is one thing that school leaders need to get right, it is school culture. When they do, children learn more and colleagues have a stronger sense of purpose - they are more motivated and ultimately more fulfilled. Creating a strong culture and a positive climate requires an understanding of the complexity of school life and this begins by building knowledge. This book supports leaders to do just that.Drawing on ideas from different domains, this insightful book reveals the role of concepts such as autonomy and trust in school improvement. Each chapter sets out the specific knowledge and expertise required by school leaders for great cultural leadership and offers practical examples and case studies to show how they can be applied in different school contexts.Creating a Strong Culture and Positive Climate in Schools is an essential lens through which to examine the common problems faced by school leaders. It is invaluable reading for all those wanting to Table of ContentsIntroduction, Part 1. Why do leaders need to pay attention to culture and climate?, 1. What is culture and why is it important?, 2. Extensive domain specific knowledge is required to create a strong culture and positive climate, 3. Setting our school’s strategic direction, Part 2. What do leaders need to know about culture and climate?, Preamble: What does it take for school leaders to learn about culture and climate from other domains?, 4. What do high performing teams have in common?, 5. The power of expectations, 6. Harnessing the drivers of motivation, 7. High levels of trust are required to improve outcomes for children, Part 3. How do leaders go about culture change?, Preamble: Culture change, 8. Influencing culture as a new leader, 9. Influencing culture as an established leader, 10. Why measuring culture is futile and evaluating it is not much better

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Book SynopsisDynamic Play and Creative Movement offers effective and accessible methods to supplement elementary education for young children using dance, movement, and play. Imagination, physical energy, and the need for self-expression are childhood qualities recognized by parents but are not sufficiently valued to be applied to formal education. Yet when valued as natural endowments, they might intelligently be used to increase a child''s perceptive abilities and self-confidence, essential to learning. These three qualities combine in dynamic play, a term devised by the author to describe an approach to learning. Through physical participation, children deal with concepts, ideas, and emotions while they reach out to touch a vast world of people, animals, nature, and activities. The chapters provide for improvisations in music, visual art, drama and stories in addition to topics related to the changing seasons, sports, school subjects, travel, games, aTrade Review"Dynamic Play and Creative Movement is timely, enlivening, and creative. It will show teachers, parents, school administrators, school boards, and those who teach teachers how a classroom can come alive— even as deeper learning becomes accessible. This is indeed exciting."Beate Becker, MA, MS, BC-DMT, PA, CMA, SEP, LMHC"I believe this book to be on the leading edge of a growing field—of dance or movement therapy—which can serve important needs for postsecondary faculty teaching education and special education courses. Elementary school teachers, social workers, paraprofessionals, clinicians, and special education teachers looking to add these action-oriented concepts and methods into their curricula and classrooms would benefit, as well as parents hoping to stimulate maximum brain development in their children."Mary C. Starke, professor of Clinical Psychology, Ramapo College of New Jersey"Judith Peck, Ed.D beautifully brings to life the inherent qualities in all children: energy, imagination, movement and creativity. The mind is never independent of the physical body. In this book Judith demonstrates how movement and creative expression are essential for learning and brain development."Jean Seibel, MA, LCAT, BC-DMT, visiting professor Pratt Institute Graduate Dance Therapy Program"Dancers and footballers have to move to think. They think by moving. And so do children. In this much needed antidote to sedentary education, Judith Peck guides us skillfully through the research behind this claim, and the many benefits which movement bestows on children's intellectual as well as physical development. So, teachers, get moving!"Guy Claxton, author of "Intelligence in the Flesh".Table of ContentsPart One: Dynamic Play 1. Journey of Discovery 2. Channeling Physical Energy, Imagination and Expression 3. Imagination: Origin of Individuality 4. Getting Started 5. Questions and Answers Part Two: Movement and Brain Connections 6. Brain Plasticity and Exercise 7. The Developing Brain 8. The Brain, Movement and Dance Part Three: The Creative Conquest of Space 9. Taking Off 10. Ground Instruments 11. Flight Patterns Part Four: Improvisations 12. Getting Started 13. Improvisations on Nature 14. Improvisations on the Seasons 15. Improvisations on the Visual Arts 16. Improvisations on the Performing Arts 17. Improvisations on Holidays 18. School Projects 19. Fun and Games Part Five: Creative Movement Plays 20. Dramatic Plays 21. The Stories

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Book SynopsisIn this book, you'll find a wealth of mini lessons designed to improve the quality of students' writing. Each lesson uses a key mentor text and spotlights one of the 6 + 1 Writing Traits to allow students to focus on the essential aspects of good writing  content, organization, word choice, voice, sentence fluency, conventions, and presentation. Inviting and practical, the lessons are concise and follow a consistent model for easy implementation. With seven lessons per chapter, each includes step-by-step guidance, open-ended prompts, and suggestions for additional suitable mentor texts. The chapters are organized by genre including fiction, informational texts, and poetry and feature graphic novels and graphic informational mentor texts to inspire and engage students. Aligned with the Common Core State Standards, this resource is essential for any K-8 or pre-service teacher who wants to instill in their students the skills to become independent, confident writers.Table of ContentsMeet the Author PrefaceChapter 1: Primary FictionTrait: Content – Those ShoesTrait: Organization – Can I Be Your Dog?Trait: Word Choice – ChrysanthemumTrait: Voice – Julius: The Baby of the WorldTrait: Sentence Fluency – Dear Peter RabbitTrait: Conventions – Memory Jars Trait: Presentation – The Camping TripChapter 2: Elementary FictionTrait: Content – Leo Geo and the Cosmic Crisis Trait: Organization: Flashback – Jangles: A Big Fish StoryTrait: Word Choice – Magnificent Homespun BrownTrait: Voice – EncounterTrait: Sentence Fluency – Walk Two MoonsTrait: Conventions – Bud, Not BuddyTrait: Presentation – New KidChapter 3: Informational Primary TextsTrait: Content – Dolphins and Sharks: Fact TrackerTrait: Organization – ABC InsectsTrait: Word Choice – The Cloud BookTrait: Voice – Sea TurtlesTrait: Sentence Fluency – Amazing Dolphins!Trait: Conventions – North American Animals: Bald Eagles Trait: Presentation – Life Cycle of a ButterflyChapter 4: Informational Elementary TextsTrait: Content – Maybe Something Beautiful: How Art Transformed a NeighborhoodTrait: Organization – CheetahsTrait: Word Choice – Locomotive Trait: Voice – Endangered Desert AnimalsTrait: Sentence Fluency – Bananas!Trait: Conventions – Moonshot: The Flight of Apollo 11Trait: Presentation - Science Comics: Coral reefs: Cities of the Ocean Chapter 5: Primary PoetryTrait: Content – "What Is Yellow?" in Hailstones and Halibut BonesTrait: Organization – "Picnic" Summer: An Alphabet AcrosticTrait: Word Choice - "The Whales Off Wales" in Book of Animal PoetryTrait: Voice – Won Ton and Chopstick: A Cat and Dog Tale Told in Haiku Trait: Sentence Fluency – "Our Tree" in Sing a Song of PopcornTrait: Conventions – "Ickle Me, Pickle Me, Tickle Me Too" in Where the Sidewalk EndsTrait: Presentation - "All Wet" in Ode to a Commode: Concrete poems. Chapter 6: Elementary PoetryTrait: Content – Bug Off! Creep, Crawly PoemsTrait: Organization – Count Me a Rhyme: Animal Poems by the NumbersTrait: Word Choice - "The Turkey Shot Out of the Oven" in Something Big Has Been HereTrait: Voice – "Foul Shot" in Reflections on a gift of a watermelon pickleTrait: Sentence Fluency – "The Toy Eater" in Falling Up Trait: Conventions – "Mirror, Mirror" in Falling Up Trait: Presentation - "Cool, Sweet…But enough about me" in Ode to a Commode: Concrete poems.Final TakeawaysReferences

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Book SynopsisTo get the full Being With Our Feelings experience, this book can be purchased alongside the guidebook. All books can be purchased together as a set, Being With Our Feelings: Guidebook and Four Storybooks Set, 978-0-367-77231-4.This captivating, storybook helps young people identify and explore feelings of anxiety, fear and uncertainty. As the narrator anxiously pours out a plethora of What if?' thoughts ranging from realistic to fantastical, these seemingly never-ending worries eventually build into what some readers may recognise as a panic attack. They discover that beneath the head full of worries lies the feeling of fear, and rather than resolving all the anxious questions, they can acknowledge and be with the fear itself.Sensitively written and highly relatable to anyone who has experienced anxious thinking, What if All the Trees Blow Away?: has a gender neutral central character Trade Review‘Immensely appealing…’ Adrian Bethune, Author of Wellbeing In The Primary Classroom, Education Policy Co-Lead at The Mindfulness Initiative, Teacher and founder of Teachappy. ‘Vivid illustrations and wonderful poetry’ Adrian Bethune, Author of Wellbeing In The Primary Classroom, Education Policy Co-Lead at The Mindfulness Initiative, Teacher and founder of Teachappy. ‘I love these books! The stories and illustrations are just beautiful.’ Penny Whelan, SENCO, Luton. ‘Beautifully illustrated.’ Andrew Cowley, Wellbeing Speaker and Writer, author of ‘The Wellbeing Toolkit’ and ‘The Wellbeing Curriculum’. ‘The Red String…will resonate with any young person who has felt a build up of emotion.’ Andrew Cowley, Wellbeing Speaker and Writer, author of ‘The Wellbeing Toolkit’ and ‘The Wellbeing Curriculum’. ‘Written with a strong youth voice element running through.’ Sharon Mee, Creativity and Wellbeing in Education Developer, CEO and Founder of Artpod and Melting Pot - Arts and Wellbeing in Education, Sussex and South East. ‘Unique and very honest.’ Sharon Mee, Creativity and Wellbeing in Education Developer, CEO and Founder of Artpod and Melting Pot - Arts and Wellbeing in Education, Sussex and South East. ‘Love the gender neutral characters…Fabulous!’ Gaynor Price, SEMH Advisory Teacher, City of Birmingham School. Table of ContentsWhat if All the Trees Blow Away?: Exploring Anxiety, Fear and Uncertainty

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Book SynopsisWritten by experts in the field, this book explains the principles of effective vocabulary instruction for the modern language classroom. While many language classrooms rely on practices which can be outdated, idiosyncratic or ill-advised, this book overviews the research and background necessary to successfully integrate vocabulary instruction into the curriculum in a systematic way. Starting with the common gaps in vocabulary instruction, Milton and Hopwood demonstrate how students' development of a large, communicative lexicon, with an understanding of word structure and collocations, is an essential component of language instruction.The book addresses goal setting, curriculum design, word selection, how words are learned, learning in and outside of the classroom and more. It also addresses common myths about teaching vocabulary in the United Kingdom and around the world. This comprehensive text fills an important gap in the literature and is ideal for undergraduate and poTable of Contents1. Introduction and background 2. Vocabulary – what is meant by word in teaching words? 3. Why is vocabulary so important in the foreign language curriculum? 4. How vocabulary is learned 5. Vocabulary and attainment – setting vocabulary goals 6. Selecting vocabulary for the curriculum 7. British vocabulary myths 8. Vocabulary in the textbook 9. Vocabulary beyond the textbook 10. Vocabulary learning outside the classroom 11. Curriculum design, implications and dangers in delivery

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Book SynopsisA manual for teaching Young Adult Literature, this textbook presents perspectives and methods on how to organize and teach literature in engaging and inclusive ways that meet specific educational and programmatic goals. Each chapter is written by an expert and offers a rich and nuanced approach to teaching YA Literature through a distinct lens. The effective and creative ways to construct a course explored in this book include multimodal, historical, social justice, place-based approaches, and more.The broad spectrum of topics covered in the text gives pre-service teachers and students a toolbox to select and apply methods of their choosing that support effective reading and writing instruction in their own contexts, motivate students, and foster meaningful conversations in the classroom. Chapters feature consistent sections for theory and practice, course structure, suggestions for activities and assessments, and takeaways for further discussion to facilitate easy implementaTable of ContentsDedications Editor and Contributor’s Biographies Foreword by Crag Hill 1. Introduction by Steven T. Bickmore and T. Hunter Strickland 2. What We Learn from the Research on YAL Methods Syllabi by T. Hunter Strickland and Steven T. Bickmore 3. "You Gotta Know the Territory:" A Comprehensive Historical Approach to Teaching a Young Adult Literature Course by Chris Crowe and Kiri Case 4. From Hovering in the Margin to Taking Center Stage: Including YA in the English Methods Course by KaaVonia Hinton 5. Understanding the Value of Choice in the Young Adult Literature Methods Course by T. Hunter Strickland 6. A Social Action Approach to Young Adult Literature: Reading and Moving for Justice by Ashley Boyd and Janine J. Darragh 7. Teaching Young Adult Verse Novels: Creating Student Writers by Honoring the White Spaces by Melanie Hundley and Steven T. Bickmore 8. Teaching Graphic Novels: Form and Content by Stergios Botakis 9. Augmented Reading for Hyperconnected Youth: A Multimedia Approach to Young Adult Literature by Fawn Canady 10. Let Them Watch, Let Them Read, Let Them Choose: The YA Novel and Film Course by Gretchen Rumohr 11. Who is the "Young Adult" in Young Adult Literature? Critically Analyzing Conceptions of Adolescence in Texts Designed for Their Consumption by Sophia Tatiana Sarigianides 12. The Theory-Directed Syllabus: An Update on Teaching YAL through Critical Frameworks by Stacy Graber 13. Who We Are Where We Are: Reading and Teaching YAL Through a Place-Based Lens by Chea Parton 14. Teaching Young Adult Literature in the High School Classroom by Tista Owczarzak 15. Information Literacy and the Inclusive Classroom: Preparing Future Educators to Challenge Implicit Biases in Curriculum Materials by Amanda Melilli

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Book SynopsisDrawing on research to inform practice, this book is written for teachers and school leaders looking for guidance on how to successfully implement a play-based curriculum in the early years of primary school. Learning Through Play in the Primary School unpacks the why and the how of embedding play-based pedagogies in the first three years of school. The book is divided into two sections, the first drawing on the latest research to outline the importance of play in a child's development and emotional engagement in learning. The second section provides practical support and examples for how to embed play in a school curriculum to enhance young children's learning. The practical section covers setting up an environment for guided play, demonstrating how to assess learning from play-based activities and how to report on outcomes, supported by checklists, vignettes, and case studies. Written to facilitate the implementation of play-based learning in theTable of Contents1. Why Play in Schools? 2. The Brain, Learning, and Play 3. Communication, Language, and Pretend Play 4. Emotional understanding, Self-Regulation, and Play 5. Developing Personal Social Capabilities Through Play 6. Creative Thinking, Storytelling, and Play 7. Play Is Not an Add On: Rather a Way of Doing 8. How to Create a Play-based Approach to Learning 9. The Role of the Teacher in Supporting Children’s Play 10. Assessing and Reporting Play 11. Practical Suggestions and Examples of Children Learning Through Play

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Book SynopsisThe Teacher's Reflective Practice Handbook is based on a multi-dimensional framework of reflective practice designed by the author to guide and support student, early career and experienced teachers to develop high-quality teaching and maximise pupil learning. This second edition combines the intent to preserve the integrity of seminal contributions advanced by eminent scholars and practitioners over the years, with that of broadening its reach to reflect key changes in policy discourse, teacher education, school and curriculum reform underpinned by evidence-informed research on what constitutes effective teaching and learning, across the national and international landscape.Chapters invite you to engage in descriptive, comparative and critical reflective conversations across nine dimensions of reflective practice which enables you to:Question personal theories, beliefs and assumptions about teaching and consider alternative perspectives and possibilitiesTable of ContentsPreface. PART 1 Reflective practice for professional development: framing the construct. 1 Reflective practice: captured, framed and defined. 2 Qualitative distinctions in reflective practice. PART II Dimensions of reflective practice: key features and processes. 3 Dimension 1: study your own teaching for personal improvement. 4 Dimension 2: systematically evaluate your own teaching through classroom research procedures. 5 Dimension 3: link theory with your own practice. 6 Dimension 4: question your personal theories and beliefs. 7 Dimension 5: consider alternative perspectives and possibilities. 8 Dimension 6: try out new strategies and ideas. 9 Dimension 7: maximise the learning potential of all your pupils.10 Dimension 8: enhance the quality of your own teaching. 11 Dimension 9: continue to improve your own teaching. Endnote. Appendices

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Book SynopsisNow in its second edition, Teaching Primary English is a bestselling, comprehensive, evidence-informed guide designed to support and inspire teaching and learning in the primary school. Written in a clear and accessible way, it draws on the very latest research and theory to describe and exemplify a full and rich English curriculum. It offers those on teacher training courses, as well as qualified teachers who are looking to develop their practice, invaluable subject knowledge and guidance for effective, enjoyable classroom practice. Throughout there is an emphasis on equity and inclusion. Advice and ideas are supported by explicit examples of good teaching linked to video clips filmed in real schools, reflective activities, observational tasks and online resources. Each chapter includes suggestions for great children's literature, considers assessment throughout and offers support in planning for inclusion and special educational needs. New and expanded areas for thisTable of ContentsIntroductionPart One Spoken languageIntroduction to Part One 1 Developing talk2 Spoken language for teaching and learning 3 Storytelling, drama and role play4 Planning for, developing and assessing spoken language Part Two Reading Introduction to Part Two5 Perspectives on reading 6 Reading for pleasure7 Early reading including phonics8 Comprehension9 Describing and assessing progress in reading 10 Poetry Part Three WritingIntroduction to Part Three11 What writing involves12 Writing composition13 Spelling and handwriting 14 Grammar and punctuation15 Responding to and assessing writing Part Four 21st century literaciesIntroduction to Part Four16 Digital literacies17 Multimodality18 Critical literacy

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

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Book SynopsisThis book is about mathematical resilience: what it is, why it is important, how learners can develop it and how teachers can teach in ways that help learners become mathematically resilient. Teaching for mathematical resilience helps mitigate mathematics anxiety, which is often hidden from view as poor behaviour, avoidance and underachievement and can have long-term implications especially for people's employment opportunities and career progression.Written by a team of expert contributors that specialise in teaching every age of learner from primary school through to adult, the book shows that everyone can progress in mathematics if they have Mathematical Resilience and sets out practical strategies to support learners in developing this important attribute. Chapters cover: How to measure mathematics anxiety and resilience Tools for building mathematical resilience Building a resilient mathematical learning environment The power of coachin

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Book SynopsisThis book contains practical ideas and techniques for supporting children's communication development. It explores the science behind emotional regulation and the role of the adult, and shows how understanding the impact of emotions and communication can help early years educators improve the outcomes of children's learning and mental health.Table of ContentsForewordAcknowledgementsIntroductionChapter 1 – Communication and ConnectionChapter 2 – Am I safe, Do I Matter, Do You Hear Me?Chapter 3 – Speech, Language and Communication NeedsChapter 4 – Creating Environments Where All Children Are UnderstoodChapter 5 – Sharing the LoveIndex

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Book SynopsisDrama' strategies are great teaching tools that can easily become part of every teacher's toolbox. 40+ Drama' Strategies to Deepen Whole Class Learning is a practical handbook for teachers of any subject. It can help teachers to confidently incorporate drama' strategies within their lessons. This book provides step-by-step instructions on setting up and effectively using strategies to make lessons more interactive, inclusive, engaging, enjoyable, and memorable, whilst acknowledging the benefits of each and demonstrating how they may be applied within different subjects.Divided into two distinct parts, this essential guide unpacks topics including the following. An introduction to using drama' strategies to support teaching and learning. Using the strategies within the classroom as thought and talk' frames. Supporting and improving writing through application of the strategies. Creating, exploring, and embodying images through the stra

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Book SynopsisThis essential book is packed full of comprehensive guidelines and practical resources for running wellbeing intervention sessions for children aged 7 to 11, drawing from the scientifically grounded Six Ways to Wellbeing and the DNA-V model. Each chapter focuses on one of the Six Ways to Wellbeing, six patterns of action known to correlate highly with aspects of positive mental health and wellbeing. These principles have been translated into 36 step-by-step sessions to develop children's wellbeing and psychological flexibility and support those struggling with aspects of their mental health. The sessions can be delivered by educators with the whole class, with small groups as targeted wellbeing interventions or easily adapted to fit one-to-one contexts.The Six Ways to Wellbeing sessions include: Be Active: Staying physically active and exercising regularly. Self-Care: Engaging in good quality self-care behaviours. Trade Review"This book gives you a systemic foundation. You’ll be able to support an individual child’s cognitions, affect and behaviour so they grow into flexibility. You’ll be able to build cooperative class groups that function as a team. You’ll have a solid foundation to expand the sessions with your ideas and initiatives. I am confident the opportunity within this book will reward your efforts. It gives you an evidence-informed path so that you can help children grow well, maximise their individual abilities, and be together in supportive classrooms. The way forward is together." – Louise Hayes, Clinical Psychologist, La Trobe University, Melbourne Australia"If you care deeply about promoting the wellbeing of children aged 7 – 11 years, this is most definitely the book for you. The authors write with their years of experience held lightly, but their absolute love of DNAV and psychological flexibility shining through. This joyous resource offers children and adults an insight into their discoverer, noticer and advisor skills and values. These skills are explored through embracing the evidence-informed six ways to wellbeing, which will appeal to children and adults alike! This is not just a book, but a framework to develop connectedness, wellbeing and resilience across the whole school community. I will be sharing far and wide." – Sarah Sivers, Child and Educational Psychologist, Liminal Space Psychology Service"The authors draw upon their expertise in psychology to describe the DNA-V theory in an accessible style, creating a book that is easy-to-read, engaging, and filled with examples and exercises that can be used with children across a range of ages. The activities and exercises in Chapters 2-7 are based on the latest wellbeing research, and the authors offer a clear framework for measuring progress towards values-based outcomes. Practical and effective strategies are shared that can be used by teachers, teaching assistants, learning mentors, ELSAs, psychologists… anyone who has a role in supporting the wellbeing of children and young people!" – Will Shield, Child and Educational Psychologist, Senior Lecturer and Programme Director on the Doctorate in Educational, Child and Community Psychology, University of Exeter"I have been working in school systems for more than 20 years. A great deal of my energy is spent on treating pathology and firefighting psychological distress rather than promoting psychological well-being. Imagine what it would be like if we could engineer this to be different? Well, this revolutionary book is proposing just that. And I've been breathing a sigh of relief with every chapter I read because this is the book that has been missing from my shelf for the past 20 years. The authors have managed to bring evidence based and informed practices right where we need them-- to the classroom. Teachers and educators and other frontline staff are working with children on a daily basis who are experiencing distress in their lives. They often know their students well and have both immediate access and trusting relationships. However, without effective skills, training and tools, they may not be able to treat that distress effectively. Many of these young people might not make it to the clinic for therapeutic support so it makes perfect sense to deliver interventions right there in their classrooms amidst their peer group in naturalistic settings. If they do make it to those settings, they may not feel comfortable disclosing what is happening for them to a stranger. Imagine instead if psychological wellbeing was part of the fabric of their curriculum every single day. This book outlines a revolutionary and developmentally sensitive approach to how our school systems and larger health systems should be treating mental health in children. It condenses the scientific literature on third wave behaviour therapeutic approaches and maps it on to what we have learned in more recent times about the science of wellbeing. By putting this science into schools in pre-emptive ways, we could spend way less time treating pathology later in life and increase the coping skills of a vast array of school children for when life's stressors arise. The authors have done an incredible job of teaching us just how to do that in this masterful book. This book will be a wonderful addition to every classroom for children within the ages of 7-11." – Sarah Cassidy, Founder and Director at The Smithsfield Clinic, Chartered Psychologist, Peer-Reviewed ACT Trainer"The Science of Wellbeing and Resilience brings current scientific knowledge and expertise to perhaps the most important challenge and priority of our time, positive mental health and wellbeing of young people. This book offers highly accessible, creative and tangible guidance for cultivating school environments that support young people's wellbeing through a comprehensive set of group session plans. This book is a must-read for school-based practitioners who want to see kids thrive!" – Jess Kingston, Senior Lecturer in Clinical Psychology on the Doctorate in Clinical Psychology, Department of Psychology, Royal Holloway, University of London"Mental health problems among children and youth are on the rise globally. From research, we know well what kind of interventions works to help children and adolescents deal with mental health challenges and thrive. Delivering effective interventions through schools has many advantages, as children spend a lot of time there and there are professionals in schools who have established relationships with them and can learn to deliver such interventions. From my 30 years of experience working in schools as a teacher, and later as a psychologist and researcher, I have seen how difficult it is for teachers and student health professionals to navigate and find good interventions (based on evidence) that are easily available and easy and straightforward to implement. This book offers help with those challenges by laying out a comprehensive, step-by-step guide for working with effective interventions for children in school settings. The sessions presented in the book are easy to choose from to match the needs of the children and use in school settings. Highly recommended!" – Fredrik Livheim, Clinical Psychologist, peer-reviewed ACT-trainer and author of The Mindfulness and Acceptance Workbook for Stress ReductionTable of ContentsForeword1. The Six Ways to Wellbeing2. Be active3. Self-Care4. Connect with Others5. Give to Others6. Challenge Yourself7. Embrace the Moment8. Developing Outcomes and Date Informed Practice9. Closing ReflectionsAfterwordIndex

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Book SynopsisThis informative and engaging guidebook provides key adults parents, school staff and therapists with the tools needed to support children and young people as they develop a positive understanding of their autistic identity.The guidebook is designed to accompany the Autism, Identity and Me workbook, building the adult's understanding of autism and autistic identity, expanding upon the themes introduced, and offering a clear and structured programme of sessions to guide the young person through the workbook. Content has been shaped by autistic advisors and contributors, with first-hand experiences woven throughout, alongside examples of possible prompts', what to focus on as a lead adult, and a variety of concrete, neurodiversity-affirming strategies.Having a positive understanding of your autistic identity is an indicator of higher self-esteem and wellbeing as an adult. This guidebook supports the development of this and will be valuable for all adults workingTrade Review"This guidebook is innovative as it helps autistic young people own their autism diagnosis, whereas it’s likely the pathway thus far has been directed by a medical and/or parental perspective. This book assists adults to support autistic young people to find a safe space to explore their autistic identity, diagnosis and newfound life trajectory." – Carly Jones MBE, British Autism Advocate"Autism, Identity and Me not only reflects Rebecca’s ethos, it is a structured, easy to follow, informative and invaluable text which covers all areas of autism from what it actually is through to every element of the day to day life of an autistic child. I will be using this book in my own practice." – Andrew Whitehouse, SEND Consultant, Andrew Whitehouse Ltd"Feeling different can be an upsetting, frustrating and terrifying experience, especially as a child. Rebecca's book is a great resource to help young people and the adults supporting them to navigate an autism diagnosis." – Dr Jenna Kenyani, Equality, Diversity, Inclusion and Wellbeing Adviser, University of Liverpool"Rebecca’s book is a great resource for guiding strength-based conversations about a young person’s autistic identity. The book focuses on individual similarities and differences, whilst encouraging a sense of shared identity and connection to others. This is a great resource for supporting young people to explore their individual strengths and skills, whilst developing a sense of pride. A recommended read!" – Dr Claire Prosser BEM, Educational Psychologist, Spectropolis – Pay it Forward "This book has helped me get a grip on my autism and understand it more. It allows me to see the reasons, know why I’m doing all this stuff that neurotypicals wouldn’t do, and makes me feel better – good – that I wasn't alone in this." – Daniel, Young PersonTable of ContentsAcknowledgements Introduction Background information What is autism? Sensory differences Emotions, anxiety and masking Girls Debunking myths Using the workbook Section guidance Session 1: My physical identity; my personality and interests, feeling differentSession 2: What autism is; interests and focusSession 3: Social and communicationSession 4: Sensory Session 5: Routine and structure; masking, stimming; emotions and energy levels Session 6: Other autistic individuals; my toolkit; my personal passport; my autistic identity statement; self-advocacyResourcesReferences

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Book SynopsisIn this essential textbook for students, Trevor Cotterill delves into the four broad areas of need identified in the SEND Code of Practice (2015), providing a spotlight on current research into a range of identified difficulties as well as outlining the appropriate pedagogical approaches required to support these needs in children and young people. Closely mirroring the SEND Code of Practice (2015), each distinct area of need associated with cognition and learning, communication and interaction, physical and sensory issues and social, emotional and mental health difficulties features essential overviews of research and current thinking within each area. Supported with case studies, learning objectives and reflection points, this text includes discussions on autistic spectrum disorders, profound and multiple learning difficulties, ADHD, mental health, physical and sensory difficulties and adverse childhood experiences as they relate to the SEND Code of Practice (2015). Fully Table of ContentsPart I: Exploring Cognition and Learning Needs 1. The underpinning theory and research evidence 2. The impact of Cognition and Learning Needs on individuals and families 3. Pedagogical approaches to support these needs Part II: Exploring Sensory and/or Physical Needs 4. The underpinning theory and research evidence 5. The impact of Sensory and/or Physical Needs on individuals and families 6. Pedagogical approaches to support these needs Part III: Exploring Social, Emotional and Mental Health Difficulties (SEMH) 7. Underpinning theory and research evidence 8. The impact of Social, Emotional and Mental Health Difficulties on individuals and families 9. Pedagogical approaches to support these difficulties Part IV: Exploring Communication and Interaction Needs 10. The underpinning theory and research evidence 11. The impact of Communication and Interaction Needs on individuals and families 12. Pedagogical approaches to support these needs

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Book SynopsisThis resource provides mathematics educators with tools for conducting Collaborative Lesson Research (CLR), a form of Lesson Study developed out of the original Japanese Lesson Study and intended to improve student and teacher learning. Renowned mathematics education researchers Akihiko Takahashi and Geoffrey Wake bring together educators across the US and UK with first-hand experience using CLR in their schools.Readers will learn the essentials for an impactful Lesson Study directly from the scholars who coined the term, and benefit from the dual perspectives of math education researchers and teachers who have used CLR when reflecting on their own classroom pedagogy. These contributors define CLR and provide examples of successful CLR using real-life case studies, as well as introducing pathways for getting started and practical suggestions for implementation into different school environments. Across these examples, readers will:understand the essence of Lesson Trade Review"Since Lewis and Hurd’s Lesson Study Steps by Steps, teachers, educators, and school leaders who want to practise or are practising lesson study in mathematics outside Japan have been waiting for this book. In a subtle interplay of research findings and practical know-how, US and UK teachers, educators, researchers, and school leaders who successfully implemented Collaborative Lesson Research speak to us in our shared language, about a context that we can easily relate to." Stéphane Clivaz, Professor of Mathematics Education, Lausanne University of Teacher Education "This is a great book for mathematics teachers and teacher educators who are seeking to incorporate collaborative learning in their practice. This 'how to' of collaborative lesson research provides a direct link between theory and practice in education. Most importantly, the core focus of the book is the increased enjoyment and achievement of students of mathematics." Dr Aoibhinn Ní Shúilleabháin, Assistant Professor, University College Dublin "With this lesson study guidebook, the editors and authors provide key contributions to our understanding of how lesson study may be adapted and become sustainable in countries outside Japan. The insights emerging from the Collaborative Lesson Research approach to lesson study, implemented in different settings, offers an excellent resource and makes this volume a must read for teacher educators, lesson study facilitators, school leaders and researchers." James Calleja, Collaborative Lesson Study Malta, Faculty of Education, University of Malta "Collaborative Lesson Research is a particular way of conducting lesson study that highlights the key elements of this professional development process. This book presents the experience of leaders, practitioners and participants in Collaborative Lesson Research and is an essential support for those interested in getting involved as well as in improving their experience in lesson study in the most powerful way." João Pedro da Ponte, Instituto de Educação, Universidade de Lisboa "This book is a great asset to teachers of students in any grade – and frankly any subject – who wish to know, with assurance they can witness first hand, that their teaching is impacting student learning in the way they hope. Read it alone if you must, but with others if you can, as it will help bring learning to life in your school." Sharon Dotger, The Syracuse University School of Education Table of Contents1. Collaborative Lesson Research: A form of Lesson Study to encourage teachers to work collaboratively 2. Exemplary Collaborative Lesson Research 3. Pathways to getting started in Collaborative Lesson Research 4. Capacity building for conducting Collaborative Lesson Research 5. Educators’ learning from Collaborative Lesson Research (Voices from the field) 6. Recommendations

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Book SynopsisHow can teachers be prepared to support all children in becoming literate? How can teachers best mediate the technical aspects of literacy and make these meaningful and relevant to their children? What kinds of pedagogical practices can enable children to become creative and critical users and producers of digital and non-digital texts?An Introduction to Diverse Literacies in Primary Classrooms brings together the voices of academics, classroom teachers, student teachers and children to answer these questions.Research into children's literate lives illustrates that literacy is very much integrated into children's ongoing home, community and school experiences, and these rich and diverse literate lives are very often digitally mediated. This essential and practical book explores key themes in literacy education such as diversity, drama, literacy and play, reader response, grammar and childrenâs authorship to understand the interrelationship between childre

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Book SynopsisFor the most effective use, this book should be purchased alongside Mia Belongs Here and the activity book, Conceptual PlayWorlds for Belonging. The books can be purchased individually or together as a set, Building Conceptual PlayWorlds for Belonging: Stories and Activities to Build a Sense of Belonging.School is Where We All Belong is a beautifully illustrated story book that helps to develop a sense of belonging in children, particularly at school. It narrates the different ways by which five characters identify their feelings of belonging to school through the five senses (hearing, touch, smell, taste and sight).With its engaging illustrations and narrative, children are encouraged to share their own experiences at the end of each characterâs story which allow them to develop a better sense of school belonging, sharing the message that belonging is largely experiential and special to each person.School belonging i

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Book SynopsisFor effective use, this book should be purchased alongside the story books, Mia Belongs Here and School is Where We All Belong. The books can be purchased individually or as a set, Building Conceptual PlayWorlds for Belonging: Stories and Activities to Build a Sense of Belonging.Fostering a sense of belonging in early childhood is crucial for the development and wellbeing of young children. This practical resource is for use with children aged 4-8 to help build strong connections and a sense of belonging. Through the practice of mindfulness, children are encouraged to pause and fully engage with the place and moment they are in.Based on the Conceptual PlayWorld, an evidence-based model of intentional teaching developed by Professor Marilyn Fleer, this book includes a range of research-informed activities. Each chapter provides educators with a Conceptual PlayWorld to implement which will engage children in practical scenarios and p

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Book SynopsisWritten to help children aged 6-12 move between countries, this set contains two children's activity books and a practical guide for the supporting adult.Based on the latest relocation and transition research, it includes valuable strategies and fun activities to boost the child's confidence and wellbeing through departure, arrival and settling in. Top tips, example responses and the theory behind the activities will equip teachers, practitioners, and parents to respond effectively to common questions and support children on the move to leave and arrive well.The set includes: Leaving Well Activity Bookhelps kids to reflect on how they feel about the move, to remember other moves and understand that change is a part of life. Arriving WellActivity Bookcan be used on its own or following on fromLeaving Welland continues to move through this process, helping the childto settle when they have arrived intheir new country

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Book SynopsisDiscover new ways to help elementary students engage with and understand the world around them through place-based, hope-filled learning about the causes, impacts, and responses to climate change. This book features foundational climate concepts, easily implementable activity plans, and inspiring examples of student engagement. Each chapter begins with a short vignette pulled from the author's considerable teaching experience in engaging students in concepts of climate change and climate justice, followed by content-focused sections and recommendations for student activities and projects. The author provides stories of hope-filled action to invite teachers to look for and reflect on similar narratives in their own communities. Sample units of study for grades K-5 show teachers how key ideas from each chapter come together into an instructional plan that incorporates the three dimensions of NGSS and can fit into the broader outline of their school year. This resource is an accessibleTable of Contents1. Do Little Kids Really Need to Be Thinking About Climate Change? 2. Interconnectedness. 3. The Carbon Cycle: Exploring Systems Through Story. 4. Getting To Know Trees and Forest Systems. 5. The Ocean As A Global System. 6. Cities: Human and Natural Systems Working Together. 7. The Food We Eat And The Food We Waste. 8. (Sustainable) Energy. 9. When Harm Comes to Our Communities: Teaching and Learning in the Presence of Natural and Human Disasters. 10. Toward a Pedagogy of Hope-Filled Action

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Book SynopsisHow are families like trees? How are children like caterpillars?Containing age-appropriate analogies for key Relationships, Sex and Health Education topics, this book provides carefully constructed, memorable metaphors for teaching some of the trickiest concepts around relationships and sexual development.Each toolkit opens with a story that draws comparisons between a common childhood experience and a conceptual RSHE topic. Learners are supported in breaking down the analogy, comparing each part of the familiar story to a new concept. Knowledge is deepened with matching games, extension activities and teaching tips.The book includes: Ready-made toolkits for the classroom Printable activities to engage learners Cross-curricular extension activities within each toolkit to support and enhance lesson plans Clear teaching notes with advice for inclusive and accessible delivery that considers learners' lived experiences Trade Review“Big Picture RSHE is a very clear, empowering and comprehensive set of resources. They are rooted in high-quality research, practical teaching and an educational philosophy that prepares and educates children very well indeed.” Naomi Leaver, Executive Headteacher, Robinsfield George Eliot Federation Westminster London “This really is a superb resource for primary schools. Big Picture RSHE is easy to read and use – clearly identifying the topics that are being covered, with detail that is thorough and manageable and with the added flexibility to introduce, consolidate or assess knowledge. The structure of the toolkits gives the children familiarity and a route to fully deepen their understanding of the topic. The resource has been created in a fun, sensitive way and the use of analogies is brilliant, making it accessible and relatable to children. It will undoubtedly promote discussion and participation in the classroom.” Natalie Brown, Assistant Head, Pastoral and PSHEE Lead, Hilden Grange School Tonbridge Table of ContentsPart 1: About this resource and its context A. What is Relationships, Sex and Health Education (RSHE) at primary level? B. What is Big Picture RSHE? C. Why use Big Picture RSHE? D. Who is this resource for? E. How do analogies support learning in RSHE? F. Is the resource relevant in my context? Part 2: How to use this resource? A. How do I use the toolkits? B. Things to consider when using this resource C. Step-by-step guide to using the toolkits Part 3: What topics are included? Part 4: The toolkits 1. FAMILIES: Families and people who care for me 2. FRIENDSHIPS: Healthy friendships 3. RESPECTING DIFFERENCE: Diversity 4. MAKING FRIENDS ONLINE: Digital relationships 5. WHAT YOU FIND ONLINE: Appropriate online content 6. RESPECTING ALL GENDERS: Gender equality 7. SECRET OR SURPRISE: Voicing concerns 8. CHOOSING FOR MY BODY: Boundaries 9. MY AMAZING BODY: Private body parts 10. CHANGING BODIES: Puberty 11. WET DREAMS: Nocturnal emissions 12. PERIODS: Menstruation 13. LOVE: Romantic relationships 14. HOW A BABY IS MADE: Reproduction 15. WHY PEOPLE HAVE SEX: Sexual activity

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Book SynopsisThis accessible guide explores what an autism-affirming primary school should be like, from the perspective of autistic pupils, introducing a tool to gather pupil voice and sharing a toolbox of strategies informed and requested by autistic children themselves. The book presents a fun and engaging approach, the three houses, which can be used with autistic children to generate a greater understanding of how they are experiencing school and how they may be masking their difficulties.Chapters focus on common themes, from developing a shared, positive understanding of autism throughout the school, to consideration of the classroom environment, hidden support, homework and routines. By identifying simple adjustments to practice, schools can create a more positive experience for autistic children, building self-advocacy and helping to alleviate feelings of anxiety. The book includes a wealth of easy-to-implement, practical strategies that place an emphasis on whole-school approache

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Book SynopsisPolyvagal Theory provides a breakdown of how the nervous system responds and reacts to unconscious messages of safety and threat. This accessible guide explores Polyvagal Theory and its potential for fully understanding and supporting the behaviours of children and young people in emotional distress at school.By exploring how early childhood experiences - such as abuse, trauma, an insecure attachment, or bereavement - can have a detrimental impact on the development of the child's nervous system, we can view their behaviours in a new light. Polyvagal Theory in the Classroom: - Contains a wealth of activities to use in the classroom- Delves into new understandings of what is happening to children and young people when they become dysregulated- Introduces practical ways to support pupils'' emotional wellbeing, promote better mental health, and help to develop their capacity to self-regulate- Contains exercises which provide oppor

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Book SynopsisThe Second Edition of Becoming a Teacher of Writing in Elementary Classrooms is an interactive learning experience focusing on all aspects of becoming-writer and teacher of writing in the Writing Studio. The Writing Studio is illustrated with authentic classroom scenarios and include descriptions of assessments, mini-lessons, mentor texts, and collaborative and individual teaching strategies. The parallel text, Becoming-Writer, allows readers to engage as writers while learning and applying writing process, practice, and craft of the Writing Studio. The new edition includes integration of preschool writers, multilingual learners, translanguaging, culturally sustaining pedagogy, social emotional learning, Universal Design for Learning and an updated companion website with teacher resources. This dynamic text supports teachersâ agency in the ongoing journey of joyful teaching and writing.

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Book SynopsisThis fully updated third edition of Teaching and Learning with Technologies in the Primary School introduces practising and student teachers to the range of ways in which technology can be used to support and extend teaching and learning opportunities in their classrooms.Newly expanded to include 50% brand new chapters reflecting the abundant changes in the field since the last edition was published, it offers practical guidance underpinned by the latest research and teaching in the field. The authors draw on the extensive experience of educators in Australia, England, Ireland, Scotland, South Africa, the U.S.A. and Wales to provide local, national and international examples of the application of digital technologies to teaching and learning across the primary curriculum.Illustrated throughout with case studies and examples together with a glossary explaining key terms, chapters focus on how technology-based practices can support the teaching of individual sub

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Book SynopsisParents have a crucial role in supporting childrenâs learning, development and wellbeing. Forming effective partnerships with families and carers is a key feature of the Early Years Foundation Stage. Achieving this takes time, reflective practice, skill and a solid understanding of the barriers that can impede forming effective working relationships with parents.Working with Parents, Carers and Families in the Early Years offers an informed and comprehensive framework for working with parents, drawing on the latest evidence and containing practical advice from practitioners and parents, to support sound partnership practice. This second edition has been fully updated to reflect the current economic and social challenges facing families and the increasing diversity of family structures.Full of examples and activities for training to support practice across a wide range of settings, it focuses on key areas such as: Working with parents of different a

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Book SynopsisAn increasing number of children face feelings of anxiety and isolation, negatively impacting their mental health and wellbeing, as well as their attainment in school. Having battled social anxiety herself, Rachel Thynne knows first-hand how hard it can be to be misunderstood and receive little help. By understanding the communicative function of behaviours and seeing the person behind their actions, staff can learn to support and nurture pupils with consistency, empathy and positivity.This book explores anxiety in children and young people, unpicking social anxiety, situational mutism, school anxiety and separation anxiety within a school context, and shining a light on the importance of relationships, effective communication and self-regulation skills. A wealth of strength-based strategies are provided that can be implemented quickly and easily by busy school staff to alleviate anxiety, build self-esteem and increase feelings of safety and belonging. The book also supports

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Book SynopsisA clear and compelling text written by teachers, psychologists, and educationalists, Relational Practice: New Approaches to Mental Health and Wellbeing in Schools proposes a dynamic and relational approach to supporting the mental health needs of children and young people within education. Contributing authors advocate a movement away from the deficit, medicalised model of mental health and instead encourage readers to embrace a relational approach, considering philosophical and spiritual dimensions, as well as the wider everyday contexts that shape the mental health of individuals, groups, and school communities.Filled with case studies, intervention strategies, and CPD activities, this essential guide bridges the gap between theory, research, and practice to offer evidence-based resources for practical application within schools.Areas covered include, but are not limited to: Supporting neurodivergent and LGBT+ students to thrive Creating and

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Book SynopsisAsian American voices and experiences are largely absent from elementary curricula.Asian Americans are an extraordinarily diverse group of people, yet are often viewed through stereotypical lenses: as Chinese or Japanese only, as recent immigrants who do not speak English, as exotic foreigners, or as a model minority who do well in school. This fundamental misperception of who Asian Americans are begins with young learners?often from what they learn, or do not learn, in school.This book sets out to amend the superficial treatment of Asian American histories in U.S. textbooks and curriculum by providing elementary teachers with a more nuanced, thematically driven account. In chapters focusing on the complexity of Asian American identity, major moments in Asian immigration, war and displacement, issues of citizenship, and Asian American activism, the authors include suggestions across content areas for guided class discussions, ideas for broader uTrade Review"Teaching Asian America in Elementary Classrooms is a critically important book that I wish my son's teachers had read. If you teach Asian American children or want to understand Asian American education at the elementary level, you need this incredible book."—Wayne Au, Professor, UW Bothell School of Educational Studies and Rethinking Schools editor“This book is a vital tool in helping teachers tell the story of Asian America. It is the story of America itself, and it deserves to be shared with every student, at every age, all year round.”—Christina Soontornvat, three-time Newbery Honor recipient "This book offers a place to enter when inquiring about Asian and Asian Americans with the full complexity of those categorical markers. With both examples and a humility on the part of the authors, readers are invited into an often invisiblized reality in the U.S. that have always been connected to Asian American organizing for rights over the past two centuries."—Leigh Patel, Professor, University of Pittsburgh School of Education, and Central Chair Committee, Education for LiberationTable of ContentsIntroduction. 1. Pedagogical Overview. 2. Identity and Stereotypes. 3. Im/Migration. 4. Citizenship. 5. War and Displacement. 6. Activism and Resistance. 7. Contention and Complexity

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Book SynopsisThis accessible book guides early career teachers (ECTs) through key areas of inclusion, providing context and understanding, sharing diverse reflections from practice, and introducing the essential principles of inclusive teaching.Chapters explore a range of pertinent topics and perspectives on inclusion, from our values and pedagogy to understanding behaviour and disadvantage in the classroom. Each area is aligned with the Teachersâ Standards to provide clarity on professional responsibilities and to show how inclusive practice weaves through every area of teaching. The book includes: A comprehensive overview of inclusion, with tools that can be utilised immediately Advice on adapting the curriculum and teaching to embrace inclusion Consideration of SEND and neurodiversity over time, with attention paid to reasonable adjustments to ensure all learners can thrive Recognition of the importance of culture and community, with guidance on w

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Book SynopsisThis book brings together the voices of practitioners, researchers, parents, and children and young people themselves to explore innovative pedagogies where multiple voices have been actively engaged in co-producing the design of inclusive practices within education.Each chapter focuses on how a particular approach, strategy, or project has included children and young people in the decisions that are made about them, their lives, and their education. These examples feature a mix of innovative, creative, and multisensory pedagogies that consider how to facilitate communication between children and the adults who work with them around the concept and application of inclusive education. Reflective questions are woven throughout, allowing the reader to engage with diverse voices and ensure everyone is involved in adapting teaching to create better learning opportunities for all. Practical takeaway activities are also included that can be discussed in schools and easily applied to

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Book SynopsisThis book informs best practice for enhancing young children's STEM learning experiences in formal settings such as preschool environments and less formal settings such as home environments. It is the first collection of multidisciplinary and multinational studies on early STEM programs worldwide and presents diverse, authentic, and current STEM-relevant scenarios that address two fundamental problems: where are we in early STEM education? and where shall we go?The book explores factors that influence young learners' abilities to make informed choices in authentic, problem-based, STEM-relevant scenarios and how those abilities have been identified, documented, and enhanced. Chapters address topics related to curriculum and pedagogy, teacher education and professional development, family environment, and inclusive education from a variety of international settings including Australia, Germany, Hong Kong, Mainland China, Singapore, and the United States. Each chTable of Contents1. Introduction: Developing Culturally and Developmentally Appropriate Early STEM Learning Experiences 2. “Once Upon A Star”: A Science Education Program Based on Personification Storytelling in Promoting Preschool Children’s Understanding of Astronomy Concepts 3. Teacher’s Role in Fostering Preschoolers’ Computational Thinking: An Exploratory Case Study 4.Engineering Play, Mathematics, and Spatial Skills in Children with and without Disabilities 5.Mathematics Learning Opportunities in Preschool: Where Does the Classroom Library Fit In? 6. Exploring the Relationships between Scientific Epistemic Beliefs, Science Teaching Beliefs and Science-Specific PCK among Pre-Service Kindergarten Teachers in China 7. Evaluation of an Online Early Mathematics Professional Development Program for Early Childhood Teachers 8. The Influence of Parental Educational Involvement in Early Childhood on 4th Grade Students’ Mathematics Achievement 9. Family Cohesion Facilitates Learning-Related Behaviors and Math Competency at the Transition to Elementary School 10. STEM for Inclusive Excellence and Equity 11. An Analysis of the Nature of Young Students’ STEM Learning in 3D Technology-Enhanced Makerspaces

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

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

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