Primary and middle schools Books

Book SynopsisTo develop strong disciplinary literacy skills, middle and high school students need to engage with diverse types of challenging texts in every content area. This book provides a blueprint for constructing literacy-rich instructional units in English language arts, science, and social studies. The authors describe how to design interconnected text sets and plan lessons that support learning and engagement before, during, and after reading. Presented are ways to build academic vocabulary and background knowledge, teach research-based comprehension strategies, and guide effective discussions and text-based writing activities. Chapters also cover how to teach students to write argumentative, informative, and narrative essays, and to conduct discipline-specific inquiry. Special features include sample text sets and 24 reproducible planning templates and other teaching tools; purchasers get access to a Web page where they can download and print the reproducible materials in a convTrade Review"Lewis and Strong have integrated all of the important components of planning literacy-based instruction in any discipline. Finally, a reference for teachers that includes evidence-based strategies, connections to research, and realistic ways to utilize a range of high-quality texts."--Cary B. Riches, EdD, Executive Director of Secondary Education, Brandywine School District, Wilmington, Delaware "I plan to use this book as the main text in a content literacy course for both practicing and preservice teachers. The descriptions of research, explanations of strategies, and examples are accessible enough for beginners, but also clear and specific enough for those looking to extend and deepen their knowledge of the strategies and see them across multiple contexts. The book emphasizes ways to increase literacy development and content learning using science-based strategies, while recognizing that all children bring valuable knowledge and experiences to the classroom. I appreciate the authors' attention to both discussion and writing as essential contributors to comprehension, and I love the chapter on inquiry! We don't teach kids to read just for the sake of it; we want to teach them to be curious and read for real reasons."--Sarah M. Lupo, PhD, Department of Early, Elementary, and Reading Education, James Madison University “This book provides current and future secondary school teachers with clear guidance for designing effective disciplinary text sets and supporting students’ learning before, during, and after reading the texts. I appreciate the attention to writing instruction, including text-based writing, extended writing, and inquiry-based writing. This book is a great resource for disciplinary literacy courses at the undergraduate and graduate levels.”--Bong Gee Jang, PhD, Department of Reading and Language Arts, Syracuse University "This comprehensive work is a 'must read' for preservice and inservice teachers, building administrators, and curriculum leaders. The pedagogical recommendations emanate from high-quality research and address complex concepts in understandable ways. This is an excellent resource for an interdisciplinary team of teachers and administrators to read together with the goal of reframing their use of reading, writing, and discussion to support students' learning in the content areas. In addition, this text could be used in undergraduate or graduate courses because the research is written in accessible language with realistic examples, but could also be used to extend thinking. Lewis and Strong attend to the development of strategic writers and readers and show practical ways to engage adolescents in developing these strategic behaviors."--Lynn E. Shanahan, PhD, Assistant Superintendent of Curriculum, Instruction, and Technology, Amherst Central School District, New York-Table of ContentsForeword, Lyn Long & Bilinda Sikes 1. Introduction to Adolescent Literacy 2. Understanding Text Complexity 3. Designing Content-Area Text Sets 4. Building Background Knowledge before Reading 5. Supporting Comprehension during Reading 6. Conducting Discussions after Reading 7. Text-Based Writing to Promote Comprehension 8. Teaching Extended Writing 9. Inquiry in the Disciplines 10. Putting It All Together References Index

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Book SynopsisThis much-needed guide shows how to support teachers of adolescents in providing effective literacy instruction in the content areas, which can be intensified as needed within a multi-tiered framework.Trade Review"Wexler, Swanson, and Shelton provide outstanding information and tools for addressing the content literacy needs of secondary students with reading difficulties. The user-friendly explanations and examples of how to implement AIM Coaching will prove invaluable. The book provides concrete, research-based strategies for supporting individual teacher learning schoolwide. This is a useful, highly relevant resource for university courses and professional development efforts that deal with improving content literacy instruction."--Mary T. Brownell, PhD, Distinguished Professor, School of Special Education, School Psychology, and Early Childhood Studies, College of Education, University of Florida "In secondary education, all teachers are reading teachers, and many can benefit from the help of a skilled coach. That’s where this book comes in! There are few professional development resources to provide coaches with a systematic approach to support teachers and improve academic outcomes. Featuring clearly articulated research and well-crafted graphs, diagrams, graphic organizers, and worksheets, the book is both informative and practical. Educators will feel empowered as they acquire a deeper understanding of research-based literacy practices while also developing an arsenal of tools they can use right away across all content areas."--Whitney Stuart Anderson, MEd, Literacy and Content Instructional Coach, Hardy Middle School, Washington, DC "This is a high-quality, practical guide that secondary literacy coaches can use to enhance their own practices and those of their teachers, ultimately enhancing the literacy achievement of students who need additional supports. The authors have done an excellent job of translating recent research findings into clear recommendations that can be applied in schools immediately. The focus on ongoing professional development and coaching is innovative and has high promise of increasing literacy outcomes. This book will be great for both preservice teacher training programs and inservice professional learning communities; I look forward to integrating it into the teacher preparation program at my university."--Christopher J. Lemons, PhD, Graduate School of Education, Stanford University-Table of ContentsI. Introduction 1. The State of Adolescent Literacy 2. What Do We Do about These Poor Outcomes? 3. Common Schoolwide Support Models II. Instructional Practices Every Secondary Literacy Coach Should Know 4. Using Data 5. Challenges in Choosing Text for Intensive Instruction 6. Features of Effective Instruction 7. Evidence-Based Content-Area Literacy Practices to Support Students with Intensive Needs 8. Fidelity of Implementation III. An Adaptive Coaching Model to Improve Literacy Instruction for All Students 9. An Adaptive Approach to Literacy Instructional Coaching: Enhancing Intensive Instruction in a Schoolwide Literacy Model 10. An Introduction to AIM Coaching 11. Determining Teachers' Skill and Will Levels 12. Tailoring Support to Meet Teachers' Needs 13. AIM Coaching Case Study References Index

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Book SynopsisThis much-needed guide shows how to support teachers of adolescents in providing effective literacy instruction in the content areas, which can be intensified as needed within a multi-tiered framework.Trade Review"Wexler, Swanson, and Shelton provide outstanding information and tools for addressing the content literacy needs of secondary students with reading difficulties. The user-friendly explanations and examples of how to implement AIM Coaching will prove invaluable. The book provides concrete, research-based strategies for supporting individual teacher learning schoolwide. This is a useful, highly relevant resource for university courses and professional development efforts that deal with improving content literacy instruction."--Mary T. Brownell, PhD, Distinguished Professor, School of Special Education, School Psychology, and Early Childhood Studies, College of Education, University of Florida "In secondary education, all teachers are reading teachers, and many can benefit from the help of a skilled coach. That’s where this book comes in! There are few professional development resources to provide coaches with a systematic approach to support teachers and improve academic outcomes. Featuring clearly articulated research and well-crafted graphs, diagrams, graphic organizers, and worksheets, the book is both informative and practical. Educators will feel empowered as they acquire a deeper understanding of research-based literacy practices while also developing an arsenal of tools they can use right away across all content areas."--Whitney Stuart Anderson, MEd, Literacy and Content Instructional Coach, Hardy Middle School, Washington, DC "This is a high-quality, practical guide that secondary literacy coaches can use to enhance their own practices and those of their teachers, ultimately enhancing the literacy achievement of students who need additional supports. The authors have done an excellent job of translating recent research findings into clear recommendations that can be applied in schools immediately. The focus on ongoing professional development and coaching is innovative and has high promise of increasing literacy outcomes. This book will be great for both preservice teacher training programs and inservice professional learning communities; I look forward to integrating it into the teacher preparation program at my university."--Christopher J. Lemons, PhD, Graduate School of Education, Stanford University-Table of ContentsI. Introduction 1. The State of Adolescent Literacy 2. What Do We Do about These Poor Outcomes? 3. Common Schoolwide Support Models II. Instructional Practices Every Secondary Literacy Coach Should Know 4. Using Data 5. Challenges in Choosing Text for Intensive Instruction 6. Features of Effective Instruction 7. Evidence-Based Content-Area Literacy Practices to Support Students with Intensive Needs 8. Fidelity of Implementation III. An Adaptive Coaching Model to Improve Literacy Instruction for All Students 9. An Adaptive Approach to Literacy Instructional Coaching: Enhancing Intensive Instruction in a Schoolwide Literacy Model 10. An Introduction to AIM Coaching 11. Determining Teachers' Skill and Will Levels 12. Tailoring Support to Meet Teachers' Needs 13. AIM Coaching Case Study References Index

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Book SynopsisTechnology is integral to teaching in the English language arts. This indispensable guide shows how to teach and model digital diligence--an alert, intentional stance that helps both teachers and students use technology productively, ethically, and responsibly.Trade Review"Hicks takes readers on a powerful journey toward teaching students to be digitally diligent. The book provides a deep-dive exploration of purposeful activities that can be incorporated into asynchronous and synchronous instruction. Chapters on topical learning outcomes include teaching points and guiding questions that help teachers creatively customize lessons, assignments, and assessments. Hicks offers numerous examples of how technology can be used for connected reading and writing characterized by empathy, intention, and persistence. Whether you teach young learners or train future educators, you will learn much from this book."--Julie Coiro, PhD, School of Education, University of Rhode Island "Mindful Teaching with Technology belongs on the desk of every school librarian or technology integration specialist. The lessons that Hicks outlines are relevant and purposeful, and, for some learners, could be life altering. With the lessons, Hicks provides irresistible, ready-to-go tools and resources that can be adapted for different purposes. Readers will want to have a device nearby for digital play and exploration. Hicks is writing for right now--the timeliness and forward-thinking approach are part of what makes this book so special."--Kristin Patrick, MLIS, technology integration coach, Noblesville Schools, Indiana "Hicks introduces the concept of digital diligence and invites readers to engage in a deeper conversation about how we use technology. Framing tech use through a lens of digital literacy, Hicks continues his excellent contributions to the field by doing what he does best--providing practical lesson and activity ideas along with specific tools to achieve desired outcomes. English teachers of all levels and in all stages of their careers will find something new or reaffirming in this book. From teaching reading and writing to helping students navigate digital modalities, the book presents strategies for helping learners to engage purposefully with technology as a tool of literate life."--Kristen Hawley Turner, PhD, Caspersen School of Graduate Studies, Drew University-Table of ContentsForeword, Lesley Mandel Morrow 1. The Case for Digital Diligence in English Language Arts Classrooms - Interlude: From Synchronous to Real Time; from Asynchronous to Anytime 2. Planning for Purposeful Arcs of Instruction - Interlude: The Rationale for Focusing on Google Chrome 3. Protecting Privacy 4. Maximizing Our Own Attention 5. Popping Filter Bubbles and Breaking Algorithms 6. Understanding How Knowledge Gets Created and Circulated - Interlude: Repurposing Existing Materials and a Brief Overview of Copyright, Fair Use, Creative Commons, and the Public Domain 7. Extending Opportunities for Digital Writing 8. Embracing Opportunities for Connected Reading 9. Conclusion References Index

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Book SynopsisTechnology is integral to teaching in the English language arts. This indispensable guide shows how to teach and model digital diligence--an alert, intentional stance that helps both teachers and students use technology productively, ethically, and responsibly.Trade Review"Hicks takes readers on a powerful journey toward teaching students to be digitally diligent. The book provides a deep-dive exploration of purposeful activities that can be incorporated into asynchronous and synchronous instruction. Chapters on topical learning outcomes include teaching points and guiding questions that help teachers creatively customize lessons, assignments, and assessments. Hicks offers numerous examples of how technology can be used for connected reading and writing characterized by empathy, intention, and persistence. Whether you teach young learners or train future educators, you will learn much from this book."--Julie Coiro, PhD, School of Education, University of Rhode Island "Mindful Teaching with Technology belongs on the desk of every school librarian or technology integration specialist. The lessons that Hicks outlines are relevant and purposeful, and, for some learners, could be life altering. With the lessons, Hicks provides irresistible, ready-to-go tools and resources that can be adapted for different purposes. Readers will want to have a device nearby for digital play and exploration. Hicks is writing for right now--the timeliness and forward-thinking approach are part of what makes this book so special."--Kristin Patrick, MLIS, technology integration coach, Noblesville Schools, Indiana "Hicks introduces the concept of digital diligence and invites readers to engage in a deeper conversation about how we use technology. Framing tech use through a lens of digital literacy, Hicks continues his excellent contributions to the field by doing what he does best--providing practical lesson and activity ideas along with specific tools to achieve desired outcomes. English teachers of all levels and in all stages of their careers will find something new or reaffirming in this book. From teaching reading and writing to helping students navigate digital modalities, the book presents strategies for helping learners to engage purposefully with technology as a tool of literate life."--Kristen Hawley Turner, PhD, Caspersen School of Graduate Studies, Drew University-Table of ContentsForeword, Lesley Mandel Morrow 1. The Case for Digital Diligence in English Language Arts Classrooms - Interlude: From Synchronous to Real Time; from Asynchronous to Anytime 2. Planning for Purposeful Arcs of Instruction - Interlude: The Rationale for Focusing on Google Chrome 3. Protecting Privacy 4. Maximizing Our Own Attention 5. Popping Filter Bubbles and Breaking Algorithms 6. Understanding How Knowledge Gets Created and Circulated - Interlude: Repurposing Existing Materials and a Brief Overview of Copyright, Fair Use, Creative Commons, and the Public Domain 7. Extending Opportunities for Digital Writing 8. Embracing Opportunities for Connected Reading 9. Conclusion References Index

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Book SynopsisReading instruction is too often grounded in a narrowly defined science of reading that focuses exclusively on cognitive skills and strategies. Yet cognition is just one aspect of reading development. This book guides K-8 educators to understand and address other scientifically supported factors that influence each student's literacy learning, including metacognition, motivation and engagement, socialâemotional learning, self-efficacy, and more. Peter Afflerbach uses classroom vignettes to illustrate the broad-based nature of student readersâ growth, and provides concrete suggestions for instruction and assessment. The book's utility is enhanced by end-of-chapter review questions and activities and a reproducible tool, the Healthy Readers Profile, which can be downloaded and printed in a convenient 8 1/2 x 11 size.Trade Review"The title of this groundbreaking book says it all, affirming that educators must abandon a slavish loyalty to a prepackaged curriculum in pursuit of what is unique about each child—and that skills are not enough. Beyond attending to the cognitive skills that allow students to decode accurately, read fluently, comprehend, and even critique text, we as educators must also embrace the things that ignite and sustain readers in their quest for meaning. To truly understand readers, we must attend to the will and the thrill of reading along with the skill. Afflerbach shows us how."--P. David Pearson, PhD, Evelyn Lois Corey Emeritus Professor of Instructional Science, Graduate School of Education, University of California, Berkeley “This book offers a much-needed turn from focusing on the singular 'science of reading' to considering the multiple factors that are critical to developing healthy readers. The book helps teachers across grade levels to reflect on their practice and address the dynamic, interactive influences on students' developmental trajectories. It describes practical classroom-based assessments, including the valuable, easy-to-use Healthy Readers Profile."--Kathryn Champeau, MS, reading specialist/literacy consultant; past president, Wisconsin State Reading Association "Afflerbach shares his deep understanding of how readers learn in this brilliantly organized book. He helps classroom teachers, interventionists, and all educators to broaden their knowledge of reading and learning so that they can do the very best for every child. In order to individualize and personalize learning, we must consider the myriad factors that influence reading development and achievement, and recognize the assets each learner possesses. Afflerbach's discussions of metacognition, self-efficacy, motivation, and engagement will guide teachers to make a significant shift in their understanding. Written by a masterful teacher, this book is essential reading."--Adria Klein, PhD, Director, Comprehensive Literacy Center, Kalmanovitz School of Education, Saint Mary’s College of California-Table of ContentsIntroduction I. Teaching Reading or Teaching Readers?: Moving Beyond a Focus on Strategies and Skills 1. Why Teaching Readers Is Different from Teaching Reading 2. Experiencing Cognition, Affect, and Conation in Our Reading 3. Critical Concepts: Definitions and Descriptions 4. Teaching Readers: A History of Knowing Better Than We Are Doing 5. Testing, the Media, and the “Science of Reading” II. Teaching Readers: Examining the Factors That Influence Reading Development and Reading Achievement 6. Introduction to the “Other” Factors That Matter in Students’ Reading Development and Achievement 7. Metacognition, Executive Functioning, and Mindfulness 8. Self-Efficacy 9. Motivation and Engagement 10. Attributions and Growth Mindsets 11. Epistemology and Epistemic Beliefs 12. Conclusions Appendix. Healthy Readers Profile References Index

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Book SynopsisWriting skills are essential for success in the 21st-century school and workplace, but most classrooms devote far more time to reading instruction, with writing often addressed in isolation or excluded. In this insightful professional development resource and text, leading researchers discuss why and how to integrate writing and reading instruction in grades K-12 and beyond. Contributors explore how to harness writingâreading connections to support learning in such areas as phonics and spelling, vocabulary, understanding genre and text structure, and self-regulated strategy development, as well as across content areas and disciplines. Special considerations in teaching emergent bilingual students and struggling literacy learners are described. User-friendly features include guiding questions, classroom examples, and action questions that help teachers translate the research and concepts into practice. An NCTQ Exemplary Text for Reading InstructionTrade Review"One of the most important but underappreciated domains of literacy research is the link between reading and writing. Philippakos and Graham fill a chasm in literacy theory and research by assembling scholars who have devoted their careers to exploring writing–reading connections. I will use this book in my graduate-level literacy classes for both emerging researchers and future teachers. With its coverage of components and domains of literacy, applications to content-area instruction, and addressing the strengths and needs of distinct populations, this book does the literacy field a great service!"--C. Patrick Proctor, EdD, Lynch School of Education and Human Development, Boston College "Putting research to work, this text is designed to help educators see the complex connections between writing and reading needed to build effective learning opportunities for K-12 students. Establishing itself as the most current resource on this topic, the book is written and edited by leading scholars and researchers. It addresses the history of writing and reading instruction, elements essential to comprehensive literacy instruction, and the use of writing to support learning in multiple academic and learning contexts. The editors ensure their book is inclusive and relevant for educators working with a wide range of learner populations."--Susan De La Paz, PhD,College of Education, University of Maryland "This book does an excellent job of establishing the interrelation of reading and writing. Chapters demonstrate what a network of reading and writing practices looks like in a classroom, how this network can inform instruction, and how this can make the school experience more meaningful to and valued by students. I especially like how the chapters capture such a wide range of compelling issues and topics. I would assign this entire book or selected chapters in a range of secondary education courses on writing."--George E. Newell, PhD, Department of Teaching and Learning (Emeritus), The Ohio State University "Elementary and secondary teachers often struggle to balance reading and writing instruction. This book provides educators a clear rationale for why writing and reading should be integrated in the classroom, specific guidance for using writing–reading connections to achieve important literacy goals, and practical, research-validated approaches for leveraging these processes to build disciplinary knowledge and skills. This book is an invaluable tool for teachers, teacher educators, and professional developers who recognize writing, reading, and oral discourse as essential elements of students’ learning, and who want to take advantage of the powerful synergy of these processes."--William E. Lewis, PhD, School of Education, University of Delaware-Table of ContentsI. Introduction to Writing and Reading Connections 1. The History of Writing and Reading Connections, Timothy Shanahan II. Specific Applications of Writing and Reading Connections 2. A Tale of Two Closely Related Skills: Word Reading and Spelling Development and Instruction, Young-Suk Kim 3. The Role of Vocabulary in and for Writing, Margaret G. McKeown 4. From Talk to Text: Implementing Student Discussions That Matter, Deanna Kuhn, Mariel Halpern, & Sybille Bruun 5. Writing to Promote Better Reading Comprehension, Steve Graham & Adiba Nusrat 6. Genre and Text Structure in Writing and Reading Instruction, Zoi A. Philippakos 7. Assessment in Writing and Reading, Paul Deane 8. Self-Regulated Strategy Development: Reading Source Materials to Learn and Write, Karen R. Harris & Linda H. Mason 9. Writing and Reading Connections in the Digital World, Allison N. Sonia, Laura K. Allen, & Scott A. Crossley III. Writing and Reading Connections in the Content Areas 10. Integrating Writing and Reading Instruction in the English Language Arts Classroom, Carol Booth Olson, Jenell Krishnan, & Huy Q. Chung 11. Writing, Reading, and Social Studies, Nell K. Duke, Anne-Lise Halvorsen, & Abby Reisman 12. Liberation through Literacy in Science, Catherine Lammert & Brian Hand 13. Thinking Beyond Symbols: Writing and Reading in Mathematics, Sarah R. Powell & Michael A. Hebert IV. Writing and Reading Connections with Specific Groups of Learners 14. Writing and Reading with Emergent Bilingual Learners, Alison G. Boardman & Sandra A. Butvilofsky 15. Addressing the Needs of Students Who Struggle with Literacy, Michael A. Hebert, Pamela Bazis, & Tanya Santangelo 16. Integrated Writing and Reading Instruction in College, Charles A. MacArthur Index

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Book SynopsisWriting skills are essential for success in the 21st-century school and workplace, but most classrooms devote far more time to reading instruction, with writing often addressed in isolation or excluded. In this insightful professional development resource and text, leading researchers discuss why and how to integrate writing and reading instruction in grades K-12 and beyond. Contributors explore how to harness writingâreading connections to support learning in such areas as phonics and spelling, vocabulary, understanding genre and text structure, and self-regulated strategy development, as well as across content areas and disciplines. Special considerations in teaching emergent bilingual students and struggling literacy learners are described. User-friendly features include guiding questions, classroom examples, and action questions that help teachers translate the research and concepts into practice. An NCTQ Exemplary Text for Reading InstructionTrade Review"One of the most important but underappreciated domains of literacy research is the link between reading and writing. Philippakos and Graham fill a chasm in literacy theory and research by assembling scholars who have devoted their careers to exploring writing–reading connections. I will use this book in my graduate-level literacy classes for both emerging researchers and future teachers. With its coverage of components and domains of literacy, applications to content-area instruction, and addressing the strengths and needs of distinct populations, this book does the literacy field a great service!"--C. Patrick Proctor, EdD, Lynch School of Education and Human Development, Boston College "Putting research to work, this text is designed to help educators see the complex connections between writing and reading needed to build effective learning opportunities for K-12 students. Establishing itself as the most current resource on this topic, the book is written and edited by leading scholars and researchers. It addresses the history of writing and reading instruction, elements essential to comprehensive literacy instruction, and the use of writing to support learning in multiple academic and learning contexts. The editors ensure their book is inclusive and relevant for educators working with a wide range of learner populations."--Susan De La Paz, PhD,College of Education, University of Maryland "This book does an excellent job of establishing the interrelation of reading and writing. Chapters demonstrate what a network of reading and writing practices looks like in a classroom, how this network can inform instruction, and how this can make the school experience more meaningful to and valued by students. I especially like how the chapters capture such a wide range of compelling issues and topics. I would assign this entire book or selected chapters in a range of secondary education courses on writing."--George E. Newell, PhD, Department of Teaching and Learning (Emeritus), The Ohio State University "Elementary and secondary teachers often struggle to balance reading and writing instruction. This book provides educators a clear rationale for why writing and reading should be integrated in the classroom, specific guidance for using writing–reading connections to achieve important literacy goals, and practical, research-validated approaches for leveraging these processes to build disciplinary knowledge and skills. This book is an invaluable tool for teachers, teacher educators, and professional developers who recognize writing, reading, and oral discourse as essential elements of students’ learning, and who want to take advantage of the powerful synergy of these processes."--William E. Lewis, PhD, School of Education, University of Delaware-Table of ContentsI. Introduction to Writing and Reading Connections 1. The History of Writing and Reading Connections, Timothy Shanahan II. Specific Applications of Writing and Reading Connections 2. A Tale of Two Closely Related Skills: Word Reading and Spelling Development and Instruction, Young-Suk Kim 3. The Role of Vocabulary in and for Writing, Margaret G. McKeown 4. From Talk to Text: Implementing Student Discussions That Matter, Deanna Kuhn, Mariel Halpern, & Sybille Bruun 5. Writing to Promote Better Reading Comprehension, Steve Graham & Adiba Nusrat 6. Genre and Text Structure in Writing and Reading Instruction, Zoi A. Philippakos 7. Assessment in Writing and Reading, Paul Deane 8. Self-Regulated Strategy Development: Reading Source Materials to Learn and Write, Karen R. Harris & Linda H. Mason 9. Writing and Reading Connections in the Digital World, Allison N. Sonia, Laura K. Allen, & Scott A. Crossley III. Writing and Reading Connections in the Content Areas 10. Integrating Writing and Reading Instruction in the English Language Arts Classroom, Carol Booth Olson, Jenell Krishnan, & Huy Q. Chung 11. Writing, Reading, and Social Studies, Nell K. Duke, Anne-Lise Halvorsen, & Abby Reisman 12. Liberation through Literacy in Science, Catherine Lammert & Brian Hand 13. Thinking Beyond Symbols: Writing and Reading in Mathematics, Sarah R. Powell & Michael A. Hebert IV. Writing and Reading Connections with Specific Groups of Learners 14. Writing and Reading with Emergent Bilingual Learners, Alison G. Boardman & Sandra A. Butvilofsky 15. Addressing the Needs of Students Who Struggle with Literacy, Michael A. Hebert, Pamela Bazis, & Tanya Santangelo 16. Integrated Writing and Reading Instruction in College, Charles A. MacArthur Index

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Book SynopsisNo two students in grades 4â8 are identical, and many struggle with literacy for different reasons. Using a teacher-friendly, hands-on approach, this eminently practical book walks educators through the nuts and bolts of literacy intervention in the middle grades. Highlights include âœNorth Starâ principles to orient instruction, an assessment flowchart, and extended case studies of three middle-grades learners. The book offers evidence-based intervention practices for targeting specific literacy components, including word recognition, fluency, vocabulary, and comprehension. Teachers are guided to plan structured but flexible interventions that promote literacy growth and engagement. Sample lesson plans and clear, engaging figures illustrate how to make literacy intervention work for all students.Trade Review"The book leads with 10 powerful ‘North Star’ principles that guide teachers and school leaders to envision high-quality, purposeful, responsive, and practical literacy intervention in grades 4-8. This book will help preservice and inservice teachers to develop a comprehensive understanding of their students as active readers and to target areas of unfinished literacy learning. The book will be useful to anyone designing multi-tiered systems of support in literacy."--Stephanie Tatel, MAT, MEd, Coordinator of Literacy, Charlottesville City Schools, Virginia "As a reading specialist, teacher educator, and researcher working in middle-grades classrooms since 1982, I can attest that Flanigan and Hayes have produced an intervention resource that is both deep and wide. The authors weave theory and case studies in memorable ways that bring important constructs to life. Educators can rely on this book for research-based, explicit, systematic instructional suggestions--for guidance on where to start and where to go next. The practices in this book push hard for measurable progress that kids can see, because for middle-grades learners, there is no time to waste."--Kathleen J. Brown, PhD, Director, University of Utah Reading Clinic "In this exceptional, one-of-a-kind work, master teachers and mentors Flanigan and Hayes guide intermediate and middle-grades teachers to catch students 'before they fall.' The book provides the foundational literacy knowledge required to teach older students with significant literacy challenges. The authors reassuringly demonstrate how to assess, organize, and provide instruction that is developmentally based--so very rare in grades 4–8, yet so critical--thereby ensuring that instruction will be effective, motivating, and lasting. This book will be welcomed as a robust and powerful resource for undergraduate and graduate courses and professional development workshops."--Shane Templeton, PhD, Foundation Professor Emeritus of Literacy Studies, University of Nevada, Reno-Table of ContentsForeword, Katherine A. Dougherty Stahl 1. Middle-Grades Readers: Introducing Three Case Studies and Debunking Common Myths 2. Middle-Grades Literacy Intervention: “North Star” Principles 3. Start with Assessments 4. Building Automatic Word Recognition with Aliyah 5. Building Fluency with Aliyah 6. Building Vocabulary with Zach 7. Building Comprehension with Zach 8. Building Writing with Zach to Support His Comprehension 9. Building Engagement with Andres 10. Supporting Middle-Grades Students Across the Day Appendix. Differentiating During Interventions: Three Options for Organizing and Scheduling References Index

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Book SynopsisNo two students in grades 4â8 are identical, and many struggle with literacy for different reasons. Using a teacher-friendly, hands-on approach, this eminently practical book walks educators through the nuts and bolts of literacy intervention in the middle grades. Highlights include âœNorth Starâ principles to orient instruction, an assessment flowchart, and extended case studies of three middle-grades learners. The book offers evidence-based intervention practices for targeting specific literacy components, including word recognition, fluency, vocabulary, and comprehension. Teachers are guided to plan structured but flexible interventions that promote literacy growth and engagement. Sample lesson plans and clear, engaging figures illustrate how to make literacy intervention work for all students.Trade Review"The book leads with 10 powerful ‘North Star’ principles that guide teachers and school leaders to envision high-quality, purposeful, responsive, and practical literacy intervention in grades 4-8. This book will help preservice and inservice teachers to develop a comprehensive understanding of their students as active readers and to target areas of unfinished literacy learning. The book will be useful to anyone designing multi-tiered systems of support in literacy."--Stephanie Tatel, MAT, MEd, Coordinator of Literacy, Charlottesville City Schools, Virginia "As a reading specialist, teacher educator, and researcher working in middle-grades classrooms since 1982, I can attest that Flanigan and Hayes have produced an intervention resource that is both deep and wide. The authors weave theory and case studies in memorable ways that bring important constructs to life. Educators can rely on this book for research-based, explicit, systematic instructional suggestions--for guidance on where to start and where to go next. The practices in this book push hard for measurable progress that kids can see, because for middle-grades learners, there is no time to waste."--Kathleen J. Brown, PhD, Director, University of Utah Reading Clinic "In this exceptional, one-of-a-kind work, master teachers and mentors Flanigan and Hayes guide intermediate and middle-grades teachers to catch students 'before they fall.' The book provides the foundational literacy knowledge required to teach older students with significant literacy challenges. The authors reassuringly demonstrate how to assess, organize, and provide instruction that is developmentally based--so very rare in grades 4–8, yet so critical--thereby ensuring that instruction will be effective, motivating, and lasting. This book will be welcomed as a robust and powerful resource for undergraduate and graduate courses and professional development workshops."--Shane Templeton, PhD, Foundation Professor Emeritus of Literacy Studies, University of Nevada, Reno-Table of ContentsForeword, Katherine A. Dougherty Stahl 1. Middle-Grades Readers: Introducing Three Case Studies and Debunking Common Myths 2. Middle-Grades Literacy Intervention: “North Star” Principles 3. Start with Assessments 4. Building Automatic Word Recognition with Aliyah 5. Building Fluency with Aliyah 6. Building Vocabulary with Zach 7. Building Comprehension with Zach 8. Building Writing with Zach to Support His Comprehension 9. Building Engagement with Andres 10. Supporting Middle-Grades Students Across the Day Appendix. Differentiating During Interventions: Three Options for Organizing and Scheduling References Index

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Book SynopsisProfessional learning (PL) opportunities are essential for PreK-12 literacy educators, but too often these efforts fail to help teachers develop and deeply engage with their work. This forward-looking book describes keys to providing effective, sustainable literacy PL that values teachers over test scores and capitalizes on social networks and communities. The volume presents case studies of transformational initiatives tailored to culturally and linguistically diverse populations of teachers and students, varying school resources, urban or rural settings, and other factors. Issues of access and equity are emphasized throughout the book's discussions of innovative in-person, hybrid, and remote PL models. The companion website features 11 brief videos in which chapter authors provide engaging commentary on their respective topics.Trade Review"True to its title, this book conveys leading-edge ideas. It offers practical ideas for PL that ensures teachers and students alike are supported to learn and to sustain their learning. The book emphasizes that teachers must continually evaluate and grow their instructional practice through just-right, just-at-the-right-time learning experiences. It shares insights that will make such professional growth a reality. This powerful work is a major contribution to the development of teacher learning."--Diane Lapp, EdD, Distinguished Professor of Education, San Diego State University "This book shows the power of educators working together. When teachers and school leaders collaborate to find solutions for student literacy, students win!"--Wayne Tuttle, MEd, Assistant Principal, Kelly Walsh High School, Casper, Wyoming “From editors and contributors who have successfully implemented PL in a variety of contexts, the book offers detailed insights into issues of equity and sustainability. Readers learn about a range of practices drawing on the role of cognitive access, contextual fit, and agency to address challenges and opportunities associated with PL. This book could be used for graduate-level courses in literacy coaching and supervision. Courses on professional development/learning would benefit from the book, as it takes a wide lens on the overall concepts associated with PL."--Virginia J. Goatley, PhD, Interim Dean, School of Education, University at Albany, State University of New York "In my 30 years of research and involvement in PL, there have been many well-intentioned changes to PL practices--most of them linked to accountability, accreditation, and mandates. Teachers have lacked opportunities to improve their knowledge and pedagogy based on their own understanding of what they and their students need. This book is a breath of fresh air! School, district, and community leaders grappling with the complexities of literacy learning today will find numerous innovative ideas that resonate with their contexts and challenges."--Jan B. Turbill, PhD, School of Education, University of Wollongong, Australia "This volume takes seriously the importance of planning and delivering highly contextual PL for literacy teachers. Resisting the tendency to standardize, commercialize, and scale up PL, the editors and contributors demonstrate the imperative to understand and value the uniqueness of each context and the range of people in it. The adaptive expertise of teachers shines through. The book shows that when literacy PL is personalized, the outcomes are heightened levels of innovation, teacher agency, and sustainability. School leaders, department heads, early-career teachers, and student teachers will see themselves and others in one or more of the case studies, and through that process will better recognize the multiple opportunities and pathways to improve students' learning."--Beryl Exley, PhD, School of Education and Professional Studies, Griffith University, Queensland, Australia-Table of ContentsIntroduction: Innovation, Equity, and Sustainability in Literacy Professional Learning, Dana A. Robertson & Cynthia H. Brock I. Professional Learning as Reflexive Growth-in-Practice 1. Developing Adaptive Expertise to Support Effective Professional Learning, Deidre M. Le Fevre 2. Innovative Hybrid Professional Learning at Redmond Mountain High School, Cynthia H. Brock, Leigh A. Hall, Erin E. Silcox, & Jeff Makelky 3. Professional Learning Designed to Cultivate Continuous Learning and Innovation, Cynthia L. Greenleaf, Mira-Lisa Katz, Mary Stump, & Gayle Cribb 4. Enhancing Secondary Teachers’ Opportunities to Learn about Comprehension in Culturally Sustaining Ways, Sarah M. Lupo, Dianna R. Townsend, & Rachel Knecht 5. Situated Professional Learning through Targeted Reading Instruction: Building Teacher Capacity and Diagnostic Practice, Steven J. Amendum, Heather H. Aiken, Mary Bratsch-Hines, & Leslie M. Babinski 6. Teacher Agency and Sustainable Learning through Literacy Coaching with Teachers of Adolescents Who Are Emergent Bi- and Multilingual Students, Jennifer Sharples Reichenberg II. Professional Learning in/through/with Social Networks and Communities 7. Equitable, Accessible, and Sustainable Professional Learning That Makes a Difference: The Case of the Aboriginal Reading Project, Pauline Harris 8. Whole-Community Early Literacy Improvement: K−3 Academic Vocabulary Instruction, Susan V. Piazza, Sarah Summy, & Robert Herrera 9. Using Digital Tools to Promote Teacher Agency and Enhance Teacher Professional Learning, Lauren Breckenridge Padesky, Dana A. Robertson, Alexis Barney, & Noelle Clark 10. Innovations in Elementary Literacy Coaching: Sustaining Coaching Practices in Virtual Spaces, Jacy Ippolito, Rita M. Bean, & Kristine Sacha 11. How Micro-Courses Shape Teachers’ Perceptions, Engagement, and Learning in Professional Development, Leigh A. Hall Epilogue. Creating Professional Learning That Works: Lessons for Going Forward. Leigh A. Hall Index

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Book SynopsisWritten and edited by experts in the field, this book provides a blueprint for weaving effective word study into the fabric of classrooms and schools. Provided are principles, ideas, materials, and activities for use with teachers in a range of professional learning contexts. Key topics include word study foundations and orthographic knowledge; implementing collaborative coaching models, learning huddles, and workshops; and word study strategies for young children, emergent bilingual students, and adolescents. Helpful reproducible tools include the empirically validated Word Study Classroom Observation Guide. Purchasers get access to a companion website where they can download and print the reproducible materials in a convenient 8 1/2 x 11 size.Trade Review"Finally, a research-based, developmentally sound guide for literacy instruction and learning! This comprehensive work from leaders in word study provides multiple resources for literacy specialists and instructional leaders. It includes sample lesson plans, grouping configurations, reflection prompts, and a valuable protocol for observing and planning word study lessons. The book impressively brings to life the experiences of teachers across all levels--their struggles and triumphs with implementing word study. Presented are professional development models that promote continuity and lasting learning for all students."--Nurit W. Stites, MEd, learning facilitator and implementation specialist, Washoe County School District, Reno, Nevada "I can’t wait to share Word Study for Literacy Leaderswith my graduate students and advanced preservice teachers; I am already looking forward to the discussions it will generate. Further, I am excited to implement the techniques in this book in my consultation practice. I think inservice teachers will gravitate toward the practical approach. This book is full of ideas that are classroom ready and sure to improve teacher morale."--Sandra Martin-Chang, PhD, Department of Education, Concordia University, Montréal, Québec, Canada "An outstanding resource for understanding the scientific basis of word study and for implementing this approach in classrooms. The book also describes how to create the conditions that support effective implementation at a large scale. The chapters, written by top scholars in the area of literacy development, are packed with real-world examples and supplementary materials. This book would be an excellent addition to an advanced undergraduate- or graduate-level course for students going on to become the next generation of K-12 educators."--Andrew J. Mashburn, PhD, Department of Psychology, Portland State University-Table of ContentsForeword, Shane Templeton, Marcia Invernizzi, and Francine R. Johnston I. Foundations of Word Study and Professional Learning 1. Foundations of Word Study Instruction, Donald R. Bear, Amy Frederick, Darl Kiernan, & Anne C. Ittner 2. Professional Learning and Word Study, Anne C. Ittner, Amy Frederick, Darl Kiernan, & Donald R. Bear II. Coaching Word Study Instruction 3. Using the Word Study Classroom Observation Guide to Stimulate Professional Reflection and Growth, Kristin M. Gehsmann 4. Learning Huddles: Collaborating to Improve Word Study Instruction, Darl Kiernan & Kim Austin 5. Literacy Coaching Approaches in Word Study, Sarah Negrete, Treena Parker, & Shari Dunn 6. The Promise of Virtual Coaching for Professional Learning in Word Study and Beyond, Kristin Burger & Anna Jennerjohn III. Professional Learning in Different Word Study Settings 7. How Do You Help Teachers Strategically Support Emergent Bilinguals?, Lori Helman & Anne C. Ittner 8. Support and Insight for Teachers of Young Children, Laura Tortorelli & Annmarie Petrozzelli Spear 9. Expanding Possibilities for Multimodal Word Study Instruction Using a Design Thinking Approach, Maggie Struck & Elizabeth Weise 10. Preparing Preservice Teachers to Teach Developmental Word Study in Diverse Classrooms, Hiawatha Smith & Amy Frederick 11 Developing Professional Knowledge to Implement Word Study Interventions, Latisha Hayes 12. Engaging Teachers of Adolescent Readers in Vocabulary-Focused Professional Learning, Madison Weary & Kevin Flanigan 13. Metalinguistic Journeys: Supporting Secondary Teachers with Academic Vocabulary Instruction, Dianna Townsend & Rachel Knecht 14. Getting Administrators on Board, Alisa Simeral Appendix: Word Study Classroom Observation Guide Index

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Book SynopsisWritten and edited by experts in the field, this book provides a blueprint for weaving effective word study into the fabric of classrooms and schools. Provided are principles, ideas, materials, and activities for use with teachers in a range of professional learning contexts. Key topics include word study foundations and orthographic knowledge; implementing collaborative coaching models, learning huddles, and workshops; and word study strategies for young children, emergent bilingual students, and adolescents. Helpful reproducible tools include the empirically validated Word Study Classroom Observation Guide. Purchasers get access to a companion website where they can download and print the reproducible materials in a convenient 8 1/2 x 11 size.Trade Review"Finally, a research-based, developmentally sound guide for literacy instruction and learning! This comprehensive work from leaders in word study provides multiple resources for literacy specialists and instructional leaders. It includes sample lesson plans, grouping configurations, reflection prompts, and a valuable protocol for observing and planning word study lessons. The book impressively brings to life the experiences of teachers across all levels--their struggles and triumphs with implementing word study. Presented are professional development models that promote continuity and lasting learning for all students."--Nurit W. Stites, MEd, learning facilitator and implementation specialist, Washoe County School District, Reno, Nevada "I can’t wait to share Word Study for Literacy Leaderswith my graduate students and advanced preservice teachers; I am already looking forward to the discussions it will generate. Further, I am excited to implement the techniques in this book in my consultation practice. I think inservice teachers will gravitate toward the practical approach. This book is full of ideas that are classroom ready and sure to improve teacher morale."--Sandra Martin-Chang, PhD, Department of Education, Concordia University, Montréal, Québec, Canada "An outstanding resource for understanding the scientific basis of word study and for implementing this approach in classrooms. The book also describes how to create the conditions that support effective implementation at a large scale. The chapters, written by top scholars in the area of literacy development, are packed with real-world examples and supplementary materials. This book would be an excellent addition to an advanced undergraduate- or graduate-level course for students going on to become the next generation of K-12 educators."--Andrew J. Mashburn, PhD, Department of Psychology, Portland State University-Table of ContentsForeword, Shane Templeton, Marcia Invernizzi, and Francine R. Johnston I. Foundations of Word Study and Professional Learning 1. Foundations of Word Study Instruction, Donald R. Bear, Amy Frederick, Darl Kiernan, & Anne C. Ittner 2. Professional Learning and Word Study, Anne C. Ittner, Amy Frederick, Darl Kiernan, & Donald R. Bear II. Coaching Word Study Instruction 3. Using the Word Study Classroom Observation Guide to Stimulate Professional Reflection and Growth, Kristin M. Gehsmann 4. Learning Huddles: Collaborating to Improve Word Study Instruction, Darl Kiernan & Kim Austin 5. Literacy Coaching Approaches in Word Study, Sarah Negrete, Treena Parker, & Shari Dunn 6. The Promise of Virtual Coaching for Professional Learning in Word Study and Beyond, Kristin Burger & Anna Jennerjohn III. Professional Learning in Different Word Study Settings 7. How Do You Help Teachers Strategically Support Emergent Bilinguals?, Lori Helman & Anne C. Ittner 8. Support and Insight for Teachers of Young Children, Laura Tortorelli & Annmarie Petrozzelli Spear 9. Expanding Possibilities for Multimodal Word Study Instruction Using a Design Thinking Approach, Maggie Struck & Elizabeth Weise 10. Preparing Preservice Teachers to Teach Developmental Word Study in Diverse Classrooms, Hiawatha Smith & Amy Frederick 11 Developing Professional Knowledge to Implement Word Study Interventions, Latisha Hayes 12. Engaging Teachers of Adolescent Readers in Vocabulary-Focused Professional Learning, Madison Weary & Kevin Flanigan 13. Metalinguistic Journeys: Supporting Secondary Teachers with Academic Vocabulary Instruction, Dianna Townsend & Rachel Knecht 14. Getting Administrators on Board, Alisa Simeral Appendix: Word Study Classroom Observation Guide Index

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Book SynopsisEducators increasingly recognize the importance of disciplinary literacy for student success, beginning as early as the primary grades.This cutting-edge volume examines ways to help K-12 students develop the literacy skills and inquiry practices needed for high-level work in different academic domains. Chapters interweave research, theory, and practical applications for teaching literature, mathematics, science, and social studies, as well as subjects outside the standard core--physical education, visual and performing arts, and computer science. Essential topics include use of multimodal and digital texts, culturally responsive and sustaining pedagogy, and new directions for teacher professional development. The book features vivid classroom examples and samples of student work.Trade Review"This excellent resource shows that all teachers--not just teachers of reading--can contribute to students’ literate lives. There are significant differences in the ways in which literacy works across disciplines. If educators implemented the ideas contained in this volume, students’ learning would improve dramatically. This practical book is a call to action to ensure that literacy is infused into every class across the learner's day."--Douglas Fisher, PhD, Department of Educational Leadership, San Diego State University "This is one of the most comprehensive and state-of-the-art references on disciplinary literacies for teacher educators, researchers, and K-12 teachers. The book extends the field by adopting an intersectional framework to unpack issues concerning multiliteracies, digital literacies, and culturally responsive and sustaining pedagogies. It can serve as a useful text to prepare the next generation of teachers and researchers to better support students’ literacy learning in diverse subject areas."--Guofang Li, PhD, Professor and Canada Research Chair in Transnational/Global Perspectives on Language and Literacy Education of Children and Youth, University of British Columbia, Canada "An impressive work from well-known scholars who define disciplinary literacy and identify practical instructional strategies, while addressing the gaps, challenges, and strengths of the latest research. A key contribution is the inclusion of subject areas outside of the academic core, which previously have been neglected in disciplinary conversations."--Emily Howell, PhD, Department of Education and Human Development, Clemson University "Ortlieb, Kane, and Cheek bring together a stellar ensemble of researchers to discuss not only what disciplinary literacy is, but also what it should look like in today’s classrooms. The book starts from the central idea that disciplinary literacy must be a cross-curricular affair, as examples ranging from math to social studies, visual arts, and physical education eloquently demonstrate. Chapters use disciplinary literacy as a springboard for teachers to become more creative in their practices and for students to thrive. This volume is a much-needed addition to teacher education programs where discussions of literacy in the different disciplines and content areas take place."--Raúl Alberto Mora, PhD, School of Education and Pedagogy, Universidad Pontificia Bolivariana, Colombia-Table of ContentsPreface 1. Tracing the History of Disciplinary Literacies, Britnie Dellinger Kane, Evan Ortlieb, & Earl H. Cheek, Jr. I. Disciplinary Literacies in Core Content-Area Classrooms 2. Teaching and Learning Literary Literacy, Emily C. Rainey, Corey A. Humphrey, & Gianina Morales 3. Disciplinary Literacy in Mathematics, Keri-Anne Croce 4. Promoting Science Literacy through Reading: A Disciplinary Literacy Approach, Zhihui Fang & Natalie Colosimo 5. Integrative, Culturally Responsive Disciplinary Literacy Instruction in Social Studies, Tamara Shreiner II. Disciplinary Literacies in Other Areas 6. Disciplinary Literacy and Physical Education, Kavin M. Ming 7. Disciplinary Literacy in the Visual Arts, Jennifer Morrison 8. Disciplinary Literacy in the Performing Arts, Rachelle S. Savitz & Alison E. Leonard 9. Disciplinary Literacy in Computer Science, Amy Hutchison & Jamie Colwell III. Opportunities and Challenges in Disciplinary Literacies 10. Centering Minoritized Voices in Disciplinary Literacy Instruction, Alexis Patterson Williams & Danny C. Martinez 11. Who Defines Disciplinary Literacy, and at What Grade Levels Should It Be Taught?, Rachael E. Gabriel & Shannon Kelley 12. Cultivating Disciplinary Literacy Spaces for Youth Connection and Agency, Philip Wilder & Michael Manderino 13. Transcending Disciplinary Literacy in a Digital World, Ian O’Byrne IV. Research and Teaching Teachers in Disciplinary Literacies 14. Methodologies in Research on Disciplinary Literacy in English Language Arts, Jodi P. Lampi, Jodi Patrick Holschuh, Leslie S. Rush, & Todd Reynolds 15. Collaborative Inquiry to Drive Development of Disciplinary Literacy Pedagogy: Purposeful Experiences across Teacher Development, Christina Dobbs, Jacy Ippolito, & Megin Charner-Laird Index

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Book SynopsisThe impacts of the COVID-19 pandemic on K-12 education have been pervasive and profound. This engaging book concisely outlines the current crisis in schools in the core areas of student learning, student and teacher mental health, and teacher burnout. Synthesizing original research, David T. Marshall and Tim Pressley offer in-depth descriptions of the disruptions caused by prolonged school closures and remote instruction. They also identify some positive changes, such as increased use of online resources and technology, flexible work models, and greater attention to social and emotional learning. Sharing key findings, concrete examples, and teachersâ own voices about what they need to succeed, the book provides clear recommendations for moving schools forward effectively and sustainably.Trade Review"An invaluable treatment of COVID-19 and schools. Employing a comprehensive literature review, analyses of school responses in all 50 states, international comparisons, and unique teacher surveys and focus groups, Marshall and Pressley detail the errors of feckless policymakers while giving voice to the teachers who struggled through the pandemic with much fear and little leadership. Ultimately, U.S. schools dramatically reduced academic content, harming the most vulnerable students both intellectually and emotionally. We must read this history so that we may never repeat it."--Robert Maranto, PhD, 21st Century Chair in Leadership, Department of Education Reform, University of Arkansas "Marshall and Pressley present a thorough, data-based evaluation of how schools' responses to the pandemic affected all stakeholders in our educational system. This book provides eye-opening information. It takes a deep dive into policies and practices that worked versus those that had a negative impact on students and teachers alike. The authors analyze an impressive range of sources to produce a fair, unbiased analysis. Not only does this book validate teachers' experiences with pandemic teaching, but it also identifies crucial lessons for governmental and educational decision makers."--Laura Cvitanovich, MS, Secondary English Instructor, Virtual Virginia, Virginia Department of Education "Marshall and Pressley concisely show how the COVID-19 pandemic and the lockdown affected students' learning and the well-being of students and teachers, while exacerbating inequities in our educational system. This book goes beyond analyzing facts--it synthesizes recommendations for positive change and responsive leadership. A 'must read' for educators!"--Heather L. Walter, EdD, College of Education and Human Development, George Mason University "This book is well-structured and thoroughly referenced. The authors make credible, evidence-based arguments about the effects of the pandemic on students and teachers. The book fulfills the authors' intent of amplifying teachers’ voices by including both qualitative and quantitative data. Importantly, the authors recognize that we have very few pandemic-based intervention studies on which to base the way forward, and so they have based their plan on best practices established pre-pandemic in combination with the new insights gained from teachers. I highly recommend this compelling, comprehensive look at the pandemic and the next steps forward in educational recovery."--Laura Sokal, PhD, Faculty of Education, University of Winnipeg, Canada "A thoughtful and fair reflection on an important intersection of public health and education. This book is informed by a well-rounded body of research, including robust data on teacher experiences during the pandemic. It provides important insight into the impacts of COVID-19 on K-12 education as well as a path forward to helping teachers better meet the needs of students and families."--Jeffrey Keese, PhD, Tift College of Education, Mercer University-Table of ContentsForeword, Harry Anthony Patrinos Preface 1. The Great Disruption 2. The Case against Prolonged School Closures 3. The Impact on Student Learning 4. The Impact on Student Mental and Social Well-Being 5. The Impact on Teacher Well-Being 6. The Impact on Teacher Labor Markets 7. What Changes Remain? 8. What Do Teachers Need to Be Successful? 9. Where Do We Go from Here? Lessons Learned from the Pandemic Appendix: Overview of Methodology References Index

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Book SynopsisThis book provides guidance for leveraging the power of instructional coaching and helping coaching programs succeed. It addresses the crucial importance of aligning instructional goals (content) with school, district, and community factors that influence the work of teachers and coaches (context).

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Book SynopsisFrom nationally known experts, this book provides guidance for leveraging the power of instructional coaching and helping coaching programs succeed. It addresses the crucial importance of developing practices that align instructional goals (content) with school, district, and community factors that influence the work of K-12 teachers and coaches (context). The authors present a framework and practical tools for embedding coaching into the fabric of school life, in service of creating equitable opportunities and outcomes for all students. Instructive features throughout the chapters include Framing Questions, Voices from the Field vignettes, Stop and Reflect opportunities, and Reflection Activities and Questions. Reproducible planning forms can be copied from the book or downloaded and printed in a convenient 8 1/2 x 11 size.

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Book SynopsisThis successful guide--now in a revised and expanded second edition--gives teachers effective strategies to support adolescents' development of relevant literacy skills in specific disciplines. Demonstrating why disciplinary literacies matter, the authors discuss ways to teach close reading of complex texts; discipline-specific argumentation, communication, and writing skills; academic vocabulary; and more. The book draws on revealing interviews with content-area experts and professionals in history, science, mathematics, literature, the arts, and physical education. Teacher-friendly tools include 21 reproducible forms that also can be downloaded and printed, Try It On practice activities, lesson plans, chapter anticipation guides, and links to recommended online teaching videos. New to This Edition *Chapter on assessment. *Chapter on disciplinary literacies beyond school--in civic, professional, and personal life. *Expanded coverage of math, more attention to evidence and sou

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Book SynopsisWell established as a teaching resource and course text, this guide to the "whats," "how-tos," and "whys" of reading assessment is now in a thoroughly revised fourth edition. Peter Afflerbach succinctly introduces major types of assessments, including formative and summative performance assessments, teacher questioning, and high-stakes testing. He provides an innovative framework (the CURRV model) for evaluating the suitability of assessments and combining them effectively to meet all students'' needs. Emphasis is given to assessing core reading skills and strategies as well as noncognitive and social?emotional aspects of reading development. Helpful features include detailed examples of assessment done well, within-chapter "Enhance Your Understanding" questions and activities, and 25 reproducible and downloadable checklists and forms. New to This Edition *Explains assessment in a science-of-reading context. *Increased focus on equity issues, plus updated theory and research throughout. *Chapter on assessing early reading. *Chapter on assessing digital and critical reading.

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Book SynopsisNow in a revised and updated second edition for today''s changing K?12 landscape, this book gives instructional coaches an innovative framework for building strong relationships and enacting positive change in schools. Emphasizing a systems approach, Rita M. Bean and Jacy Ippolito explain the multiple roles of the coach as change agent, facilitator, designer, and advocate. Vivid examples show how effective coaches draw on these mindsets in working with individual teachers and groups and in developing, implementing, and sustaining schoolwide instructional programs. The book is rich with ?Voices from the Field? vignettes; chapter-opening questions; and end-of-chapter discussion prompts, learning activities, and resources. Reproducible coaching tools can be copied from the book or downloaded from the companion website. New to This Edition *Broader scope--addresses coaching across all instructional areas, not just literacy. *Discussions of virtual instruction and coaching, the coach''s role in supporting equity, and other timely topics. *Significantly revised case study chapter, with three new cases. *Incorporates current research, lessons learned in the field, and the ongoing development of the mindsets model.

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Book SynopsisNow in a revised and updated second edition for today''s changing K?12 landscape, this book gives instructional coaches an innovative framework for building strong relationships and enacting positive change in schools. Emphasizing a systems approach, Rita M. Bean and Jacy Ippolito explain the multiple roles of the coach as change agent, facilitator, designer, and advocate. Vivid examples show how effective coaches draw on these mindsets in working with individual teachers and groups and in developing, implementing, and sustaining schoolwide instructional programs. The book is rich with ?Voices from the Field? vignettes; chapter-opening questions; and end-of-chapter discussion prompts, learning activities, and resources. Reproducible coaching tools can be copied from the book or downloaded from the companion website. New to This Edition *Broader scope--addresses coaching across all instructional areas, not just literacy. *Discussions of virtual instruction and coaching, the coach''s role in supporting equity, and other timely topics. *Significantly revised case study chapter, with three new cases. *Incorporates current research, lessons learned in the field, and the ongoing development of the mindsets model.

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Book SynopsisThis trusted text and teacher resource is now in a revised and updated fifth edition, reflecting key advances in the science of reading. It covers the âœwhys,â âœwhats,â and âœhow-tosâ of systematic reading assessment in grades K-8. The authors provide a roadmap and practical tools for evaluating studentsâ strengths and needs in each component of reading, resulting in a seamless integration of assessment, evidence-based instruction, and intervention. Essential topics include evaluating the comprehension of beginning readers, assessing older struggling readers, supporting English learners, and preparing diagnostic reading reports. In a convenient large-size format, the book includes 30 reproducible and downloadable tools, plus an online-only appendix with an additional multipage assessment. New to This Edition Explicitly connects assessment guidelines to the science of reading. New chapter on morphology and significantly revised chapters on orthography and assessment of holistic reading. Aligns with the NAEP 2026 reading framework and definitions. Fully updated research, additional instructional resources, and two new assessments--Text Analysis Tool and Reading Engagement Scale.

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Book Synopsis''This is a book by a teacher still in the classroom after 20 years. Want to know how to survive? Read this book; it''s fizzing with ideas.'' Ty Goddard, Co-founder of the Education FoundationA compendium of teaching strategies, ideas and advice, which aims to motivate, comfort, amuse and above all reduce your workload, by bestselling author Ross Morrison McGill, aka @TeacherToolkit. Teacher Toolkit is a must-read for newly qualified and early career teachers and will support you through your first five years in the primary or secondary classroom. It is packed with advice, tips and ideas for all aspects of teaching practice, from lesson planning to marking and assessment, behaviour management and differentiation. Ross believes that becoming a teacher is one of the best decisions you will ever make, but after more than two decades in the classroom, he knows that it is not an easy journey! He shares countless anecdotes from his own experience, from disastrous Trade ReviewThis is a book by a teacher still in the classroom after 20 years. Want to know how to survive? Read this book; it's fizzing with ideas. * Ty Goddard, Co-founder of the Education Foundation *The overarching metaphor of the Vitruvian teacher is inspired and encompasses just those qualities we all seek to develop as teachers, regardless of how long we have been involved in teaching. Written in an engaging, active way, with a user friendly, humorous [and] easy-to-access structure. It will do what it says on the cover – it will help you survive the first 5 years. You may not like all the activities and approaches, but I’m willing to bet there are plenty that will appeal to you and fit your developing teaching approaches. -- James Williams, Lecturer in Science Education, University of SussexThe best thing about the book is the honesty; the author shares a lot of his own experiences, a lot of them from his training or early years, making it even more accessible to the trainees and NQTs like myself. * Lauren Gaisford, UCAS Teacher Training *This rich array of strategies can really help any new teacher get to grips with the job. * Schools Week *[This book] condenses the whole pedagogical and teaching world into its essential components in bite-sized, beautifully illustrated chunks. This insightful, succinct and often inspirational book is a must for every teacher’s bookshelf. -- Martin Burrett * UKEd Magazine *Teacher Toolkit is a fantastic read for NQTs, those returning to teaching after a break or even those who are simply feeling disillusioned. It's an encouraging, inspiring read – a little like having a friend beside you telling you that everything will be okay. * Practical Pre-School *A valuable resource that offers practical suggestions and advice to help readers remain in the profession and work towards becoming a Vitruvian teacher: one that is resilient, intelligent, innovative, collaborative and aspirational. An easy book to dip into for busy teachers and entertaining to read. -- Cindy Shanks * The Teacher *Table of ContentsPart 1: Resilient / Part 2: Intelligent / Part 3: Innovative / Part 4: Collaborative / Part 5: Aspirational

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Book SynopsisThe Bloomsbury Curriculum Basics series provides non-specialist primary school teachers with subject knowledge and full teaching programmes in a variety of key primary curriculum subjects._______________Teaching Primary History offers an exciting new approach to planning and delivering effective primary lessons in a fun and refreshing way, with three carefully structured lesson plans in each chapter. Closely following the National Curriculum guidelines for KS1 and KS2, each topic includes a helpful summary, relevant History vocabulary lists, important people and dates, and a wealth of interesting facts to engage, excite and extend pupil knowledge at all levels. With links to online resources, further ideas for trips, books and apps; exciting activities for whole-class involvement; as well as opportunities for individual and group learning, this book will bring the past to life with a bang! A must-have resource for primary practitioners, subject co-ordinatorsTrade ReviewI'm very pleased with the Bloomsbury Curriculum Basics range and would highly recommend them to home school parents and new teachers too. There's a wealth of knowledge to be gained from them as well as lesson plans to guide you through each lesson ensuring you meet the criteria. In my mind, they are a great investment as they'll see you through all 6 years of Primary education. * Nazira, lovehijabgirl.blogspot.co.uk *

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Book SynopsisThe Bloomsbury Curriculum Basics series provides non-specialist primary school teachers with subject knowledge and full teaching programmes in a variety of key primary curriculum subjects._______________Teaching Primary Science is complete with links to online resources and full of easy-to-follow primary lesson plans that cover all areas of the National Curriculum for KS1 and KS2. Each chapter contains a helpful summary of all the background information you need to know, specific links to the objectives for assessment, interesting facts to engage pupils, key vocabulary and technical tips to help with specific scientific techniques. Containing progression pointers, further ideas and cross-curricular activities, this refreshing book will engage pupils, bring science to life and fully support teaching and learning in the classroom and across the whole school. Perfect for primary practitioners and subject co-ordinators, this is a must-have resour

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Book SynopsisThe Bloomsbury Curriculum Basics series provides non-specialist primary school teachers with subject knowledge and full teaching programmes in a variety of key primary curriculum subjects._______________Computers are just for playing games, right? Many of your pupils will think so. It may be a cultural shift for both the pupils and their parents to change that perception of computing. However, the learning gained from the ''games'' played on computers in the primary classroom will help to prepare children to live and work in the modern world. The teaching ideas in Teaching Primary Computing are engaging, easy to implement, and use mostly free tools that operate across the many digital platforms that primary schools use. Addressing every aspect of the National Curriculum, the book is split into year groups, and each chapter offers practitioners an essential summary of all the information and vocabulary needed to successfully implement exciting, well-structured lessoTrade ReviewI'm very pleased with the Bloomsbury Curriculum Basics range and would highly recommend them to home school parents and new teachers too. There's a wealth of knowledge to be gained from them as well as lesson plans to guide you through each lesson ensuring you meet the criteria. In my mind, they are a great investment as they'll see you through all 6 years of Primary education. * Nazira, lovehijabgirl.blogspot.co.uk *

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Book SynopsisThe Bloomsbury Curriculum Basics series provides non-specialist primary school teachers with subject knowledge and full teaching programmes in a variety of key primary curriculum subjects._______________Covering a range of different sports including basketball, hockey, football, tag rugby, tennis, gymnastics, cricket and athletics for KS1 and KS2, Teaching Primary PE encompasses a complete teaching framework for planning and delivering effective lessons. With helpful summaries and key teaching points, this book also includes notes on differentiation and progression to suit all ages and ability levels. Each activity is aligned with National Curriculum requirements for attainment tracking. Each lesson is broken down into lesson objectives, warm-ups, main lesson, match play, cool down and plenary. This must-have resource will equip any primary teacher to tackle PE lessons with confidence!Trade ReviewThe author is highly qualified in his field, so you can be sure these lessons will be effective… The lesson plans are clear and include cross- curricular links and differentiation. An excellent resource. * Parents in Touch *... equips non-specialists to confidently deliver engaging lessons. * Teach Primary *I'm very pleased with the Bloomsbury Curriculum Basics range and would highly recommend them to home school parents and new teachers too. There's a wealth of knowledge to be gained from them as well as lesson plans to guide you through each lesson ensuring you meet the criteria. In my mind, they are a great investment as they'll see you through all 6 years of Primary education. * Nazira, lovehijabgirl.blogspot.co.uk *

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Book SynopsisThe Bloomsbury Curriculum Basics series provides non-specialist primary school teachers with subject knowledge and full teaching programmes in a variety of key primary curriculum subjects._______________Teaching Primary Geography is a hands-on guide to planning and delivering primary lessons that will inspire your class and extend their knowledge in lively and effective ways. By providing a succinct and accessible overview to over 30 geographical topics, it meets the needs of practitioners across the country and provides a single reference point for informed and creative geography teaching. Linked to the National Curriculum guidelines for Key Stage 1 and Key Stage 2, each chapter provides easy-to-follow lesson plans that are packed full of activities and ideas, alongside a helpful summary, a myriad of interesting facts, key vocabulary, cross-curricular links, and fully formed lesson plans. Downloadable online resources are also available for immediate use inTrade ReviewThis is one of the best primary geography books I have come across in a long time. For all the non-specialist geography teachers out there, which is the majority of primary teachers, this book is absolutely fabulous! It is practical, sensible, concisely written. A must for every primary school teacher. -- Chrissy Holbrey, Senior Lecturer, Leeds Beckett University, Carnegie School of Education...provides a succinct and accessible overview to more than 30 topics. -- Teach PrimaryWith two Geography experts – and leading figures of the Geographical Association – authoring this book, there is something for any primary school teacher, structured around the requirements set out by England’s National Curriculum… This is a great book for those wishing to overhaul and update their Geography curriculum within a primary school and could be implemented by a subject specialist, leader or teacher who loves the potential opportunities such a rich subject as Geography has got on offer. -- UKEdChat

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Book SynopsisBeing prepared to teach every subject in the curriculum is an essential skill for all primary school teachers, and good lesson planning is a critical tool for coping with the workload, as well as for wowing your pupils, your colleagues, and Ofsted inspectors. In his new book, Stephen Lockyer provides a breakdown of lesson planning strategies, plus a range of practical and original ideas to use with your class.Using real primary classroom anecdotes, as well as helpful diagrams, tick lists and tips on how to implement planning techniques day-to-day, Lesson Planning for Primary School Teachers is a complete toolbox for primary school teachers who want to develop their key skills and strategies for lesson planning.Trade Review“Stephen Lockyer navigates through the North, East, South and West to help teachers plan a personalised curriculum. Steer your way through this book by unpacking your objectives, planning for character as well as success, varying the structure of your lessons and, above all else, by making your planning work for you and the children.” * Rachel Orr, Head Teacher, North East England, @RachelOrr *“This is an incredibly useful resource for any teacher, at any stage of their career. Stephen Lockyer clearly sets out how to turn objectives into real learning, with a wealth of examples and anecdotes from his own classroom experiences. For me, this is the ideal edu-book; engaging, thought-provoking and mindful of the realities of classroom teaching.” * Jenna Lucas, Primary Teacher, @JennaLucas81 *... this book will help readers create plans that are meaningful and efficient. * The Teacher *

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Book SynopsisFrom trusted primary education expert Andrew Brodie, the Let's Do series is the ideal home learning resource for children. Expertly designed to meet all the demands of the National Curriculum, the workbooks provide all the practice children need to build their confidence and boost their ability.Let's Do Addition and Subtraction is a brand new series of six titles in the popular Let's Do' range. Each book addresses the new National Curriculum maths specifications and contains a rich variety of activity pages and progress tests, with over 400 questions in total. Topics include column addition and subtraction by decomposition and practice of basic number bonds.Designed to be used at home with parental support, each book includes fun tips and clues, as well as extra challenges in Brodie's Brain Boosters. Building up speed and confidence is key, and so these books feature progressively more difficult activities with a progress test at the end of each section. There is a clear answer section for reference by parents and children, together with over 100 bright, colourful reward stickers.

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Book SynopsisFrom trusted primary education expert Andrew Brodie, the Let's Do series is the ideal home learning resource for children. Expertly designed to meet all the demands of the National Curriculum, the workbooks provide all the practice children need to build their confidence and boost their ability.Let's Do Addition and Subtraction is a brand new series of six titles in the popular Let's Do' range. Each book addresses the new National Curriculum maths specifications and contains a rich variety of activity pages and progress tests, with over 400 questions in total. Topics include column addition and subtraction by decomposition and practice of basic number bonds.Designed to be used at home with parental support, each book includes fun tips and clues, as well as extra challenges in Brodie's Brain Boosters. Building up speed and confidence is key, and so these books feature progressively more difficult activities with a progress test at the end of

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Book SynopsisNo matter what you teach, there is a 100 Ideas title for you!The 100 Ideas series offers teachers practical, easy-to-implement strategies and activities for the classroom. Each author is an expert in their field and is passionate about sharing best practice with their peers.Each title includes at least ten additional extra-creative Bonus Ideas that won''t fail to inspire and engage all learners.The educational underachievement of boys is a concern for educational professionals throughout the UK, and so is consistently at the top of most schools'' agendas. There is no quick fix to tackle this issue and absolve it completely. There are, however, countless ways of addressing the issue which will help teachers support the boys in their class to reach their full potential. In his new book, established writer on boys'' underachievement Gary Wilson gives teachers a way to tap into what is going on inside boys'' heads, their experiences and their wayTrade Review"Gary Wilson is one of the country’s foremost experts in issues related to boys’ achievement. This book is a grab-bag of ideas laid out in such a way that you can read just a short excerpt at a time and still gain many easily implemented ideas which seek to develop a caring version of masculinity in the boys we teach." * Phil Beadle, author of Rules for Mavericks: A Manifesto for the Disobedient *

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Book SynopsisThe fourth book in the ancient Greek Mysteries series is a mix of Sherlock Holmes and ancient Greece from bestselling author Saviour Pirotta, with stunning illustrations from up-and-coming illustrator Freya Hartas. This exciting adventure will have readers gripped from start to finish.Scribe Nico and his perceptive friend Thrax are back in Athens and Nico is looking forward to the spooky festival of Anthesteria and the lavish feasting at Master Lykos''s house. But when the boys suspect a plot to assassinate the general of Athens, they must put the fun aside and infiltrate the Society of Centaurs. Will they discover the true identity of the society''s leader, and will they stop the assassination? This dramatic and mysterious tale is packed with wonderful characters and insight into the daily life of the ancient Greeks, a required topic in the Key Stage 2 History curriculum. Perfect for fans of the Roman Mysteries, or anyone interest in ancient Greece.Trade ReviewAs KS2 children will study Ancient Greece, this book will fit perfectly and make a super class reader. The great characters, exciting narrative and portrayed picture of life in ancient Athens are highly enjoyable, enhanced by Freya Hartas' excellent imagery. * Parents in Touch *The Ancient Greek Mysteries make up a fun and action-packed series of stories that are perfect for introducing readers in KS2 to the topic of Ancient Greece. The books can be enjoyed as reading for pleasure but they are also absolutely packed with details about daily life in Ancient Greek times, including food, clothing and jobs. Each story opens up conversations about wider issues like the topic of slavery and attitudes towards class status and gender. * Alison @ BooksForTopics *PRAISE FOR MARK OF THE CYCLOPS: ' Complex themes of friendship and loyalty mix in with the adventure to make a cracking story... the first in a series you should definitely put on pre-order.' * Dawn Finch, An Awfully Big Blog Adventure *PRAISE FOR MARK OF THE CYCLOPS '... a mysterious adventure set in ancient Greece that really had us gripped with some fantastic use of factual settings mixed in with the fictional tale.' * Read It, Daddy! Blog *PRAISE FOR MARK OF THE CYCLOPS: ''The story is fun and exciting, and at the same time brings the world of Ancient Greece vividly to life…plus there are excellent black and white illustrations throughout from Freya Hartas which again help readers picture the characters and setting. Children, and even their parents, will pick up a lot of historical facts without even realising!' * Maryom, Our Book Review Online *PRAISE FOR MARK OF THE CYCLOPS: ''I love the way the author introduces the playwright Euripides and brings in characters from Greek mythology in an entirely natural way... I’m looking forward to more Nico and Thrax Ancient Greek Mysteries.' * The Historical Novel Society *

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Book SynopsisDrawing on years of research and first-hand experience, How to Survive in Teaching offers support, advice and practical suggestions to help you and your colleagues stay flourishing, positive and most importantly, stay teaching!Recent statistics show that not enough teachers are entering the profession and that too many are leaving. Teaching is facing a genuine crisis. But why is this? In this thought-provoking book, experienced teacher and leader Dr Emma Kell examines workplace stress and anxiety, conflict and toxic politics', and the other factors which lead teachers to ultimately decide to walk away.Emma firmly believes there are ways to survive the increasing pressure teachers are under. This book offers a realistic, unflinching and positive perspective on the challenges and rewards of teaching. It includes successful models and strategies where a combination of support and challenge, accountability, and a sense of being valued have encouraged teachers to enter and remain in Trade ReviewEmma's passion for teaching and teacher wellbeing shines out from every page in this gem of a book. The combination of informed analysis and practical advice, rooted in research and experience, make it invaluable. * Sam Collins, Teacher and Founder of Schoolwell, @samschoolstuff *Sprung from Emma's love affair with teaching, How to Survive in Teaching is a compassionate plea for teachers to take care of themselves. Emma rightly reminds teachers that even if the profession is a vocation, teaching is also a job and must be treated as such. * Loic Menzies, Director of Education and Youth 'Think and Action-Tank', @LKMco *Emma had me hooked from the Acknowledgements page. This is a warm, forthright, humane and eminently practical book – for every challenge, there is a 'response' suggesting a way forward. Invaluable advice is offered to new, and not so new, teachers about how to thrive in this mad, wonderful profession. While recognising the pressures and demands of teaching, Emma also celebrates joy. * Jill Berry, Former Head, now Leadership Consultant, @jillberry102 *With this book being published on 11th January 2018, Emma Kell has written a very important contribution to the current debate... I’ve followed the past couple of years with interest, as, first, Emma developed her ideas for her doctorate, using Twitter to its best advantage as a conduit into discussion and sharing of background thinking through shared blogs. Twitter surveys enabled the development of broader and more focused questions. Emma acknowledges the contribution of many hundreds of colleagues who have spoken honestly about their experiences. * Chris Chivers, chrischiversthinks.weebly.com *The book outlines practical ways to survive the increasing pressure teachers are under, with a realistic, unflinching and ultimately very positive perspective on the challenges and rewards of teaching... It gives a real sense of support to teachers, reassuring them they are not alone and that the challenges can be successfully overcome. * Parents in Touch *Kell uses her experience to offer hard-hitting advice, commentary and analysis. I’ll be dipping into it regularly as a middle leader and recommending it to anyone considering venturing into this most noble profession. * Thomas Rogers, TES, @RogersHistory *

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Book SynopsisA Creative Approach to Teaching Science is filled with exciting and innovative ways to teach and meet the objectives for primary physics, chemistry and biology from Years 1-6. Each idea has been tried and tested, used in the classroom with children of the relevant age range, and all are deep rooted in practical enquiry with clear links to the statutory requirements for primary science.This book is jam-packed full of strategies and ready made ideas with a creative edge, aimed at engaging children and encouraging them to think critically and scientifically, and to consider key scientific topics in real life scenarios. This book is a must-have for teachers looking to inspire their pupils, and making sure they have fun along the way.

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Book SynopsisPractical Behaviour Management for Primary School Teachers will provide you with practical strategies at every part of your teaching journey, enabling you to create an inclusive environment in your own classroom. By giving you step-by-step guidance on different strategies that you can implement, Tracey Lawrence supports you on the journey to unlock the potential of every child because every child deserves a high quality education. The book will top up your teaching toolkit by covering a range of topics around managing behaviour, from low-level issues to more extreme cases, as well as well-being and mental health concerns. It provides case studies, discusses the responsibilities of the teacher, how to set meaningful targets, plus lots of tips on how to get the best out of available support and intervention strategies. Not only that, you also get real classroom anecdotes and exercises to use in lessons right away so you feel fully prepared to support all children with confidence.Trade ReviewAll teachers have to deal with children who have challenging behaviours and this book provides practical and effective strategies to help with this. It is a valuable aid to teaching for all educators, from TAs and NQTs right through to senior leaders. * Cherryl Drabble, Assistant Headteacher, @cherrylkd *The book is written in a friendly, conversational style that addresses the reader teacher-to-teacher. It explains a variety of strategies in a jargon-free way that is both clear and readable without being patronising. * Primary School Teacher, TES *

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