Primary and middle schools Books
Taylor & Francis Ltd A Student Teachers Guide to Primary School Placement
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Taylor & Francis Ltd Early Years Play and Learning
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£35.14
Taylor & Francis Ltd MultiFaith Activity Assemblies 90 Ideas for Primary Schools
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Taylor & Francis After The Open Society
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£80.74
Taylor & Francis Low Attainers in Primary Mathematics The Whisperers and the Maths Fairy
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Taylor & Francis Ltd The RoutledgeFalmer Reader in Science Education RoutledgeFalmer Readers in Education
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£109.25
Taylor & Francis Ltd The RoutledgeFalmer Reader in Science Education RoutledgeFalmer Readers in Education
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Taylor & Francis Ltd English in Urban Classrooms
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£166.25
Taylor & Francis Ltd English in Urban Classrooms
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Taylor & Francis Practical Creativity at Key Stages 1 2
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Taylor & Francis Ltd The Effective Primary School Classroom
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Taylor & Francis The Young Persons Guide to the Internet
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£31.99
Taylor & Francis Students Taking Charge in Grades 612 Inside the LearnerActive TechnologyInfused Classroom
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Taylor & Francis Ltd Improving Primary Mathematics
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Taylor & Francis Ltd Essential Creativity in the Classroom Inspiring Kids
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£128.25
Taylor & Francis Ltd Essential Creativity in the Classroom
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Taylor & Francis Ltd ICT and Primary Mathematics
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Taylor & Francis Ltd Activities for Successful Spelling
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£59.84
Taylor & Francis Ltd Max Webers Insights and Errors
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£175.75
Taylor & Francis Children Obesity and Exercise
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£45.59
Taylor & Francis Ltd Beginning Research
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£128.25
Taylor & Francis Ltd Education and the City
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£204.25
Taylor & Francis Ltd Simulating the Urban Economy Experiments with inputoutput techniques Routledge Library Editions the City S
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£204.25
Taylor & Francis Ltd The Rise of Urban America
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Taylor & Francis Philosophy of Education The Key Concepts
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£99.75
Taylor & Francis Ltd Success with Inclusion 1001 Teaching Strategies and Activities That Really Work
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Taylor & Francis Ltd The Newly Qualified Teachers Handbook
Book SynopsisThe Newly Qualified Teacher's Handbook is an essential companion for all new teachers. Practical, comprehensive and lively, this invaluable guide covers all aspects of your first crucial months and years, and will set your teaching career off on the right track.This updated and expanded second edition is the first book to draw on the new Induction Regulations for NQTs for September 2008 onwards. It gives tried and tested advice on everything you need to know, from induction to inspection, from getting your first job to continuing development. New features include a revised first chapter covering key areas of concern for trainees and NQTs, the updated statement of professional values and a comprehensive appendix detailing the code of conduct for teachers and further reading and references. Areas covered include: finding jobs and coping with them the interview process easing stresses and difficulties staffroom polTrade Review'A lifesaver in your first year.' – The Times Educational Supplement Table of Contents1. Need to Know Basics 2. Applying for Jobs 3. Succeeding in Interviews 4. All about Induction 5. Joining a School 6. Behaviour Management 7. Being an Effective Teacher 8. Work/Life Balance 9. Working with Colleagues and Parents 10. Tutoring and Beyond 11. Inspections 12. Non-Teaching Commitments 13. Continuing Professional Development 14. Resource Bank
£137.75
Taylor & Francis Ltd Teaching Children English as an Additional
Book SynopsisHere is a typical classroom scenario: out of the thirty children, two-thirds speak a different language at home and only speak English at school. Even though many pupils' English skills are almost non-existent, teachers are expected to provide the national curriculum for every child in the class.Teaching Children English as an Additional Language solves this problem with a ten-week teaching programme of units and lesson activities for children aged seveneleven (Key Stage 2) new to English. It will help these children learn some very basic English sentences, questions and vocabulary, to get them through regular day-to-day routines more easily. By offering a flexible step by step approach this book helps EAL teachers to: identify learners' individual needs teach grammar and vocabulary support teaching through speaking and listening assess pupils to inform future planning Trade Review'This is a very useful resource that has a place in every school. It is thorough and easy to use for either a trained TA or class-teacher. Most importantly it will set children with EAL on the road to success.' - Headteacher, Tower Hamlets 'We have used Caroline's approach to teaching English as an additional language for some years now and it has been particulary successful with newly arrived pupils at Key Stage 2 who are early stage learners of English.' 'This programme is a carefully structured, step by step approach, with assessment built in. So the course effectively supports non expert teachers and teaching assistant to use these materials to teach early stage learners of EAL and develop knowledge and understanding of the language development needs of these pupils' 'Schools in Tower Hamlets who have used Caroline's programme have reported good progress for their pupils' - Tower Hamlets Ethnic Minority Achievement Service Dr Lyn Dawes David Fulton author (Talk Box) Please give your name and position and/or your involvement with education. Where are you based? Do you have experience teaching children with English as an additional (or second) language? Dr Lyn Dawes, Senior Lecturer, School of Education, University of Northampton Have taught children aged 3–11 years since 1972; many with EAL. Now teaching education students. What phrase do you prefer: ‘English as an additional language’ or ‘English as a second language’? Why? Do they mean essentially the same thing to you? English as an additional language – better describes the condition. Sometimes bilingual children speak two languages equally often so ‘second’ isn’t quite the right term; and if they are to live and be independent in the UK, English cannot really be a second language but must be additional. What do you think of the title of this book? Do you think it would attract the attention of teachers who have children with English as an additional language in their classroom? Can you suggest an alternative title or key words/phrases that you think should go in the title? It’s clear and a good summary. Subtitle could emphasise that this is involving, oral, teacher-led and incremental. In your experience, are there a lot of teachers who have children with EAL in their classrooms? Yes. Sometimes the majority; sometimes one or two, and sometimes a range of home languages. There is a great need to support these teachers and children. They do not have bilingual TAs with them all the time. What do you think of the structure of this book? Is there anything crucial missing? Anything that you think should be included? It’s straightforward and includes important elements such as assessment and evaluation. It concentrates on language for learning, and literacy. I think it could have a chapter or section on talk in (eg) mathematics, science, PE etc. Science or Maths for example – many EAL children may be adept in these areas but unable to express their thinking. Teachers would appreciate help with sample resources showing how to get children talking, and using unfamiliar technical vocabulary ‘addition’ ‘subtraction’ ‘gravity’ etc) in a supportive context. They could then extrapolate from this to other cross curricular lessons. Please look at the example unit provided. As a teacher, what do you think of this unit? Would you be able to follow it? Do you like or dislike the structure of the information in it? Is it missing anything or is there anything unnecessary in it? What do you think of the writer’s instructions in the Activity section? If you think it needs improving, how would you improve it? It’s practical and well expressed. The activities here start at the very beginning and skills and confidence are built up slowly and carefully, with a strong focus on what language is useful. It seems thorough. What I like about this approach is the way children become one another’s talk resource. It will get them talking to one another with teacher support, and this can help establish good social relationships in other contexts. There is a strong emphasis on sharing and collaboration. I think it would be terrific if this work (ie the talk groups using this programme in class) included native English speakers as ‘discourse guides’. There are those children in class who may not shine in other areas but can speak English, and would be proud to offer help to EAL classmates. Again this will feed into better social relationships. The programme is based on games which is a very good idea. It also respects and celebrates the child’s home language and culture which is profoundly important. I have been send a brief extract mainly written in table form but I imagine that the resources would benefit from graphics and clear layout. Perhaps the book could offer web resources and links for teachers to discuss successes and problems. Are you aware of other books that have the same approach as this one in the market? I have looked in the University Library and can find nothing similar. It is the idea of a structured programme which the teacher can use that is the unique feature. Helping language development of EAL children is often the province of TAs, who are of course excellent, but teachers like to teach such development too if they can. This resource will show how that can be organised and proceed. Do you think this book would help teachers help their students progress in English? If so, why? (What are the best features of the book?) If not, why not? (What are the weakest aspects of the book?) Yes! Because it is all done through talk and social learning. The more this is promoted, the better. Best features: teacher led, practical, oral, seems clearly written. Weaker aspects – I may be wrong but seems confined to ‘English’ and needs to offer resources for talk across the curriculum I think. If possible. Or at least, pointers for teachers devising and making own resources like the ones in the book. Please make any other comments you would like to make. I would like to see this book if it is published. I think it looks like a winner and would like to use it with children I know. Not just EAL kids would benefit, but those who do not have a rich language experience at home – and there are lots of them. Maija Leimanis-Wyatt Primary teacher formerly based in London now based in New York City My name is Maija Leimanis-Wyatt and I currently teach third grade, (8-9 year olds) at the Dwight International School in New York. For six years I worked at a large, multicultural primary school in Brent, North London, teaching Years 3 to 6. The school had a 95% population of children with English as an additional language. The majority of children were of Indian or Pakistani origin, but the school also had a small intake of Somalian refugees. At my current school also, I have encountered children with English as an additional language. At present, the school has children from Japan and Spain who have very little English. From my experience of teaching in England, the most familiar terminology is ‘English as an additional language’ - EAL. However, in American schools, the terminology ‘English as a second language’ - ESL is commonly used. I think that teachers know they refer to the same thing and do not generally put stock into whether the word ‘additional’ or ‘second’ is used. However, I prefer EAL as often the child has more than two languages and so English is not necessarily their second. I like the title of the book. I particularly like the use of the word ‘programme’ as opposed to a word like ‘guide’ as it suggests that the book provides teachers with an actual scheme of work that is going to be practical. I think the title would definitely attract the desired audience. Although the book is aimed at EAL staff as well as class teachers, I think its main selling point is that it provides guidance for class teachers. Most resources already on the market are aimed at EAL staff. For this reason, a subtitle may be needed to specifically attract the attention of class teachers. Perhaps a mention that it supports the integration of children with EAL into the classroom. In my experience, the majority of teachers experience children with EAL in their classrooms. Regardless of the geographical location of the school, more and more children with EAL are appearing in more and more schools. Even schools within small towns in England that would once have been mono-cultural are now subject to influxes of immigrants from various countries, changing the ethnic diversity of the school. Regarding the structure of the book, it is hard to say without knowing the contents in more detail, but wouldn’t it be more logical to switch chapters 2 and 3 around? Personally, if I were to use this book, I would want to be familiar with the whole content before looking at the available resources. The resources would not fully make sense to me until I had read all of the units. I do not wish to appear overly negative, but I do not feel able to comment further on the structure of the book because other than the sample chapter, the proposal does not elaborate on the content outline. It all sounds interesting, and from the author’s background, it is evident that she knows her subject, but from this proposal, it is not possible to understand what is included in the section of each chapter. For example, from the Introduction, I have no idea what a ‘Placement Test’ is or what is meant specifically by ‘Child Assessment’. Also, how are ‘Reading’ and ‘Phonics’ dealt with? My point here is that a short description of each chapter component would be extremely useful in reviewing this proposal. The sample unit is clear and easy to follow. I like the way it is split into the four sections, making the information as easy to scan, as it is to read in detail. If the table could sit landscape, rather than portrait on the page, the Activities column could be larger and therefore take up less space. I like the way the author explains the activities in detail, stage by stage. This is helpful if the teacher wants to follow them exactly. As I expressed previously, before being able to fully comment on the content of this sample unit, it would be helpful to have a brief description of the other ten units in order to see how the teaching progresses. The content of Unit 1 is obviously the most basic of all the units. This type of information is what most teachers would automatically consider when teaching an EAL learner. I would like to see how the author aims to develop from this to more complex language patterns. In this unit, phrases are being taught rote. My concern would be how to teach grammatical structures so that the learner has a true understanding of what they are saying. Is this something that the author deals with in a later unit? I am not aware of any other books that have the same approach as this one and feel that there is definitely a market for it. Because the proposal does not give an outline of the content of the 10-week programme, I am unable to offer an opinion as to whether or not it would help a student progress in English. When I read the author’s reason as to why she is writing the book, I was in complete agreement and felt excited that somebody was finally recognising this extremely difficult, common situation and dealing with it. However, after studying the proposal, I still have my initial, main concern: As a teacher trying to integrate the EAL learner into the classroom, my biggest problem is how to develop the English of this student whilst continuing with the regular curriculum for the remainder of the children. This is what I was hoping this book would address. The sample unit however, sets out whole-class lessons that are geared around the EAL learner. Where would I find time to slot these lessons into my timetable without compromising the curriculum that I should be teaching? Liz Haslam and Yvonne Wilkin David Fulton authors (Teaching English as an additional language) We both feel that we are not able to comment on 'Teaching EAL' because the working practices it describes are very different from our work here in Tameside. The author is concerned with writing an alternative curriculum for groups of new arrivals withdrawn from class together. In the schools we work with, beginners arrive one by one, at any time of the year and do not form a cohesive group. We are aware that the kind of withdrawal situation described in 'Teaching EAL' has happened in Blackburn, but we do not feel we have enough experience of this kind of work to evaluate someone's contribution. Nor do we advise schools in our area to work in this way. I do want to answer question 2 of the review sheet as I think it is important to contribute to a shared understanding of these issues. The differences between EAL and ESL, as we see them in Tameside are very significant. I believe most workers in this field share these definitions: English as a Second Language could be described as a subject. It was taught some years ago, through withdrawal, in English schools to pupils who spoke other languages at home, but who were making their home in England and being educated in English schools. It was also taught in English-medium schools overseas. It draws its techniques, in part, from the teaching of English as a Foreign Language (a subject pupils abroad study, the way our children learn French or Spanish) and in part from ordinary English teaching. It is heavily influenced by the social and academic needs of immigrants, so it covers language needed to cope in social situations and in some lessons. English as an Additional Language is a process some pupils go through. It is the process of operating in more than one language while at the same time being part of a class and a school and being educated through the National Curriculum. Pupils learning through EAL may be beginners or they may be very fluent in social English. They can be any age. Teachers of English as an Additional Language supervise the process, make the process easier and help other teachers to educate these pupils. Their work uses techniques from many sources, including ESL, the Inclusion agenda, and research into Teaching and Learning Styles. Table of Contents1. An Introduction to Teaching Children English as an Additional Language (EAL) 2. An Introduction to the Programme 3. The Programme 4. Tips on Inclusion 5. Resources 6. Appendices 7. Glossary 8. Bibliography
£39.99
Taylor & Francis Principles of Primary Education David Fulton Books
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£34.19
Taylor & Francis Ltd The Really Useful Creativity Book
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£39.99
Taylor & Francis Making the Most of Your Teaching Assistant
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£31.99
Taylor & Francis Creative Approaches to Poetry for the Primary Framework for Literacy 500 Tips
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£31.99
Taylor & Francis Ltd Metacognition in Young Children
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Taylor & Francis Ltd Metacognition in Young Children
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Taylor & Francis Ltd Learn to Think Basic Exercises in the Core Thinking Skills for Ages 611 David Fulton Books
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£21.84
Taylor & Francis Ltd Jumpstart Storymaking Games and Activities for
Book SynopsisJumpstart! Storymaking is a collection of games and activities to develop the creative process of storymaking'. It focuses upon ''storytelling for writing'' as well as creating a whole school culture of storytelling, reading and writing. Storymaking is the process of retelling, innovating and creating new stories. Like the best-selling Jumpstart! Literacy, this book contains imaginative quick-fire'' ideas that could be used as creative warm-ups and starters or developed into lessons. There are over 100 provocative and thought-provoking games and activities, intended to jumpstart' storytelling, reading and writing in any Key Stage 1, 2 or 3 classroom. Practical, easy-to-do and vastly entertaining, the jumpstarts' will appeal to busy teachers. Table of ContentsBy word of mouth: the story of the story Introduction 1. Creative warm-ups 2. Strengthening the Imagination 3. Sentence Games 4. Character Games 5. Games to Develop Settings 6. Story Making Games 7. Twenty things to do with a story 8. Story Reading Detectives 9. Creating a story-making climates in school and classroom 10. Resources
£20.19
Taylor & Francis Ltd Countdown to Creative Writing Step by Step Approach to Writing Techniques for 712 Years
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Taylor & Francis Move On Maths Ages 911 50 Flexible Maths Activities
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Taylor & Francis Spotlight on Your Inclusive Classroom A Teachers Toolkit of Instant Inclusive Activities
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£23.79
Taylor & Francis Spotlight on Reading A Teachers Toolkit of Instant Reading Activities
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£27.99
Taylor & Francis Science Homework for Key Stage 2
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Taylor & Francis Transforming Thinking Philosophical Inquiry in the Primary and Secondary Classroom
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Taylor & Francis Ltd Talking Beyond the Page Reading and Responding to Picturebooks
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£50.34
Taylor & Francis Ltd The Pocket Guide to Every Child Matters An AtaGlance Overview for the Busy Teacher
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£114.00
Taylor & Francis Creating a Speaking and Listening Classroom
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£27.99
Taylor & Francis Learning through Talk
Book SynopsisLearning through Talk is a practical handbook. It is designed to help teachers and others working with five to eleven year olds develop the key skills which will enable their pupils to use talk effectively for learning. The activities within the book encourage thinking and learning across the curriculum and help pupils to improve their communication skills and become independent learners. This book provides: Advice and practical guidance on developing the essential skills of participation, collaboration, positive challenge, resolving differences and reflection A series of motivating and exciting workshop activities Photocopiable resources to support workshops with links to video material on the companion website A practical, blended resource, Learning through Talk helps teachers shift their focus to evaluate the quality of pupilsâ talk as an insight into the learning process. The authors present tried and Table of ContentsIntroduction 1. Participation 2. Collaboration 3. Building on and extending ideas 4. Positive challenge 5. Resolve and Reach Agreement 6. Reflection Conclusion Photocopiable Resources Bibliography
£31.99
Taylor & Francis Physical Literacy Throughout the Lifecourse
Book Synopsis What is physical literacy? What are the benefits of being physically literate? The term âphysical literacyâ describes the motivation, confidence, physical competence, understanding and knowledge that individuals develop in order to maintain physical activity at an appropriate level throughout their life. Physical literacy encompasses far more than physical education in schools or structured sporting activities, offering instead a broader conception of physical activity, unrelated to ability. Through the use of particular pedagogies and the adoption of new modes of thinking, physical literacy promises more realistic models of physical competence and physical activity for a wider population, offering opportunities for everyone to become active and motivated participants.This is the first book to fully explore the meaning and significance of this important and emerging concept, and also the first book to apply the concept to physical activity across the lifecourse, from infancy to old age. Physical Literacy â explaining the philosophical rationale behind the concept and also including contributions from leading thinkers, educationalists and practitioners â is essential reading for all students and professionals working in physical education, all areas of sport and exercise, and health. Trade Review"This valuable and insightful book brings coherence and clarity to a complex area of enquiry and reflects the experience of physical educators and movement practitioners", Louise Costelloe, Movement, Dance and Drama journal.Table of Contents1. Introduction 2. The Concept of Physical Literacy 3. The Philosophical Underpinning of the Concept of Physical Literacy 4. Motivation and the Significance of Physical Literacy for Every Individual 5. Physical Literacy, Physical Competence and Interaction with the Environment 6. Physical Literacy, the Sense of Self, Relationships with Others and the Place of Knowledge and Understanding in the Concept 7. The Physical Self and Physical Literacy 8. Physical Literacy and Obesity 9. Physical Literacy and the Young Child 10. Physical Literacy and the Older Adult Population 11. Physical Literacy and Individuals with a Disability 12. Physical Literacy and Issues of Diversity 13. Promoting Physical Literacy Within and Beyond the School Curriculum 14. Physical Literacy and Learning and Teaching Approaches 15. Physical Literacy, Fostering the Attributes and Curriculum Planning 16. Conclusion and the Way Ahead
£49.39
Taylor & Francis Mathematics in the Primary School
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£114.00