Primary and middle schools Books

Book SynopsisCharacteristics and Conditions for Innovative Teachers: International Perspectives is a must-read for all those with an interest in teacher education and in enabling teacher innovation. It provides a blend of education theory, practice and research and will appeal to a wide audience including teachers, teacher educators, student teachers, school leaders, policy makers and other stakeholders.Drawing on a wealth of international perspectives, this key text provides a unique insight into how innovative teachers are understood and supported in their respective contexts. It provides recommendations and insights into the characteristics of innovative teachers and considers how best to support professional development to ensure innovation is both encouraged and meaningful.Considering the impact of conditions, context and agency on innovative teachers, the book explores the concept of innovation. It provides rationales for the focus on innovative teachers, identifies Trade ReviewTeachers make a difference every day. By providing quality and inspiring education, they contribute to the learning and development of children and thus to a sustainable future. This is critical given the challenges our world faces. In order to guarantee a high level of education, continuous improvement and innovation is necessary. This requires knowledge, skills and a reflective, research-oriented attitude from teachers that is focused on the future and therefore on innovation; there is a need for innovative teachers. This raises questions such as: What characterizes an innovative teacher? What is the influence of the (school) environment, (school) leadership and colleagues on the innovativeness of teachers? Can innovativeness of teachers be taught or strengthened, and if so, how? The chapters in this book address these questions, among others.This book is the result of a strong collaboration facilitated by the Association for Teacher Education in Europe (ATEE). Members of the ATEE Research and Development Community (RDC) of Professional Development of Teachers are particularly involved, as editors of this book. Kay Livingston, Carol O’Sullivan and Karl Attard have done a great job by bringing ATEE members together at ATEE conferences and beyond and by encouraging them to collaborate. The aim of the ATEE is enhancing the quality of teacher education in Europe and supporting the professional development of teachers and teacher educators at all levels. The ATEE tries to reach its aim through active dialogue and international exchange of research and practice by increasing the cooperation between individuals and institutions. This book is a good example of how this process works successfully. I am convinced this book, thanks to all editors, authors and others involved, will make an important contribution to the knowledge and dialogue about educational innovation and the role of innovative teachers in this, and thus to the further development of teachers and (teacher) education.Michiel HeijnenPresident of the Association for Teacher Education in EuropeTable of Contents1. Introduction to the Innovative Teachers Research Study 2. Policy context for the development of innovative teachers 3. Characteristics and conditions to support innovative teachers: Agency to transform learning and teaching 4. Being an innovative teacher: Understanding qualities and processes 5. Innovative preschool teachers as educational development leaders: A Swedish case 6. The innovative teacher within learning organisations: A leadership perspective 7. Innovative teachers: How? Under which circumstances? 8. Innovative teachers from the perspective of teacher educators 9. Analysing practice as a gateway towards developing various desirable characteristics of innovative teachers 10. Transformative professional development to develop and support innovative teachers

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Book SynopsisThis book provides proven practical strategies and approaches to help you run your existing learning activities in new and more effective ways. It shows how by using distinct and deliberate strategies, teachers and trainers can guide and maximise the learning and development that their activity provides. The 37 ideas can all be used independently and are appropriate for children and young people of different ages and abilities and can be used in many different environments including outside, inside, classrooms, sports pitches and wilderness, and more. Each strategy is presented on a double page spread with illustrations and includes: Issues this strategy will help address How to implement this strategy The strategy in action, with examples from a wide selection of educational fields How this strategy helps maximise learning Any pitfalls to be wary of Other similar strategiTrade Review"Many books on experiential learning are strongly theory-led, whereas the writers' approach here, informed by years of practice, is much more direct - so it's an intelligent 'how-to' book, useful for those engaged in the daily struggles of experiential learning. There aren't enough such books yet..." Bill Krouwel, Senior Lecturer at Trinity College, Carmarthen Table of ContentsIntroduction Choosing the Right Strategy The Strategies 1. Abandon 2. Charge 3. Cheerleader 4. Delegate 5. Devil on the Shoulder 6. Devil’s Advocate 7. Drag and Drop 8. Fish Bowl 9. Free Rein 10. Help for Sale 11. Hidden Agendas 12. How High 13. In the Picture 14. Instruction Manual 15. Islands of Safety 16. Iterative Goals 17. Leg Up 18. Lifelines 19. Listen Very Carefully 20. Mime Artist 21. Mysterious Voice 22. Peer Expert 23. Playtime 24. Plot Spoiler 25. Pulling Strings 26. Questioner 27. Saviour 28. Secret Agent 29. Shifting Sands 30. Souvenir 31. Storyteller 32. Sum of the Whole 33. The Bigger Picture 34. Train Tracks 35. Wind Up and Let Go 36. Wizard 37. Written Brief Let’s Carry on the Conversation About the Authors

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Book SynopsisBased on years of extensive research on teacher development, this book offers a practical introduction to the concept of teacher reflection, demonstrating how student teachers can engage with reflective learning from their teaching and classroom experiences in a systematic and inspiring way.Providing practical models and guidelines for use in the classroom, renowned teacher educators Fred Korthagen and Ellen Nuijten outline various strategies for promoting reflection and illustrate how a deeper form of reflection core reflection' enhances awareness of professional identity and supports the dismantling of inner obstacles, therefore enhancing social justice and empowering diverse student populations. The authors demonstrate how a trajectory for learning can be designed to develop key competencies, as well as the role played by university- and school-based teacher educators in supporting teachers' self-directed reflection.Featuring a variety of tools that support profesTable of Contents1. Introduction: An Exploration of the Concept of Reflection 2. Working with the Reflection Model3. Supporting Reflection through Coaching4. Reflection in Peer Groups5. Core Reflection6. Structures and Instruments for Promoting Reflection7. The Promotion of Reflection in Teacher Education

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Book SynopsisThis is the first book to provide a practical toolkit, grounded in both current educational practice and pedagogical research, on teaching Latin and ancient Greek at primary school with the aim of empowering primary school age children who do not traditionally get access to Classics in education.Taking the author's decade of experience in coordinating primary school-level Classics projects in the UK and Belgium as a starting point, this book investigates how we can move towards educational equity by teaching primary school students Latin or ancient Greek. Following an introduction to educational inequity and the role of Classics in this, readers encounter four aspects of teaching Classics at primary school which, together, improve educational equity: widening participation, transformative learning, translanguaging, and community engagement. Through reflections on the author's personal experiences, practical steps are set out in each chapter to demonstrate how these ancient laTrade Review"Classics at Primary School is an engaging and accessible read that has something to offer all educators, classics or not, who are interested in teaching for social justice or adopting a more culturally responsive approach. The author’s demonstrated use of effective self-reflection, her argument for how classical languages have a place in social justice activism, and her detailed practical guide for creating transformative learning experiences within classics programmes are important contributions to the professional fields of classics and education." - Jessica Richardi, LSE. Table of Contents1. Connecting social justice and classical languages; 2. Raising Young Heroes – teaching Latin and ancient Greek at primary school; 3. Six steps to transformative learning through classics at primary school; 4. Six ‘how-to’ questions on teaching Latin and Greek language at primary school; 5. Community engagement between pupils and policy; Conclusion.

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Book SynopsisThe Early Years Intervention Toolkit provides a range of ready-made activities to enable early years practitioners and health visitors to address observed difficulties in a child's development prior to starting school. It includes a checklist of observed behaviours which links to a range of effective and engaging activities to support children's development across the three prime foundational areas of learning: Communication and Language; Physical Development; and Personal, Social and Emotional Development. Activities focus on a variety of crucial skills such as speaking and listening, moving and handling, and forming relationships, making use of materials that are readily available in every early years setting.This toolkit offers: A time-saving approach to interventions, with additional guidance on planning, providing, and recording appropriate interventions Advice and activities to share with parents for them to try at home A framework to Table of ContentsThe Importance of Early Identification and Intervention Making Meaningful Observations Using the Early Years Intervention Toolkit Checklists of Observed Behaviours The Early Years Intervention Activities Parents as Partners Parent Support Activities (PSA)

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Book SynopsisCreativity in the English Curriculum is essential reading for anyone involved or interested in the teaching of English, offering both a detailed history of how creativity has informed the tradition of teaching English, and how it should be used to position this teaching in the future.Highlighting the need to promote creativity as a rich, intellectual pursuit, Creativity in the English Curriculum celebrates artistry in English past and present, and argues for its restoration to the curriculum. It emphasises that creativity is at the core of a humane education, not only through stimulating and enhancing the growth of the individual, but also through developing understanding of the importance of community, society and collaboration. Smith presents the historical relationship between curriculum policy and creativity, demonstrating that creativity has and always will be the life blood of teaching and learning.Including dialogues betweTrade Review‘This is a really excellent book – a fascinating examination not only of current debates about notions of creativity in education and most specifically in subject English, but also of the whole history of the idea of creativity. Smith is erudite and thorough in the story she tells, bringing to light the relevance of past thinking, reporting and policy-making to present trends and attitudes. This is a key book for anyone researching English teaching but also essential reading for teachers wanting to understand more about creativity and learning and the rationale for bringing it into being in their own classrooms. Most importantly, its superb tracing of ideas historically provides a much-needed context for thinking about the idea of creativity today. And the thinking of today is brilliantly brought to life in the transcribed conversations in the ‘playscript’ of the third part of the book – absolute golddust in showing in action the ways in which teachers are grappling with the challenges and constraints they face in trying to enact own conceptualisation of the subject and learning within it.’Barbara Bleiman, English consultant at English and Media Centre (EMC), author of ‘What Matters in English Teaching’ (EMC)‘This book presents a timely, compelling and important argument for the restoration of creativity to the curriculum for English. The history of English as a subject is deftly distilled, and followed by a thought-provoking series of research-informed scripts which present a range of opinions and perspectives on ‘creative English’. This will be of interest across the English teaching community: an excellent resource to prompt discussion, reflection and creative practice.’Dr Annabel Watson, Senior Lecturer, University of Exeter; editor of ‘A Practical Guide to Teaching English in the Secondary School’ (Routledge)‘Dr Lorna Smith’s book has many major strengths and distinctive features. It covers vital areas connected with creativity and the history of English teaching. Her creative coverage of these topics is much needed at the moment, not just as an academic resource, but to generate wider public debate about creativity and English teaching. It is innovative in the way it uses scripted dialogue to promote wider and imaginative thinking about English teaching, creative pedagogy and English teaching’s place in the wider culture. It is also a great summation of the current research/thinking in the field of creativity.’Dr Francis Gilbert, Senior Lecturer in Education, Head of the MA in Creative Writing and Education & course leader for PGCE English at Goldsmiths University; author and novelistTable of ContentsPart I: The Case for Creativity 1. What is creativity and why does it matter? Part II: Policy documents and official guidance: the English curriculum and creativity in context 2. Rooted in creativity: the development of subject English 3. The Flowering of Creative English 4. Creativity ‘cabined, cribbed, confined’: English in the National Curriculum 1989 – present Part III: Conversations in creativity Act 1: Why English, and what does creativity have to do with it? Act 2: Making sense of policy Act 3: Creating the conditions and imagining the future Part IV: Forging connections, creating change 5. To contest or comply? Creating change-makers 6. Historical perspectives to future directions

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Book SynopsisReading Success in the Early Primary Years is a step-by-step guide to structured literacy instruction for teachers working in the early years of primary school. Written by a teacher, for teachers, this book supports teachers to understand the evidence base of reading instruction and how to successfully implement it.Structured in three parts, the book breaks down complex concepts in a concise, accessible manner, guiding teachers on eight key actions to take to get every child on the path to reading proficiency. These include instruction in phonics, phonological and phonemic awareness, integrated reading and spelling opportunities, and the use of decodable texts. Highly practical, Reading Success in the Early Primary Years offers over 20 explicit instructional routines that teachers can implement in their classrooms and guidance on how to get the most out of instructional time. These practical elements are further supported by a summary of relevant research and Trade Review'Seamer’s book on systematic instruction to enable reading success in the early primary years could not be better timed. While the science of reading has been long established, it is only now that Australian educational policy and curriculum are starting to to align with its principles. This book offers practising teachers clear and engaging information about the ‘what’, the ‘how and the ‘why’ of evidence-based reading instruction. It also provides practical guidance on how this can be immediately put into practice in the classroom and how to personalise for each child on the basis if need. Readers of this book will emerge not only better informed and equipped but also ready to implement what they have learnt in the classroom. Armed with this book, teachers can set up all children for success at school by making sure they learn to "crack the code" of the most complex writing system in the world.'Dr Kate de Bruin, Senior Lecturer, School of Curriculum, Teaching and Inclusive Education, Monash University, Australia.Table of ContentsIntroduction Part I: Setting up for Success 1. The Theoretical Underpinnings of the Big Six 2. What to Teach 3. Bang for Your Buck Teaching 4. Differentiation and Supporting Students with Reading Difficulty Part II: The 8 Key Actions 5. 8 Key Actions One, Two, Three, and Four 6. Key Actions Five, Six, Seven, and Eight Part III: Structured Literacy Practices 7. High Impact Teaching 8. Organising the Literacy Block 9. Oral Language and Vocabulary 10. Phonological and Phonemic Awareness 11. Phonics 12. Using Decodable Texts 13. Irregular High Frequency Words 14. Text Level Reading 15. Skills-Based Assessment

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Book SynopsisThis book examines the intersections between children, education and geography. With a particular focus on children's geographies and geographies of education, the book draws upon cutting-edge research to consider how geographical education can be enhanced through increased engagement with these fields.The book is underpinned by the position that the lives of children and young people are inherently geographical, as are educational institutions, systems and processes. The volume explores the ways in which the diverse relationships between children, education and geography can enrich research and work with, and for, children and young people. Chapters in this book consider how in/justices are (re)produced through education. Chapters also explore how insights generated by thinking in, and across, geography and education can be used to support and empower young people in both formal education and in their everyday lives.Ultimately, this book is written for children and yoTrade Review‘The intersection between geography education, geographies of education, and geographies of children and young people is a particularly vibrant area of scholarship. Yet few publications bring geographers and geography educators together to considers the complex and multi-scalar relationships between children, education and geography, that is until now. Each chapter in this edited volume offers rich insights into research and practice, drawing on a range of conceptual, ideological and methodological traditions to explore the ways in which engagement across these fields can be mutually enriching. The editors describe how the book encourages geography educators and students with an interest in geography, education and young people to engage with questions about the relationships between people, place and nature; the purposes and practices of schooling; and the nature of childhood. Children, education, and geography: Rethinking intersections blends empirical research, theory and practice to stimulate debate on a range of contemporary topics such as decolonising the curriculum, teaching migration and environmental sustainability education. As such it will also be essential reading for new and practicing teachers who want to understand, support and empower the children and young people that they teach.’- Emma Rawlings Smith, Departmental Lecturer in Geography Education, Department of Education, University of Oxford, UK‘In light of growing socio-spatial inequalities and uncertain environmental futures, ‘thinking geographically’ must mean more than excelling in one specific discipline. Thinking geographically is a skill necessary for students, teachers and scholars of all ages, and this (com)passionately written collection will support teaching, learning and scholarship characterised by thinking geographically together in ways that are at once sensitive to context and expansive across times and spaces. A key contribution of the collection is the editors’ and authors’ persistent focus on drawing attention to children and young people’s everyday geographies into educational spaces and practices, following the aim set out in the introduction to elucidate and unpack the intersections between ‘geography as a discipline and the geographies of everyday lives’. Many of the contributing authors offer practical case examples of integrating insights from diverse child and youth geographies into educational spaces. Perhaps even more useful, however, are the ways that authors draw crucial attention to work not yet done in this regard. The result is a collection that raises urgent and sometimes discomforting questions such as how can educators respond to the climate crisis in hopeful and inclusive ways and how can educators in the global North acknowledge the legacies of epistemic colonialism in inviting learners to participate in building progressive futures.As well as being of great value to educators, the collection offers rich insights to academic geographers. Specifically, though not limited to the following two areas, the book serves as a bridge between the geographies of education and geographies of children and young people and as such has the potential to generate dialogue and cross-disciplinary working. Ultimately, this is a book that points ahead, offering suggestions and raising critical questions that have the potential to lead to progressive, inclusive and compassionate ways of knowing, teaching and engaging with the urgent challenges of the day by thinking geographically.’- Catherine Walker, Sustainable Consumption Institute, University of Manchester, UK‘Highly recommended. A timely book. I learned a lot, thought deeply (again and again), and definitely re-thought my own practice. From the first lines, the affective nature of education is suggested as an essential component of an education if we are to consider a child's full development. This book is shot-through with debates and dialogue with the classroom. Education in this book is seen to be about relationships, agency and nurturing. As Clarke and Witt write so powerfully, we should consider being 'with' our geography 'not in opposition', it is about relationships building over time and 'new ways of being, doing and knowing'. In particular, chapters by Morgan, Lambert & León and Catling & Pike stand out as being useful. Puttick, Chandrachud, Chopra, Robson, Singh and Talks write brilliantly and suggest a conclusion I have come to as well: that the complexity of climate change knowledge means it is unreasonable to place the responsibility on teachers alone as institutions 'have inherent weaknesses for the task of developing local, place-specific and place-relevant information about climate change'. Addressing this should be met by relationships between universities and school teachers, helping show the importance of the varying (and variable) narratives on climate change.’- Anthony Barlow, Principal Lecturer in Early Years and Primary Geography Education, University of Roehampton, UK'This book is a refreshing read for anyone concerned about the future of geography and its role in supporting the education and well-being of our youths. It places young people in the intersections of analyses that range from examining structures that affect children’s lives and reproduce different kinds of inequalities, to understanding children’s (potential and real) agency in the education process. The chapters invite us to consider how to better engage young people within and across the education spaces they occupy, and as they transit across phases of education. They call for a better understanding of children’s lives and highlight the curricular and pedagogical opportunities such understandings can afford. As a geography teacher educator, I especially appreciate the ways in which the chapters elucidate the important iterative relationships among geography, children’s lives and education, so that educators can support young people to lead meaningful (school) lives in the present and future.'- Tricia Seow, Senior Lecturer & Assistant Head of the Humanities and Social Studies Education Academic Group, National Institute of Education, SingaporeTable of ContentsIntroduction 1 The child and their (geographical) education Section one: Geographies of education and educational spaces 2 Geographies of education at macro-, meso- and micro- scales: Young people and international student mobility 3 Geographies of education spaces: Architecture, materialities, power, and identity 4 Children’s geography and schools: Beyond the mandated curriculum Section two: Children’s geographies and their significance in, and to, everyday life and education 5 Connecting children’s and young people’s geographies and geography education: Why this matters to and for children, education and society 6 Becoming acquainted: Aspects of diversity in children’s geographies 7 Student voice, democratic education and geography: Reflecting on the findings of a survey of undergraduate geography students 8 The value of geography to an individual’s education 9 Young people’s geographies, schooling, and the curriculum problem: Where have all the cool places gone? Section three: Progressive geographies in education 10 De/colonizing the (geography) curriculum 11 Climate Change Education: Following the information 12 Expanding students’ concept of ‘home’: teaching migration with a geographic capabilities approach 13 Looking closely for environmental learning: Citizen science and environmental sustainability education 14 Paying attention with more-than-human worlds: Field-visiting Conclusion 15 Moving forwards: Strengthening engagement across the intersections between children, education and geography

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Book SynopsisDrama and Reading for Meaning Ages 4-11 contains over 40 creative drama ideas to help develop reading for meaning in the primary school. The wide range of clearly explained, structured and engaging drama activities will appeal to all primary practitioners who wish to develop more creative approaches to the teaching of reading. The activities show how drama can develop some of the skills associated with reading for meaning such as empathising with characters' feelings, exploring settings and themes and making inferences based on evidence.The step-by-step activities range from familiar classroom drama strategies such as freeze-frames and hot-seating to less well-known approaches involving whole class drama experiences. The book also serves as an introduction to using drama as a learning medium, with advice on how to set the ground rules and clear explanations of the drama strategies. Each chapter has a detailed explanation of what to do, followed by a number of Trade Review"Do you want to develop children’s imaginations and refresh your English teaching? Then look no further. This energising and accessible book will inspire teachers and children alike. Linked to literature and nonfiction texts, the step-by-step drama lessons support reading at greater depth and enable children to investigate characters’ motivations, actions, and relationships, as well as explore real-life issues. A rich resource to support the development of language, interpretation and reading for meaning."Teresa Cremin, Professor of Education (Literacy), The Open University, UKTable of ContentsIntroduction Part 1: Ages 4 - 6 (Early Years Foundation Stage to Year 1) Chapter 1: Collective Re-enactment Chapter 2: Characters And Their Problems Chapter 3: Freezing Key Moments Chapter 4: An Imaginary Experience PART 2: Ages 7 – 11 (Year 2 to Year 6) Chapter 5: Frozen Depictions Chapter 6: Actions And Performances Chapter 7: Exploring Characters Chapter 8: Arguments, Dilemmas and Debates Chapter 10: Whole Group Drama Conclusion The Drama Strategies Further Reading and Resources List of Texts Appendix

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Book SynopsisThis edited volume takes an expansive, no-nonsense view of the spectrum of English language learners to address their varied backgrounds and their wide range of needs, worries, motivations, and abilities. Each chapter addresses a key area and group of students to enable English language teachers to come away with the knowledge and skills they need to support their students. The contributors, who represent a diverse range of voices themselves, cover essential topics, including dyslexia, neurodiversity, linguistic inclusion, deaf students, LGBTQI+ students, racial and cultural inclusion, and more. Accessible and grounded in cutting-edge research, this book features key concepts, methodologies, and strategies that will encourage reflection and inclusive pedagogy. An invaluable resource for students, researchers, and professionals, this volume demonstrates how English language education can be a force for transformative change and social inclusion.Table of ContentsIntroduction 1. Trouble and Care in the English language classroom Part 1: Inclusive language 2. An inclusive approach to teaching English to deaf adult learners 3. Inclusion in foreign language education: Using translingual scaffolding to support vocabulary learning in primary school 4. Traditional stories in ELT: Translingual practice for inclusive writing and digital skills instruction Part 2: Inclusive teaching 5. ‘You don't want to lose anyone, you don't want anyone falling behind’: Online ESOL, inclusion and accessibility in the UK 6. LGBTQI+ Sexualities and a Diversity-Focused Approach in English for Academic Purposes 7. Developing senior learners’ autonomy in second language learning Part 3: Teaching inclusion 8. How to talk about race in the English language classroom 9. English language learners dealing with trauma: developing ESL teachers’ knowledge, attitudes, and skills 10. Accommodating learners with SpLDs in the language classroom: Problems and solutions

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Book SynopsisThis book assesses the landscape of physical education today and the issues that shape it as a curriculum subject, particularly in the era of COVID-19. It explores the processes of transformation and change that follow government policy and considers what this means for physical education practitioners in schools.The book covers a wide range of important issues, across (micro-)political, social-cultural, historical and post-modernist categories. Bringing together current research with autobiographical and anecdotal reflections on the realities of PE teaching, it considers the significance of issues such as the emphasis on competitive sport in schools, the socialization of teachers, the influence of politics and policy on the classroom, colonization and decolonization of the curriculum, digital technologies, the health and well-being agenda and the impact of the COVID-19 pandemic.Offering a unique set of critical perspectives on physical education today, tTable of ContentsPart I: Micro-Political Issues in Physical Education 1. The Socialization of Physical Education 2. The Competitionization of Physical Education 3. The Politicization of Physical Education 4. The Marketization of Physical Education 5. The Academicization of Physical Education Part II: Socio-Cultural and Historical Issues in Physical Education 6. The Militarization of Physical Education 7. The Equalization of Physical Education 8. The Globalization of Physical Education Part III: Post-Modernist Issues in Physical Education 9. The Healthization of Physical Education 10. The Digitalization of Physical Education 11. The Pandemicization of Physical Education 12. The Modernization of Physical Education

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Book SynopsisNow in a fully revised and fully updated new edition, this comprehensive introduction to the teaching of Physical Education in primary schools is still the only textbook to cover the full sweep of the subject, from policy and curriculum developments to best practice and current debates.Written exclusively by primary Physical Education specialists, with primary school teaching experience, the book highlights the importance of Physical Education in the primary curriculum and the key issues facing primary teachers today, such as inclusion, training needs and the development of creativity. Central to the book are core chapters that examine each functional area common to many primary Physical Education syllabi including games, dance, gymnastics, athletics and outdoor learning and give clear, practical guidance on how to teach each topic. This new edition includes three completely new chapters, covering leadership, stakeholder interest in Physical Education delivery, and how to mTable of Contents1. (Re)surveying the Landscape of Primary Physical Education, 2. The Importance of Primary Physical Education, 3. The Possibilities and Challenges within Primary Physical Education, 4. Primary Physical Education: Creating ‘Boundary Crossing’ Futures, 5. Development of the Physical Education Curriculum in Primary Schools, 6. Games as Subject-Matter for Learning in Primary Physical Education, 7. Educational Gymnastics: Embodiment of a Constraints Agility Approach, 8. Dance as Holistic Physical Education, 9. Rethinking Athletics in Primary Physical Education: Getting it Off the Track and ‘Back on Track’, 10. The Role of Outdoor and Adventurous Activities in Primary Education, 11. Addressing Training and Development Needs in Primary Physical Education, 12. Towards a More Inclusive Provision, 13. Placing an Importance on Health and Physical Activity, 14. Developing Creativity, 15. Who Delivers Primary Physical Education? Stakeholders and Role Holders, 16. Subject Leadership, 17. Transitions in Physical Education

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Book SynopsisThis accessible guide supports school and education settings in co-producing SMART targets for education health and care plans, SEN support plans and Personal Education Plans. The book encourages educators to collaborate with children, young people and their caregivers to gain an in-depth understanding of their views, aspirations, strengths and areas of challenge, and to write purposeful, specific, measurable and achievable targets. Each chapter offers successful approaches to capture authentic voice, with a variety of contributors sharing their journey to improve child and family leadership by developing child-centred approaches in their contexts. The book includes case studies and reflective activities to further support the reader with creative and innovative approaches to SMART targets that are underpinned by the child''s perspective.With contributions from a range of schools, and across age phases, this book encourages and enables collaboration with Table of ContentsIntroduction Chapter 1 The legal and regulatory context – Sarah Martin-Denham Chapter 2 Creative approaches to capturing child voice - Sarah Martin-Denham and Wendy Thorley Chapter 3 A virtual school head perspective – Jane Pickthall Chapter 4 Battling to be heard: The impact on families – Catherine Landucci Chapter 5 Co-producing SMART targets in the early years – Faye Waterhouse Chapter 6 Co-production through mindfulness – Donna Walker Chapter 7 Re-engaging children and young people through forest school approach – Donna Walker Chapter 8 Engaging and re-engaging children through a managed move or following a school exclusion - Sarah Martin-Denham, Denise Taylor and Donna Walker Chapter 9 Co-production with children and young people and their caregivers in alternative provision - Kerrie Whelan and Dominick Gray Chapter 10 Co-producing SMART targets for children with social, emotional, and mental health needs – Johanna Butler Chapter 11 Moving from non-SMART towards SMART targets in a mainstream secondary school – Danny Kilkenny Chapter 12 Co-producing SMART transitions into further education – Peter Monaghan

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Book SynopsisNow in its second edition, Inquiry-Based Practice in Social Studies Education: Understanding the Inquiry Design Model presents a conceptual base for shaping the classroom experience through inquiry-based teaching and learning. Using their Inquiry Design Model (IDM), the authors present a field-tested approach for ambitious social studies teaching. They do so by providing a detailed account of inquiry's scholarly roots, as well as the rationale for viewing questions, tasks, and sources as inquiry's foundational elements. Based on work done with classroom teachers, university faculty, and state education department personnel, this book encourages readers to transform classrooms into places where inquiry thrives as everyday practice. The second edition includes a new chapter highlighting three ways that the blueprint acts as an assessment and curriculum system, and includes updated and enhanced references throughout the book.Both pre-service and in-service teachers are suTable of ContentsIntroductionChapter 1. Inquiry and the Inquiry Design ModelChapter 2. Questions MatterChapter 3. Tasks Matter, Too!Chapter 4. Sources Are the MatterChapter 5. Assessment and InquiryChapter 6. ConclusionReferences

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Book SynopsisTeaching and Learning with Technology sets out key principles for digital learning underpinned by research evidence. It explores the ways in which technology can help teachers to achieve their goals and support good pedagogy and offers practical strategies for using technology when planning and delivering effective lessons.Drawing on examples from across the curriculum and highlighting a wide range of key technologies, chapters cover: Live remote teaching Delivering content and instruction Using technology to assess learning Alternative learning platforms Ensuring accessibility and personalising learning E-safety, safeguarding and legal compliance Written by a leading expert in digital education and filled with easy-to-implement tips, this book is an essential guide for all teachers delivering lessons online.Trade Review"Teaching and Learning with Technology: How to Make E-Learning Work for You and Your Learners is filled with practical advice and instructive tips for educators on how to integrate technology into teaching and learning... I believe this book would be a good introductory read for the e-learning novice." - Tim Green, Teachers College RecordTable of Contents1. Introduction; 2. Presenting content for knowledge transfer; 3. Digital assessment; 4. Digital learning platforms; 5. Remote teaching; 6. Keeping digital education legal, accessible and safe; 7. Digital leadership and change

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Book SynopsisStrongly grounded in research and rich with practical examples for educators, this book demonstrates the importance and benefits of kinaesthetic learning in young childrenâs learning and development.Kinaesthetic or hands-on active learning is extremely important for young childrenâs personal, social and cultural development. Without this kind of learning children may be at risk of poor behaviour, social development and academic learning outcomes. This book shares concrete examples of authentic kinaesthetic learning experiences, across different discipline areas, in a range of Early Childhood contexts. The chapters outline practical approaches to kinaesthetic learning in the classroom to help educators to engage young children, covering curriculum areas such as the arts, mathematics, literacy, digital technologies and English as a foreign language. These practical examples are supported by a range of research and theories related to the benefits of kinaesthetic learning for yoTrade Review'As this book consistently aims to provide the reader with varied research studies that promote the learning benefits of kinaesthetic education, so too does it simultaneously advocate for play-based early learning environments. A preschool or kindergarten teacher looking to reaffirm their use of hands-on learning and incorporate new ideas for it would gain insight into developing their practice from reading this book. Drawing from the detailed chapters, they could apply the myriad of ideas and strategies to content-related elements in their classrooms. This book would also serve as a good option in a pre-service setting to set a foundational understanding of early childhood theoretical concepts for students while increasing awareness of the importance of kinaesthetic learning in early childhood education.'Lori Blake, Assistant Professor of Early Childhood Education, Central Connecticut State University, USA.Table of Contents1. The importance of kinaesthetic learning for early childhood 2. Kinaesthetic learning: A systematic review in early childhood education contexts 3. Learning by doing: a self-narrative approach to children's experiential learning 4. Practice-based approaches to kinaesthetic learning 5. A kinaesthetic approach to teaching mathematics education in the early years 6. An investigation of the use of arts-based embodied learning in early years classrooms 7. The body as an instrument of knowing: Kinaesthetic learning with and through the arts 8. Digital technologies and kinaesthetic learning for early years boys 9. Building a bridge: LEGO as a kinaesthetic tool to facilitate play-based learning in early childhood and beyond 10. Embodied scaffolding and kinaesthetic learning in Finnish early childhood education 11. Concluding comments

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Book SynopsisThis engaging, practical resource sets out twelve original projects for making music inclusively with children and young people of all ages who have special abilities or needs, including those with profound and multiple learning difficulties, those on the autism spectrum, those who have a vision or hearing impairment, and those with social, emotional, and mental health needs. Created by leaders in the music and special needs field working with music industry professionals, Count Me In! includes projects with a wide range of musical styles and genres, and there is an accompanying website with hundreds of freely downloadable audio files. The resource is based on the Sounds of Intent framework, which encourages teachers and others to target activities at their pupilsâ and studentsâ particular levels of musical development. The pieces of music are âdeconstructedâ into separate activities that are individually targeted at sound-makers, pattern-makers, motif-makers anTable of ContentsIntroductionAutumn ElegyWinter LamentSpring SerenadeSummer JigWater BluesRainbow RagUrban RapFarm ReggaeBollywood Party DanceSpy SoundtrackOlympic HarmonyComputer Chip Rock

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Book SynopsisThis book presents Combinations as a set of high-yield instructional strategies for advancing academic literacy for multilingual learners and all students. It discusses the strategies themselves as well as how they work to advance content and language learning simultaneously, across the grades and content areas.The book is particularly beneficial for all teachers working with linguistically and culturally diverse learners to accelerate their language and content learning. Utilizing these strategies will not only greatly improve students' writing but also supports their critical thinking, content area reading and language comprehension skills. This book argues for utilizing Combinations with Strategic Inquiry, presenting evidence of how each amplifies the impact of the other, and how together they address many of the challenges to learning new and counter-cultural methods and to establishing school and district cultures in support of multilingual learners' success.This Table of ContentsMeet the AuthorsAcknowledgementsForewordPart I: What we are proposing Introduction Combinations for Multilingual Learners Combinations + Strategic Inquiry: Closing the Research-Implementation Gap for Multilingual Learners Part II: Getting into the work Sentence Boundaries Hook it up, Set it up – The Power of Conjunctions Stretch it – Expansion, Appositives, Combining, and Parallel Revision Design and Teaching Tips: Multilingual Entry Points for Combinations Part III: What it looks like on the ground A Case Study (the nitty gritty of the what, how and to what effect) Call to Action Appendix AAppendix B

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Book SynopsisTo get the full Being With Our Feelings experience, this book can be purchased alongside the guidebook. All books can be purchased together as a set, Being With Our Feelings: Guidebook and Four Storybooks Set, 978-0-367-77231-4.Meet Amelie, a girl who doesn't want to be who she is. As she ventures out on a walk one day, she comes across a tree, a flea, the sea, a pea and finally a bee - all simply being who they are. One by one, Amelie majestically attempts to become each character, but soon discovers how exhausting and painful it is trying to be anything other than yourself.Full of enchanting illustrations and relatable characters, I Don't Want to be Me: supports emotional wellbeing through a greater sense of self-worth and self acceptance helps children to discover alongside Amelie, that being yourself is enough ends with a mindful reflection to help children explore and be wiTrade Review‘Immensely appealing…’ Adrian Bethune, Author of Wellbeing In The Primary Classroom, Education Policy Co-Lead at The Mindfulness Initiative, Teacher and founder of Teachappy. ‘Vivid illustrations and wonderful poetry’ Adrian Bethune, Author of Wellbeing In The Primary Classroom, Education Policy Co-Lead at The Mindfulness Initiative, Teacher and founder of Teachappy. ‘I love these books! The stories and illustrations are just beautiful.’ Penny Whelan, SENCO, Luton. ‘Beautifully illustrated.’ Andrew Cowley, Wellbeing Speaker and Writer, author of ‘The Wellbeing Toolkit’ and ‘The Wellbeing Curriculum’. ‘The Red String…will resonate with any young person who has felt a build up of emotion.’ Andrew Cowley, Wellbeing Speaker and Writer, author of ‘The Wellbeing Toolkit’ and ‘The Wellbeing Curriculum’. ‘Written with a strong youth voice element running through.’ Sharon Mee, Creativity and Wellbeing in Education Developer, CEO and Founder of Artpod and Melting Pot - Arts and Wellbeing in Education, Sussex and South East. ‘Unique and very honest.’ Sharon Mee, Creativity and Wellbeing in Education Developer, CEO and Founder of Artpod and Melting Pot - Arts and Wellbeing in Education, Sussex and South East. ‘Love the gender neutral characters…Fabulous!’ Gaynor Price, SEMH Advisory Teacher, City of Birmingham School. Table of ContentsI Don’t Want to be Me - Amelie’s Walk: Exploring Self Worth

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Book SynopsisLeading with Love reveals how focusing on relationships, wellbeing and core moral and ethical values can transform the motivation and engagement of teachers, parents and pupils, increasing their overall happiness as well as academic standards. In each chapter Victoria Carr presents accessible and relatable personal life lessons, leadership observations and anecdotes, drawing on her leadership experiences in a wide range of schools to show how leading with integrity is possible for all. Her methods are simple and authentic and have transformed failing schools into thriving ones, improving whole-school systems, the culture of staff and pupil wellbeing and mental health, and standards. Full of practical tips and end of chapter summaries with further suggested reading, Leading with Love will appeal to anyone who has suffered from imposter syndrome, who thinks they are not good enough to succeed, who thinks they are too old or don't have the right backgroundTrade Review"Just wow! If you are curious about yourself, leadership, and love then Vic will take you on a reflective ride through her and (more importantly) your life. With loads of stories to help you think, links to threads you might want to explore and practical nudges, I now have a book covered in ink and a mind that has been lit up. Enjoy!"Russell Earnshaw, Rugby Player and Coach, The Magic Academy "Vic is a well-respected and successful Headteacher, with a proven professional track record. She supports numerous leaders in a range of spheres of influence and is widely recognised as a leadership and life coach and source of support to all. Dr Vic’s TEDx talk has been viewed thousands of times and has provided inspiration to countless people as it resonates on many levels. She is also up to date with current research and is a skilled academic, but this book makes tangible what all leaders face in the ever-changing world we live in. SHE IS AMAZING!"Sarah Watkins, Reception Teacher and Forest School Leader "What an emotional rollercoaster - I’ve gone from tears to smiles and back again reading this book. It’s lovely and hopeful and positive in spite of all the pain in it. But then that’s what it’s about isn’t it - transcending all that and finding beauty and love among it all."Debra Kidd, Educator"Gold dust to any teacher or aspiring teacher, very personal and obviously from the heart. I genuinely enjoyed it. I know it will resonate most strongly with those who are, or aspire to be, school leaders. You offer a heart-felt insight into leading in education, offering many practical tips that many will find useful as a guide and hand rail. I see the book as more of a reference book that education professionals will use often - not just read once. But, the book will be of interest to a far wider audience. It offers us all a different perspective on leadership, based on an intensely personal journey. You deal not only with the professional world, but relate leadership to normal life - and I might add you are not afraid to cover some extremely sensitive ground such as illness and therapy. There are some practical leadership tips for us all - life skills - such as your Top 10 list. It also offers some excellent insights on leading our kids; it certainly made me think."Paul Anthony Edward Nanson, CB, CBE, Major General (retd.) "For those like Victoria and I, both who have survived adverse experiences, at work and in our personal lives, it is crucial that when we reach a point of confidence, we share our stories to benefit humanity. This is a book for people who like to wear their 'heart on their sleeve'. An encapsulating account of life for people who want to learn how others overcome anxiety and a lack of confidence; something we all experience in life and at work.In all sorts of scenarios, particularly in leadership, Dr Victoria Carr models how she is not only an inspirational woman, she is a mother, an author, an academic and an energetic school leader! She is a teacher full of integrity and resilience. This book has it all, from abuse to divorce, from growing up in Liverpool and Kenya to surviving the British Reserves application process - with flying colours - and Ofsted inspections. Get this book! Have a box of tissues or chocolates to hand, because it's a gripping read, and when you come up for air, you'll be in awe of the human potential in all of us and how resilient we truly can be. It has taken me almost 30 years working in education, to truly understand that what our young people need more than anything else, is love and then an education. Learning to lead with love rather than just with your head requires phronesis, and this book has boundless lessons for us all. It's an epic book!"Ross Morrison McGill, Author of ‘100 Ideas – Outstanding Lessons’, ‘Teacher Toolkit’ and ‘Just Great Teaching’"Authentic, gritty and powerful. This deeply personal story shows how closely 'life leadership' and 'school leadership' are aligned. Despite tragedy and hardship this is a motivational and optimistic read. Packed with examples of integrity, self-knowledge and resilience, this book clearly illustrates how our best school leaders work as a protective force for others." Professor Dame Alison Peacock, DBE, DL, DLitt, Chief Executive, Chartered College of Teaching"It is very moving and full of insights into how to turn painful to positive. What a difference belief in someone can make, for all of us."Mary Myatt, Education Writer and Speaker"Vic traces her professional journey from a difficult childhood to school leadership, university lecturer and, ultimately, a reservist in the British Army as well. This book takes the mantra ‘You can’t do that!’ and turns it on its head. It is self-affirming, reaffirming and full of reflection on a life full of challenge, demanding and even chaotic at times.The recurrent message threaded throughout this vivid portrait of a life packed full of change and challenge is the need to give people the time they need to talk, to share problems and to have someone who listens to you with empathy and wisdom. Vic is that person. Her patience and positivity are exuded throughout this publication and are a message and a model for all of us.When Vic says: "I will never know the influence I have had, if any, I know that people tell me publicly and through direct messages, emails and gifts that they are thankful, but we never know the impact of supporting someone to achieve. My take on this is I don’t need to know, what I do know is that everyone I help out is more likely to then help others, and who would not like the idea of that?" she speaks from the heart with caring and wisdom. The miracle is that her generosity of spirit and compassion have grown out of a childhood of crisis and abuse.The wisdom is repeated in Chapter 9: "People may forget what you said, but never how you made them feel." Here Vic reflects that "… you will see how difficult it is to extract your human self from the leadership persona you have, and in fact it is perhaps much more healthy to align the two, integrating the lessons learned in both to gain deeper understanding of yourself and how you can improve." Wise words indeed.We are reassured that exceptional leaders are kind and generous with their time, but move on if they are not valued – accepting that some things are time limited. Making yourself ‘redundant’ is part of succession planning and is healthy. This book leaves you wondering…Where next for me? Where next for you? Where next for a school?There is always a new page, a new ending and a new beginning with caring and with love."Ros Wilson, Cert.Ed; Dip.Ed; M.Ed.; Education Consultant"Leading with love….. A very open, honest and personal journey from a Headteacher that passionately wants to make a difference. There are some little gems of advice for any educator and a clear message throughout that you don’t need to be a perfect leader but if you lead with positive intent and love then you can make a real difference."Mike Hamilton, Founder of Commando Joes"Deeply moving, incredibly honest and totally inspiring – a must read for anyone interested in understanding where humanity in their leadership comes from, with simple, yet practical, signposting at the end of each chapter. What a fantastic read! Some great insights into leading with love, anchored in a rich seam of experience and grounded in authenticity. It takes real courage and a leap of faith to do something like this. Just brilliant."Colonel Lucy Giles, Deputy Director, Army HQ.Table of ContentsIntroduction Foreword Paul Garvey 1. Taking the hand of my inner child: the beginning of my leadership journey 2. The courage to continue 3. Do what is right, not what is easy 4. Words can lift us up or tear us down 5. Influencers are dreamers 6. It’s not what you are, but what you are afraid you are not that holds you back 7. Nothing is more expensive than a missed opportunity 8. Life never stops teaching, so you don’t stop learning 9. People may forget what you said, but never how you made them feel 10. Invest in yourself – it pays high interest 11. Choices can reflect your hopes, not your fears 12. Talk to yourself as you would a loved one 13. Your body may be present but your soul isn’t 14. People, not systems, change the way that people work 15. If you want to go fast, go alone; if you want to go far, go together 16. Collaboration is multiplication 17. From playground to parade ground: leading with heart

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Book SynopsisThis timely book provides support for secondary mathematics teachers learning how to enact high-quality, equitable math instruction with dynamic, mathematics-specific technologies.Using practical advice from their own work as well as from interviews with 23 exceptional technology-using math teachers, the authors develop a vision of teaching with technology that positions all students as powerful doers of mathematics using math-specific technologies (e.g., dynamic graphing and geometry applications, data exploration tools, computer algebra systems, virtual manipulatives). Each chapter includes sample tasks, advice from technology-using math teachers, and guiding questions to help teachers with implementation. The book offers a rich space for secondary math teachers to explore important pedagogical practices related to teaching with technology, combined with broader discussions of changing the narratives about students emphasizing the mathematics they can do and the mathematicTable of ContentsPart I: Planning for and Implementing Technology-Enhanced Math Tasks 1. Using Technology to Position Students as Math Explorers 2. Math Specific Technology Tools 3. Deciding When and What to Use 4. Selecting Technology-enhanced Tasks 5. Launching Technology-enhanced Tasks 6. Noticing and Eliciting Student Thinking in Technology-mediated Environments 7. Facilitating Whole Class Discussions in Technology-mediated Environments Part II: Putting it All Together 8. Examples of Technology-enhanced Algebra and Functions Tasks 9. Using Technology-enhanced Tasks to Support Student Exploration of Geometry 10. Using Technology-enhanced Tasks to Support Student Exploration in Statistics and Probability

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Book SynopsisWhat are the necessary ingredients which make a team of staff in schools successful? How can teamwork in schools be improved? In what ways does effective teamwork in schools result in more efficiency, more enjoyment, and more success? Teamwork Plain and Simple provides the answers to these questions, offering a fresh perspective on how teachers and school leaders can implement effective teamwork in schools. Rooted in three decades of teaching and school leadership experience and drawing on his ground-breaking research through this essential text, Dr Michael Harpham identifies the five key ingredients that support effective teamwork in schools and offers over 40 situation-driven strategies to help you lead and develop your team. The chapters cover: Expectations of working and progressing as a team Team communication and interaction Team behaviours and building relationships Organisational infrastructure and team functionTable of Contents1. Introduction; 2. Defining teamwork; 3. The five key ingredients of effective teamwork; 4. Key ingredient one: clear expectations – clarifying team progress; 5. Key ingredient two: team interactions – securing team connectivity; 6. Key ingredient three: team behaviours – building team relationships; 7. Key ingredient four: infrastructures – ensuring team functionality; 8. Key ingredient five: team capacity – developing team growth; 9. Emerging factors from research influencing effective teamwork; 10. Concluding thoughts

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Book SynopsisOver the past two years, the Primary Education Voices podcast has welcomed dozens of inspirational educators with a variety of roles across primary education to share what they are passionate about. This book gives some of these educators the chance to discuss their ideas, research and reflections in a more in-depth manner to help the reader reflect more deeply about their own practice.This publication is a collation of writing of incredible philosophies, resources and ideas from primary practitioners, for primary practitioners. Engaging chapters cover a wide range of topics for the contributors of this book to share: from developing the right ethos and culture in your school or classroom, to considering how to make your curriculum more rich and inclusive, to considering how to look after your own well-being and vitality in the role of a primary educator. Within each chapter, you will hear from a number of contributors and be given the space to reflect on what they havTable of ContentsIntroduction Ethos and Attitudes Relationships in Education Curriculum Leadership and Design Teaching and Learning Approaches Developing as an educator Using Books in the Classroom Behaviour and Pastoral Care Diversity and Representation Using Technology in the Classroom Well-being and Keeping Fresh as a Teacher

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Book SynopsisWhen peer-on-peer sexual abuse becomes commonplace in schools, society has a problem. The toxic attitudes and behaviour some boys display towards girls and women begin with the way those boys relate to each other, especially in school. This book offers an in-depth analysis of the problems facing boys and gives teachers the tools to help boys create relational cultures that are mutually respectful.Part One of the book looks at how boys relate to each other and how that affects the way they relate to girls and women. Part Two outlines a programme that can be delivered, lesson by lesson, to pupils aged 9 to 18. The programme covers specific lesson topics that can be adapted for different age groups, including: Anger Banter Fear of humiliation Boy hierarchies Jostling and consent Crying and emotional expression Lifestyle choices Working with Boys is a whole-school, iterative programme of study tTrade Review‘This book doesn’t pull any punches as it describes how our current strategies for nurturing, encouraging and attempting to motivate boys are failing. It explores why and suggests practical strategies for how we can address and improve the situation, encouraging boys to embrace ‘gentle’ masculinity in preference to ‘sour’ masculinity. This is a brave book. It’s also potentially life changing."Dr Jill Berry - Educationalist "This is a much-needed book and the timing is perfect. There is too much toxic masculinity in society and I am hopeful this book will make people rethink."Marylin Hawes - Founder of Freedom From Abuse"Hampton writes as if he is in my head; it’s incredible."Sam Browne - Year 13, Southend High School for BoysTable of ContentsAcknowledgmentsForeword by Dr Emily SettyAbout the AuthorAbout this BookPart OneChapter 1 - The problem…Chapter 2 - What boys fear mostChapter 3 - Who’s on top?Chapter 4 - Humour is no laughing matterChapter 5 - Masculinity and the age of loss of innocenceChapter 6 - Motivating boysChapter 7 - Competition and fear of failureChapter 8 - Listening to the Pupil VoiceChapter 9 - Guided ReflectionChapter X - PornographyChapter 11 - Football!Chapter 12 - PE TeachersChapter 13 - Parental attitudesPart Two Introduction StarterLesson One BanterHierarchiesHumourHumiliationAngerBehaviour typesSelf-regulationCrying and emotional expressionFootballJostling and consentCompetitionLifestyle ChoicesPart ThreeAudit toolsAfterword

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Book SynopsisThis textbook is a comprehensive resource for teaching multicultural childrenâs literature. Providing foundational information on how and why to integrate diverse childrenâs literature into the classroom, this book presents a necessary historical perspective on cultural groups in the United States and context for how to teach childrenâs literature in a way that reflects and sustains studentsâ rich cultural backgrounds. The historical insights and context on diverse cultural groups at the heart of the book allow readers to deepen their understanding of why teaching about cultural diversity is necessary for effective and inclusive education. Part I offers foundational information on how to teach childrenâs literature in a diverse society, and Part II overviews pedagogy, resources, and guidance for teaching specific culturally and linguistically marginalized groups. Each chapter contains book recommendations, discussion questions, and additional resources for teachers.With autheTable of ContentsPart I: Multicultural Education within Classroom Teaching 1. Creating Spaces of Freedom: Multicultural Education and Children’s Literature 2. Classroom Bibliotherapy to Support Social Emotional Learning: Increasing Inclusion, Kindness, and Understanding of Diversity 3. Children’s Literature in Immersive Technologies: Stories as Magical Spaces for Diversity and Inclusion 4. Critical Equity Literacies for Moving Beyond State and National Standards 5. Censorship: Book Challenges in Classrooms and School Libraries Part II: Diverse and Marginalized Groups of People 6. Exploring Social Class and Poverty through Children’s Literature 7. Reading the African American Family: The Exploration of the Historical-Political and Sociocultural Representation of African American Families in Picture Books 8. Southeast Asian Refugee Children’s Literature: A Pedagogical Tool to Juxtapose War and Migration 9. Celebrating Latinx Children’s Literature 10. Resilience, Courage, Relocation: Deepening Understanding About Immigrants and Refugees with Children’s Literature 11. A Critical Multicultural Call to Action: Culturally Responsive Teaching for Indigenous Populations 12. Using LGBTQ+ Children’s Literature to Create a Sense of Belonging for All Within Elementary Classrooms 13. Children/ YA Literature that Represents Disabilities and the Special Child 14. Religious Diversity through Children’s Literature 15. Supporting Children and Families Impacted by Incarceration through Multicultural Children’s Literature

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Book SynopsisExploring the most significant challenges facing independent schools today, this book asks leading figures from education, economics, politics, philosophy and the arts to give their views on how independent schools can adapt to rapidly changing markets which see them scrutinised as never before.A best-seller in its first edition, this fully revised second edition includes many new and updated essays, as well as featuring 26 brand new contributions from leading figures from education. How the sector has responded to the Covid-19 pandemic dominates some of the new contributions, but leading thinkers on areas as complex as gender identity and race write about how independent schools will have to change if they are to survive and flourish in the 21st century.This is a book that, more than ever before, anyone interested in education must read.Table of Contents Introduction. 1. The Pastoral Challenge 2. The Academic Challenge 3. The Junior Challenge 4. The Financial Challenge 5. The Access Challenge 6. The Diversity Challenge 7. The Gender Challenge 8. The Innovation Challenge 9. The International Challenge 10. The Political Challenge. Conclusion

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Book SynopsisThe second edition of Mark Wolfmeyer's award-winning primer offers future and current math teachers an introduction to the connections that exist between mathematics and a critical orientation to education, one that accounts for race, social class, gender, sexuality, language diversity, and ability.Expanded and updated from the first edition, this book demonstrates how elements of human diversity and intersectionality have real effects in the mathematics classroom, and prepares teachers with a more critical math education that increases accessibility and equity for all students. By refocusing math learning toward the goals of democracy and social and environmental crises, the book also introduces readers to broader contemporary school policy and reform debates and struggles, especially in light of Covid-19 and the ongoing struggle for racial equity.Featuring concrete strategies and examples in both formal and informal educational settings, as well as discussion questioTable of Contents1. What is mathematics? Answers from mathematicians, historians, philosophers, and anthropologists 2. Reform mathematics teaching: The student-centered approach 3. Why identity, human diversity, and intersectional identities matter to mathematics education 4. A white institutional space: Race and mathematics education 5. Social class hierarchies and mathematics education: To reproduce or interrupt? 6. Gender trouble: Rationalism vs. masculinity in mathematics education 7. LGBTQ+ work: Outing mathematics for heteronormativity and homophobia 8. Dissolving ability binaries in mathematics education: From special education law to disability studies 9. Language diversity as an asset: Emergent bilinguals in the mathematics classroom 10. Putting it all together: Intersectionality revisited, current mathematics education policy, and further avenues for exploration

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Book SynopsisNow in its fifth edition, the Handbook of Research on Teaching the English Language Arts--sponsored by the International Literacy Association and the National Council of Teachers of English--remains at the forefront in bringing together prominent scholars, researchers, and professional leaders to offer an integrated perspective on teaching the English language arts and a comprehensive overview of research in the field. Reflecting important developments since the publication of the fourth edition in 2017, this new edition is streamlined and completely restructured around big ideas in the field related to theoretical and research foundations, learners in context, and new literacies. Addressing all the language arts within a holistic perspective (speaking/listening, viewing, language, writing, reading), it covers new and important topics, such as online learning, multimodalities, culturally responsive learning, and more. Table of ContentsPrefaceSection IThe Language ArtsChapter 1An International Focus of Language Arts LiteracyChapter 2 The Power of LanguageChapter 3 Reading Instruction across Preschool Through Grade 12Chapter 4 Writing Instruction: Evidence Based Practices and Critical PerspectivesChapter 5 Teaching Multimodal and Digital LiteraciesChapter 6 Research in Children’s LiteratureChapter 7Adolescent Literature Comes of AgeSection IIEquity, Identity, and Belonging in the ClassroomChapter 8 Cultivating Equitable Language Arts PracticesChapter 9 Multilingual Learners Extending to "Multiculturating": Enacting Complex Linguistically and Culturally Enriched TeachingChapter 10 Literacy Development for Students with Disabilities Chapter 11Student Agency in the Adaptive ClassroomChapter 12 Identity Safe SchoolsSection III Influences on Learning the Language ArtsChapter 13 Roles of Motivation and Engagement in Teaching the English Language ArtsChapter 14Assessment in Language Arts ClassroomsChapter 15 Self-Regulation and Executive Function in Language Arts LearningEpilogue and New Directions State of the Field: The Research We Have, Research We NeedIndex

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Book SynopsisMeeting the diverse aspects of the science, and design and technology curricula can be challenging for many teachers. Children as Engineers addresses this problem, offering both new and experienced teachers an accessible resource to apply within the classroom and to their own professional development, while also supporting their students in developing as STEM thinkers. With an explicit focus on sustainability, each aspect of the curriculum is explored through a series of engineering challenges that present pupils with an everyday problem to be solved practically.Filled with practical strategies to use in the classroom, topics covered include the following: The engineering design process Plants, animals and humans Everyday materials Living things and habitats Forces, light and sound States of matter Electricity This essential classroom resource will support primary teachers in embedding opportunities

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Book SynopsisThis beautifully illustrated, inclusive storybook helps children to understand that some people find talking difficult, and that we can help by listening and thinking of different ways to communicate.One day, the light in Zedie and Zoola's lighthouse goes out, putting visiting boats in danger. They set off on an adventure to find enough glorms to bring light back to their village. On their adventure Zedie and Zoola see lots of exciting places and, with the help of new friends, they manage to find all the glorms they need. At the end of their trip, they have lots of new experiences to talk about.Zedie & Zoola Light Up the Night draws on themes relating to friendships, neurodiversity, participation, and advocacy and is designed to be used alongside: Zedie & Zoola's Playtime Cards a pack of 25 cards containing ideas for fun playground games that encourage children with different communication styles to play together. <

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Book SynopsisA Guide to Best Practice in Special Education, Health and Social Care explores and explains the changes in governmental policies across the education, health and social care services, and what they mean for young individuals, parents and professionals.In a period of significant change, many practitioners need to understand the government's plans for bringing about a more efficient, effective and sustainable system to meet the needs of young people and their families. Without trawling through reviews, green papers, white papers and bills, this book not only explains the significance of recent events, but provides practical examples, in the form of conversations and case studies, about how parents and professionals are making change happen. With decades of experience, Rona Tutt and Paul Williams delve deep into the separate origins of the three strands the SEND Review, the review of children's social care, and the Health and Care Act 2022. The book explores how pupilsTrade Review"At a point when education, health and social care are in complete turmoil and individuals are struggling to access the support, services and provision that they require, this publication will offer a welcome discourse to help parents and professionals to better understand the political and social landscape that we are currently living and working in."Lorraine Petersen, OBE - Educational Consultant."Dr Rona Tutt and Paul Williams are perfectly placed to navigate through this challenging time of changing policy. With real world examples of great practice, they showcase innovative approaches to achieving an integrated system to support children and young people and their families effectively and responsively. This book offers an important tool in achieving meaningful and lasting change." Dr Amelia Roberts, Associate Professor and Deputy Director of UCL Centre for Inclusive Education, Associate Professor (Teaching) and Vice Dean (Enterprise)"This book is designed for the busy educational professional. Navigating through the current complexities of education legislation can be time consuming. Written with clarity and insight this is the ideal reference text to guide teachers and other professionals to meaningful, child centred solutions."Professor Barry Carpenter, CBE, D.Litt., Professor of Mental Health in Education, Oxford Brookes University.Table of ContentsIntroductory chapter: why this book has been written Part I: Accomodating all young people 1. Recent developments across education, health and social care 2. The SEND Green Paper 2022: an evolving SEND system 3. The Review of Children’s Social Care 2022: resetting the system 4. The Health and Care Act 2022: Implementing integrated care systems Part II: Establishing a successful system 5. Meeting the needs of the majority 6. Meeting the needs of a minority 7. Responsibility, accountability and funding 8. Conclusion: Achieving better outcomes for all 9. Appendix 1: Key Documents across education, health and social care 1970–2022 10. Appendix 2: Recommendations: The independent review of children’s social care

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Book SynopsisThis book offers a synthesis of research, curriculum examples, pedagogy models, and classroom recommendations for the effective use of robotics in STEM teaching and learning. Authors Chauhan and Kapila demonstrate how the use of educational robotics can catalyze and enhance student learning and understanding within the STEM disciplines. The book explores the implementation of design-based research (DBR); technological, pedagogical, and content knowledge (TPACK); and the 5E instructional model; among others. Chapters draw on a variety of pedagogical scaffolds to help teachers deploy educational robotics for classroom use, including research-driven case studies, strategies, and standards-aligned lesson plans from real-life settings.This book will benefit STEM teachers, STEM teacher educators, and STEM education researchers.Table of ContentsPart I: Introduction. Chapter 1. Transformational Learning with Educational Robotics. 1.1. Introduction. 1.2. STEM and technology-enhanced learning environments. 1.3. Educational robotics. 1.4. Exhibiting the role of robots in supporting student learning. 1.5. Conclusion. 1.6. Key takeaways. Chapter 2. Applications of Robots in Educational Settings. 2.1. Introduction. 2.2. Constructionism and educational robotics. 2.3. Educational robotics: Roles and settings. 2.4. Examples of applications of robots as a learning tool in teaching and learning. 2.5. Conclusion. 2.6. Key takeaways. Chapter 3. Teaching STEM with Robotics: Synopsis of a Research-guided Program. 3.1. Introduction. 3.2. Need for authentic STEM learning experiences. 3.3. Rationale for robotics in STEM education. 3.4. Overview, theoretical background, and project design. 3.5. Illustrative examples from implementation. 3.6. Project outcomes and recommendations. 3.7. Conclusion. 3.8. Key takeaways. Part II: Theory, Design, and Implementation. Chapter 4. Design-based Research for Robotics-enhanced Learning Environments. 4.1. Introduction. 4.2. Design-based research. 4.3. Literature review exemplifying the use of design-based research in robotics-enabled learning. 4.4. Design-based research implementation examples from robotics-enhanced learning environments. 4.5. Implementation challenges of design-based research. 4.6. Conclusion. 4.7. Key takeaways. Chapter 5. Effective Professional Development for Robotics-focused Learning Environments. 5.1. Introduction. 5.2. Teacher professional development. 5.3. Designing for effective professional development. 5.4. Literature review on teacher professional development for robotics-based learning. 5.5. Designing a robotics-based professional development program using situated learning. 5.6. Creating a professional development program using the social capital theory. 5.7. Challenges in planning effective professional development programs and incorporating their lessons. 5.8. Conclusion. 5.9. Key takeaways. Chapter 6. Applying TPACK to Design for Robotics-enhanced Learning. 6.1. Introduction. 6.2. Technological, pedagogical, and content knowledge. 6.3. Literature review on teachers’ TPACK development. 6.4. Development of teacher TPACK through professional development aimed at using robotics as a learning tool. 6.5. Development of TPACK-guided robotics-based STEM learning units. 6.6. Conclusion. 6.7. Key takeaways. Part III: Instructional Perspectives and Lesson Designs. Chapter 7. Prerequisites, Practices, and Perceptions to Design Effective Robotics-based Lessons. 7.1. Introduction. 7.2. Enabling effective integration of robotics in classrooms. 7.3. Prerequisites for robotics-based STEM lessons. 7.4. Instructional practices for effective robotics-based lessons. 7.5. Factors that influence student perceptions of utilizing robots as educational tools. 7.6. Conclusion. 7.7. Key takeaways. Chapter 8. Applying Cognitive Domain of Bloom’s Taxonomy to Robotics-based Learning. 8.1. Introduction. 8.2. Bloom’s taxonomy. 8.3. Literature review on applications of Bloom’s taxonomy in robotics. 8.4. Integrating cognitive domain of Bloom’s taxonomy with educational robotics to promote higher-order thinking. 8.5. Conclusion. 8.6. Key takeaways. Chapter 9. Using the 5E Instructional Model to Develop Robotics-based Science Units. 9.1. Introduction. 9.2. The 5E instructional model. 9.3. Literature review on integrating the 5E model in robotics-based learning. 9.4. Exemplar robotics-based science unit plans aligned with the 5E model and Next Generation Science Standards. 9.5. Implementing the 5E instructional model. 9.6. Conclusion. 9.7. Key takeaways. Appendix A. Appendix B. Index

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Book SynopsisNow in its fifth edition, the Handbook of Research on Teaching the English Language Arts--sponsored by the International Literacy Association and the National Council of Teachers of English--remains at the forefront in bringing together prominent scholars, researchers, and professional leaders to offer an integrated perspective on teaching the English language arts and a comprehensive overview of research in the field. Reflecting important developments since the publication of the fourth edition in 2017, this new edition is streamlined and completely restructured around big ideas in the field related to theoretical and research foundations, learners in context, and new literacies. Addressing all the language arts within a holistic perspective (speaking/listening, viewing, language, writing, reading), it covers new and important topics, such as online learning, multimodalities, culturally responsive learning, and more. Table of ContentsPrefaceSection IThe Language ArtsChapter 1An International Focus of Language Arts LiteracyChapter 2 The Power of LanguageChapter 3 Reading Instruction across Preschool Through Grade 12Chapter 4 Writing Instruction: Evidence Based Practices and Critical PerspectivesChapter 5 Teaching Multimodal and Digital LiteraciesChapter 6 Research in Children’s LiteratureChapter 7Adolescent Literature Comes of AgeSection IIEquity, Identity, and Belonging in the ClassroomChapter 8 Cultivating Equitable Language Arts PracticesChapter 9 Multilingual Learners Extending to "Multiculturating": Enacting Complex Linguistically and Culturally Enriched TeachingChapter 10 Literacy Development for Students with Disabilities Chapter 11Student Agency in the Adaptive ClassroomChapter 12 Identity Safe SchoolsSection III Influences on Learning the Language ArtsChapter 13 Roles of Motivation and Engagement in Teaching the English Language ArtsChapter 14Assessment in Language Arts ClassroomsChapter 15 Self-Regulation and Executive Function in Language Arts LearningEpilogue and New Directions State of the Field: The Research We Have, Research We NeedIndex

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Book SynopsisAll students deserve access to a rich and meaningful math curriculum. This book guides middle and high school teachers toward providing all learners  including neurodiverse students  with the support necessary to engage in rewarding math content. Students who receive special education services often experience a limited curriculum through practices that create long-term disadvantages and increase gaps in learning. The tools and strategies in this book help teachers better understand their students to move them closer to their potential. Chapters include differentiation, assessment, classroom structure, and learning targets. Both general education math teachers who have not been trained in special education support and special education teachers with a limited background in standards-based math pedagogy will learn new skills to improve their teaching from this practical resource.Table of ContentsPart I Introduction 1. What We Believe about Teaching Math to Neurodiverse Students Part II: Before the Instruction Begins 2. Student Strengths, Needs, and Goals 3. Student Readiness 4. Crafting Learning Targets 5. Planning Differentiation Part III: During Instruction 6. Classroom Structures 7. Accommodations and Modifications 8. Graphic Organizers 9. Memory and Retention 10. Questioning 11. Manipulatives Part IV: After the Instruction 12. Assessment 13. Testing Accommodations 14. Data Analysis 15. Intervention

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Book SynopsisFoundational and accessible, this book equips pre-service and practicing teachers with the knowledge, understanding, tools, and resources they need to help students in grades 412 develop reading proficiencies in four core academic subjectsliterature, history, science, and mathematics. Applying a disciplinary literacy approach, Fang describes the verbal and visual resources, expert strategies, inquiry skills, and habits of mind that students must learn in order to read carefully, critically, purposefully, and with an informed skepticism across genres and content areas. He also shows how teachers can promote language learning and reading/literacy development at the same time that they engage students in content area learning.With informative synthesis and research-based recommendations in every chapter, this text prepares teachers to help students develop discipline-specific, as well as discipline-relevant, discursive insights, literacy strategies, and ways of thinking, reasoniTable of ContentsPrefaceChapter 1 Reading and Learning in Academic Content AreasChapter 2 Reading Literature Chapter 3 Reading HistoryChapter 4 Reading ScienceChapter 5 Reading MathematicsChapter 6 Developing Teacher Expertise for Academic Reading InstructionIndex

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Book SynopsisFeaturing a broad swathe of academic research and perspectives from international contributors, this book will capture and share important lessons from the pandemic experience for teaching practice and teacher learning more broadly.Looking at core teaching values such as the facilitation of learning, the promotion of fairness and equality, and community building, the book centres the records of teachers' experiences from diverse educational phases and locations that illuminate how the complexity of teaching work is entangled in the emotional, relational, and embodied nature of teachers' everyday lives. Through rich, qualitative data and first-hand experience, the book informs the decisions of teachers and those who train, support, and manage them, promoting sustainable, positive transformation within education for the benefit of educators and learners alike.This book will be of use to scholars, practitioners, and researchers involved with teachers and teacher educationTrade Review"This truly is a book of our time, which I believe every educationalist should read. This book gives voice to worldwide perspectives on education post-COVID from Early Years teachers in the Caribbean to menopausal women in the UK. It gives a fascinating perspective on both the challenges and positive impacts of COVID-19. The ‘call for action’ is a passionate challenge to re-think what it is to be a teacher, to nurture the autonomy of teachers and work together to support and care for each other. It has to be one of the most powerful books I have read in a long while and is likely to remain next to my desk to share and revisit repeatedly."Jo Tregenza, Reader in Education at University of Sussex and Vice President of the United Kingdom Literacy Association"This is an important book. It explores the intersection between the professional and personal lives of teachers and academics and the focus on teachers' family life opens up big questions about the future of education globally, especially for the majority of the workforce who are women. Women educators and leaders work in an inequitable and inflexible system. Their voices are clearly expressed throughout the chapters and we need to hear them as it is clear the status quo is no longer adequate for women. This book will help to recalibrate the future of educational practice and it can't come soon enough for most of the education workforce."Vivienne Porritt OBE, co-founder and Strategic Leader of #WomenEd, author, and Vice President of the Chartered College of TeachingTable of ContentsIntroduction 1. Teachers and Teaching Post-COVID Priorities: Reassessing Roles and Responsibilities 2. Part-time women teachers- having it all? 3. Experiences of student teacher mothers before and during COVID-19: lessons in flexibility 4. Teaching through the menopause: A flexible work paradox 5. Teacher well-being in times of COVID 6. Stories found within higher education: shifting professional identities of academics 7. Claiming professionalisation: Supporting Caribbean early childhood teachers’ professional identities post-COVID-19 Alliances: Relationships, Connections and Community 8. “We're Still Trying To Figure Out Every Single Day”: Teaching Since COVID-19 9. New ways of working and new opportunities: Early childhood leaders’ professional practice post-COVID 10. Pandemic Parenting – Balancing Change, Capabilities, and Culture 11. Stacking Stories as Inquiry into Practice: Co-Teaching an Online Literacy Club for Youth Re-imaginings: New Ways of Teaching and Being a Teacher 12. What the COVID-19 Pandemic has taught us about becoming a teacher: Lessons for Post-pandemic realities 13. Opportunities for Modernising and Revolutionising Education Systems Post-COVID: Drawing on an international survey of teachers’ experiences during the COVID-19 pandemic 14. Sociomaterial perspectives on hybrid learning in primary classrooms during the COVID-19 pandemic 15. Learning to Read the (Digital) Room During the COVID-19 Pandemic: Teacher Perspectives 16. Post-COVID Pedagogy: Intersectional Identities and Technological Spaces Conclusion 17. COVID-19: A Catalyst for Change

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Book SynopsisThis edited volume takes the US-derived concept and praxis of funds of knowledge and applies it globally to critically analyse current education in line with social justice, antiracism, and culturally sustaining pedagogies. Edited by one of the premier international voices for the funds of knowledge approach, and in particular funds of identity theory, chapters foreground first-hand, participatory, research-practice experiences with learners, schools, and local communities. These experiences demonstrate the positive, social-justice inspired pedagogical actions that result in, and reveal, powerful possibilities for a decolonialised, antiracist praxis that aims to eradicate deficit thinking in education. Further, the inclusion of voices that are typically othered in the construction and distribution of academic knowledge make this a seminal volume in the field. Ultimately, the volume will be of interest to scholars, students, and researchers working in the sociology of education, psychology of education, and those specifically dealing with antiracism, decolonialism, and equity within education.

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Book SynopsisMoving from country to country is no small feat. This activity book is designed for use with children aged 6-12 to help those on the move to navigate the process of global transition smoothly. Based on the latest relocation and transition research, wellbeing boosting strategies are shared for transition and beyond. Children are introduced to mindful activities and are encouraged to use their creativity by annotating and illustrating the pages as they move through the book, allowing them to be an active participant in their move. Arriving Well Activity Book helps the child settle in their new place, to reflect on the move and understand that change is a part of life. Full of valuable strategies to boost wellbeing as they move forward, the text highlights top tips for settling in. The book normalises mixed feelings, helping the child to understand the process of transition and reflect on their sense of control. This book can be used effectively alongside:Trade Review"The Moving On series gives all who work with children a powerful, practical tool to help them 'leave well so they can enter well.' As each book focuses on a particular stage of the moving process, children can find words and create images to express the often-paradoxical feelings any move can make. I highly recommend it!" Ruth E Van Reken, co-author of Third Culture Kids: Growing Up Among Worlds. Table of ContentsTop tip 1: Be Brave Top Tip 2: Be Approachable Top Tip 3: Keep Curious Top Tip 4: Be Yourself Top Tip 5: Be Kind Top Tip 6: Be Grateful Top Tip 7: Focus on your Strengths Top Tip 8: Remember Your Old Place Top Tip 9: Make your Bedroom a Haven Top Tip 10: Ask for Help

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Book SynopsisMoving On Facilitator's Guide is designed to accompany the Leaving Well and Arriving Well activity books. Based on the latest relocation and transition research, the guide builds the confidence of adults in delivery of the activity books to share wellbeing boosting strategies for transition and beyond, both for the child and the supporting adult.This practical guide offers guidance notes and prompts to help bring out the best experience for the child. It will help the adult feel confident in responding to any questions, including key points to consider and examples of what you could say'. It goes on to explain the theory behind the activities from the workbooks and includes examples and quotes from other ex-pat children woven through the text.The guide can be used effectively with:Leaving Well Activity Book which helps children to reflect on how they feel about the move, to remember other moves and understand that change is a partTrade Review"The Moving On series gives all who work with children a powerful, practical tool to help them 'leave well so they can enter well'. As each book focuses on a particular stage of the moving process, children can find words and create images to express the often-paradoxical feelings any move can make. I highly recommend it!" Ruth E. Van Reken, co-author of Third Culture Kids: Growing Up Among WorldsTable of ContentsHow to use this bookNotes from the AuthorLeaving Well Activity BookArriving Well Activity BookBibliographyIndex

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Book SynopsisWith this practical resource, you'll learn how to promote global readiness and build international connections in the world language classroom. Master educator Erin E.H. Austin shares original strategies to facilitate productive language learning and demonstrates how to foster a rigorous, inclusive, and enriching environment. Designed to improve student motivation and engagement, the book is a shift from teaching about the world to teaching with the world. You'll come away with plenty of inspiring and effective ways to not only invite the world into the classroom but also bring the classroom to the world and, in so doing, support an inviting classroom environment.The book abounds with low-cost, ready-to-implement tools, activities, and lesson ideas. The approaches in this book include coordinating international and world language events at school, using online resources to connect students to new languages and cultures, and broadening student horizons through boTrade Review"Educators will find this text as a useful guide for promoting engagement with local and global language communities, centering equity and cross-cultural understanding, and preparing students to be globally competent change agents—all while supporting language proficiency goals. This innovative, accessible, and practical text is sure to challenge, encourage, and inspire educators as they imagine the possibilities of a global education within their teaching contexts."--L. J. Randolph Jr., Ed.D, University of Wisconsin-Madison"Erin Austin’s excellent work in explaining global education's real essence is commendable. This concept needs to be more understood in today's times, where classrooms are becoming increasingly diverse. [Her book] is a crucial read for individuals seeking to enhance their global competence."--Sheldon L. Eakins, Ph.D., Founder of the Leading Equity Center and Host of the Leading Equity Podcast"Get ready to ... ‘change the world.’ Going Global in the World Language Classroom will ignite a spark in you to challenge your current understanding of global education and what it means to bring global competence to the classroom. With humility and empathy, Erin E. H. Austin presents the need for global perspectives and provides tools to support global readiness. Discover educators' and students' inspiring first-hand experiences and explore ways to bring global perspectives to your school. Your classroom will never be the same." --Sara A. Sneed, President & CEO, The NEA FoundationTable of ContentsAcknowledgementsMeet the AuthorForewordPrefaceSection 1: The Case for a Global Connection PlanChapter 1: Understanding Global EducationChapter 2: Creating a Global Connection PlanSection 2: Leveraging Lower-Cost OptionsChapter 3: Hosting Chapter 4: World Language StorytimeChapter 5: World Language Day at _____Chapter 6: EmpaticoChapter 7: ePalsChapter 8: International Events in an International Baccalaureate SettingChapter 9: International Student PanelChapter 10: Video OptionsChapter 11: PodcastsChapter 12: Window SwapChapter 13: City WalksChapter 14: News in Slow _____Chapter 15: Sustainable Development Goal UnitsSection 3: Leveraging Higher-Cost OptionsChapter 16: Student Trips AbroadChapter 17: Concordia Language VillagesChapter 18: Global LiteratureChapter 19: Global Volunteers and Global Leaders Chapter 20: CIEE High School Summer Study AbroadChapter 21: Virtual RealityChapter 22: Forging Your Own Path Section 4: The Way ForwardChapter 23: Increasing Our Own Global CompetenceChapter 24: Converting the NaysayersChapter 25: Igniting the SparkResources

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Book SynopsisLearn how to become a more effective literacy coach to ensure lasting changes in teaching and learning at your school. In this second edition, literacy experts Diana and Betsy Sisson offer clear, research-based strategies that encourage professional development and growth. You'll discover how to Understand the various roles that a literacy coach plays, from change agent to data analyst; Partner with administrators to build a school instructional team; Determine which coaching model to use with your teachers; Support your classroom colleagues and raise student achievement; Tackle the literacy concerns present in today's schools, and any resistance from classroom teachers who don't want to be coached; Discover innovative ways to provide multimodal coaching in the digital age; Design a plan to promote growth centered on assessment and collaboration; and <Table of ContentsPreface Introduction PART I How Important Is Coaching for Teaching and Learning? 1 The Evolution of Coaching as a Professional Development Model Coaching Emerges as a Model of Professional Development How Coaching Supports Effective Professional Learning 2 Models of Coaching Peer Coaching Cognitive Coaching Instructional Coaching Content Coaching PART II What Roles Does a Literacy Coach Play? 3 Change Agent How Is a Literacy Coach a Change Agent? Why Is the Administrator Critical in Change Efforts? What Teachers Are the Focus for Change? How Does Change Happen? 4 Relationship Builder How Important Is It to Build Relationships With Administrators? Why Are Relationships With Classroom Teachers So Crucial? How Do Literacy Coaches Build Relationships With Classroom Teachers? In What Ways Can Relationships Be Leveraged to Counter Resistant Teachers? 5 Data Analyst Why Must Data Analysis Begin With the Administrator? Why Is Looking at Data With Teachers So Critical? What Types of Data Should Be Examined? Demographic Data Student Learning Data Behavioral Data How Can Literacy Coaches Help Teachers Analyze Data? How Does the Use of Data Drive Coaching? 6 Curriculum Expert How Does Working With the Administrator on Curriculum Benefit the Whole School? What Exactly Is Curriculum and Why Must Literacy Coaches Be Curriculum Experts? How Can the Role of Curriculum Expert Transform Teaching and Learning? 7 Resource Manager Why Does Collaborating With the Administrator Assure a Comprehensive Allocation of Resources? How Do Resource Managers Build a School Collection? What Kinds of Resources Are Important? 8 Instructional Specialist Why Is It Critical to Create an Instructional Leadership Team With the Administrator? How Important Is the Role of Instructional Specialist? What Does an Instructional Specialist Do? How Does an Instructional Specialist Employ Strategies Prescriptively? 9 Professional Developer Why Does Teaming Up With the Administrator Transform Professional Learning? How Significant Is Professional Development? In What Ways Do Adults Learn and How Does This Influence Professional Development? How Is a Focus for Professional Development Identified? What Forms Can Professional Learning Take? Faculty Workshops Team Meetings Classroom Visitations Teacher Study Groups Observation and Feedback Loop Modeling Co-Planning Co-Teaching Lesson Study Looking at Student Work Examining Achievement Data Coaching Cycles How Can Multimodal Coaching Strengthen Professional Learning Experiences? Virtual Workshops Online Professional Book Clubs Digital Literacy Resources Internet Collaboration Tools Classroom Videos Webcam Technology How Can Coaching Be Equitable for All Teachers? Coaching Rotations for All Faculty Members Teacher-Requested Consultancy Administrator-Requested Consultancy How Can Literacy Coaches Ensure High-Quality Professional Development? By What Means Can Coaches Provide Support in Schools Experiencing Faculty Shortages? What About Working With Students? PART III How Does a Coach Ensure Lasting Change? 10 Building Essential Skills for Successful Literacy Coaching Just How Important Are Reading Credentials to a Literacy Coach? In What Ways Can Literacy Coaches Continue to Build Their Own Skill Sets? How Can Change Be Sustained? Why Is Self-Reflection Essential for Sustaining Change? Final Thoughts References Appendix A: Coaching Moves Rating Scale Appendix B: Professional Developer Resources Appendix C: Professional Book Club – Questions for Study and Reflection

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Book SynopsisAll About Dyslexia is an accessible and informative guide for primary school teachers, designed to increase their understanding of dyslexia and enhance their toolkit with practical, adaptable strategies to support learners with dyslexia and specific learning difficulties in their setting.The book debunks myths and misconceptions and clearly defines dyslexia, shining a light on a different way of thinking and learning. It then looks at metacognition and dyslexia across the curriculum, with a focus on grounding literacy skills and supporting the foundations of reading. Drawing on the experience of the learners themselves, the book equips teachers with strategies for high-quality teaching that will benefit all learners, not just those with dyslexia. All About Dyslexia includes: Chapters that are easy to dip in and out of, with top tips and signposting to further resources and research. A wealth of up-to-date, evidence-based,

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Critical Analysis of Parental Involvement in School presents in-depth explorations of parental involvement within culturally distinct contexts. As teachers and leaders sense the impact of todayâs social and political tensions in their schools, new guidance is needed to help them make decisions, solve problems, clarify interventions, and resolve conflict with their studentsâ families as they mutually pursue the well-being of diverse students. This edited volume examines parentsâ culturally situated goals and values, communication and rearing styles, academic involvement, and other social-psychological factors across identities at the intersection of race, gender, class, and beyond. Each chapter addresses the complexities of a unique demographic context, innovative approaches toward inclusion, methodologies helpful to the study of parental involvement, new trends and directions in family-school partnerships, and more.

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Book SynopsisWhat if you could challenge your fourth graders to create a minimally invasive, highly efficient dam? With this volume in the STEM Road Map Curriculum Series, you can! Hydropower Efficiency outlines a journey that will steer your students toward authentic problem solving while grounding them in integrated STEM disciplines. Like the other volumes in the series, this book is designed to meet the growing need to infuse real-world learning into K12 classrooms.This interdisciplinary, four-lesson module uses project- and problem-based learning to help students create a highly efficient dam that has a minimal impact on the environment. Students will explore the use of natural resources to provide energy needs, specifically hydropower, while exploring the workings of watermills, wind turbines, and generators to help build an understanding of the effects of dams. In creating their dam, they will learn about the various types of alternative hydropower sources, including w

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Book SynopsisThe fully updated fifth edition of Elementary Social Studies provides a rich and ambitious framework to help social studies teachers achieve powerful teaching and learning results. Organized around four commonplaces of educationâlearners and learning, subject matter, teachers and teaching, and classroom environmentâand deeply rooted in inquiry-based teaching and learning, this book deeply probes the basic elements of quality instructionâplanning, implementation, and assessmentâalways with the goal of creating and supporting students who are motivated, engaged, and thoughtful.Book features and updates to the fifth edition include: â New guidance on tackling controversial issues in the social studies classroom. â Fully revised chapter on creating a genuine learning community, which now addresses socio-emotional learning and family involvement in the classroom. â New perspectives on the importance of teaching for social justice. â Increased attention to th

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Book SynopsisAn innovative exploration into the immediate and profound effects of sensory engagement, this book delves specifically into the incorporation of smell within the context of contemporary childhood experiences. Thinking to future advancements in educational technology, it is expected that digital media will eventually integrate all senses. This book outlines the convergence of childrenâs learning and olfaction, setting the groundwork for future-oriented early education that seamlessly integrates sensory learning with advancements in technology.Guided by child development theories and recent insights into embodiment, socio-material theories and affective literacy, chapters explore: The opportunities of olfaction in early education research and practice Developing olfactory literacies Olfaction in childrenâs reading and story-telling Cultural and socio-technical influences on olfaction Anticipating olfactory education futures

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Book SynopsisAre you a stressed teacher? Do you feel over-stretched by the responsibilities of the role? Are you suffering from poor work-life balance?How to Be a Happy Teacher acts as a lifeline for teachers navigating burnout, guiding them towards a happier and more sustainable experience of teaching. Written in an accessible style by Rachel Boucher, an experienced primary school teacher, her guide offers insights and actionable self-care strategies to improve teacher happiness within our schools.The book is divided into two distinct sections: Part 1 unpacks crucial aspects of the teaching role, including, but not limited to, acceptance, purpose, prioritization, self-care and Ofsted. Part 2 shifts the focus to real life examples and exercises, providing teachers with the tools to address the challenges identified within Part 1.Whether you''re a seasoned educator, or just beginning your career, this empowering guide provides the insights, camaraderie, and inspiration

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Book Synopsis

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