Primary and middle schools Books

Book SynopsisThe disturbing truth: school suspension does more than impede Black students'' academic achievementit also impacts their parents'' employment and can violate state and federal laws.Finalist of the C. Wright Mills Award by the Society for the Study of Social ProblemsDecades of urban disinvestment and poverty have made educational attainment for Black youth more vital than at any time in recent history. Yet in their pursuit of quality education, many Black families are burdened by challenging barriers to success, most notably the frequency and severity of school punishment. Such punishment is meant to be a disciplinary tool that makes schools safer, but it actually does the oppositeand is particularly harmful for Black students and their families.Focusing on schools in inner-city and suburban Detroit, Charles Bell draws on 160 in-depth interviews with Black high school students, their parents, and their teachers to illuminate the negative outcomes that are Table of ContentsPrefaceAcknowledgments Introduction. The Battleground of LifeChapter 1. The Burden of PunishmentChapter 2. The Code of ViolenceChapter 3. Educator-Targeted ViolenceChapter 4. The Failure of School Safety MeasuresChapter 5. Failed Reforms and Black Educational FlightConclusion. Rethinking School Punishment and SafetyAppendixes A. MethodologyB. Interview GuideC. K–12 School Punishment Transparency Bill Proposal (Michigan House of Representatives, November 2020)NotesReferencesIndex

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Book SynopsisNow in a fully revised and updated second edition, this innovative and wide-ranging book shows how storytelling can open new worlds for individuals with special educational needs and disabilities.Providing a highly accessible combination of theory and practice, the contributors to this book define their own approaches to inclusive storytelling, describing the principles and theory that underpin their practice, whilst never losing sight of the joy at the heart of their work. Topics include therapeutic storytelling; language and communication; interactive and multi-sensory storytelling; and technology. Each chapter includes top tips, and signposts further training for practitioners who want to start using stories in their own work, making this book a crucial and comprehensive guide to storytelling practice with diverse learners.This new edition: has been fully updated to reflect the way in which this field of storytelling has grown and developed uses a broaTrade Review"The book combines theory and practice and each chapter includes top tips, and signposts to further training for practitioners who want to start using stories in their own work. Several of the chapters have illustrations and include a ‘Try it yourself’ section, with practical advice. There are many inspiring ideas that can be used with people of all ages and with a range of needs and there is a common thread running through the book of celebrating the universal appeal of this ancient art." - Mary Mountstephen, SEN MagazineTable of ContentsForward Notes on Contributors Introduction Therapeutic Storytelling with Children in Need Feelings are Funny Things: Using Storytelling with Children Looked After and their Carers Healing Stories with Children at Risk: The Storybuilding™ Approach What Can Teachers Learn from the Stories Children Tell? Lis'n Tell: Live Inclusive Storytelling: Therapeutic Education Motivating Children and Adults to Listen and Tell Interactive Storytelling Speaking and Listening through Narrative Using Narratives to Enhance the Language, Communication and Social Participation of Children and Young People with Speech, Language, and Communication Needs Creative Use of Digital Storytelling Storytelling in Sign Language for Deaf Children Literature and Legends: Working with Diverse Abilities Storytelling with All Our Senses: Mehr-Sinn® Geschichten Multisensory Stories in Story Packs Storytelling with Nurturing Touch: The Story Massage Programme Rich Inclusion through Sensory Stories: Stories from Science Describing and Evaluating the Storytelling Experience: A Conceptual Framework Sensitive Stories: Tackling Challenges for People with Profound Intellectual Disabilities Through Multi-Sensory Storytelling Social Stories™ Storysharing® Personal Narratives for Identity and Community Personal Storytelling with Deaf Blind Individuals Personal Storytelling for Children who use Augmentative and Alternative Communication Self-created Film & AAC Technology for Daily Storytelling Learning to Tell: Teaching Skills for Community Storytelling The Autistic Storyteller: Sharing the Experience of Otherness Tales from the Heart: Testimony from Storytellers with Learning Disabilities Appendix: Storytelling Organisations for Resources and Information Index

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

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Book SynopsisBig Cat Phonics for Little Wandle Letters and Sounds Revised has been developed in collaboration with Wandle Learning Trust and Little Sutton Primary School. It comprises classroom resources to support the SSP programme and a range of phonic readers that together provide a consistent and highly effective approach to teaching phonics.Find out all about sled dog races in this fast-paced non-fiction book.Pages 14 and 15 allow children to re-visit the content of the book, supporting comprehension skills, vocabulary development and recall.Reading notes within the book provide practical support for reading with children, including a list of all the sounds and words that the book will cover.

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Book SynopsisBig Cat Phonics for Little Wandle Letters and Sounds Revised has been developed in collaboration with Wandle Learning Trust and Little Sutton Primary School. It comprises classroom resources to support the SSP programme and a range of phonic readers that together provide a consistent and highly effective approach to teaching phonics.

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Book SynopsisWhen pupils move from primary to secondary school and start to study subjects in a more specialist way, they have to learn new and unfamiliar disciplinary languages, in each of the numerous subjects in their timetable. These new languages include new ways of presenting ideas, and hundreds, even thousands of new words as well as new meanings of words they think they already know.Based on a major research project, this book explains the nature of the language challenge students face in early secondary school and shows teachers how they can make the language of their subject less daunting and more accessible for all students. Chapters explore the language of the classroom at Key Stage 2 and Key Stage 3 using written and spoken language data from everyday classrooms. Including subject specific word lists and contextual examples for English, maths, science, history and geography, chapters cover: How language use is shaped by topic, context, relationships and purpose

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Book SynopsisDevelopmental Language Disorder (DLD) affects an average of two children in every mainstream classroom, yet it continues to be a relatively unknown condition. This book equips teachers with a practical toolkit of strategies and resources which will not only support children with DLD but enhance the learning of the whole class.The book provides a comprehensive introduction to DLD and explores key topics from receptive language and working memory to maximising visuals, supporting transitions and creating an inclusive environment where all children can thrive. Each topic contains: Practical ideas for working on a whole-class level, as well as targeted and specialist ideas for groups and individuals Guidance on creating a classroom culture where children are listened to and where they feel settled, safe and happy to ask for help Strategies and advice for working with parents and carers alongside opportunities to reflect on current practice A wealth of printable resources, templates and examples which can be used to support children with DLD in the mainstream classroom without impacting on teachersâ already heavy workload. Placing a focus on inclusive teaching to enable all children to reach their potential (DLD diagnosis or not), this is an empowering and essential resource for primary school teachers and teaching assistants, as well as speech and language therapists.

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

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

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Book SynopsisThe introduction of digital technology to video use has opened up new opportunities for raising the quality of teaching and learning. This book provides the first integrated account of how digital video can be used to develop teaching competence. It shows not only how using video can help teachers move towards more dialogic forms of teaching and learning, but also how such change benefits pupils' learning and behaviour.Based on extensive literature reviews this book provides an overview of visual teacher learning and summarises what is known about instructional improvements that teachers can achieve by engaging in it. These reviews and the author's empirical studies explain the activities, processes and organisational conditions needed for implementing visual teacher learning in teacher education and professional development. The book concludes with practical resources for practitioners incorporating the lessons drawn from theory and research. Trade Review"Digital video has in the last decades become the single most helpful tool for advancing teaching and teacher education. This comprehensive and multi-faceted book covers the power and effectiveness of this seminal medium in an impressive way."Kurt Reusser, Professor emeritus, Universität Zürich, Switzerland"The Visual Teacher Learning model developed by Niels Brouwer places at the core of teachers’ work how they bring learners to engage with the content of learning, which entails the cognitive, emotional and social domains. The principles of learning that the author expects teachers to enact in their interactions with pupils are also the principles to be modelled by teacher educators when using the VTL model, thus successfully bridging theory and practice. In the numerous examples of the uses and benefits of this approach to enhance teachers’ work with learners, the author and his collaborators recognise and address the demands faced by teachers, whether novice, beginning or experienced. This book will make a significant contribution to developing teacher educators’ competencies for using Visual Teacher Learning in their work."Carmen Montecinos, Professor of Psychology, Pontificia Universidad Católica de Valparaíso, Chile"Digital video has in the last decades become the single most helpful tool for advancing teaching and teacher education. This comprehensive and multi-faceted book covers the power and effectiveness of this seminal medium in an impressive way."Kurt Reusser, Professor emeritus, Universität Zürich, Switzerland"The Visual Teacher Learning model developed by Niels Brouwer places at the core of teachers’ work how they bring learners to engage with the content of learning, which entails the cognitive, emotional and social domains. The principles of learning that the author expects teachers to enact in their interactions with pupils are also the principles to be modelled by teacher educators when using the VTL model, thus successfully bridging theory and practice. In the numerous examples of the uses and benefits of this approach to enhance teachers’ work with learners, the author and his collaborators recognise and address the demands faced by teachers, whether novice, beginning or experienced. This book will make a significant contribution to developing teacher educators’ competencies for using Visual Teacher Learning in their work."Carmen Montecinos, Professor of Psychology, Pontificia Universidad Católica de Valparaíso, Chile"Very impressive. What a big project! Brouwer provides us with a detailed and thoughtful review of the literature on the use of video for teacher learning. One of the many strengths of this work is that he includes studies from around the world and does not shy away from discussing earlier work that set the stage for more recent studies. With chapters on video production and on resources for practitioners, Using Video to Develop Teaching is a must-read book for both researchers and teacher educators. I will assign it to my students!" Rossella Santagata, Professor, School of Education, University of California, Irvine, USA"I appreciate the in-depth discussion of our video club work. The website www.teacheredsupport.net is fantastic!!! Really really amazing. I will definitely be using it with teachers!"Miriam Sherin, Professor, Northwestern University, USA"This book is a milestone, the work of a lifetime. What a treasure trove of findings and insights has been assembled here. It’s elegantly designed, inside as well as outside. I expect this book will become a standard work."Fred Korthagen, Professor emeritus, Utrecht University, Director of the Korthagen Institute for Professional Development, Netherlands"A great book offering a range of practical guidelines, supported by empirical studies and the experience of the author."Florinda Sauli, University of Applied Sciences and Arts of Southern Switzerland"This book is an ambitious endeavour to tackle the theory-practice gap in pre-service and inservice teachers’ professional learning. It has scope, breadth and depth in one volume. It not only demonstrates how you can incorporate video into existing classroom practice. It is like a guidebook on how to accomplish changes in classroom dynamics to make a learning community. It is also well researched and documented with plenty of supporting references. The author has made an incredible advance to teacher education and pupil/teacher/clinical interaction."Blaine Ackley, Associate Professor Emeritus, University of Portland, USA"This is a very good book and it is going to be an asset at my teacher's college. I will use it in my Physical Education and Sport department to improve my teaching as well as equip student teachers with modern teaching skills."Shepard Kugara, Teacher Educator, Seke Teachers College, Chitungwiza, Zimbabwe"An impressive book. Interesting, informative and beautifully designed."Walter Geerts, Teacher Educator, Noordelijke Hogeschool Leeuwarden-Stenden Hogeschool, Netherlands"This publication is a formidable contribution to educating teachers. Very good that the link with pupils’ learning is made from beginning to end. That’s what it’s all about. That’s what you’re doing it for. This book is thoroughly documented, beautifully designed and very accessible. The Tables, the Figures and especially the Boxes provide very useful practical resources such as templates and viewing guides."Ans de Klein, Teacher Educator, Hogeschool Arnhem-Nijmegen, NetherlandsTable of Contents 1. Introduction 2. Imaging teacher learning. From analog to digital 3. Changing instruction through Visual Teacher Learning 4. The power of video feedback with structured viewing guides 5. In search of effective guidance for preservice teachers’ viewing of classroom video 6. Activating learners. The impact of peer coaching with video on teaching and learning 7. The production of classroom video 8. Using video for activating instruction 9. Resources for practitioners References Abbreviations Credits Index

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Book SynopsisThis book provides the main ingredients for professional development in working with young children in a diverse society. It fills the gap that most early years training neglects, that is, how to work with children in developing a positive disposition towards themselves regardless of their differences. By helping children to develop a strong self-identity and good self-esteem we set the foundations for positive attitudes towards others and towards learning. Practical advice, real examples and staff activities bring the book to life. The book provides clear evidence and practical guidance on how to develop young children's emerging language, especially those children who have English as an additional language, and how to generate, activate and assess curriculum for diversity. The book focuses on all children's learning for cultural diversity. Culture is used as a broad term to include language, ethnicity, social class and gender. Each chapter offers a clear combination of theory and praTable of ContentsSeries editor's prefaceIdentity, self-esteem and learningLanguage acquisition and diversityLanguage development and bilingualismDiversity and the curriculumParents as partnersPlanning and evaluating for equity and diversityResourcesReferencesIndex.

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Book Synopsis"With freshness, humour and originality, Sue Gifford demonstrates the interactive strategies that are required to teach mathematics to young children. The text is both refreshingly free from conventional wisdom and solidly grounded in recent research on learning and teaching early mathematics.At the same time, it is unfailing in its accuracy in uncovering children's own humour and instinct for subverting 'teacherly' overtures. Given the demonstrated lack of spontaneous mathematics in early childhood setting, this assembled collage of children's own observations, activities and comments is in itself a work of art."Professor Carol Aubrey, Institute of Education, University of Warwick, UK. What are the most important aspects of mathematics for young children to learn? How do children learn mathematics? How can adults best âteachâ mathematics to children so young? The book informs practitioners, students and parents about how threeâ to fivTable of ContentsAcknowledgements Introduction Between the secret garden and the hothouse: recent changes in early years mathematics Section 1 What do we know about how young children learn mathematics? A holistic approach 1 Cognitive processes 2 Emotional processes 3 Social processes 4 Physical processes Summary of Section 1 Section 2 Practical Pedagogy 5 Contexts for learning 6 Interactive teaching strategies7 Teaching systems: planning and assessmentSection 3 The mathematics curriculum8 Number 9 Shape and space 10 Measures 11 Problem solving Conclusion ReferencesIndex

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Book SynopsisReviews of the first editionâœIn addition to expected information about developmental stages and caregiver response, Duffy discusses diversity and accessibility issues that affect childrenâs response to opportunities to express their creativity â an admirably detailed guide to creativity for persons involved in caring for young children.âEducation ReviewâœThe strength of Bernadette Duffyâs book is her ability to share through tables, examples, theory and reflections her deep understanding of childrenâs creative processââMontessori International MagazineLearning through the arts has the potential to stimulate open ended activity that encourages discovery, exploration, experimentation and invention, thus contributing to childrenâs development in all areas of learning and helping to make the curriculum meaningful to them. Bernadette Duffy draws on her extensive experience of promoting young children's creativity and imagination to examine how visual rTable of ContentsIntroductionPart One What are Creativity and Imagination and Why are they Important?Chapter 1.The importance of creativity and imagination Chapter 2.Defining creativity and imaginationChapter 3.The creative process Part Two How do Creativity and Imagination Develop?Chapter 4.Child development, creativity and imagination from birth to six years Chapter 5.Creativity across the curriculum Chapter 6.The contribution of the arts to creativity and imaginationChapter 7.Development in the visual and performing artsPart Three Theory into practiceChapter 8.The role of the adult Chapter 9.The organisation of space, time and social contextsChapter 10.Widening children's experiences Chapter 11.Planning, implementing, observing, recording and assessing ConclusionBibliography Index

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Book SynopsisThis bestselling textbook provides an introduction to the fundamentals of teaching and learning in early years and primary education. If you are training to work in schools or other educational settings, the book offers a wide range of practical and straightforward guidance, covering essential topics such as safeguarding; attachments and relationships; assessment; the indoor and outdoor environment; new technologies; behaviour management; and well-being.Thoroughly updated throughout and retaining its lively and engaging style, this new fifth edition extends your knowledge and understanding of working and playing effectively with young children. Enlivened by thought-provoking cameos and reflective questions, the book gives you the confidence to reflect upon, challenge and enhance your own pedagogies.  Key features include:â Real life cameos drawn from schools and settingsâ Questions to promote thinking included in each chapterâ Suggested fuTable of ContentsContentsList of FiguresList of PhotographsList of TablesNotes on the editors and contributorsIntroductionJane Payler, Jan Georgeson and Janet MoylesPART 1: The context of education from birth to 111. Policy context and current issuesKaren Mcinnes and Pat Black2. Attachments and relationshipsKaren Morris3. Learning about the teacher’s role in safeguarding Pia ParryPART 2: Planning for Learning – pedagogy and place4. Planning for Learning – children and teachersJanet Moyles5. Assessment for Learning Jo Basford and Ruth Dann6. Organising the environment indoors and out Jane Waters7. Classroom behaviour management Theodora Papatheodorou8. Moving in, up and out: successful transitions Aline Wendy DunlopPART 3: Ways of Learning9. Developing young children as self-regulating learners David Whitebread and Penny Coltman10. From astronaut to problem solving: tracing children’s symbolic meanings Maulfry Worthington11. Encouraging enquiry: exploring the world around us Helen Clarke and Karen Phethean12. New technologies, new ways of learning Rachael Levy and Nathalia Kucirkova13. The relationship between physical development and learning i the early years and primary classrooms Carrie Weston and Elizabeth Marsden14. The power of storyLiz Chamberlain and Jacqueline HarrettPART 4: Influences on Children’s Learning15. Social class and culture: building bridges Jane Payler and Jan Georgeson16. Empowering learners from 3-11 through language diversity and bilingualismJean Conteh17. Inclusion, well-being and safeguarding of children Anita SoniPART 5: Working in partnership18. Accessing children’s voices and experiences Victoria Cooper and Mary Kellett19. Reaching out: fostering partnership with parents Mary Scanlan20. Planning Educational Visits Bev Keen21. Education of children with long-term health issues Alison Closs and Ann Burnett22. Exploring leadership in the classroom Carrie Cable23. Beginning to work with other agencies Gary WalkerEndpieceJane Payler, Jan Georgeson and Janet Moyles

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Book Synopsis"One feature of this book that sets it apart from others is the care that is taken to clarify the authorsâ interpretation of the phrase 'teaching for understanding'. Each component of this interpretation â connections, representations, reasoning, communication and misconceptions â is then successfully incorporated as a theme in the subsequent chapters that develop important mathematical topics."Ian Thompson, Visiting Professor at Edge Hill University and Northumbria University, UKThis important book aims to support and develop teachers' understanding of the key primary mathematics topics. It takes an innovative approach by defining exactly what is meant by 'understanding' and uses this model to examine and explain various mathematical topics. The authors emphasize the importance of the different representations that can be used for mathematical concepts and inform the reasoning process. By focusing on understanding, the book also draws attention to common misconTable of ContentsIntroductionUsing numbersAddition and substractionMultiplication and divisionFractionsDecimalsRepresenting patterns of numbersUnderstanding shapesMeasurementsData handlingProblem solving

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Book SynopsisThe book recognises the main principles that underpin effective safeguarding practices and explores the application of a range of key tools that will facilitate a sense of empowerment for practitioners dealing with safeguarding issues. The authors emphasize the importance of preventative interventions as a positive means of impacting on the lives of children and their families. They do this through such processes as the Common Assessment Framework, as well as maintaining the need within the system for responses to be made to urgent concerns that are closely related to safeguarding and child protection processes.With practical case studies throughout, the book helps you: Understand what your responsibilities are  Decide what appropriate action should be taken  Develop a means of coping with this sensitive area  Make sense of current policies and procedures This book is essential reading for all early years studTable of ContentsIntroductionPart 1: Principles for PracticeIssues in safeguarding babies and young children from abuseThe rights of childrenThe baby and young child as the focus for safeguardingActing ethically: developing ethical practices in Safeguarding contexts. The development of community involvementPart 2: Practical Considerations Raising concerns and identifying abuseProviding support for ‘at risk’ babies and young childrenAssessment and referral- passing on concernsTeamwork and safeguardingWorking with the parents /carers of an abused baby or young childWhat might happen after the case has been referred – mapping the potential impact of interventionConclusions: reflections on considerations for developing future practice; detailed requirements of effective intervention.

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Book SynopsisThis book challenges traditional beliefs and practices of teaching 'written' mathematics in early childhood. It gives theoretical underpinnings and offers exciting insights and context to children's early mathematical thinking and in particular into children's mathematical graphics, showing how this supports their understanding of the abstract symbolic language of mathematics. Drawing on a wide range of examples, it illustrates and explains how children explore and communicate their mathematical thinking through their mathematical graphics, and how this begins in play.The book looks at the power of children's own marks, symbols and other graphical representations to convey meanings, exploring how they support complex thinking. The authors explore the relationship between children's play and meaning making. Rather than viewing mathematics as a separate subject or as a set of basic 'skills' to be transmitted, they demonstrate that in supportive learning cultures children develop theiTable of ContentsAcknowledgementsForeword (Janet Moyles)Section 1: ChildrenPlay and mathematicsBeginnings in playDrawing, writing and mapsGraphical signs: contexts and meaningsBabies, toddlers and two-year oldsChildren's mathematical graphicsChildren's mathematical graphics in playChildren's mathematical graphics in small group contextsSolving problems: children's mathematical graphicsSection 2: Pedagogy and practiceChildren's voicesPedagogy that supports mathematical playConclusion: Continuity and high expectationsAppendix

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Book SynopsisThis book tells the story of how one primary school community worked to build a learning environment that is inclusive, humane and enabling for everybody, a place free from the damaging effects of fixed ability thinking and practices. Drawing on compelling accounts of everyday life in the school, it describes how, in just a few years, the school (once in special measures) grew into a thriving community, with distinctive views of learning, curriculum and pedagogy, monitoring and accountability that found expression in every aspect of school life.The work of the school community was guided by the findings of a previous project, 'Learning without Limits' (Hart, Dixon, Drummond and McIntyre 2004), an empirical study of the classroom practice of individual teachers who had rejected the concept of fixed ability. 'Creating Learning without Limits' explores what becomes possible when the same ideas and principles are used creatively to guide and inspire whole school improvement. ThisTable of ContentsAn Alternative Improvement Agenda Laying FoundationsExtending Freedom to LearnRe-thinking Learning RelationshipsPutting Learning First: Creating a School-Wide Culture of LearningThe Power of Collective Action

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Book SynopsisOver the last 15 years the Primary National Strategy and the standards-driven curriculum in teacher education have demonstrably improved the primary education of children in the UK. Yet there has been a growing awareness that creativity has been neglected. To address this, a range of initiatives have been launched to offer support for creativity in the primary curriculum. This book will provide teachers with a set of teaching strategies to provide children with a tool-kit of creative skills. This book suggests that a child, who might dislike a lesson on the correct use of grammar, will become excited by a lesson that involves using his or her own talents and experiences to create a story. Throughout the process of composing the story the child will attend to aspects of grammar in order to share their work with others. Results from the classroom research conducted using the exercises in this book suggest that the book has the power to enable teachers to engage pupils in writing lTable of ContentsPART ONE: An Introduction to Creative Writing1: Models of teaching 2: The Classroom3: The CurriculumPART TWO: Developing Creative WritingIntroduction to Part Two4: Character is StoryBuilding AtmosphereSharing a RoomFeedbackGetting Ready for a DateThe Character in the Environment5: Story BuildingThe Object and the ObstaclePersuasion: Unexpected ArrivalThe Awkward SituationMaking a Bad Situation Worse6: Planting and PayoffLove StoryThe MistakeThe Caper7: Twists and TurnsRevoltRevengeEscape8: The Satisfying EndingCharacter ProfilesSupernaturalThreat to World ViewsJourney with DestinationThe EscapePART THREE: Conclusion9: ‘I write, therefore I am’: towards a theory of writing pedagogyReferences

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Book SynopsisAgainst a backdrop of ever-changing government initiatives and strategies, it is essential that you have a firm vision for the roles and purposes of education to inform your interpretation of education.This accessible and engaging book provides you with the scaffolding to develop your reflective practice as you journey towards developing your own philosophy of education. It enables you to consider how your aspirations and vision can be enacted in practical ways in the classroom and provides a means to evaluate and analyse your own practice. The structure of the book and its individual chapters guides you through supported reflective activities and case study examples so that the exploration of educational philosophy is thoroughly grounded in professional practice.The book offers: Supported reflection on values underpinning primary education Practical examples to set theory within context An issues-based approach to pedagogy and curriculum Examples of philosophy Table of ContentsCuriosityNarrativeCreativityPlayInvestigationProblem SolvingEnvironmentTechnologyVoiceInclusionBeliefsReflectionValuesVision

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Book SynopsisIf you are teaching or learning to teach primary mathematics, this is the toolkit to support you! Not only does it cover the essential knowledge and understanding that you and your pupils need to know, it also offers 176 great ideas for teaching primary mathematics - adaptable for use within different areas of mathematics and for different ages and abilities.Tackling childrenâs misconceptions in each topic area and differentiation through open-ended tasks and elements of choice, the book encourages you to think deeply about the teaching of the primary mathematics curriculum. The classroom activities, which are simple to resource and use, support you in meeting the Teachersâ Standards securely and encourage children to: Think deeply about mathematics and to challenge themselves Develop mathematical independence Engage in mathematical talk Work collaboratively with others to further understanding Whether you are just getting started in yoTable of ContentsAcknowledgementsIntroductionCounting and the number systemAddition and subtractionMultiplicationDivisionAlgebraMeasuresDataProbabilityShapeSpaceConclusionReferencesIndex

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Book SynopsisDo you need quick and easy access to great ideas for teaching primary science? If so then this is the book for you!Creative Ways to Teach Primary Science draws on the best ideas about teaching primary science, using an evidence-based approach which recognizes that there are some proven and more effective methods for teaching primary science. Creativity is one of the most powerful indicators of successful teaching, and the key is a willingness to take risks and to accept uncertainty. This can be tricky for busy teachers, so this book lends you a helping hand! The authors explain why the methods presented are successful and encourage you to apply these creative techniques to new situations. The book: Offers a handy 'one stop shop' of creative ideas for teaching primary science Provides a 'helping hand' for you to get started in the classroom by presenting a range of teaching methods that are proven to work Encourages creativity and experimentation, Table of ContentsAcknowledgements1 Creativity in Primary Science2 Children as Real Scientists3 A Creative Approach to Working Scientifically - putting children in the driving seat4 ICT and Computing 5 Using Children's Literature, Stories, Poetry and Songs6 Models and Analogies 7 Images in Science Lessons7 Demonstrations8 Dance and Drama9 Playground Science10 Thinking frames11 Cross Curricular Science BibliographyIndex

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Book SynopsisThis book explores the foundations of modern primary education and the role that society and culture has had in shaping it. Dismantling assumptions about what education has been or âshouldâ be, Tony Birch outlines what the core principles are that underpin high quality education to provide a holistic approach. Supporting leaders, practitioners and those studying primary education, this book:  -        Explains key issues in primary education and what drives them-        Highlights the importance of pedagogy and leadership to enrich education-        Builds on the existing frameworks in schools to encourage an holistic approach-        Emphasises the importance of seeing the range of a childâs potential outside of academic expectations Understanding Primary Education as a Whole is an essential resource for leaders and those studying primary educationTable of ContentsPART I: SOCIO_CULTURAL DYNAMICS1.Socio-cultural Dynamics2.Primary Education in Perspective3.Driving Forces in Primary EducationPART II: THROUGH THE LOOKING GLASS4.A Changing World5.Learning6.Leadership7.The System Landscape: CollaborationPART III: TOWARDS A HOLISTIC SYSTEM IN PRACTICE8.Towards Wholeness9.Evolutionary Purpose10.Self-Management (Pedagogic Development Work)PART IV: PRIMARY EDUCATION – LOOKING FORWARDS11.Socio-cultural Dynamics: A Living System

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Book SynopsisShortlisted for the ASE Book of the Year Award 2017.  This book provides an exceptional insight into how children learn science, as well as which teaching approaches have been found to be most successful. Drawing on the significant body of research carried out over the past 35 years, the book provides valuable evidence about which tried-andâtested approaches enhance learning and help children actually learn science.   <Table of ContentsIntroductionAnimals including humansPlantsEcology, evolution and inheritanceProperties of everyday materialsStates of matterReversible and irreversible changesRocksElectricityEarth and spaceForces and magnetsLightSound

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Book SynopsisThis book is an essential handbook on teaching primary history, combining subject knowledge with practical teaching ideas to ensure your teaching of history is both imaginative and creative.  Emphasizing the importance of history and its wider skillset, the book explores the concepts and skills that are the fundamental building blocks of history teaching such as:â Chronological understandingâ Concepts and skillsâ Interpretation and evidence Each chapter offers a structured approach and provides a range of activities that both address specific elements of the history curriculum and help develop this wider skillset.  It includes practical ideas for lessons through an essential toolkit of ideas, teaching strategies and activities, with each activity designed to focus on a key skill or attribute associated with teaching primary history.  The practical insights accompanied by a grounded rationale for each aspect of history will help youTable of ContentsChapter 1 What is history and why is it important?Chapter 2 History in the curriculumChapter 3 Teaching history Chapter 4 SkillsChapter 5 Historical concepts Chapter 6 PlanningChapter 7 Assessment Chapter 8 Theory into practice Chapter 9 A primary history toolkitIndex

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Book SynopsisThis book is an essential guide to teaching the Primary English curriculum, offering guidance on how to teach the subject, as well as covering the theory and subject knowledge that underpins it. Covering the whole of the Primary English curriculum the book focuses in particular on less-developed aspects such as the development of spoken language, the nature and development of comprehension and the teaching and learning of grammar.Key features include:â Practical teaching sequences, strategies and activitiesâ Classroom cameos suggest ways of delivering content through meaningful activitiesâ Essential âSubject Knowledgeâ boxes present brief exposÃs of essential knowledgeâ Subject Knowledge Quizzes enable you to self-check your knowledgeâ âInsights from Researchâ boxes outline underpinning theory and researchIf you are teaching or trainingTable of ContentsChapter 1: Teaching and Learning Spoken LanguageChapter 2: Teaching Reading: the reading processChapter 3: Teaching Reading: approaches to word recognitionChapter 4: Teaching Reading: comprehension – nature and developmentChapter 5: Teaching Reading: developing reading for pleasureChapter 6: Teaching Reading: exploring digital textsChapter 7: Teaching Writing: the writing processChapter 8: Teaching Writing: the development of spellingChapter 9: Teaching Writing: the importance and teaching of handwritingChapter 10: Teaching Writing: vocabulary, grammar and punctuationChapter 11: Teaching Writing: the possibilities of new technologiesChapter 12: Assessing Progress in English

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Book SynopsisEssential Primary Grammar is an invaluable resource to ensure that you are firmly equipped to teach grammar.  It helps you get to grips with your knowledge of grammar for the national curriculum - including the spelling, punctuation and grammar test - as well as providing you with some tried and tested ways to teach grammar.  Underpinned by a series of research studies which have investigated the teaching of grammar, it will support you in how to teach grammar in creative and meaningful ways whilst supporting you in developing your own fundamental knowledge of grammar.  Uniquely, the book takes a systematic step-by-step approach to explain the grammatical terminology specified in the national curriculum.  It also illustrates how you might develop childrenâs grammatical knowledge by offering a range of practical activities which are rich, meaningful and support childrenâs development as confident and curious language investigators.Table of ContentsIntroduction1 A creative pedagogy for teaching grammar2 The verb group 3 The noun group 4 The adverb group 5 Clauses 6 Sentences 7 Vocabulary 8 Standard English 9 The role of talk Glossary

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Book SynopsisIf you are teaching - or learning - to teach primary science, this is the toolkit to support you!Highly respected and widely used, Essential Primary Science 2E blends essential subject knowledge with a vast array of teacher activities. Updated and revised throughout to reflect the requirements of the new National Curriculum, it covers the essential knowledge and understanding that you need; plus it offers over 200 great ideas for teaching primary science at KS1 and KS2 - so no more late nights thinking up creative new ways to teach key concepts!Written in a friendly and supportive style this new edition offers: Over 200 original and new activities to complement the new curriculum, ready for you to try out in the classroom Tips on how to ensure each lesson includes both practical and investigative elements Suggestions on how to make your lessons engaging, memorable and inclusive How to deal with learners' common scientific misconceptions in each topicTable of ContentsAcknowledgementsKnowledge and Understanding of ScienceWorking ScientificallyAssessment in Primary ScienceLife Processes – PlantsLife Processes – AnimalsVariation and DiversityEnvironmentMaterialsRocks and SoilForcesThe Earth in SpaceElectricitySoundLight AppendicesBibliographyIndex

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Book SynopsisIf you have ever asked yourself âœHow do I become an outstanding teacher?â then this is the book for you. Combining state-of-the-art practices with deep insight from many yearsâ experience of teaching, the book develops and explains how to change practice and attain excellence as a teacher. Seven core themes are embedded in a four level hierarchy of practice that guides the reader from the fundamentals of successful teaching to the highest levels of accomplishment. The book offers: â A âone-stop-shopâ providing a structured and supported approach to becoming an outstanding teacherâ A unique action planning feature at the end of each level, creating a platform for your personal developmentâ A range of guided reflection activities, to help develop your skills and understanding of the many aspects of teachingThe unique focus on your individual development and creating an authentic identity as the foundation for excellence makes OutsTable of Contents Introduction PART ONE: THE FOUNDATION LEVEL - KNOWING! Chapter 1: Knowing Yourself - Being and Becoming a Teacher Chapter 2: Knowing the Child - Child Development Chapter 3: Knowing the Curriculum - Curriculum & Subject Knowledge PART TWO: PERSONALISATION LEVEL - DEVELOPING! Chapter 4: Developing Your Pedagogy - Teacher Repertoire & Strategies Chapter 5: Developing Your Expectations - Teacher Expectations & Planning Chapter 6: Developing your Understanding - Assessment PART THREE: MOTIVATION LEVEL - INSPIRING! Chapter 7: Inspiring Creativity - Defining & Developing Creativity Chapter 8: Inspiring Environments - The Learning Environment Chapter 9: Inspiring Learning Behaviour - Behaviour & Attitudes to Learning PART FOUR: REFLECTION LEVEL - EXCEL! Chapter 10: Extending and Excelling: Reflection and Change

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Book SynopsisSupporting children with English as an additional language (EAL) requires detailed knowledge and understanding of their social, cognitive and linguistic needs.  Supporting Pupils with EAL in the Primary Classroom highlights the fundamental principles that underpin teaching and learning, and examines practical strategies for classroom practice.  The book focuses on the importance of recognising the knowledge, skills and experience that children with EAL bring to the classroom, whilst identifying the specific support required.  It draws on evidence from an extended case study to illustrate essential points and combines this with an examination of relevant theory as well as how this translates to classroom practice. Key features of the book include:â Core knowledge and skills about how to support children with EALâ Case study scenarios to illustrate particular principles, pedagogies and practicesâ Practical ideas for the claTable of ContentsChapter 1: IntroductionChapter 2: Bilingualism and learning English as an additional language – history, research and politicsChapter 3: Acquiring, developing and using languageChapter 4: Creating and Maintaining a Positive Climate and EthosChapter 5: Promoting Collaborative DialogueChapter 6: Supporting ReadingChapter 7: Supporting WritingChapter 8: Assessing children with English as an additional languageChapter 9: Developing subject knowledgeChapter 10: Moving forward and creating possibilities

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Book SynopsisAs the presence of computers in the primary classroom increases and IT becomes a bigger part of learning, the book takes a realistic look at the role of the computer in the National Curriculum, and asks some important questions. The book is designed to help teachers incorporate IT into their day-to-day teaching, offering practical guidance and advice on task planning and management and includes examples of classroom practice. The book covers all curriculum areas, examining curriculum-specific issues as well as more general concerns such as pupil-expectation and self-esteem, problem solving, collaborative learning, data-handling, homework and the effects on the pupil-teacher dynamic. This book will be essential to all primary school teachers and trainees.Trade Review'This [book] should be in the libraries of all initial teacher education institutions and in teachers' centres across the country. It should be read by every primary IT coordinator, and also by any head teacher who remains unconvinced about the learning potential of computers in education' - Computers and Education'Chapters give valuable guidance ... reasoned, pragmatic, well-grounded illustrations of the potential of IT abound in this excellent book.' - Times Educational Supplement'This book is well produced ... it is good value for money and the book is of high quality overall ... The strength of this book lies in the fact that it is more than merely handy hints ... a welcome addition to the literature as it provides clear guidance for teachers as well as having as its central theme, enabling pupils to understand what they are doing and therefore helping them to take control of their own learning.' - Computer Education'The wide scope of this book makes it an essential handbook for the primary school staffroom ... buy the book, it's a great resource.' - Education ReviewTable of Contents1 Where are we and how did we get here? 2 Developing children’s problem-solving: the educational uses of adventure games 3 Children’s learning using control information technology 4 Understanding and using variables in a variety of mathematical Contexts 5 IT and thinking skills in humanities 6 Investigating science 7 Developing graphing skills 8 Thinking about writing 9 Working with images, developing ideas 10 Computers in the classroom: some values issues 11 New technologies: multimedia and going on-line 12 …and where might we end up?

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Book SynopsisTrade Review"A textbook that is aimed at undergraduates in language-arts "methods" courses but should be purchased for the professional libraries of all of the nation's elementary schools. A first for Canada, the book combines information about children's literature with current methodologies for using (teaching) literature in the classroom." Dave Jenkinson"It is well-conceived, eminently readable and very suitable to the study and teaching of Children's Literature." CM Magazine, University of Manitoba

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Book SynopsisA user-friendly, concept-first approach to Middle School ELA that helps you improve your skills quickly and easilyMust Know Middle School ELA provides a fresh approach to learning. As part of our Must Know series, this book makes sure what you really need to know is clear up-front. Rather than starting with goals to be met, chapters begin by telling you the most important concepts about the topic at handâand then show you exactly how these concepts help you accomplish your goals.Written by a veteran educator with decades of experience, Must Know Middle School ELA provides useful examples to help explain and clarify each topic, then follows up with more challenging aspects and exceptions to any rules. Every chapter closes with reinforcing exercises to help you get the practice you need to gain confidence. In the end, Must Know Middle School ELA shows you that understanding the must-know concepts can help you improve your reading and writing s

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Book SynopsisTrade ReviewDom and Cath have a track record for igniting literacy outside the four walls of the classroom and giving it meaning and worth in the real world. This book can help all teachers do the same. -- Andrew Jennings * Assistant headteacher and founder of Vocabulary Ninja, @VocabularyNinja *The most important book in the world right now. -- Sam Conniff * Author of 'Be More Pirate', @SamConniff *‘This is a practical guide that is project-based and has been proven to accelerate progress in KS2. The structure can be adapted for inclusion and it provides a fresh approach to ways to make literacy more relevant in terms of articulating concerns about current issues.’ * SEN Magazine *

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Book SynopsisElementary education provides the foundation for a learned and literate global citizenry. Article 26 of the Universal Declaration of Human Rights affirms that everyone has the right to education. Likewise, the document states that elementary education should be free, compulsory, and universally accessible to all children. Parents, leaders, and policymakers recognize the importance of education in developing basic skills. Yet, the purpose of education goes beyond just skill building; the purpose of education, as Paulo Freire asserts, is for emancipation and the development of independent thought and critical awareness. Education is freedom. It is as Nelson Mandela once declared "the most powerful weapon to change the world." Again, elementary education provides the roots for the world and for our future. Yet, each society situates their systems of elementary education based on their society's cultural values, economic goals, political whims, and socio-historical context. To understand the larger goals of elementary education it is important to have a comparative and international lens, which is provided in this new NOVA Science book titled Elementary Education: Global Perspectives, Challenges and Issues of the 21st Century. The book is co-edited Dr. Erik Jon Byker and Dr. Akesha Horton, both editors are long-time global educators committed to social justice. The purpose of this book is to describe and explain the perspectives, challenges, and issues related to elementary education in this current, twenty-first century global age. The book's authors and the content of the book's chapters represent several countries across the globe including India, Indonesia, Greece, Mexico, the Philippines, South Africa, Spain, and the United States of America. The book is organized into three sections: (1) context, (2) competencies, and (3) content. The context section examines the historical and current context for elementary education from international perspectives. The competencies section focuses on the skills and dispositions necessary for pre-service and in-service teachers to navigate the contours of elementary education in a global age. The content section explores elementary education subject matter-largely in the field of Science, Technology, Engineering, and Mathematics (STEM)-that will continue to eminent throughout the twenty-first century. Elementary Education: Global Perspectives, Challenges and Issues of the 21st Century is a timely book for internationally-minded educators, government leaders, parents, practitioners, and policymakers for gaining deeper insight into the critical role of elementary education in preparing children for our dynamic, interconnected, and globalized world.Table of ContentsPrefacePeeling the Apple to Find a Globe: The Inquiry into Elementary EducationThe Paradox of Elementary Education in India: A Critical AnalysisThe Central Role of School Vision to Strategize the Change in Elementary Schools in IndonesiaEducation in Mexico: Proposals to Improve Educational Achievement at the Primary Level through a Quantitative ModelEmotions of Elementary School Students: Comparative Analysis between Different School SubjectsExamining Preservice Teachers Education for Gender Equality Using a Gender Sensitive Scale: A Case from SpainCritical Water Literacy: Engaging the Global Water Crisis with Service LearningTaking Action to Rewrite the World: Connecting an Ubuntu of Consciousness with Global CompetenciesThe Importance of Critical Reflection in Teacher Education to Support Effective Promotion of Culturally Relevant PedagogyIntegrating the History of Mathematics into Elementary Mathematics Education: Theory and Applied ExamplesAnalysis of the Emotions in Primary Education Nature Science ClassesWorking on What Students Think about Chemical Reactions: A Didactic Intervention on Prior Ideas at Primary School LevelConnecting Elementary Education to an Interconnected World: A ConclusionIndex.

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Book SynopsisThe authors present and discuss the partial results of the first stage of a research study on children's transition from early childhood education to elementary school. Next, drawing on findings from a four-year longitudinal study which investigated direct and indirect influences of parental involvement on academic achievement of pupils, social cohesion, and the family-community-school relationship, this compilation focuses on the role of parents as partners in contemporary schooling. The subsequent study looks for evidence of how school attendance depends upon household circumstances, notably income and education, and how attendances varies with gender and region. Using large sample survey data collected by the National Sample Survey Office for 2011-2012, this analysis aims to address several major issues. The authors analyse the gender differences in balance, object-control skills and change of direction ability in 9 to 11-year-old children. Gender could be a differentiating factor in the motor competence of children, specifically in static balance and catching ability. The penultimate chapter describes the gender gaps in the quality education measurement system test and university selection test outcomes within the framework of an observational, comparative, prospective and eight-year follow-up study. The closing chapter provides an insight into a relatively novel pedagogical method applied within the framework of peer education. This multilateral activity focuses on knowledge, health behavior, attitudes, experience and motivation of youngsters in connection with health promotion programs and community service work.

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Book SynopsisEarly Childhood Education spans the human life from birth to age 8. Infants and toddlers experience life more holistically than any other age group. Social, emotional, cognitive, language, and physical lessons are not learned separately by very young children. Adults who are most helpful to young children interact in ways that understand that the child is learning from the whole experience, not just that part of the experience to which the adult gives attention. Although early childhood education does not have to occur in the absence of the parent or primary caregiver, this term is sometimes used to denote education by someone other than these the parent or primary caregiver. Both research in the field and early childhood educators view the parents as an integral part of the early childhood education process. Early childhood education takes many forms depending on the theoretical and educational beliefs of the educator or parent. Other terms those are often used interchangeably with "early childhood education" are "early childhood learning", "early care" and "early education". Much of the first two years of life are spent in the creation of a child''s first "sense of self" or the building of a first identity. Because this is a crucial part of children''s makeup-how they first see themselves, how they think they should function, how they expect others to function in relation to them, early care must ensure that in addition to carefully selected and trained caregivers, links with family, home culture, and home language are a central part of program policy. If care becomes a substitute for, rather than a support of, family, children may develop a less-than-positive sense of who they are and where they come from because of their child care experience. This book presents the latest research in this vital field.

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Book SynopsisKodály in the First Grade Classroom provides teachers with a step-by-step road map for developing children's performance, creative movement, and literacy skills in an organic and thoughtful manner. Each chapter contains key questions, discussion points, and ongoing assignments. Scholarly yet practical and accessible, this volume is sure to be an essential guide for music teachers everywhere.Table of ContentsAcknowledgements ; About the Companion Website ; Introduction ; Chapter one: Building the Framework for a Grade One Music Curriculum based on the Kodaly Concept ; Chapter two: Developing a Music Repertoire: Children as Stewards of Their Cultural and Musical Heritage ; Chapter three: Teaching Strategies: Teaching music concepts and elements in Grade 1 ; Chapter four: Developing Music Skills and Creative Expression: Children as Performers ; Chapter five: Six Units and 30* Sequential Lessons Plans for Grade 1 ; Chapter six: Assessment of Performance, Reading, Writing, and Improvisation in Grade 1 ; Index

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Book SynopsisKodály in the Second Grade Classroom provides teachers with a step-by-step road map for developing children's performance, creative movement, and literacy skills in an organic and thoughtful manner. Each chapter contains key questions, discussion points, and ongoing assignments. Scholarly yet practical and accessible, this volume is sure to be an essential guide for music teachers everywhere.Table of ContentsIntroduction ; Chapter one: Building the Framework for the second grade Music Curriculum based on the Kodaly Concept ; Chapter two: Developing a Music Repertoire: Children as Stewards of Their Cultural and Musical Heritage ; Chapter three: Developing Music skills and Creative Expression: Children as Performers: ; Chapter four: Teaching Strategies ; Chapter five: Unit Plans ; Chapter six: Assessment and Evaluation

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Book SynopsisKodály in the Third Grade Classroom provides teachers with a step-by-step road map for developing children's performance, creative movement, and literacy skills in an organic and thoughtful manner. Each chapter contains key questions, discussion points, and ongoing assignments. Scholarly yet practical and accessible, this volume is sure to be an essential guide for music teachers everywhere.Table of ContentsIntroduction ; Chapter One: Building the Framework for a Grade Three Music Curriculum based on the Kodaly Concept ; Chapter Two: Developing a Music Repertoire: Children as Stewards of Their Cultural and Musical Heritage ; Chapter Three: Teaching Strategies: Teaching music concepts and elements in Grade 3 ; Chapter Four : Developing Music Skills and Creative Expression: Children as Performers ; Chapter Five: Eighth Units and 40 Sequential Lessons Plans for Grade 3 ; Chapter Six: Assessment of Performance, Reading, Writing, and Improvisation in Grade 3

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Book SynopsisKodály in the Fourth Grade Classroom provides teachers with a step-by-step road map for developing children's performance, creative movement, and literacy skills in an organic and thoughtful manner. Each chapter contains key questions, discussion points, and ongoing assignments. Scholarly yet practical and accessible, this volume is sure to be an essential guide for music teachers everywhere.Table of ContentsIntroduction ; Chapter One: Building the Framework for a Grade Four Music Curriculum based on the Kodaly Concept ; Chapter Two: Developing a Music Repertoire: Children as Stewards of Their Cultural and Musical Heritage ; Chapter Three: Teaching Strategies: Teaching music concepts and elements in Grade 4 ; Chapter Four: Developing Music Skills and Creative Expression: Children as Performers ; Chapter Five: Eighth Units and 40 Sequential Lessons Plans for Grade 4 ; Chapter Six: Assessment of Performance, Reading, Writing, and Improvisation in Grade 4

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