Primary and middle schools Books
Taylor & Francis Ltd Moving On Activity Books and Guide to Support
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
£50.71
Taylor & Francis Ltd Teaching Climate Science in the Elementary
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
£26.99
Taylor & Francis Ltd Big Picture RSHE
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
£29.99
Taylor & Francis Becoming an AutismAffirming Primary School
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
£18.99
Taylor & Francis Ltd Polyvagal Theory in the Classroom
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
£24.32
Taylor & Francis Becoming a Teacher of Writing in Elementary
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.
£52.99
Taylor & Francis Ltd Teaching and Learning with Technologies in the
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
£27.99
Taylor & Francis Working with Parents Carers and Families in the
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
£24.99
Taylor & Francis Ltd Understanding Anxiety at School
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
£24.32
Taylor & Francis Ltd Relational Practice New Approaches to Mental
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
£24.99
Taylor & Francis Ltd Teaching Asian America in Elementary Classrooms
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
£22.99
Taylor & Francis Inclusion A Principled Guide for Early Career
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
£18.99
Taylor & Francis Championing Coproduction in the Design of
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
£26.99
Taylor & Francis Ltd Developing Culturally and Developmentally
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
£121.50
Taylor & Francis Addressing Psychosocial Issues in Physical Education
a huge range and FREE tracked UK delivery on ALL orders.
£40.84
Taylor & Francis Professional Knowledge in Primary Physical Education
a huge range and FREE tracked UK delivery on ALL orders.
£50.34
Taylor & Francis Stage It
Book Synopsis
£26.99
Taylor & Francis Closing the Disadvantage Gap in Schools
Book SynopsisMany children are leaving school without the learning that they need to navigate the adult world effectively, the majority of whom are among the most vulnerable in our society. Closing the Disadvantage Gap in Schools helps teachers and school leaders to understand what educational disadvantage is and what research tells us are the âœbest betsâ for making sure this disadvantage doesnât stop these children from succeeding in life.Designed as a highly practical workbook with accompanying sketchnotes that bring research to life, it uses reflective questions, worked examples, self-assessment tools and guided practice tasks to help educators to support the most disadvantaged pupils in their school community to achieve.The book helps staff to:â Understand what causes the attainment gap and what it might look like in school.â How to develop a positive school culture that values and supports every child.â Use data to identify and track underperforman
£21.99
Taylor & Francis Loving Pedagogy Explained
Book SynopsisWhat does it mean to adopt a loving pedagogy within early childhood? Have you ever wondered what terms like attunement really mean?Loving Pedagogy Explained highlights the importance of developing a loving pedagogy and explains key terms used within this approach. Unpicking terms like advocacy, attachment, attunement, belonging, compassion, emotion coaching, empathy and empowerment, this book uses practical examples and case studies to explain what it means in practice when we adopt this approach. It also considers how we might adopt a loving pedagogy in relation to our policies, describing this ethos in more detail.Divided into two parts, the first provides a brief overview of the key terms used when describing a loving pedagogy alongside examples of what they mean in practice. Part two looks more broadly at the ethos of early childhood settings and unpicks various aspects of a loving pedagogy, including: how to write a loving pedagogy policy, how a lovi
£16.99
Taylor & Francis Reading for Pleasure International Perspectives
Book SynopsisGrowing evidence of the vital role reading for pleasure plays in children and young peopleâs academic outcomes and socio-emotional wellbeing has placed it high on the agenda in both educational policy and practice.This valuable collection draws upon a range of disciplinary perspectives and methodological approaches, to explore how reading for pleasure is experienced and enacted, and highlights the implications and benefits of reading for pleasure in the lives and learning of children and young people. It offers contributions from leading international researchers on current evidence and literature within the field, identifying the causes and consequences of reading for pleasure, and framing this within the context of understanding readers and applying this to developing effective pedagogical practices. With chapters examining how we may shape the reading experience, this book is divided into four sections: Understanding readers, including factors such as motivatio
£37.99
Taylor & Francis Supporting Bereaved Children in the Primary Classroom
a huge range and FREE tracked UK delivery on ALL orders.
£21.99
Taylor & Francis Teaching for Flow Transforming Primary Education for Optimal Learning
a huge range and FREE tracked UK delivery on ALL orders.
£21.99
Taylor & Francis Resilient Students
Book SynopsisBuild resilience in your students, starting in the elementary grades, so they develop the skills to overcome challenges and thrive in school and beyond.Bestselling author Brad Johnson presents a strength-based approach to resilience, showing that itâs much more than bouncing back but involves adapting and growing along the way. He shows the best ways to foster resilience in kids by teaching them grit, emotional intelligence, growth mindset, and the ability to embrace failure, all while uncovering and building their strengths and confidence. He also reveals why this is such a key skill for our changing world.Written in Bradâs signature accessible style, the book offers loads of practical takeaways so you can get started building a more resilient classroom today!
£22.99
SAGE Publications Inc Meaningful Small Groups in Math Grades K5
Book SynopsisTarget the MathSupport the StudentsProvide Access for All The need for focused small group math instruction has never been greater. Today's education landscape is fraught with learning divides unlike anything we've faced in recent years. We need new ways of teaching students who have remarkably varying levels of understanding and vastly different needs. Meaningful Small Groups in Math, Grades K-5 offers practical guidance on how to meet the diverse needs of today's students. Written for K-5 classroom teachers, math interventionists and instructional coaches, this user-friendly, accessible book provides guidance on the necessary components of small group instruction in math, trajectories for small-group instruction on specific concepts, and practical steps for getting started. Readers will find Checklists and templates for implementing small group, sample lessons in the major content domains Emphasis on flexible groups Intervention and extension ideas for differentiating learning A chapter devoted to developing small-group programs across a school or organization Small group instruction in mathematics has not been as well-developed as its counterpart in the reading world. In K-5 math classrooms, small-group instruction has typically been reduced to learning centers and rotation stations, with little emphasis on differentiated, small-group, teacher-facilitated learning. To meet the needs of today's students, a more focused approach is needed.Trade ReviewThis comprehensive resource provides the what, why, and how for effectively implementing small group instruction to support every student! Part A provides excellent suggestions, clearly based in experience, and Part B pairs important content with small group lesson ideas. Such a great resource for ensuring students develop confidence and competence in mathematics! -- Jennifer Bay-Williams * Louisville, KY *In Meaningful Small Groups in Math: Meeting All Learners’ Needs in Any Setting, Kimberly Rimbey offers us detailed suggestions on how to get the most out of students working in small groups. These details cover everything from tasks to group size, from how to form the groups to where these groups, once formed, could work. We learn how to answer questions and prompt thinking, and we are provided with detailed lesson plans, planning templates, and resources across a wide range of K–5 mathematics topics. Kimberly Rimbey leaves no stone unturned. I highly recommend this book to any K–5 teacher who is starting to think about using group work as well as any teacher who wants to reexamine and revitalize their use of group work in the classroom. -- Peter Liljedahl * Vancouver, BC, Canada *Mathematics is a beautiful, human enterprise and all humans should be given the opportunity to properly experience its wonder and awe, even our society′s youngest of humans. We want our students to know, and always believe, that they are genuinely invited to mathematics. Dr. Rimbey′s resource shows how. -- James Tanton * Paradise Valley, AZ *We all know that active engagement—thinking, talking, collaborating, and figuring out—is the key to learning. We also know that small group, teacher-facilitated work is one way to generate this active engagement. But it’s not easy. That’s where Dr. Rimbey’s wonderfully practical and informative book Meaningful Small Groups in Math becomes a powerful resource. With a clear and punchy style—and a slew of examples and models—it’s like Kim was your friend and coach talking with you over coffee about what to do, why to do it, and how to do it when it comes to shifting math instruction for the better for all of our students. -- Steve Leinwand * Washington, DC *As teachers move away from whole class instruction, they are often challenged by exactly what a small group lesson should look like and how to go about planning one. The sample lessons in this book follow math content trajectories across grade levels, with formative assessment ideas to help teachers form their groups. The Explore Before Explain (Eb4E) approach used in the lessons allows students to actively participate in concept development, with the teacher serving as a facilitator. This is a book that should be on your bookshelf! -- Donna Boucher * Houston, TX *Small group instruction is such an important part of the learning cycle. Dr. Rimbey breaks down why and then shows teachers, in plain language, how to set up and successfully run teacher-facilitated small groups. She pays extra attention to how different types of groups are used for different instructional purposes and supports teachers in judiciously matching a type of group with a learning need. As if that weren’t enough, Dr. Rimbey then breaks down the essential pieces of different elementary mathematics topics and then uses those pieces to show how a particular small grouping strategy elevates that content and makes it more accessible to all students. This book is a must-read for any elementary mathematics teacher or leader. -- Paul Gray * Provincetown, MA *Rimbey raises the use of small groups to an art form. Small groups are the mainstay of much of mathematics instruction in the form of collaborative and cooperative groups, yet understanding how to organize and facilitate small groups is not always a part of teacher preparation programs or professional learning experiences. How can we better make these opportunities an ideal way to foster student thinking and reasoning, the sharing of ideas in safe spaces, and the inquiry-oriented approach we prize? Meaningful Small Groups in Math guides you through this common configuration. With the wisdom and insight Rimbey gleaned from years of experience, you will find what you need to effectively use small groups. Dig in to find practical approaches, routines, content examples, and ways to make each and every child’s voice prominent as they engage in productive ways to showcase their strengths. -- Karen Karp * Baltimore, MD *With Meaningful Small Groups in Math, Dr. Rimbey offers K–5 teachers a versatile approach to teaching small group lessons in a variety of instructional structures. Her approach is practical, clearly described, and focused on effectively building upon students’ mathematical strengths with well-planned lessons. As a valuable resource for teachers who want to "let math take the lead," Rimbey includes a Math Small Group Standards Trajectory Document that clearly maps out the interrelatedness of the standards in each domain—something I wish had been available when I was teaching. While the first part of the book provides guidance on how to get started with math small group lessons, the second part of the book delves into how to create and teach rigorous, engaging lessons with sample plans. Both beginning and experienced teachers will find this book to be an invaluable guide for teaching math using small group lessons, which to me is an essential instructional strategy for supporting the needs of all students. -- Laney Sammons * Thetford Center, VT *This book offers a wealth of tips, strategies, and resources for designing effective and engaging small group instruction. You will find the answer to any question you can imagine including how small group instruction benefits students, ways to design small group lessons, thoughts on session duration, discussions of group membership, and even ideas for setting up the classroom to maximize small group instruction. The planning ideas related to some critical K–5 math topics (like counting and cardinality, base-ten addition/subtraction and multiplication/ division, and varied fraction and decimal skills) are an added benefit. This is a valuable resource for any teacher interested in beginning, or enhancing, small group instruction in their K–5 classrooms! -- Sue O’Connell * Millersville, MD *Facilitating small group instruction in our math classrooms can be one of the most challenging goals we set out to accomplish each year, but where do we begin? From the size and type of group to what is happening in small groups, and when it’s happening, it can all be overwhelming. Meaningful Small Groups in Math thoughtfully unpacks the smaller nuances and questions surrounding small groups and offers the tools teachers need to meet the needs of the students they support. -- Graham Fletcher * Atlanta, GA *Meaningful Small Groups in Math provides teachers with two critical elements for success—practical strategies for managing small groups and thoughtful content trajectories for identifying the right learning for students in small groups. Building on the author’s rich classroom and coaching experience, the book provides support for creating and managing small groups in a variety of classroom contexts and structures. And building on the author’s deep content knowledge, the book organizes potential activities along content trajectories, helping teachers keep students moving forward in their learning. Dr. Kimberly Rimbey has written an excellent addition to our professional libraries. -- Sara Delano Moore * Kent, OH *Kimberly Rimbey’s book Meaningful Small Groups in Math is a teacher’s delight. Rimbey’s years of teaching, coaching, and designing come through clearly in every word. Organized around questions teachers would have when considering and implementing math groups—as well as questions teachers may not think to ask but are important—Rimbey writes the book in findable and understandable terms including chapter overviews, learning targets, success criteria—everything we know we should do in a lesson for our own students! Rimbey is an expert at taking the goal of small group learning and showing it in multiple structures that can be integrated with any math program. The practicality of this book is sure to win teachers’ hearts. This book is a must for every elementary math teacher. I applaud Dr. Rimbey’s flexibility and multiple examples of using various structures and designs for planning so that there is sure to be a comfortable approach to beginning, extending, or revamping math groups for every teacher! -- Nanci Smith * Glendale, AZ *An essential resource for K–5 mathematics teaching! What a brilliant, practical guide for teachers in using small groups effectively to engage each and every student in powerful mathematics learning! Whether you are just beginning to use small group strategies or you are experienced, there is something for everyone. Rimbey’s Meaningful Small Groups in Math is a resource for teachers, mathematics coaches, and instructional specialists. -- Trena L. Wilkerson * Waco, TX *Meaningful Small Groups in Math answers all your burning questions and provides templates and example vignettes that make visualizing this work in your own classroom achievable. Whether you have used small-group instruction extensively, or you are looking to begin, Kimberly Rimbey’s Meaningful Small Groups in Math gives you exactly what you need . . . and then some! Rimbey masterfully weaves the what, why, when, and—most importantly—the how into an easy-to-read book chock full of resources and evidence-based routines. -- Hilary Kreisberg * Cambridge, MA *Meaningful Small Groups in Math lays the groundwork for how to create effective mathematics small group instruction. Through vignettes and resources, this book supports your journey to empower student voice and ensure that every child has access to relevant, rich, and meaningful mathematics. This book emphasizes students’ assets and shares how to build upon student strengths. You will walk away with practical ideas for how to plan and create teacher-facilitated math small groups to grow students’ mathematical understandings. -- Mona Toncheff * Tucson, AZ *Table of ContentsPreface Part A: Getting Started with Math Small Groups Introduction- to use this section Chapter 1: Making the Case for Math Small Groups Chapter 2: Setting Up Math Small Groups Chapter 3: Targeting the Math, Supporting the Students, Providing Access for All Chapter 4: Planning for Math Small-Group Instruction FAQs & Notes Part B: Targeting the Math: Planning Small Group Instruction Introduction - to use this section Chapter 5: Counting & Cardinality Chapter 6: Early Number Sense Chapter 7: Base-Ten Place Value Chapter 8: Base-Ten Addition & Subtraction Chapter 9: Base-Ten Multiplication & Division Chapter 10: Understanding Fractions Chapter 11: Fraction Operation Chapter 12: Fraction and Decimal Connections FAQs & Notes Part C: Resources & Reflection Introduction - How to use this section Chapter 13: Tools and Tips for Planning and Teaching Chapter 14: Tips For Coaches and Leaders FAQs & Notes
£29.44
John Wiley and Sons Ltd Sound Linkage
Book SynopsisFully revised to reflect the latest advancements in the field, the third edition of Sound Linkage provides a guide to phonological techniques for improving the reading comprehension skills of students with reading delays and dyslexia.Table of ContentsAcknowledgements x Foreword xi About the companion website xii Introduction 1 Test of phonological awareness 3 Programme administration 10 Phonological training activities 10 Phonological linkage activities 12 Section 1: Identification of words as units within sentences 15 Activity 1: Introduction to the concepts of 'beginning', 'middle' and 'end' 16 Activity 2: Comprehension of the concepts of 'beginning', 'middle' and 'end' in sentences 16 Activity 3: Transferring the concepts of 'beginning', 'middle' and 'end' to an aural activity 17 Activity 4: Production of initial, final and medial words in sentences of two to four words 18 Activity 5: Matching counters to words in sentences of two to five words 19 Section 2: Identification and manipulation of syllables 21 Activity 1: Introduction to syllabic rhythm in poems (A) 22 Activity 2: Introduction to syllabic rhythm in poems (B) 23 Activity 3: Syllable blending (two to four syllables) 24 Activity 4: Introduction to syllable segmentation 25 Activity 5: Segmentation of words into syllables (two to four) 26 Activity 6: Syllable counting in words of two to four syllables 27 Activity 7: Syllable deletion 28 Section 3: Identification and supply of rhyming words 29 Activity 1: Introduction to rhyme 30 Activity 2: Discrimination of pairs of rhyming and non-rhyming words 31 Activity 3: Supplying rhymes (A) 31 Activity 4: Supplying rhymes (B) 32 Activity 5: Supplying rhymes (C) 33 Activity 6: Rhyme supply (riddles) 35 Activity 7: Discrimination of one of three words that rhymes with a target word 36 Section 4: Identification and discrimination of phonemes 37 Activity 1: Introduction to 'saying a word slowly' 38 Activity 2: Picture sound association (initial sounds of words) 38 Activity 3: Word pair discrimination 39 Activity 4: Identification of initial sounds in words 40 Activity 5: Identification of final sounds in words 42 Activity 6: Identification of medial sounds in words 44 Activity 7: Discrimination of two of three words with the same initial sound 46 Activity 8: Introduction to the concept of 'same end' sound 47 Activity 9: Discrimination of two of three words with the same final sound 48 Activity 10: Discrimination of two of three words with the same medial sound 48 Activity 11: Discrimination of word pairs with the same initial sound 49 Activity 12: Discrimination of word pairs with the same final sound 50 Activity 13: Discrimination of word pairs with the same medial sound 51 Activity 14: Discrimination of one of three words with the same initial sound as a target word 51 Activity 15: Discrimination of one of four words with a different initial sound 52 Activity 16: Discrimination of one of three words with the same final sound as a target word 54 Activity 17: Discrimination of one of four words with a different final sound 55 Section 5: Phoneme blending 57 Activity 1: Production of words from two to four sounds 58 Activity 2: Production of words from two sounds 59 Activity 3: Production of words from three sounds 59 Activity 4: Production of words from four sounds 60 Activity 5: Production of words from five sounds 61 Activity 6: Sound linkage: Blending of two sounds 62 Activity 7: Sound linkage: Blending of three sounds 63 Activity 8: Sound linkage: Blending of four sounds (initial blends) 64 Activity 9: Sound linkage: Blending of four sounds (final blends) 66 Section 6: Phoneme segmentation 69 Activity 1: Production of the initial sound of target words 70 Activity 2: Production of the final sound of target words 70 Activity 3: Production of the medial sound of target words 71 Activity 4: Introduction to the concept of breaking up a word into sounds 72 Activity 5: Introduction to segmenting a word while pushing counters into boxes 73 Activity 6: Phoneme counting with two to four counters (A) 74 Activity 7: Phoneme counting with two to four counters (B) 75 Activity 8: Segmenting words into sounds 75 Activity 9: Sound linkage: Discrimination of two of three words with the same initial 'sound' 76 Activity 10: Sound linkage: Discrimination of two of three words with the same final 'sound' 77 Activity 11: Sound linkage: Discrimination of two of three words with the same medial 'sound' 79 Section 7: Phoneme deletion 81 Activity 1: Introduction to the concepts of 'missing from' and 'without' 82 Activity 2: Introduction to the concepts of 'taken away' and 'left' in relation to sounds in words 83 Activity 3: Specification of the initial sound deleted from a word 85 Activity 4: Specification of the final sound deleted from a word 85 Activity 5: Specification of a medial sound that has been deleted from a word 86 Activity 6: Deletion of the initial sound of a word to produce another word (A) 87 Activity 7: Deletion of the initial sound of a word to produce another word (B) 88 Activity 8: Deletion of the final sound of a word to produce another word 89 Activity 9: Deletion of the medial sound of a word to produce another word 89 Activity 10: Sound linkage: Discrimination of a word produced by deleting the initial sound from a stimulus word 90 Activity 11: Sound linkage: Discrimination of a word produced by deleting the final sound from a stimulus word 92 Section 8: Phoneme substitution 95 Activity 1: Introduction to the concept of changing the beginning item of a sequence 96 Activity 2: Revision of the concept of 'first sound in a word' 96 Activity 3: Changing the initial sound of a word 97 Activity 4: Phoneme substitution (initial sound) 98 Activity 5: Phoneme substitution (final sound) 98 Activity 6: Phoneme substitution (medial sound) 99 Activity 7: Sound linkage: Substitution of initial letters/phonemes in words 100 Activity 8: Sound linkage: Substitution of final letters/phonemes in words 102 Activity 9: Sound linkage: Substitution of medial letters/phonemes in words 103 Section 9: Phoneme transposition 105 Activity 1: Defining the concept of backwards (using pictures) 106 Activity 2: Defining the concept of backwards (in relation to words) 106 Activity 3: Defining the concept of backwards (in relation to sounds in words) 107 Activity 4: Reversing the sequence of sounds in a word 108 Activity 5: Introduction to spoonerisms 109 Activity 6: Spoonerisms 110 Activity 7: Sound linkage: Reversing the sequence of sounds in a word 111 Activity 8: Sound linkage: Spoonerisms 112 Section 10: Phonological linkage activities 115 Instructions 116 Establishing a link between sounds and the written form of words 116 Using letters as clues in text reading 117 Multisyllabic words and words with suffixes and prefixes 118 Playing with words 118 Sound Linkage: Theoretical background to the programme 120 Phonological awareness and learning to read 120 The Hatcher, Hulme and Ellis study 121 Evidence from subsequent studies for the effectiveness of 'reading with phonology' programmes 126 Using sound linkage as one component of an integrated approach to teaching reading 128 Grading children's early reading books 132 Summary 132 Test development and standardisation 133 Appendix 1: Additional activities 142 Section 2: Identification and manipulation of syllables 142 Section 3: Identification and supply of rhyming words 142 Section 4: Identification and discrimination of phonemes 143 Section 5: Phoneme blending 144 Section 6: Phoneme segmentation 145 Section 7: Phoneme deletion 146 Section 8: Phoneme substitution 146 Section 9: Phoneme transposition 146 Appendix 2: Table of percentages (observed score / possible score) × 100 148 Appendix 3: Grading children's early reading books 149 Sound linkage training programme: Record Sheets 156 Record Sheet A: Test of phonological awareness 156 Record Sheet B: Identification of words as units within sentences 158 Record Sheet C: Identification and manipulation of syllables 160 Record Sheet D: Identification and supply of rhyming words 162 Record Sheet E: Identification and discrimination of phonemes 164 Record Sheet F: Phoneme blending 171 Record Sheet G: Phoneme segmentation 174 Record Sheet H: Phoneme deletion 177 Record Sheet I: Phoneme substitution 180 Record Sheet J: Phoneme transposition 183 References and Bibliography 185
£53.15
John Wiley & Sons Inc Reimagining the Classroom
Book SynopsisA practical approach to shared inquiry and exploration in K-12 classrooms We are in a period of unknowns unlike any in a generation or more. As educators, we need new pathways and ideas that can help us educate children for the world to come. Reimagining the Classroom: Creating New Learning Spaces and Connecting with the World provides practical steps and examples that parents and educators can use to begin to create new learning spaces, approaches, and outcomes. Dr. Richards' provocative book asks us to reconsider some of our basic assumptions about teaching and learning. It helps parents and educators question and recast these assumptions and practices while providing concrete, tested activities and ideas that will help readers reimagine educational spaces rooted in the notion that classroomsand the stories we tell in themare a metaphor for the world we hope to create. Reimagining the Classroom is divided into two parts. The first offers the intellectualTable of ContentsIntroduction: Everything Is Education; Everywhere Is a Classroom Part I: Reimagining Education Chapter One: The Crisis of Education: Childhood in the Age of Loneliness Chapter Two: The Context for Education: The One-Planet Classroom Chapter Three: The Process for Education: A Pedagogy for Reimagining the Story Part II: Reimagining the Classroom Chapter Four: Cosmos: Science and Math Through Cosmology and Ecology Chapter Five: Arts: Literature, Performing Arts, Visual Arts Chapter Six: Spirit: Spirituality, Mindfulness, Meditation Chapter Seven: Hands: Practical Life, Work, and Hands-on Learning Chapter Eight: Justice and Joy: Social–Emotional Justice Studies Part III: Reimagining the World Chapter Nine: Unstandardized Testing: From Classroom to World Epilogue: Learning How to Love and Be Loved References Acknowledgments About the Author
£17.24
Taylor & Francis Ltd Very Special Maths
Book SynopsisAll children require mathematical understanding to access as full a life as possible. This practical book explores the curriculum required to accommodate the various difficulties faced by children with severe and profound learning difficulties. It describes how children's mathematical thinking first develops and how it can be nurtured to ensure real understanding and support essential life skills.Chapters explore key concepts including: quantity recognition and counting sequence and measurement comparisons space and shape time monetary value. Mindful of the diverse challenges faced by teachers and pupils, the book explains the neurological and pedagogical theories that underpin the development of early mathematical thinking. It considers how mathematical skills that will best support children's everyday functioning can be developed. PTrade ReviewJulie King, National Coordinator Click SpecialEDNZ Trust , New ZealandThere is definitely a real need for this book. University and Teacher’s College courses specialising in special education have been cut significantly over the past decade – there are fewer and fewer teachers with academic and practical expertise in curriculum content development for students with Severe, Complex and Profound and Multiple Learning difficulties. The National Curriculum starts with the assumption that children have a certain amount of knowledge.Not only does ‘Very Special Maths’ provide essential learning for special needs teachers; it links directly to the National Curriculum. All teachers can see the progression and linkage. The learning to learn principle is very topical in education currently flummoxing many teachers particularly those dealing with students with complex needs – ‘Very Special Maths’ is an essential resource to support the development of this principle with this group of studentsDo you recommend that we should publish this book?I have no reservations – YESLinda Evans - Experienced teacher/adviser/Ofsted inspector. Currently Tutor at Newman University (ITT/ SEN); freelance writer and editor (education). I am currently supporting a trainee who works with students with severe and complex difficulties and have supported others, in different schools, in the last few years. There is definitely a need for this book. In the special schools I have visited in recent years (and observed many lessons) there is an obvious lack of expertise in the teaching of numeracy and maths-related topics. It is such an important and interesting area but so often, staff are unable to deliver appropriate learning opportunities to pupils with very special needs.The book is going to be ground breaking – unlike anything else available. I definitely recommend that you publish it.Table of Contents About the author PART ONE - ABOUT A SPECIAL CURRICULUM Chapter 1: What this book is about Chapter 2: About Curriculum attitudes and mindsets Chapter 3: The place of maths in a very special curriculum Chapter 4: Sensory Beginnings Chapter 5: Introducing the Parts of Learning PART TWO - TOOLS FOR LEARNING Chapter 6: Introducing the Tools for Learning Chapter 7: Physical Skills at the beginning of Thinking Chapter 8: Schema – First Patterns of Thinking Chapter 9: Introducing the Senses Chapter 10: About Vision Chapter 11: Hearing Chapter 12: Touch and Movement Chapter 13: Attention Chapter 14: Perception PART THREE - PROCESSES OF LEARNING Chapter 15: Introducing the Processes of Learning Chapter 16: Learning to Play Chapter 17: There are Many ways of Playing PART FOUR - THINKING ABOUT THINKING Chapter 18: About the Development of Thinking Chapter 19: Thinking with Objects and Fingers Chapter 20: Visualisation – using all senses Chapter 21: Thinking with Graphic Representations Chapter 22: Using Numerals - A medium to abstract thinking Chapter 23: Language and Thinking PART FIVE - DEVELOPING MATHEMATICAL IDEAS Chapter 24. Introducing Aspects of Mathematical Thinking Chapter 25: Some sensory beginnings Chapter 26: Comprehending Space – Shape – and Measures Chapter 27: Learning About Size and Comparisons Chapter 28: About Number Sense Chapter 29: An Exact Number Sense Chapter 30: An Approximate Number Sense Chapter 31: Understanding Comparative Value - Including Exchange and Money Chapter 32: Number is Like Space Chapter 33: Subitising – Connecting Perception with Number Chapter 34: Counting Chapter 35: Calculation and Big Ideas.
£27.99
Taylor & Francis Ltd Understanding Special Educational Needs and
Book SynopsisThis key text provides essential tools for understanding legislation, policy, provision and practice for children in the early years, particularly young children with special educational needs and disability (SEND). Based on extensive research and the four areas of need as defined in the Special Educational Needs and Disability Code of Practice: 0 to 25 Years (DfE, 2015), the book charts the development of young children and their growing constructions of learning, communication, language, motor movement and emotion.Providing material that translates into practice in a straightforward and practical way, this text is packed full of personal accounts and case studies, enabling readers to appreciate what the experience of SEND in the early years means for families and professionals, and also to learn more about how they might understand and respond appropriately to a child's needs. Understanding Special Educational Needs and Disability in the Early Years wiTrade Review"a thorough, up-to-date and practical text for professionals and students working with children and families in the early years. The text provides both breadth and depth, with thoughtful and critical exploration of the wide range of issues and challenges in the field of SEND. Vignettes and thought provoking questions in each section engage the reader and enable connection with personal professional practice. This will become a key text in the field." - Joy Jarvis, Professor of Educational Practice, University of Hertfordshire "A very comprehensive read giving a great historical view of SEN. Families matter, we should continue to hold their thoughts, wishes and opinions at the very heart of everything we do in supporting them on their journey. A must read for Early Years Professionals." - Anne Eadie, Early Years Special Educational Needs and Disabilities (SEND) Advisory Teacher, Special Educational Needs and Disability ServiceTable of Contents1. Historical and current perspectives on legislation and provision 2. Understanding and responding to the developing learning needs of young children 3. Understanding, assessing and addressing difficulties in communication and interaction 4. Understanding, assessing and addressing difficulties in cognition and learning 5. Understanding and addressing social, emotional and mental health needs 6. Understanding and addressing sensory and/or physical difficulties 7. Family perspectives 8. Inclusion of young children with SEND 9. Collaboration with other professionals
£31.99
Taylor & Francis Starting Drama Teaching
Book SynopsisWhy teach drama? How can a newcomer teach drama successfully? How do we recognize quality in drama? Starting Drama Teaching is a comprehensive guide to the teaching of drama in schools. Exploring the aims and purposes of drama, it provides an insight into the theoretical perspectives that underpin practice alongside activities, example lesson plans and approaches to planning. Written in an accessible style, the book addresses such practical issues as setting up role play, how to inject depth into group drama, working with text, teaching playwriting, as well as common problems that arise in the drama classroom and how to avoid them. This fourth edition has been updated to reflect the latest educational thinking and developments in policy and includes: a new chapter on researching drama; an extra section on digital technology and drama; guidance on different approaches to drama; Table of Contents1. Teaching Drama 2. Drama and the School 3. Planning for drama: lessons and schemes of work 4. Starting Drama 5. Approaches to Drama 6. Activities for creating drama 7. Approaches to Text 8. Teaching Shakespeare 9. Performing and Responding 10. Progression and Assessment 11. Making Sense of Research 12. Conclusion
£31.99
Taylor & Francis Ltd Understanding Behaviour in Early Years Settings
Book SynopsisEverything we learn, every way we influence others and every relationship we form hangs around a complex interplay of behaviours, feelings and thoughts. This practical book explores the factors that influence children's behaviour in the early years, enabling practitioners, parents and carers to develop a better understanding and become more intuitive and confident in supporting their development and learning in the first five years.Full of insights and strategies for supporting children when their behaviour gets in the way of learning and wellbeing, or when it is simply different' in some way, Understanding Behaviour in Early Years Settings demonstrates how practitioners can help children to feel secure, learn and explore while gaining an understanding of how to behave socially and appropriately towards others. Areas covered include building firm foundations and developing attachments; personal, social and emotional development; <Table of Contents Introduction 1. Firm foundations: Attachments and beginnings 2. Personal and social development: Fitting in and making friends 3. Emotional development: Feeling good, behaving well 4. The language of behaviour: Words, thoughts and metaphors 5. Environmental factors: Expectations, reactions and creating the right ethos 6. When behaviour needs to change: Observations and planning interventions 7. Children who behave ‘differently’: Special educational needs and disability 8. Supporting parents, carers and each other Further information and resources
£24.99
Taylor & Francis Ltd Unlocking Speaking and Listening
Book SynopsisSpoken Language is a key component of the primary national curriculum and is fundamental to children's language development and learning. The need for teachers to develop talk in its own right and also use talk as a means of learning is central to effective primary practice. In the past, Initial Teacher Education and CPD have focused on literacy (reading and writing) to the detriment of speaking and listening. However, research strongly supports talk as fundamental to learning and teaching. It has also been identified as an area where teachers feel less confident. This fully updated third edition of Unlocking Speaking and Listening tackles key issues surrounding spoken language with rigour, depth and a strong focus on research, providing education professionals with clear, practical strategies for engaging in purposeful talk, while also celebrating children's implicit understanding and love of the spoken word.Drawing on recent classroom research, Unlocking Speaking Table of ContentsIntroduction Chapter 1: Speaking and Listening: Context and Challenge Chapter 2: Speaking and Listening: Planning and Assessment Chapter 3: Talking to Think: Why Children Need Philosophical Discussion Chapter 4: Dynamic Talk: Speaking, Listening and Learning through Drama Chapter 5: Teachers and Children: A Classroom Community of Storytellers Chapter 6: Inclusive Approaches to Communication with Children who have Special Educational Needs and/or Disabilities Chapter 7: Conveying the ‘Right’ Kind of Message: Respecting the Voices and Identities of Bilingual Learners Chapter 8: Addressing Children’s Misconceptions in Science through Talk Chapter 9: Encouraging Mathematical Talk Chapter 10: Computing Curriculum: New Opportunities for Communication and Collaboration Chapter 11: Developing Talk through Literature Circles Chapter 12: Talk, Reading Comprehension and Writing
£31.99
Taylor & Francis Ltd Special Learners in School
Book SynopsisOffering a wealth of photocopiable resources for use with individual children or small groups, Special Learners in School provides a step-by-step programme to help practitioners support children with a range of special educational needs, and develop the skills which are fundamental to their learning in the mainstream classroom.Competencies including active listening and observation skills, memory, comprehension of pattern and sequencing, positional and expressive language, body awareness and emotional intelligence are all key to ensuring a child's access to the school curriculum. Recognising that these can be particular areas of difficulty for pupils with SEND, this book provides a range of activities designed to engage and gradually develop children's use of auditory and visual memory, pragmatic and sensory skills. Easily accessible and differentiated for children at lower and upper levels of ability, practical examples and activities can be used Table of ContentsIntroduction PART 1: LEVEL 1 ACTIVITIES Section 1: Auditory memory, Auditory programme Level 1 Section 2: Visual memory, Visual programme Level 1 Section 3: Pragmatics, Pragmatics programme Level 1 Section Four: Sensory perception, Sensory programme Level 1 PART 2: LEVEL 2 ACTIVITIES Section 1: Auditory memory, Auditory programme Level 2 Section 2: Visual memory, Visual programme Level 2 Section 3: Pragmatics, Pragmatics programme Level 2 PART 3: ADDITIONAL IDEAS FOR WORKING WITH PUPILS
£26.24
Taylor & Francis Education Research The Basics
Book SynopsisConcise, engaging and accessible, Education Research: The Basics discusses key ideas about the nature and purpose of education research: what it can and cannot achieve, how it has been used in the past and where and how it has an impact. Providing crucial insight into the work of education researchers, this book: Offers seven chapters, each representing a way of understanding the goals and methods of research conducted in the field Considers key thinkers in the field, such as Plato, Hirsch, Dewey, Montessori and Freire Explores case studies from a range of perspectives Provides key terms and further reading throughout The perfect pocket resource to dip into, Education Research: The Basics provides accessible support for those studying education as a subject, for practitioners concerned with developing their practice and for anyone who wants to know more about education and Table of Contents Chapter 1: Introduction; Chapter 2: Practitioners addressing problems of practice; Chapter 3: Generalising about teaching and learning; Chapter 4: Describing and categorising in education research; Chapter 5: Explaining and theorising in education research; Chapter 6: Advocating: saying how it could be otherwise; Chapter 7: Education research: looking back and looking forward; References; Key words;
£18.99
Taylor & Francis Ltd Supporting Children with Autism in the Primary
Book SynopsisThis invaluable resource offers a wealth of strategies enabling you to support children with autism in the mainstream classroom. Cutting through the jargon and recognising the huge variety of ways in which children's perceptions, feelings and behaviours may be affected by autism, the text is packed with practical advice to help you create a classroom environment which will meet the needs of the individual child.Each chapter in the book addresses some of the most common social, practical and behavioural difficulties that a child with autism may face at school, and details tried and tested approaches for improving their experiences and outcomes in your classroom. Topics discussed include: classroom layout, timetables and rules effective communication supporting learning and setting targets breaks, unstructured times and school trips challenging behaviours <Trade ReviewDawn’s publication is crisp, accessible and practical. It is a useful tool for anyone who wants to improve communication and learning in the classroom.Professor Jean MacLellan O.B.E. - Autism Network Scotland, University of Strathclyde.Table of ContentsAbout the author Notes Introduction Chapter One: Autism - What it can ‘look like’ in Class Chapter Two: The Classroom Environment Chapter Three: Language and Communication Chapter Four: Accessing the Curriculum and Writing Individualised Targets Chapter Five: Breaks and Unstructured Times Chapter Six: Behaviour Management Chapter Seven: Educational Trips Chapter Eight: All Things Sensory Chapter Nine: Some Final Thoughts Chapter Ten: References Index
£35.14
Taylor & Francis Ltd Children Beyond Labels
Book SynopsisChildren Beyond Labels is an accessible guide to understanding standardised assessment and managing high incidence additional learning needs in the primary school. It offers jargon-free insight into the results of formal assessments which are often used within professional reports and cuts to the core of how primary education professionals and parents can identify, understand and best meet children's needs. Offering a range of practical and manageable strategies, the book provides clear explanations of commonly used labels which reflect three of the four areas described within the SEND Code of Practice (2015): Cognition and Learning; Communication and Interaction; and Social, Emotional and Mental Health. These categories are illustrated by 18 detailed case studies of children from the author's own case work, each with their unique profiles of strengths, weaknesses and traits that can sometimes transcend category boundaries. Examples of these traits include: Table of ContentsIntroduction Section 1: Cognition and Learning Section 2: Communication and Interaction Section 3: Social, Emotional and Mental Health Appendices
£37.99
Taylor & Francis Ltd Talkabout Theory of Mind
Book SynopsisTheory of mind is a key consideration in autism spectrum conditions and is frequently associated with social, emotional, behavioural and mental health difficulties. The latest practical workbook in the TALKABOUT series, this book is designed to support those for whom theory of mind does not come naturally. It teaches strategies that can be used to identify others' thoughts and feelings based on their behaviour, as well as to adapt behaviour in order to competently manage social situations and have positive interactions. With fully illustrated activities covering topics such as thoughts, feelings and actions, knowledge and beliefs, and respect, the programme outlined in this book can be used with children and young people to develop and confidently implement an awareness of theory of mind.Key features include: Assessments, targets, lesson plans and over ninety activities to support theory of mind Structured activities which progress froTable of ContentsSection 1: This is Tom! Section 2: Thoughts Section 3: Feelings Section 4: Actions Section 5: Thoughts, Feelings and Actions Section 6: Knowledge and Beliefs Section 7: Respect
£42.74
Taylor & Francis Ltd Classroom Observation
Book SynopsisBuilding on recent changes and debates surrounding the use of observation, this fully updated second edition of Classroom Observation explores the role of lesson observation in the preparation, assessment and professional learning of teachers, lecturers and educators at all levels and across all educational organisations. Offering practical guidance and detailed insights on an aspect of training that is a source of anxiety for many teachers, this thought-provoking book offers a critical analysis of the place, role and nature of lesson observation in the lives of education professionals.Updated to incorporate the latest research, policy and practical developments on observation, this new edition also includes greater coverage of research and developments in the field of observation beyond the UK. Enabling readers to use observation as a lens for understanding, informing and improving teaching and learning, and equipping them with structured frameworks for applying observation, this book includes sections on: Teacher autonomy and professional identity Performance management, professional standards and accountability Peer observation, self-observation and critical reflection Educational assessment and evaluation Peer-based models of observation Using digital technology to inform learning. Written for all student and practising teachers as well as teacher educators and those engaged in educational research, Classroom Observation is an essential introduction to how we observe, why we observe, and how it can be best used to improve teaching and learning.Table of ContentsIntroduction to Second Edition. Introducing the book. Part I: Exploring the role of classroom observation in teaching and learning. Chapter 1: Classroom observation in context: understanding the background to its emergence and its role in the teaching profession. Chapter 2: A review of classroom observation in the English education system: understanding its role in schools, colleges and universities. Chapter 3: Typologies of classroom observation: contexts, models and purposes. Part II: Classroom observation as a means of studying and assessing the effectiveness of teaching and learning. Chapter 4: Classroom observation as a method for studying teaching and learning: ways of recording what you see. Chapter 5: What is learning? What is teaching? Can we really observe them? Chapter 6: Being an effective teacher: models of teacher effectiveness. Part III: Classroom observation as a means of improving teachers’ professional learning and development. Chapter 7: Classroom observation as a tool for expansive professional learning: observing practice and the role of critical reflection. Chapter 8: Peer-based models of observation: the benefits of collaborative learning. Chapter 9: Using digital video technology to observe, inform and improve teacher learning. Chapter 10: Lesson study. Conclusion.
£28.99
Taylor & Francis Ltd Workbased Practice in the Early Years
Book SynopsisBringing together the essential theory, research and policy with examples from practice, Work-based Practice in the Early Years: A Guide for Students provides a complete guide to successful work placements for early years students. It makes links to the Occupational Standards for the Early Years Educator and the Teacher Standards for early years, and integrates examples of effective, universal and inclusive practice throughout. Following an overview of the research and policy context which has shaped the sector since the 1990s, this new text is designed to prepare and support you, the student, as you embark on your placement, which is an integral part of your early years degree. It covers the key information you need about safeguarding and the curriculum frameworks, EYFS and the National Curriculum KS1, alongside chapters on reflective practice and research to support your developing professional and practical skills. Written with the student in mind, this book Trade ReviewJulie Percival, University of Cumbria, UKI expect this to be suitable for those making the bridge from Level 3 to 4. Because there are chapters on research-informed practice and leadership (amongst others) I envisage that students could buy this and it would take them through the full three years of an undergraduate programme, underpinning the work-based learning element of their programme. The team are capable of creating an engaging, informative text. I would be keen to have a more current and engaging text to recommend to my students and look forward to seeing this text in print.Kathy Brodie, Stockport College, UKThis would be a main text for modules such as ‘Professional Practice’ and ‘Placement’.BA Childhood Studies, BA Early Childhood Studies. The focus on all areas of placement, which can be a massive source of anxiety for many students, is a major strength. This looks to be fully understood by the authors, who have proposed some good solutions to these anxieties (such as safeguarding, communication and leadership). The sample of writing provided is great. The unique evaluation of both student experience and setting/provider would be highly beneficial for the sector as a whole. I have had personal experience of students having to deal with both safeguarding and communication issues whilst in placement. This book would’ve been invaluable in those cases!Rosie Walker, University of Worchester, UKI would expect the book to be either essential or recommended reading for students on:Foundation Degree Early Years;BA Early Childhood degrees;Top Up Early Years;Early Years Initial Teacher Training.The strengths of this book are as follows:• An accessible guide to students undertaking practice based learning;• A wide range of issues covered eg reflective practice, research;• View from placement is very helpful for students;• Sample chapter is clearly laid out with helpful reflections and tasksI would recommend that you publish this book.Shirley Allen, University of Middlesex, UKThe proposed book is targeted at students on Early Years (EY) undergraduate programmes, including the Early Years Initial Teacher Training (EYITT) undergraduate route, for students who wish to gain Early Years Teacher Status (EYTS). The title seems to describe the main content and purpose of the book. It is likely to particularly attract students who undertake work-based/placement tasks in EY settings as part of their studies. The main strengths of the proposed book are its focus on EY work-based/placement work, particularly for the more inexperienced student. However, this could also be considered to be a weakness, if this subject is not perceived to be so relevant to the student; e.g. if they are an experienced practitioner who is taking a EY degree course or if they would like a book that is more specific to their course, such as a book that is targeted at students wishing to gain EYT status, as mentioned above. Overall, I think that the book would be more suitable for students at the earlier stages of an EY degree (i.e.at levels 4 and 5).Teresa Wilson, University of Reading, UKYes, this is a potentially useful book. I agree with the proposer’s evaluation of the market audience, and it could also be useful for EYT mentors working in placements who need more information about students on placement and how they achieve EYT status. This could be used by early years students on a range of courses from Foundation Degree to Postgraduate EYT courses. It could be used as a main text, so long as it contained sufficient detail.This does look very interesting but perhaps the coverage is a little wide? For example, there is reference to use by Postgraduate students completing their Early Years Teacher status as well as students starting their Foundation Degree. If this is the case, the book must be able to offer sufficient depth, scholarship and links to PG requirements for E Y T status, as well as ensuring that it is accessible to Year 1 UGs.There is, in my view, a significant omission of any mention of parents and family and their role in children’s’ learning.AKW comments: In light of the reviewers’ comments this book will be written for less experienced practitioners including those aiming for EYT status with no previous experience in the EY sector. The editors have resubmitted the proposal to include a chapter on working with parents. Table of ContentsPreface 1. Development of the early years sector 2. Placement and Professional Skills 3. Communication and Teamwork 4. Being a reflective practitioner 5. Early Years Curriculum 6. How Young Children Learn 7. Key Stage 1 Curriculum 8. Practising Safely 9. Observation and Assessment 10. Leadership in ECEC 11. Developing academic reading, writing and research 12. Working with Parents 13. Working in partnership with placement
£28.99
Taylor & Francis Ltd How We Learn
Book SynopsisHaving published in 11 languages and sold in more than 100,000 copies, this fully revised edition of How We Learn examines what learning actually is and why and how learning and non-learning takes place. Focusing exclusively on learning itself, it provides a comprehensive yet accessible introduction to traditional learning theory and the newest international contributions, while at the same time presenting an innovative and holistic understanding of learning. Comprising insightful and topical discussions covering all learning types, learning situations and environments this edition includes key updates to sections on: School-based learning Reflexivity and biographicity E-learning The basic dimensions and types of learning What happens when intended learning does not take place The connections between learning and personal development LTable of ContentsPart 1: Introduction Part 2: The Basis of The Understanding of Learning Part 3: The Processes and Dimensions of Learning Part 4: Different Types of Learning Part 5: The Content Dimension of Learning Part 6: The Incentive Dimension of Learning Part 7: The Interaction Dimensions of Learning Part 8: Learning As Whole Part 9: Barriers to Learning Part 10: Learning, Dispositions and Preconditions Part 11: Learning and Life Course Part 12: Learning In Different Learning Spaces Part 13: Learning, Education and Society Part 14: Overview
£39.99
Taylor & Francis Ltd Supporting Children with Speech and Language
Book SynopsisCompletely revised and updated in light of the new SEND 2014 Code of Practice, this new edition describes the different types of difficulties experienced by pupils with speech, language and communication needs. It will help teachers and other professionals to feel more confident by providing expert guidance and practical strategies, and as a professional development tool, will also encourage outstanding practice by suggesting ideas and materials for in-house training sessions. The wide-ranging and accessible chapters explore topics including: Listening skills Phonological awareness Comprehension of language Activities for circle time Working with parents. Featuring useful checklists, templates and photocopiable resources, this practical resource contains a wealth of valuable advice and tried-and-tested strategies for identifying children and young people with speech, language and communication needs, ensuring they have the suppoTrade Review"I would readily recommend this resource to colleagues and teaching staff requiring useful, realistic approaches. It is an excellent book that will undoubtedly promote positive teaching strategies to enhance the learning experiences of pupils with suspected or previously diagnosed communication and interaction difficulties." – Becky Hawkins, Nasen Special"This book provides a brief, concise and expert overview of the range of difficulties that are experienced by children with speech, language and communication disorders, along with the key strategies that can be used to help overcome them. It is very clearly laid out, extremely easy to navigate and guidance in any specific areas can be accessed within seconds, and read within minutes. The writing style is direct and to the point, with essential information presented in bullet points throughout [...] The authors have created a useful handbook and invaluable resource for busy teachers or SNAs in either mainstream or special education settings." - Róisín De Faoite, REACH Journal of Special Needs Education in IrelandTable of ContentsForeword Introduction 1. Attention, listening and memory skills 2. Listening skills 3. Phonological awareness 4. Comprehension of language 5. Expressive language (spoken) 6. Social communication difficulties in children 7. The development of speech 8. Working with Parents Glossary Resources Appendix: Good listening rules
£24.99
Taylor & Francis Ltd How to be a Brilliant Mentor
Book SynopsisHow to be a Brilliant Mentor is an informal and accessible guide that provides ideas and reassurance to help support you in your work as a teacher training mentor. Written by experienced trainers, teachers and mentors, it brings together a wealth of expertise and research, offering clear and practical guidelines to enhance your mentoring, helping you to analyse your own practice and understand the complex and often ambiguous role of the mentor in school. The second edition includes new chapters on school-based training routes, dealing with their advantages and challenges, and on developing trainees through risk taking. All chapters have been updated to refer to the new National Standards for school-based initial teacher training (ITT) mentors.Offering practical strategies and direct problem-solving to help you move promising trainees quickly beyond mere competence, it explores: giving effective feedback emotional intelligence aTable of ContentsList of contributors Acknowledgements The pivotal importance of the mentor Inputs and outputs Collaborative working: the heart of good mentoring Reflective practice: the mentoring conversation Emotional intelligence Mentoring together Challenging the competent trainee: taking risks in the classroom School-based initial teacher training Mentoring and coaching: the helping relationship Mentoring in a primary school Mentoring the newly qualified teacher Dear Mentor… Suggested reading
£24.99
Taylor & Francis Ltd Introduction to Critical Reflection and Action
Book SynopsisIntroduction to Critical Reflection and Action for Teacher Researchers provides crucial direction for educators looking to improve their teaching and maximise learning. While many students can grasp the basic elements of researching their practice and can write about practitioner research, some need guidance and assistance to reflect meaningfully on their teaching practice so as to articulate their educational values. This book provides this guidance.By exploring how to engage in an authentic, practical and personalised framework, the book encourages critical reflection and action on educational practice. Moving through the process of reflecting on practice, engaging in critical thinking and planning and taking action, it helps the reader to subsequently generate educational theory from their own personal learning. Examples from the authors' experiences illustrate the issues raised in each section, with Pause and Reflect' activities, guidelines foTrade Review"Serving as a comprehensive overview of action research, this book pursues two threads. First, it introduces critical reflection and action research, providing a wealth of relevant concepts, while emphasizing that teachers must examine and clarify their educational values. Second, it outlines practical aspects of engaging in a first action research project... One area in which this book excels is in inviting teachers to challenge their incumbent points of view regarding teaching and learning."— James Rigney, Educational Action ResearchTable of ContentsSection One: Where To Begin?1 Pausing and Reflecting 2 What Is Action Research? Section Two: Putting Your Research In Context 3 Thinking Critically 4 Experiencing Oneself As A Living Contradiction Section Three: How Do I Evaluate Changes I Make? 5 Generating Data 6 Ethics, Rigour And Validity Section Four: The Significance of your Research7 The Teacher as an Agent of Change8 Sharing and Sustaining your Action Research Conclusion
£34.19
Taylor & Francis Ltd Transforming Primary Mathematics
Book SynopsisFully updated to reflect the new curriculum, the revised edition of Transforming Primary Mathematics sets out key theories and cutting-edge research in the field to enable teachers to take a fresh look at how they teach mathematics. The book encourages teachers to reflect on their own beliefs and values about mathematics, and asks them to question whether their current methods meet the needs of all learners, and the challenge of having high expectations for all. It provides clear, practical approaches to help implement fundamental change in classroom environments, and offers motivational teaching styles to ensure meaningful mathematics learning. Chapters take an inspiring, sometimes controversial, and often unconventional look at the subject of mathematics, by: endorsing the use of a new mathematics' one based on problem solving, modelling, inquiry and reasoning, not on abstract rules, memorising, and regurgitation argTrade Review"Askew's book provides a fresh take on a difficult topic; namely, teaching elementary school mathematics. This well-researched book uses multiple theoretical lenses and copious references to relevant research to guide the reader to an approach that makes elementary school mathematics “something [children] want to pursue beyond what they are required to do ... Askew employs numerous examples from his own experience to elucidate the underpinnings of his arguments. Recommended for upper-division elementary education students, as well as any faculty member with an interest in mathematics education." - R. M. Fischer, Montana State University Table of Contents PART 1 Thinking through mathematics 2. Thinking about learning 3. Thinking about curriculum 4. Thinking about teaching PART 2 Transforming primary mathematics 5. Mathematical activity: mindful or fluent? 6. Variation theory 7. Transforming the learner 8. Building mathematical community PART 3 Teaching tripod 9. Tasks 10. Tools 11. Talk Coda
£37.04
Pearson Education Limited Games Ideas and Activities for Primary Drama
Book SynopsisA collection of 150 unique games and activities to help support teaching drama in the primary classroom. Designed with busy teachers in mind, the Classroom Gems series draws together an extensive selection of practical, tried-and-tested, off-the-shelf ideas, games and activities guaranteed to transform any lesson or classroom in an instant. Easily navigable, allowing you to choose the right activity quickly and easily, these invaluable resources are guaranteed to save you time and are a must-have tool to plan, prepare and deliver first-rate lessons. Resources available at https://go.pearson.com/uk/businessTable of ContentsPart 1 MOVEMENT Part 2 VOICE Part 3 CHARACTER
£16.14
Pearson Education Games Ideas and Activities for Primary
Book SynopsisTable of ContentsIntroduction Chapter 1 Place value Chapter 2 Addition Chapter 3 Subtraction Chapter 4 Multiplication Chapter 5 Division Chapter 6 Logical reasoning Chapter 7 Number tricks Chapter 8 Mixed problems Chapter 9 Investigations Chapter 10 Brain-teasers Chapter 11 Challenges Appendices
£16.14
Pearson Education Word Sorts for Syllables and Affixes Spellers
Book SynopsisTable of Contents Overview Sorts for Early Syllables and Affixes Unit I: Inflected Endings (-ing, -ed, -s, -es) Unit II: Compound Words Sorts for Middle Syllables and Affixes Unit III: Syllable Juncture Unit IV: Long-Vowel Patterns in Accented Syllables Unit V: Other Vowel Patterns in Accented Syllables Unit VI: Unaccented Syllables Unit VII: Exploring Consonants Sorts for Late Syllables and Affixes Unit VIII: Affixes Unit IX: Miscellaneous Sorts Appendix
£56.99
Pearson Education Word Study Word Sorts for Within Word Pattern
Book SynopsisTable of Contents Overview Sorts for Early Within Word Pattern Spellers Unit I: Short and Long Vowels: CVC and CVCe Unit II: Common Long-Vowel Patterns (CVCe and CVVC) Unit III: Less Common Long-Vowel Patterns Sorts for Middle Within Word Pattern Spellers Unit IV: Other Vowels: R-Influenced Vowel Patterns Unit V: Other Vowels: Diphthongs and Ambiguous Vowels Sorts for Late Within Word Pattern Spellers Unit VI: Beginning and Ending Complex Consonants Unit VII: Homophones Unit VIII: Additional Sorts Appendix
£63.99
Pearson Education English SATs Grammar Punctuation and Spelling
Book Synopsis
£7.87
