Primary and middle schools Books

Book SynopsisProfessionalism and Leadership in Early Childhood Education and Care explores the tension between what early years practitioners are expected to achieve, and the level of expertise and understanding required to underpin this. It examines the impact of recent policies on the agency of individual practitioners, and the culture and ethos of their settings, and questions the driving factors behind reforms to curriculum and practice and where this locates practitioners and their provision.Bringing together the latest research and ideas on professionalism and leadership, the book explores how professional status is understood and acquired and what makes this problematic in ECEC. It explores the impact of different leadership approaches, what needs to be challenged and sets out how the workforce might assert its own identity and values and continue to advocate for the needs of young children.Including case studies to illustrate the lived experiences of individual practTable of ContentsIntroductionGlossaryChapter 1 The English early years sectorChapter 2 Professionalisation and the early years workforceChapter 3 Constructing a professional identity, claiming professional agencyChapter 4 Leadership and professionalisationChapter 5 Reconceptualising professionalism in ECECChapter 6 Practice standards and the shaping of professional identity: Technicians or creative researchers?Chapter 7 Unpicking the role of reflection and a transformative pedagogy for professional educationChapter 8 Empowerment and agency: Reflections on narratives of practiceIndex

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Book SynopsisFeaturing a team of over thirty STEM education professionals from across the United States, the updated and revised edition of this landmark book provides an integrated STEM curriculum encompassing the entire K-12 spectrum, with complete grade-level learning based on a spiraled approach to building conceptual understanding.Taking into account the last five years of evolution in STEM education, the second edition includes an increased focus on computer science, computational thinking, mathematics, and the arts, as well as cultural relevance and addressing the needs of diverse learners and underrepresented students. Divided into three main parts â Conceptualizing STEM, STEM Curriculum Maps, and Building Capacity for STEM â each section is designed to build common understandings of integrated STEM, provide rich curriculum maps for implementing integrated STEM at the classroom level, and offer supports to enable systemic transformation to an integrated STEM approach.Written for teachers, policymakers, and administrators, this second edition is fully updated to account for the needs of K-12 learners in the innovation age. STEM Road Map 2.0 enables educators to implement integrated STEM learning into their classroom without the need for extensive resources, empowering educators and supporting students.Table of ContentsPart One: Conceptualizing STEMChapter One:The Need for a STEM Road MapCarla C. Johnson, Tamara J. Moore, Erin E. Peters-Burton, and Selcen S. GuzeyChapter Two:The Emergence of STEMCatherine Koehler, Ian C. Binns, and Mark A. BloomChapter Three:Integrated STEM EducationTamara J. Moore, Lynn A. Bryan, Carla C. Johnson, and Gillian H. RoehrigPart Two: STEM Curriculum MapsChapter Four:The STEM Road Map for Grades K-2Catherine Koehler, Mark A. Bloom, and Andrea R. MilnerChapter Five:The STEM Road Map for Grades 3-5Brenda M. Capobianco, Carolyn Parker, Amanda Laurier, and Jennifer RankinChapter Six:The STEM Road Map for Grades 6-8Carla C. Johnson, Tamara J. Moore, Juliana Utley, Jonathan Breiner, Stephen R. Burton, Erin E. Peters-Burton, Janet B. WaltonChapter Seven:The STEM Road Map for Grades 9-12Erin E. Peters-Burton, Padmanabhan Seshaiyer, Stephen R. Burton, Jennifer Drake-Patrick, and Carla C. JohnsonPart Three: Building Capacity for STEMChapter Eight:Data-Driven STEM AssessmentToni A. Sondergeld, Kristin L.K. Koskey, Gregory E. Stone, and Erin E. Peters-BurtonChapter Nine:Sociotransformative STEM EducationAlberto J. RodriguezChapter Ten: Effective STEM Professional DevelopmentCarla C. Johnson and Toni A. SondergeldChapter Eleven:Frameworks and Advocacy for STEMShaun Yoder, Susan Bodary, and Carla C. Johnson Appendix ASample STEM Module One: Grade 7Janet B. Walton and James M. CaruthersAppendix BSample STEM Module Two: Grade KJennifer Suh

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Book SynopsisAccessible and engaging, this text provides a comprehensive framework and practical strategies for infusing content-area instruction in math, social studies, and science into literacy instruction for grades K-6.Throughout ten clear thematic chapters, the authors introduce an innovative Content-Driven Integration (CDI) model and a roadmap to apply it in the classroom. Each chapter provides invaluable tools and techniques for pre-service classroom teachers to create a quality integrated thematic unit from start to finish. Features include Chapter Previews, Anticipation Guides, Questions to Ponder, Teacher Spotlights, Now You Try it sections, and more. Using authentic examples to highlight actual challenges and teacher experiences, this text illustrates what integrating high-quality, rich content-infused literacy looks like in the real world. Celebrating student diversity, this book discusses how to meet a wide variety of students' needs, with a focus on English Language LearnerTrade Review"Lupo and colleagues don’t just pay lip service to integrating content and literacy instruction; they provide teachers with a clear framework for meaningful, content-driven integration of mathematics, science, and social studies in the literacy block. Readers of this book will gain the knowledge needed to design interdisciplinary units, select texts, teach reading and writing to learn, and develop vocabulary and oral language for diverse learners, all of which the authors clearly illustrate through the experiences of two classroom teachers. I expect that novice and veteran teachers alike will find something in this book to add to their instructional repertoire."--John Z. Strong, Assistant Professor of Education, University at Buffalo, State University of New York, USA"Teaching Disciplinary Literacy expertly provides pre- and in-service teachers with crucial content and research-based instructional techniques to meaningfully integrate science, social studies, and math content into the literacy block. The authors include a number of accessible examples from both lower and upper elementary classrooms, alongside flexible templates and invitations to apply the material to teachers’ own elementary classrooms. I look forward to using this textbook in my own content and disciplinary literacy courses!"--Courtney Hattan, Assistant Professor of Elementary Literacy and Educational Psychology, Illinois State University, USATable of Contents1. Bringing Science, Social Studies, and Math into the Literacy Block 2. Zooming Out on the Holistic Goals of Literacy Instruction 3. The Content-Driven Integration Model for Developing Thematic, Interdisciplinary Units 4. Selecting Texts for Integrated Instruction 5. Reading to Learn: Bringing Reading Instruction and Content Learning Together 6. Writing to Learn 7. Analyzing Texts to Support Comprehension 8. Developing Vocabulary 9. Talking to Learn… and Learning to Talk 10. Supporting Students With Process-Based Writing

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Book SynopsisThis pioneering volume provides a thorough understanding of children's spirituality from a holistic development perspective and explores the ways early childhood educators can nurture spirituality in the secular classroom. Making a critical distinction between spirituality and religion, this book draws on conceptual and empirical research, as well as authentic classroom vignettes to explore how theory translates into practice. Inviting readers to examine how their beliefs inform their practices, Children's Spirituality in Early Childhood Education offers a purposeful window into supporting children's learning and development with a focus on their souls, making it important reading for teachers, teacher candidates, researchers, and teacher educators in the field of early childhood education.Table of ContentsList of Figures Acknowledgments Forward by John Hochheimer Preface Introduction Section I – What is Children’s Spirituality? Chapter 1 - Defining Spirituality and Differentiating it from Religion Chapter 2 - Understanding Children’s Spirituality in the Literature and Research Section II – Spirituality in the Classroom - What do the Teachers say? Chapter 3 - Looking into Early Childhood Teachers’ Perceptions of Nurturing Spirituality Chapter 4 - How Ms. Escarfuller’s Spirituality Informs Her Pedagogy Chapter 5 - Spiritual Vignettes from Ms. Escarfuller’s Classroom Section III – Tying it All Together Chapter 6 - How can we nurture children’s spirituality in secular settings? Chapter 7 - Spirituality as the North Star for Early Childhood Education: Where do we go from here?

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Book SynopsisDiscover how to help PreK students develop pre-reading competencies that build capacity for future reading phonological awareness, print concepts, and alphabetics. Research-based and accessible, this essential guidebook helps readers sidestep common errors and create engaging, child-appropriate curriculum that lays a strong foundation for future reading skills. Filled with effective resources, activities, and a simple scope and sequence to guide instruction, this critical toolkit equips educators to set emerging learners up for success.Table of Contents1. Beginning with Some Basics 2. English Alphabetics for Teachers 3. Teaching Phonological Awareness 4. Shared Reading and Interactive Writing to Teach Print Concepts and the Alphabetic Principle 5. Teaching Letters and Letter Sounds

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Book SynopsisThis essential resource is designed to help busy early years practitioners to support the mental health of young children through outdoor play.Promoting social and emotional wellbeing in childhood has never been more important, and outdoor play is a crucial tool to build resilience, develop healthy relationships, and boost self-esteem. Using relatable case studies that demonstrate achievable change, the book is full of practical advice and strategies for exploring nature in both natural and man-made landscapes, and includes guidance on how to co-create inviting play spheres with children. Each chapter provides: Adaptable and cost-effective activities designed to help children feel more confident and connected to the world around them. Case studies and reflective opportunities to prompt practitioners to consider and develop their own practice. An accessible and engaging format with links to theorists, risk assessmTrade ReviewSarah has given teachers, parents, all of us a practical but heartfelt guide to nature connection. This is her gift to this and the next generation of children and families. Richard Louv, author of 'Last Child in the Woods' and 'Vitamin N.' The most brilliant, easy to read and engaging book on outdoor learning and play I have ever read. Packed full of rich anecdotes and solid research, it is indispensable guide for educators everywhere. Mike Fairclough, author of ‘Wild Thing’ and Headmaster of West Rise Junior School, winner of the TES School of The Year A must-read. This remarkable book is an essential read for anyone who values outdoor play and well-being. It is packed full of practical, accessible ideas and strategies underpinned by the latest research. I thoroughly enjoyed reading it and reflecting on how to support nature connectedness in our settings. Outdoor Play for Healthy Little Minds reminds us that ‘the best classroom and the richest cupboard are roofed only by the sky.’ Anthony Hadfield, ex-headteacher and founder of Head into the Wild This book is lovingly filled with the joy of play. Packed full of useful suggestions, examples of practice and insightful comments from the children themselves, this is a wonderful book. Sarah combines her deep knowledge of children and their capacity to learn with a clear rationale of the ways in which play builds cognitive understanding, emotional & physical development and social connection. I recommend this book highly for all those who seek to understand children further and celebrate the wonders of childhood. Dame Alison Peacock, Chief Executive at The Chartered College of teaching and Honorary Fellow of Queen's College, Cambridge This wonderful book shows how play develops skills that lead to balanced, resilient people. Parents, teachers and all of us who work with children will find valuable ways to look at the world through fresh eyes. Dr Simon Lennane, GP and Mental Health GP Lead, Herefordshire CCG (Clinical Commissioning Group) This is a delightful and very special gem of a book! Warm, personal, thought-provoking, extensively researched and jam packed with brilliant & practical ideas for outdoor learning and play. I have admired Sarah’s knowledge, wisdom and expertise for a long time and in this book Sarah gives us the know-how and confidence to optimise our school grounds and approach to play to develop imagination, creativity, well-being, language skills, resilience, and promote co-existence, equity and inclusion. I have learned a lot, this is a must read guide for any early years practitioner and primary school leaders. I will be buying several copies for my school! Rae Snape, Headteacher and National Leader of Education What a jewel; this book is filled to bursting with stunning photographs of real examples of outdoor play and learning in action to inform and inspire, with ‘time to reflect’ opportunities throughout to support ongoing practitioner CPD - something which is essential. Sarah demonstrates that valuable outdoor play and learning opportunities are everywhere and can be achieved easily, for all our children, by thinking creatively, listening to and following children’s interests, using simple resources and by tapping into what Mother Nature gives us. Definitely on the reading list for my Early Years Educator trainees to support outdoor play, knowledge and practice. Helin Taylor-Greenfield, Early Years Lecturer (FE), NNEB, Pearson and LBWF Teaching Award Winner Sarah Watkins has written one of the most important pedagogy books in a generation. The case for play is stronger now than ever before and understanding its purpose is essential to any catch-up process after the Covid-19 interruptions. Play is the universal language of childhood and the richer the environment, the richer the opportunities are for self-expression, challenge and wellbeing amongst our youngest learners. How a child plays, or doesn’t, tells us so much about their needs, their inner world and their state of mind. Sarah skilfully and organically uses the child’s own voice to illustrate the most important factors in designing and using play environments for all educators to provide children with opportunities to develop language, resilience, relationships and wellbeing. This wonderful book should be a daily reference in all our learning settings. Dr Sharie Coombes, author, ex-headteacher and Neuropsychotherapist I love this book on outdoor play, one of several in the Little Minds Matter series. It's an easy-to-read book for educators to read, reflect on and use to inspire their day-to-day outdoor practice with children. The photographs of Sarah’s setting are truly remarkable and add an authentic feel to the book. I especially like the inclusion of children’s voices; it's extremely important that we pay attention to children regarding their play and learning. Well done Sarah for writing this much-needed book for Early Years educators. Laura Henry-Allain MBE, Award-winning global writer, speaker and consultant There are people who contribute to the world of Early Years education without any actual experience within the setting. This book is the antidote to that tiresome commentary. Sarah Watkins has provided the hard-working and committed teacher with a fantastic guide to the awesome power of learning outside, building connections with nature, engaging in joint productive activities with children and the importance of relationships and wellbeing. This isn’t just another teacher handbook, it’s a handbook for the professional soul. Hywel Roberts, author of ‘Oops! Helping Children Learn Accidentally,’ teacher and storyteller It's not often that you come across a book that explores the importance of dragons, mud pies, puddles, magic and a laboratory of loose parts to the healthy development of children – this insightful book, richly embroidered with fascinating case studies and reflections is a must-buy for teachers, children nurses, parents and anyone wanting to understand about the power of play in building resilience, confidence and a sense of belonging in our children. Tony Warne, Chair of Stockport NHS Foundation Trust I have been very fortunate during the last decade to work with and visit many different educational settings in the U.K. and internationally. Every time, without exception, I am blown away by the skill, expertise and proactive creative approaches that Early Years educators demonstrate every day. In this exciting new publication, Sarah harnesses her own considerable expertise along with the voices of young people themselves in a unique and exciting approach to the importance of play and well-being. Punctuated with reflection tasks and photos of children ‘in action’, this book really brings to life some of the magical learning I have been so fortunate to witness and continually learn. I imagine that this text will be invaluable to both new practitioners and also incredibly useful for experienced colleagues in equal measure, as Sarah draws the reader through a magical world with examples from across many different settings. Perhaps the highlight for me, the final word from Jack (which you will, of course, need to read for yourself...). This book is highly recommended and will, I am certain, prove to be a really invaluable addition to some of the most skilful educator’s libraries and professional development materials around the world. Gareth D Morewood, Educational Advisor & previous Secondary SENCo As adults we must strive to nurture children's curiosity and playfulness and encourage independence. This book is a powerful reminder of our responsibility to take every opportunity to inspire children to learn more about the world in which they live, no matter their age. Highly recommended! Nic Millington, CEO, Rural Media This book is practical and accessible for primary practitioners to reflect on how they create the spaces, culture, and relationships for effective and authentic play. Each chapter is signposted by the values and the wellbeing themes it is exploring and encourages the reader to take time to reflect on their school’s policy and practices, accompanied by signposting reading for both children and adults. The appendix has helpful documents including a play policy. Hannah Wilson, Leadership Development Consultant, Coach and Trainer Children need & love to play, explore and have adventures outside. This book embraces the benefits of exposing children to daring play & appropriate risk that is so helpful in addressing anxiety & fearful situations. It also highlights strategies to enable a healthy balance between safety and independence, as well as developing perseverance and resilience. This book provides the perfect framework to create a culture of care and wellbeing through play at school Pattrick Ottley O Connor, Executive Headteacher This book helps adults understand how they can create environments and resources for children to explore play through relationships and curiosity. It also makes some important points on playing alongside children and how fundamental play is for all families and communities. An interesting read with many good ideas. Mike Armiger, Education and Mental Health Advisor There has never been a more important time to foster the wellbeing of children and Sarah's fantastic book shows you how to do that through the important business of play. I love the mix of theory, research and practical ideas, all brought to life with the voices and perspectives of children. Sarah is an experienced teacher and her wisdom shines through each page - this is a must read for any Early Years practitioner and primary school teacher. Adrian Bethune, Teachhappy Table of ContentsForeword Introduction Green is Good Beneficial Spaces The Wellbeing Laboratory Dare to Play Relationships Matter Honesty and Love End Notes

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Book SynopsisPlacing children at the centre of safeguarding principles and practices is vital for ensuring the best child protection. This essential resource provides early years practitioners with all that they need to be confident and competent as they fulfil their roles and obligations to safeguard and protect children.Exploring the main factors that impact on the lives of young children in the current safeguarding climate, this book is a starting point for understanding the risks and categories of abuse and neglect. Grounded in best practice, it gives practitioners encouragement and advice to help shape and drive practice forward with child-centred motives, practices and perspectives.The book offers: Insights into the current safeguarding climate backed by practical examples An introduction to managing the different safeguarding challenges faced by early years professionals Methods for contextualising these for children in the early years Guidance on supporting vulnerable children, their families and other agencies working alongside them Reflections, case studies and a wide range of example scenarios Voices and insights from across the sector woven throughout for a holistic understanding of safeguarding With accessible chapters drawing on best practice from across the sector at every level, this is a valuable resource for all those working in the early years, whether just starting out or highly experienced in the field.Trade Review'This comprehensive book explains the complex and critical issues of Early Years Safeguarding sensitively and in-depth. Rachel’s knowledge, insights and first-hand experiences are evident throughout the book, especially in the Reflective sections. The breadth of content makes it an ideal resource for both the designated safeguarding lead and anyone else working directly with children and their families. I would highly recommend it as compulsory reading for everyone in the Early Years sector.' – Kathy Brodie, Founder of Early Years TV and the Early Years Summit'This excellent book provides Early Years professionals with everything they need to know about child protection and safeguarding in the early years. As with Rachel’s training delivery, her writing style, makes the content accessible to all, understandable, informative, and easy to translate to practice. At Thrive Childcare we have been in receipt of Rachel’s Child Protection and Safeguarding training for many years now, across both England and Scotland, and I cannot recommend this book enough.' – Ursula Krystek-Walton, Head of Early Years Thrive Childcare and Education'This book will be hugely welcomed by early years leaders and practitioners alike. It is highly relevant and insightful, whilst being really accessible and straightforward, fulfilling a real need in the sector. Its content is validating for those carrying out the really tough job of safeguarding children in early years settings. Rachel has drawn on her extensive personal experience to create a reference book as well as a guidebook for DSLs and practitioners, providing regular reflection points for readers.The book covers critical concepts such as professional curiosity, and wariness of inappropriate optimism to name just a couple. She reminds us about self-care and the importance of taking action and critically that safeguarding knowledge is about keeping children safe, not keeping Ofsted happy!' – Jo Kinloch, Managing Director, Mulberry Bush Nursery Group'I’ve had the privilege to have known Rachel for over 20 years. She has provided training and support to our local childminder networks and to many childminders personally, me included. Rachel has always been such a wonderful advocate for childminders, and this continues to be a strong feature in this brilliant book which highlights the challenges and experiences of many of us working to safeguard and protect children. The book recognises the real issues which are often difficult and hard to work around but Rachel acknowledges this and offers useful and helpful strategies for childminders to engage with and apply in practice. This book will be a real game changer. It simplifies a difficult subject; it reminds us of how vital our roles as childminders are when working with children and families and it challenges us to build upon what we already know and do. I can’t wait to use it for training in my own team.' – Charlotte Cassidy, Childminder, Bury"This book is second to none in terms of its breadth and depth of what remains a deeply complex and ever-evolving subject. Rachel Buckler’s expertise shines through in each of the seven chapters, providing information that is accessible and pertinent – and directly applicable to child care practitioners. She prioritises the empowerment of practitioners through equipping them with the diverse strategies provided throughout the book, as well as through broaching subjects that some might find it difficult to think about – let alone talk about and most importantly - act on when it comes to safeguarding and protecting children." – Dr Mine Conkbayir, Early Years author, trainer and researcherTable of ContentsContentsAcknowledgements ForwardA letter for every early years practitionerChapter one: Safeguarding and child protection in the early yearsChapter two: Recognising and responding to abuse in early childhoodChapter three: The role of the designated safeguarding leadChapter four: Identifying risk factors in the lives of young childrenChapter five: Taking action to safeguard and protect childrenChapter six: Working with others to achieve the right outcomes for children. Working with parents - Multi agency practiceChapter seven: Creating a safe child centred culture in the early yearsFinal thoughts

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Book SynopsisThis fully updated third edition of Becoming an Outstanding Primary School Teacher includes new material on blended learning, pedagogical leadership and teaching entrepreneurial skills. It offers comprehensive coverage of all the key topics that engage primary teachers, including planning, meeting curriculum demands, promoting positive behaviour, assessment, engaging with parents, research, and professional development. Throughout, Russell Grigg draws on theory, research, and case studies of classroom practice to discuss what it takes to become an outstanding primary teacher, making this essential reading for raising pupils' standards of achievement through high quality teaching. How do primary teachers who excel in their work approach topics such as planning and assessment? What strategies do they use to inspire pupils when teaching English, Mathematics, Science, and other subjects? How do they keep on top of everything in managing workload and still get the best fromTrade Review'Although there have been significant changes in schools across the world since the last publication, I believe the revised edition will be of considerable use not only to those aspiring to be outstanding teachers but to all teachers and senior leaders seeking to make the best possible provision for their students.''This is a well -respected work from an experienced educator and author, which is widely used on ITE and Education Studies courses. A new updated edition will be welcomed by course providers and students. Indications are that there is likely to be a growth in numbers on ITE courses resulting from the impact of COVID 19 on the economy and numbers on Education Studies courses continue to grow. The book also has wide international appeal.''this book will appeal to practitioners and trainees alike... every teacher wants to be the best they can be and money for CPD courses is limited so any resources which support teacher development are welcomed''I agree with the author’s assessment of the need for an update to the 2nd edition of his book. Enough has changed, in UK education, since 2015, that an update would be beneficial, even if the fundamental structure and the content of the book remain unchanged.''The educational landscape has shifted over the last few years and this proposal puts the book’s contents into a more modern framework. Language has also changed in education and terms used here are more up to date. Contemporary trends such as blended learning and entrepreneurial competences are incorporated, which should make the book relevant and easily usable for teachers.' Table of Contents1. Defining and evaluating outstanding teaching 2. Know Thyself 3. Professional values in action 4. Developing pupils’ creative and critical thinking 5. Professional knowledge and understanding 6. Challenges and best practice in English, Mathematics and Science 7. Developing a robust digital pedagogy 8. The broader curriculum 9. Planning and preparation 10. Promoting inclusive practices 11. Language, literacy and communication skills 12. Promoting good behaviour 13. The art of juggling: monitoring and assessment 14. Continually learning

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Book SynopsisThis practical and accessible guide tackles the challenges that busy childcare educators face with their mental health in what is a wonderful, rewarding, but often exhausting role.Drawing from day-in-the-life experiences and case studies, this book sets out high-quality staff wellbeing practices that can revolutionise the way childcare practitioners approach their job and their own health. Chapters guide the reader through a process of reflection and development, encouraging and empowering them to create a workplace culture that positively contributes to their personal wellbeing.This book: Focuses on the realities of Early Years education, combining the author''s lived experience with examples of real-life practice. Encourages educators to think and feel positively about themselves; to identify the individual skills, strengths and talents they bring to their work. Can be used individually or collaboratively by team members, with guidance on creatinTrade ReviewAs caring professionals, we strive to make children feel confident and good about themselves, we care for them and ensure their well-being is thought about and nurtured. Why is it then that many people working with young children do not afford themselves the same consideration and care, or indeed have even thought about doing this?This much needed book not only informs the reader about mental health and well-being in an easily understandable and accessible way, but also offers the opportunity to reflect on these issues and re-think your own personal perspectives and understanding in order to nurture and protect your own mental health, which is a vital component of effective practice with young children. The book is underpinned by an ethos of inclusion and anti-discriminatory practice which, together with case studies of lived experiences, gives further opportunities for reflection and reframing thinking and practice in order to embed wellbeing into the heart of your Early Years practice and your life in general. Anne Gladstone, AuthorWorking with young children is an incredible experience, a true privilege to spend time in their company, showing them their potential and the joy in the world around them. All too often however, looking after the richness of childhood can come at the price of looking after ourselves. Kate's brilliant book is the perfect guide to do just that - personal, informative and well-researched, each page is a reminder that for us to be at our best with children, we need to nurture the one treasure that children look to us to find: our own "play-full" selves. If you've been looking for the map to put well-being at the heart of your pedagogy and practice then look no further, you hold it in your hands...Greg Bottrill, Educational Thinker and Author I feel honoured that I have been asked to review Kate Moxley’s new book A Guide to Mental Health for Early Years Educators. For far too long we have seen mental health as a taboo subject and those who suffer with their mental health have felt embarrassed and shamed when discussing and sharing their feelings and experiences. Kate sensitively and intellectually navigates mental health and wellbeing and outlines what we can all do both personally and professionally, and how we can support our colleagues. This book is very timely and a must for every educator/teacher to read, reflect and put into practice. Laura Henry-Allain MBE, International award-winning writer, speaker and consultant Thank you, Kate, for shedding light on such a complex struggle that many EY educators (often times silently) face, in such a genuine, honest and compassionate manner. To say I feel seen and heard is an understatement. And I am confident this sentiment will resonate with others too, who hold Early Years in their hearts also.Tanzimah Chowdry, Early Years Educator Kate's passion, enthusiasm, insight, openness, honesty and knowledge shines through on every page. I wish I had read this book earlier in my career. It has got me through a tricky transition into middle leadership during the pandemic and a difficult time in my own personal life. Making me not only a better practitioner but also a more compassionate leader who has remembered how to love my job.Helen Harris, Early Years EducatorAs someone who has struggled with their mental health over a number of years, I can only wish I had access to a resource like this at the beginning of my journey. An insightful book with real stories from real people, proof that no one is alone in their struggles. Everyone in the early years sector could benefit from reading this book!Samantha Gardner, Early Years Educator Table of ContentsAcknowledgementsForeword Part 1 Laying the foundations of our philosophy Introduction 1 Wellbeing at the heart 2 Mental health 3 The early years educator I am today Part 2 A philosophy for wellbeing Introduction 4 A vision of team togetherness 5 Connection and belonging 6 Health and harmony 7 A culture of kindness and accountability 8 A vision for the future: a mentally healthy early years workforce Index

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Book SynopsisThis book reports initiatives to listen to parents and families, to ascertain what families believe and do as they seek to engage collaboratively with their childrenâs educators, and what educators and educational systems might do to facilitate and/or establish barriers to such engagement.Parental engagement in childrenâs learning and development has many positive benefits. However, in the current environments of accountability and performativity which are pervading early childhood education in many countries, the opportunities for parents and other family members to be part of the development of respectful, collaborative relationships with their childrenâs early childhood educators are becoming more and more restricted. Many educators feel forced to choose between curriculum outcomes and parental engagement, as both involve their time. There is a danger that the voices of parents and families in their childrenâs early learning and development will not always be heard, seen, or fully understood. This volume addresses this important issue.Researchers, educators, and families will all benefit from this book, to the ultimate benefit of the young children who are the future. This book was originally published as a special issue of the European Early Childhood Education Research Journal.Table of ContentsIntroduction 1. Parents’ play beliefs and engagement in young children’s play at home 2. ‘She thinks her toys don’t understand Romanian’: family engagement with children’s learning during the transition to school 3. Would it really matter? The democratic and caring deficit in ‘parental involvement’ 4. ‘Remote parenting’: parents’ perspectives on, and experiences of, home and preschool collaboration 5. An observational assessment of parent–teacher cocaring relationships in infant–toddler classrooms 6. Chinese and German teachers’ and parents’ conceptions of learning at play – similarities, differences, and (in)consistencies 7. How educators define their role: building ‘professional’ relationships with children and parents during transition to childcare: a case study 8. Parental involvement in Finnish day care – what do early childhood educators say? 9. How do early childhood practitioners define professionalism in their interactions with parents? 10. Written communication with families during the transition from childcare to school: how documents construct and position children, professionals, and parents

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Book SynopsisThis engaging book offers an in-depth introduction to teaching mathematics through problem-solving, providing lessons and techniques that can be used in classrooms for both primary and lower secondary grades. Based on the innovative and successful Japanese approaches of Teaching Through Problem-solving (TTP) and Collaborative Lesson Research (CLR), renowned mathematics education scholar Akihiko Takahashi demonstrates how these teaching methods can be successfully adapted in schools outside of Japan. TTP encourages students to try and solve a problem independently, rather than relying on the format of lectures and walkthroughs provided in classrooms across the world. Teaching Mathematics Through Problem-Solving gives educators the tools to restructure their lesson and curriculum design to make creative and adaptive problem-solving the main way students learn new procedures. Takahashi showcases TTP lessons for elementary and secondary classrooms, showing how teachTrade Review"Akihiko Takahashi has been at the heart of Teaching Through Problem-Solving (TTP) from its very beginnings in Japan, first as a master teacher, and then as a researcher and coach. In this volume he brings the central ideas of TTP to Western readers. If you’ve wondered why Japanese teachers and students do so well at mathematics, this book will show you why and show you how." - Alan Schoenfeld, Series Editor, from the ForewordTable of ContentsForeword by Alan Schoenfeld, Series Editor Preface Chapter 1 Development and Major Concepts of Japanese "Teaching Through Problem-Solving" (TTP) 1.1 The Need to Move Beyond the Lecture Method1.2 What is Japanese TTP?1.3 Progression of TTP in Japan1.4 The TTP Classroom1.5 The Four Kinds of Whole Class Discussions (Neriage) in TTP1.6 Types of TTP lessonsChapter 2 TTP Lessons You Can Use2.1 TTP Lessons to Develop Conceptual and Procedural Understandings2.2 TTP Lessons to Expand Understanding2.3 TTP Lessons with Multiple Correct SolutionsChapter 3 Designing Your Own TTP Lessons3.1 Kyouzai Kenkyuu, the Necessary Groundwork3.2 Modify Existing Problems to Create TTP Lessons3.3 How to Write a TTP Lesson PlanChapter 4 How TTP and Collaborative Lesson Research Can Change Your School4.1 Jyugyou Kenkyuu, Japan’s Professional Development Program4.2 Using CLR at Your School to Implement TTP4.3 Advantages of CLRIndex

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Book SynopsisBig Gay Adventures in Education is a collection of true stories by 'out' teachers, and students of 'out' teachers, all about their experiences in schools. The book aims to empower LGBT+ teachers to be the role models they needed when they were in school and help all teachers and school leaders to promote LGBT+ visibility and inclusion. The contributors range from trainee teachers to experienced school leaders and leading figures from the community across the LGBT+ spectrum, as well as LGBT+ students whose lives were improved by having an openly LGBT+ teacher. Each story is accompanied by an editorâs note reflecting on the contributorâs experience and the practical implications for schools and teachers in supporting LGBT+ young people and ensuring they feel safe and included in their school communities.Compiled by the co-founder and director of LGBTed, the inspiring stories in this book are essential reading for LGBT+ teachers and allies. Letâs be the role models we needed when we were at school and show our students that they can be successful and happy as an LGBT+ person. Trade Review"Big Gay Adventures in Education is a must-read for LGBT+ educators, allies, and those seeking to learn more about LGBT+ educator experiences given the opportunity to learn directly from LGBT+ educators. The authors’ recount of their experience presents an anthem of motivation in calling us to be present and out for our LGBT+ students. Thanks to the shared stories, advice, and calls to action in Big Gay Adventures in Education, readers are left feeling invigorated and motivated to take active steps in supporting their LGBT+ students." - Sarah Kiperman, Teachers College RecordTable of ContentsForeword Andrew Moffatt MBE1 Why this book existsDaniel Tomlinson-Gray2 To be out or not to be outSue Sanders3 It’s OK: A school assemblyDavid Lowbridge-Ellis4 Miss, are you a lesbian? Becoming bisexualAdele Bates5 Out from the outsetKip Webb-Heller6 Permission Chris Mattley7 A story in two halves Catherine Halliwell and Cerian Craske8 Intersections of Identity: Being an ‘out’ Jewish bisexual teacherAllison Zionts9 You can’t win on culture alone, but you sure can lose on it James Bennett10 Bi bi biMolly Luscombe11 That assemblyBecca Adson12 Simple acts of kindness and loveCallum Richardson13 Add a little bit of glitterFaye Cutting14 'Miss, I’m part of LGBT too'Amy Ridler15 The cupboard without a rainbow flagHadley Stewart16 I want the world to know Alison Riley17 The best you can be is yourselfZoe Defoe18 You’ve gotta give ’em hope Michael Williams19 The invisible girlJennifer Heaton20 The moderately successful lesbian Nicola Sharp21 The rainbow armadilloDarrell Chart-Boyles22 Being the role model I wish I hadPam Stallard23 Changing the narrative: Why being ‘out’ at school is so importantWill Goldsmith24 Being your authentic self at work Hannah Jepson

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Book SynopsisThis second edition of The Teaching Assistantâs Guide to Effective Interaction is the definitive guide to teaching assistant-pupil interaction, fully updated with examples from schools that have implemented techniques from the first edition. An invaluable professional development tool for classroom support staff and the teachers who work with them, this new edition answers the need for specific, practical guidance on the role of the teaching assistant.This practical and accessible guide sets out a role for teaching assistants that focuses on developing pupilsâ independence and ownership of learning, with key learning points now summarised in each chapter. Based on a classroom-tested framework and covering the main contexts in which teaching assistants work, it includes a range of strategies and reflective activities to help improve the support provided to pupils in everyday settings. This book sets out successful strategies for: Responding to additTrade Review"An impressive and important book … I urge colleagues to read and treasure this as a means of building a rich resource of pedagogical support within the classroom. If you have support staff on your team, this book is an essential read." - Professor Dame Alison Peacock, Chief Executive, Chartered College of Teaching "An essential read for all educators but especially Teaching Assistants. Packed with theory, practical strategies and reflective activities. This research informed guide should frame and guide professional development for supporting and educating all children, everywhere." - Aimee Durning, The University of Cambridge Primary School "A really practical guide to help teaching assistants improve their practice … a must read for headteachers, teachers and teaching assistants." - Sue Cowley, author and teacher trainer "An awe inspiring must read if you play any role in a child’s educational journey." - Tracy Alcon, Teaching Assistant, Baynards Primary School, Essex "This accessible, interesting and well-informed book offers teaching assistants the opportunity to understand, review and plan their interactions with students, so they can offer them the best help with their learning." - Neil Mercer, Professor of Education, University of Cambridge "This evidence-based book is a constant point of reference for TAs and teachers. The scaffolding framework is a game-changer; how TA-pupil interactions, often so intuitive, impact on independence and learning. Embedded in Lincolnshire schools, this practice is now simply ‘what we do’." - Vanessa Hopkinson, Mobilise TA Project Lead, KYRA Teaching School, Lincolnshire "This easy-to-read book combines practical everyday examples with clear explanations of current research. It has implications for how TAs can support children to become more independent." - Heather Lacey, Headteacher and Local Leader of Education, Shirley Manor Primary Academy, Bradford Table of Contents1. The teaching assistant as scaffolder 2. The value of planning the right task and pupils taking an active role in interactions 3. The principles of scaffolding 4. Scaffolding strategies 5. Assessment for learning: Providing feedback for teachers and pupils 6. Promoting effective group working 7. Delivering intervention programmes

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Book SynopsisWhy should we embrace technology? How can it make the practitioner's role easier?This book is the answer to these questions, equipping Early Years practitioners with the skills and knowledge to use technology: both that which they already have, and that which they can access from beyond the setting (such as in the local community and online).Written by an expert in both Early Years and Digital Inclusion, it provides practical tips and guidance for practitioners working at all levels to implement the use of technology across all areas of the curriculum and to support the development of the characteristics of effective learning. Drawing on contemporary theory and research, chapters cover key topics such as: the short- and long-term benefits of incorporating technology for children, families, and staff making the most of pre-existing technology alongside guidance on how best to use new technology consideration of safeguaTrade ReviewFor back cover: ‘All settings whether they are tech savvy or less confident in their knowledge or abilities will greatly appreciate this book’. Karen Hunt Table of ContentsChapter 1 – Why do I need to use technology? Chapter 2 - How can technology support the characteristics of effective learning and areas of learning? Chapter 3 - How can we make the most of the technology we already have? Chapter 4 – New technology Chapter 5 – Technology beyond the setting Chapter 6 - Technology for staff - making your role easier Chapter 7 - Pause for thought - barriers to using technology Chapter 8 – What next? Conclusion

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Book SynopsisProcess drama is now firmly established, internationally, as a powerful and dynamic pedagogy. This clear and accessible book provides a practical, step-by-step guide to the planning of process drama. Grounded in theory and illustrated in practice, it identifies and explains the principles of planning and shows how they can be applied across age ranges and curricula. Drawing on the authorsâ wide-ranging practical experience and research, examples are built up and run throughout the book, at each step showing how and why the teachersâ planning decisions were made. This second edition features: a wider range of examples illustrating the planning principles in practice two completely new chapters: one deals with planning for diverse learner groups and the other moves the reader on from the pre-action planning phase to the âplanning on your feetâ required as the drama unfolds. incorporated new material to reflect recent undTable of Contents1. Drama and Education; 2. Distilling the Principles of Planning for Process Drama; 3. Theme/Learning Area; 4. Context; 5. Role; 6. Frame; 7. Sign; 8. Strategies; 9. Key Points to making it Happen!; 10. From Plan to Practice; 11. A Process Drama Planner

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Book SynopsisWhat are the instincts' of a good teacher? Can they be taught? Good teachers use good techniques and routines, but techniques and routines alone do not produce good teaching. The real art of teaching lies in teachers'' professional judgement because in teaching there is seldom one right answer. This combination of experience, flexibility, informed opinion and constant self-monitoring is not easy to acquire, but in this re-released classic edition of Critical Incidents in Teaching in print since 1993 and which includes a new introduction from the author - David Tripp shows how teachers can draw on their own classroom experience to develop it. In this practical and unique guide, the author offers a range of strategies for approaching critical incidents and gives advice on how to develop a critical incident file. Illustrated with numerous classroom examples for discussion and reflection, Critical IncidenTable of ContentsIntroduction. Teaching and research 1. Problematic and practice 2. Interpretation: creating critical incidents 3. Four approaches to the analysis of incidents 4. Ideology critique in the analysis of critical incidents 5. Developing a critical incident file 6. An example of a critical incident file 7. Autobiographical incidents and classroom practice 8. Socially critical action and analysis 9. Critical incidents and professional judgement Conclusion

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Book SynopsisIn this innovative and engaging text, Vivian Maria Vasquez draws on her own classroom experience to demonstrate how issues raised from everyday conversations with pre-kindergarten children can be used to create an integrated critical literacy curriculum over the course of one school year. The strategies presented are solidly grounded in relevant theory and research. The author describes how she and her students negotiated a critical literacy curriculum; shows how they dealt with particular social and cultural issues and themes; and shares the insights she gained as she attempted to understand what it means to frame ones teaching from a critical literacy perspective. New in the 10th Anniversary Edition New section: Getting Beyond Prescriptive Curricula, the Mandated Curriculum, and Core Standards New feature: Critical Reflections and Pedagogical Suggestions at the end of the demonstration chaptesr New Appendices: Resources for Negotiating Critical Literacies and Alternate Possibilities for Conducting an Audit Trail Companion Website: narratives of ways in which the audit trail has been used as a tool for teaching and learning; resources on critical literacy including links to other websites and blogs; podcast focused on critical literacy and young children Trade Review"In the tenth anniversary edition of Negotiating Critical Literacies with Young Children, Vasquez (American Univ.) provides a brief description of critical literacy and its use in a primary grade classroom...She also explains how she guided the students' further inquiry into a topic and how they collectively worked through problems. Summing Up: Recommended."I. M. Hughes, Bay Path College, in CHOICE, November 2014"Through vibrant, memorable, and surprising examples of very young children grappling with very real social issues, Vivian Vasquez has transformed critical literacy in early childhood education." Karen Wohlwend, Indiana University-Bloomington, USA"These amazing accounts, supplemented with advice for implementing critical literacy practices with young children, will inspire many teachers to explore the potential of their students’ voices and the power of young children to work for change in their schools and communities." Catherine Compton-Lilly, University of Wisconsin Madison, USA"Too often teachers of young children doubt their students’ capabilities for engaging in deeply analytical understandings of a variety of texts, but Vasquez’ book provides sound critical theory and an abundance of practical examples of young children asking sophisticated questions about the texts of their lives, from McDonald’s to TV to their own school community. After reading this text, never more will these teachers have doubts." Stephanie A. Flores-Koulish, Loyola University MD, USA"We desperately need critical literacy approaches at all levels of schooling, and especially at the pre-school level. Negotiating Critical Literacies with Young Children is a brilliant, essential, uplifting, and inspiring book nee3ded more now than ever." Doug Morris, Eastern New Mexico University, USA"The critical and creative ways of being in Vivian’s preschool classroom should be a model of living and learning for all of us. This is education at its best – and anyone involved in early childhood initiatives or policy-making that will impact the lives of children and their teachers should take time to read this before putting mandates in place." Stephanie Jones, University of Georgia, USA"Dr. Vasquez is one of the most reflective and committed scholars in the field of critical literacy, social justice and early childhood education. She is a pioneer in developing and sharing how to develop critical classroom practices. In this revised edition she shows one more time her ability to develop accessible and sophisticated ideas to educators." Carmen L. Medina, Indiana University, USA"A concise and practical book that opens up doors for pedagogical possibilities in literacy classrooms. Any educator interested in building students’ critical literacy skills can draw on Vasquez’s range of examples – and key moments in the learning process through an audit trail!" Korina Jocson, Washington University in St. Louis, USA"Vivian Vasquez’s groundbreaking work challenges educators to think more expansively about young children’s critical inquiries. It is essential reading for early childhood literacy teachers and scholars." María Paula Ghiso, Teachers College, Columbia University, USA"Vasquez eloquently describes how teaching young children to read is more than a progression of reading skills. By taking readers through the audit trails she illustrates how the ‘teaching of reading’ cannot be isolated from the ‘teaching of critical thinking.’ This book is a cornerstone book for educators who work with young children." Bobbie Kabuto, Queens College, City University of New York, USA. Table of ContentsContentsPrefaceAcknowledgementsIntroductionChapter 1: Creating Spaces for Critical LiteracyChapter 2: Getting Started: Setting the SceneChapter 3: The French CaféChapter 4: Our Friend is a VegetarianChapter 5: Save the BelugaChapter 6: We Know How McDonald’s ThinksChapter 7: A Look Back Over the YearAppendix A: Resources for Negotiating Critical LiteraciesAppendix B: Alternate Possibilities for Constructing an Audit TrailReferencesAuthor IndexSubject Index

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Book SynopsisWritten in conjunction with expert authors including Dee Reid and Rose Griffiths, this guide supports schools in raising attainment. It includes assessments and aids for helping schools track and log raised attainment. Schools that use Rapid materials can treble the rate of their pupils' progress.

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Book SynopsisIn this book, award-wining educator Kieran Egan shows how we can transform the experience of schooling in K 12 classrooms and help students become more knowledgeable and more creative in their thinking. A child's journey through school begins when they are not yet literate and ends when they are capable of complex, abstract thinking.Table of ContentsAcknowledgments ix Introduction: Imagination Underfoot xi Chapter One: A Tool Kit for Learning 1Story, Metaphor, Binary opposites, Rhyme, rhythm, and pattern, Jokes and humor, Mental imagery, Gossip, Play, Mystery, Embryonic tools of literacy Chapter One and a Half: Examples in Everyday Classrooms 39 Chapter Two: A Tool Kit for Literacy 77Sense of reality, Extremes of experience and limits of reality, Association with heroes, Sense of wonder, Collections and hobbies, Knowledge and human meaning, Narrative understanding, Revolt and idealism, Changing the context, Literate eye, Embryonic tools of theoretic thinking Chapter Two and a Half: Examples in Everyday Classrooms 109 Chapter Three: A Tool Kit for Theoretic Thinking 151Sense of abstract reality, Sense of agency, Grasp of general ideas and their anomalies, Search for authority and truth, Meta-narrative understanding Chapter Three and a Half: Examples in Everyday Classrooms 171 Conclusion: Imagination Every Day 209 Glossary 219 Appendix A: Mythic Framework 223 Appendix B: Romantic Framework 227 Appendix C: Philosophic Framework 231 Bibliography 235 The Author 237 Index 239

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Book SynopsisThe Teacher's guide provides notes for each text. Introduction, answers to the comprehension questions and further activities - including at least one speaking and listening task.

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Book SynopsisWritten by expert authors, Schofield & Sims Complete Comprehension equips you with everything you need to teach the comprehension skills identified in the National Curriculum.

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Book SynopsisWritten by expert authors, Schofield & Sims Complete Comprehension equips you with everything you need to teach the comprehension skills identified in the National Curriculum.

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Book SynopsisBring math to life with routines that are academically rigorous, standards-based, and engaging! Go beyond circling ABCD on your bell ringers and do nows and get your students reasoning, modeling, and communicating about math every day! In this new book from bestselling author and consultant Dr. Nicki Newton, youâll learn how to develop effective daily routines to improve studentsâ thinking, reasoning, and questioning about math. The book provides a wide variety of rigorous, high-interest routines and explains how to rotate and implement them into your curriculum. Inside, youâll find: Questioning techniques that encourage students to think beyond the right vs. wrong continuum Tips for building a math-learning environment that is friendly and supportive of all students Math vocabulary exercises that are meaningful and fun An assortment of innovative daily activities, including Fraction of the Day, Truth or Fib, Find and Fix the Error, Guess My Number, What Doesnât Belong? and many, many more. Each chapter offers examples, charts, and tools that you can use immediately. With these resources and the practical advice throughout the book, youâll increase studentsâ ability to understand math on a deeper level while keeping them engaged in their own learning processes.Trade Review"Daily Math Thinking Routines in Action offers practical ideas to support the implementation of NCTM’s mathematics teaching practices in our everyday classroom instruction. Dr. Newton models how purposeful distributed practice can be effective using tasks that promote mathematical reasoning and problem solving while also allowing students to engage in the mathematics using multiple entry points and multiple solution strategies. What a great resource to support the efforts of all classroom practitoners that seek to make mathematics accessible – and fun – for their students!" - Janet D. Nuzzie, Instructional Specialist, Pasadena ISD Elementary Mathematics, TX, and former President, Texas Association of Supervisors of Mathematics "These routines are so critical in order to foster flexibility and discourse, and build number sense. Every classroom should require students to engage in these routines."– Alison Mello, K-8 Math and Science Director, Foxborough Public Schools, MA"This book is a must have for every math teacher. It has practical ideas and strategies that are easy to implement into the classroom. Students will be engaged, challenged, and inspired by the thinking routines."--Tracy R. Easterling, Instructional Technology Coach and K-6 Math & Science Specialist, Bristol Tennessee City Schools, TNTable of ContentsContentsMeet the AuthorAcknowledgementsIntroductionChapter 1: An Introduction to Daily Math Routines in ActionChapter 2: A Deeper Dive into Daily Math Thinking RoutinesChapter 3: Creating the Community of Public Thinking MathematiciansChapter 4: The Art and Science of Questioning During Daily Mathematical Thinking RoutinesChapter 5: Rotating Rigorous Thinking RoutinesChapter 6: Number Flexes: Daily RoutinesChapter 7: Math VocabularyChapter 8: Problem Solving as a Daily RoutineChapter 9: Action Planning

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Book SynopsisIn this book, award-winning art educator Debrah C. Sickler-Voigt offers user-friendly, approachable strategies for STEAM planning, instruction, and assessment to help cultivate PK-12 studentsâ full potential, and draws from wide-ranging artists and designers to help you develop inspired, creative approaches to teaching STEAM in your classroom.Beginning with the basics and best practices of STEAM planning, instruction, and assessment, Sickler-Voigt then encourages readers to move full steam ahead with chapters based around diverse contemporary and historical artists and designers. In helping you to explore the interdisciplinary connections between Science, Technology, Engineering, Arts, and Mathematics, Sickler-Voigt identifies strategies to build off from STEM subjects to form authentic, well-designed, and age-appropriate learning tasks that encourage your students to make deep connections and learn subject matter in context through art media and technologies.Each chapter includes flexible, choice-based classroom resourcesâwith tips for adapting to different grade levelsâand STEAM amplifiers, which fuse contextual learning on artists and designers with real-world STEAM topics to spark student learning and ignite creative approaches to planning, instruction, and assessment.Featuring 150 visually stunning, full-color images, this book fuses tried-and-true best practices with highly applicable instructional models inspired by artists and STEAM professionals, ideal for PK-12 teachers and STEAM specialists.Table of ContentsPart 1: STEAM Teaching and Learning: Planning, Instruction, and Assessment 1. STEAM Teaching and Learning Through the Arts and Design 2. Bright Ideas for STEAM Planning 3. Instruction and Assessments that Shine Part 2: Artists’ Lessons to Thrive! Idea Development 4. Nam June Paik: Mapping the Electronic Superhighway 5. Alma Thomas: Beyond a Shadow of a Doubt 6. Deborah Butterfield: Horse Power Leading the Way Part 3: Artists’ Lessons to Thrive! Observation 7. Katsushika Hokusai: Capturing A Great Wave 8. Claude Monet: Cultivating Artistic Vision 9. Desert View: Designing an Inter-Tribal Cultural Heritage Site Part 4: Artists’ Lessons to Thrive! Imagination and Wonderment 10. Camille Utterback: Interactive Designs That Move Us 11. George Lucas: A Lasting Force 12. Jenova Chen and Kellee Santiago: The Art of Video Games 13. Janet Echelman: Illuminating the Built Environment Part 5: Artists’ Lessons to Thrive! Persistence 14. Litha Soyizwapi: Designing a Train of Thought 15. Jim Henson: Big Leaps and So Much Laughter 16. Sally Blakemore: Engineering 360° Pop-Up Books Part 6: Artists’ Lessons to Thrive! Making Creative Connections 17. Sites of Engagement 18. Art, Design, and Compiled Data 19. Let’s Go Places! Part 7: Moving Full STEAM Ahead: Exciting Adventures Await Us… 20. Meet the Educators: Great STEAM Teaching and Learning in Practice!

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Book SynopsisRather than reserving the teaching of Black history to Black history month, Black narratives deserve to be seen and integrated into every aspect of the school curriculum. A unique yet practical resource, Global Black Narratives addresses this issue by providing primary teachers with a global outline of Black history, culture and life within the framework of the UKâs National Curriculum.Each topic explored in this essential book provides teachers and teaching assistants with historical, geographic and cultural context to build confidence when planning and teaching. Full lesson plans and printable worksheets are incorporated into each topic, alongside tips to build future lessons in line with the themes explored.Part 1 examines Black Britain, a term used to refer to African and Caribbean immigrants to the United Kingdom and their descendants. Teachers will gain essential contextual knowledge and the practical skills to deliver lessons exploring many examples of Black Britain, dating as far back as the Tudor period. Detailed lesson plans are provided on numerous activist groups and figures who make up the Black British civil rights movement including Claudia Jones, Harold Moody, Stuart Hall, Amy Ashwood The West African Students Union, the Bristol bus boycott and resistance groups from the 1960s to 1980s. Many of the lesson plans also concern music and wider arts and culture.Part 2 explores Black Presence in Europe, providing focused examples of Black narratives. Topics explored include Negritude, Josephine Baker, Afro-Spaniards and the Moorish occupation of Spain, Afro-Surinamese people in the Netherlands and Black presence in France.Created by BLAM UK, this highly informative yet practical resource is an essential read for any teacher, teaching assistant or senior leader who wishes to diversify their curriculum and address issues of Black representation within their school. It is published in two practical and comprehensive volumes. Volume 1 covers Britain and Europe, whilst Volume 2 includes Africa, the Americas and the Caribbean. Each volume can be used individually for teaching but when used together they provide a truly global perspective on black history and culture.Trade Review"A fantastic, informative and eclectic collection of Global Black Narratives which will enrich the minds and cultural experiences of students and teachers alike. Extremely well researched with engaging resources from teaching, historical and lived experience experts. A must have for schools who are serious about teaching and affirming the heritage and history of all their students and promoting diversity, equity and inclusion."Patricia Lamour MBE, Aspire Education Group"An exceptional wealth of relevant historical knowledge that all children should have access to. This book is an excellent resource and provides a great building block for educators to use as part of developing an inclusive and relevant curriculum."Nadine Bernard, Youngest Black Headteacher in the UK, Van Gogh Primary School Headteacher and Founder of Aspiring Heads"This is a groundbreaking approach to a history that has been ignored and misrepresented. It is original in its approach and comprehensive in its scope. Both Teacher and student will be enlightened and enriched by its content. Outstanding and Essential."Leila Hassan Howe, Founding Member of the Race Today Collective, Darcus Howe Legacy, Black-British ActivistTable of ContentsPart One - Black Britain; 1. The History of Jungle Music; 2. The Black Tudors; 3. Black British Jazz; 4. Local Histories - Claudia Jones; 5. Local Histories - Harold Moody; 6. Local Histories - Stuart Hall; 7. Local Histories - Amy Ashwood Garvey; 8. Black British Publishing Companies; 9. Yoruba naming ceremonies in the UK; 10. Local Histories - Raphael Albert; 11. The Bristol Bus Boycott; 12. Black British Resistance Groups; 13. From One Small Island to another: Windrush; 14. Dub: The Skeleton of Reggae Music; 15. We Built This: Reparations; 16. Black British English; 17. Imagery and Imperialism: The Royal Family, Empire and Colonialism; 18. The West African Students Union; Part Two - Black Presence in Europe; 19. The Negritude Movement; 20. Josephine Baker; 21. Afro-Spaniards; 22. Afro-Surinamese People in the Netherlands; 23. Black Presence in France

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Book SynopsisDescriptosaurus Personal Writing provides young writers with an opportunity to link their personal lives and school experiences, and gives writing a meaningful and personal context. It is a resource that will guide and scaffold students to produce vivid, powerful, descriptive and meaningful personal texts, and, acting as a springboard for other genres, will dramatically improve the quality of their writing in all areas.It provides a detailed step-by-step guide through the writing process by using personal narratives to develop the skills, knowledge and understanding of writing a text. It demonstrates different techniques, and provides useful tips and suggestions on how to revise a text and transform it into a powerful, descriptive personal narrative. With prompts, plans, methods and models for poetry and prose, this book helps tackle each stage of the writing process from planning and writing a first draft to revising and editing.Descriptosaurus Personal WritiTrade Review"Are you looking for ways to support personal writing? This accessible book is packed with ideas to help young writers use their memories, feelings and experiences and lean on their lives. This will help to support their development as writers and build a writing community in your classroom. A community of diverse and engaged writers."Teresa Cremin, Professor of Education, The Open University, UK"Supporting young children to write their own personal story can be one of the most enjoyable acts in all of teaching. And yet, young children require ample support to find their voice and to craft a compelling narrative. Alison Wilcox, in her book, Descriptosaurus Personal Writing, offers teachers a brilliantly accessible resource to help with that challenge of supporting young writers. By offering purposely prompts, exciting exemplification, along with accessible guidance, Wilcox offers teachers a timely tools help grow great young writers."Alex Quigley, Author of Closing the Reading Gap and Closing the Vocabulary Gap"Are you looking for ways to support personal writing? This accessible book is packed with ideas to help young writers use their memories, feelings and experiences and lean on their lives. This will help to support their development as writers and build a writing community in your classroom. A community of diverse and engaged writers."Teresa Cremin, Professor of Education, The Open University, UK"Supporting young children to write their own personal story can be one of the most enjoyable acts in all of teaching. And yet, young children require ample support to find their voice and to craft a compelling narrative. Alison Wilcox, in her book, Descriptosaurus Personal Writing, offers teachers a brilliantly accessible resource to help with that challenge of supporting young writers. By offering purposeful prompts, exciting exemplification, along with accessible guidance, Wilcox provides teachers with a timely tool to help grow great young writers."Alex Quigley, author of Closing the Reading Gap and Closing the Vocabulary GapTable of ContentsIntroduction 1. The Writing Process 2. Making Learning Visible in the Writing Process 3. Personal Narrative Writing: A Springboard for Other Forms of Writing 4. What is Personal Narrative Writing? 5. Getting Started: A Writing Journal & Poetry 6. Prompts 7. External Sources as Writing Prompts 8. Plot Outlines 9. Writing a First Draft 10. The Revision Process 11. Revising Action Scenes 12. Setting PART A: Setting as the Key Element PART B: Setting as part of the Personal Narrative 13. Character 14. Dialogue 15. Reflections 16. Editing APPENDIX

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Book SynopsisA powerful school culture can unite staff in a common vision, shape positive behaviours and attitudes, and create the conditions for the staff body to work as one. As the recruitment and retention crisis deepens, staff culture is more important than ever. This book explores how schools can develop a culture where individuals take pride in their work and actively seek and embrace development and challenge, seeing the big picture of the school and cherishing their role in it.Drawing on key ideas from systems theory, psychology, anthropology, business and philosophy, this book explores the key ideas we need in order to understand culture and the concrete steps we can take in order to intentionally develop our staff culture in a positive direction. Each chapter features powerful input to strengthen our understanding alongside probing reflections to guide our own development.Written by a leading practitioner and designed to support reflections and planning for concrete actiTrade Review"Ruth skilfully embraces the complexity of school culture, steadfastly refusing to impose an artificial simplicity. By unpicking the components of culture, she provides school leaders with a way to think more meaningfully about the culture within their schools and how they might influence it." Matt Burnage, Assistant Principal, Ark Soane Academy"At a time when the teaching profession is facing great uncertainties in recruitment and retention, this book comes as an incredibly powerful guide to developing an effective culture in schools. Filled with valuable insights from the author’s own experience in leadership and heavily informed by evidence, School Staff Culture is a must-read for leaders committed to securing an ethos in schools where everyone can flourish."Andrew Percival, Deputy Headteacher, Stanley Road School, Oldham "Schools, as with other institutions, seem to exist in two tracks. The first track is physically what happens day to day - the lessons that have been taught, the homeworks that have been set, the conversations in the playground and the like. These items are observable and easily understood. We can watch our colleagues doing them, give feedback and learn how to do them better ourselves. The second track is harder to spot: it's a track that underpins all of these activities and interactions, it determines why, beyond its observable features, the same activity might work in one scenario but not in another. This track is often called "culture", and its quality can dictate a school's path to success or ruin. Despite culture's importance, observing, defining and improving it is an extremely tricky task. As with her earlier works on curriculum, in this book Ashbee continues to demystify and deconstruct weighty and challenging ideas, this time focusing on the elusive "culture." School Staff Culture is insightful, rigorous and fascinating, but perhaps more importantly it's useful, and a must-read for any teacher or leader interested in improving their school's culture." Adam BoxerTable of ContentsIntroduction Part 1: What you need to know 1. The way it feels to work here and the way we do things here 2. How culture arises and how we can influence it 3. Why developing good staff culture is hard Part 2: So what should we do? 4. Knowledge-building 5. The nature of work 6. Shared understanding 7. Interactions 8. Example timeline

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Book SynopsisIf there is one thing that school leaders need to get right, it is school culture. When they do, children learn more and colleagues have a stronger sense of purpose - they are more motivated and ultimately more fulfilled. Creating a strong culture and a positive climate requires an understanding of the complexity of school life and this begins by building knowledge. This book supports leaders to do just that.Drawing on ideas from different domains, this insightful book reveals the role of concepts such as autonomy and trust in school improvement. Each chapter sets out the specific knowledge and expertise required by school leaders for great cultural leadership and offers practical examples and case studies to show how they can be applied in different school contexts.Creating a Strong Culture and Positive Climate in Schools is an essential lens through which to examine the common problems faced by school leaders. It is invaluable reading for all those wanting to Table of ContentsIntroduction, Part 1. Why do leaders need to pay attention to culture and climate?, 1. What is culture and why is it important?, 2. Extensive domain specific knowledge is required to create a strong culture and positive climate, 3. Setting our school’s strategic direction, Part 2. What do leaders need to know about culture and climate?, Preamble: What does it take for school leaders to learn about culture and climate from other domains?, 4. What do high performing teams have in common?, 5. The power of expectations, 6. Harnessing the drivers of motivation, 7. High levels of trust are required to improve outcomes for children, Part 3. How do leaders go about culture change?, Preamble: Culture change, 8. Influencing culture as a new leader, 9. Influencing culture as an established leader, 10. Why measuring culture is futile and evaluating it is not much better

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Book SynopsisDynamic Play and Creative Movement offers effective and accessible methods to supplement elementary education for young children using dance, movement, and play. Imagination, physical energy, and the need for self-expression are childhood qualities recognized by parents but are not sufficiently valued to be applied to formal education. Yet when valued as natural endowments, they might intelligently be used to increase a child''s perceptive abilities and self-confidence, essential to learning. These three qualities combine in dynamic play, a term devised by the author to describe an approach to learning. Through physical participation, children deal with concepts, ideas, and emotions while they reach out to touch a vast world of people, animals, nature, and activities. The chapters provide for improvisations in music, visual art, drama and stories in addition to topics related to the changing seasons, sports, school subjects, travel, games, aTrade Review"Dynamic Play and Creative Movement is timely, enlivening, and creative. It will show teachers, parents, school administrators, school boards, and those who teach teachers how a classroom can come alive— even as deeper learning becomes accessible. This is indeed exciting."Beate Becker, MA, MS, BC-DMT, PA, CMA, SEP, LMHC"I believe this book to be on the leading edge of a growing field—of dance or movement therapy—which can serve important needs for postsecondary faculty teaching education and special education courses. Elementary school teachers, social workers, paraprofessionals, clinicians, and special education teachers looking to add these action-oriented concepts and methods into their curricula and classrooms would benefit, as well as parents hoping to stimulate maximum brain development in their children."Mary C. Starke, professor of Clinical Psychology, Ramapo College of New Jersey"Judith Peck, Ed.D beautifully brings to life the inherent qualities in all children: energy, imagination, movement and creativity. The mind is never independent of the physical body. In this book Judith demonstrates how movement and creative expression are essential for learning and brain development."Jean Seibel, MA, LCAT, BC-DMT, visiting professor Pratt Institute Graduate Dance Therapy Program"Dancers and footballers have to move to think. They think by moving. And so do children. In this much needed antidote to sedentary education, Judith Peck guides us skillfully through the research behind this claim, and the many benefits which movement bestows on children's intellectual as well as physical development. So, teachers, get moving!"Guy Claxton, author of "Intelligence in the Flesh".Table of ContentsPart One: Dynamic Play 1. Journey of Discovery 2. Channeling Physical Energy, Imagination and Expression 3. Imagination: Origin of Individuality 4. Getting Started 5. Questions and Answers Part Two: Movement and Brain Connections 6. Brain Plasticity and Exercise 7. The Developing Brain 8. The Brain, Movement and Dance Part Three: The Creative Conquest of Space 9. Taking Off 10. Ground Instruments 11. Flight Patterns Part Four: Improvisations 12. Getting Started 13. Improvisations on Nature 14. Improvisations on the Seasons 15. Improvisations on the Visual Arts 16. Improvisations on the Performing Arts 17. Improvisations on Holidays 18. School Projects 19. Fun and Games Part Five: Creative Movement Plays 20. Dramatic Plays 21. The Stories

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Book SynopsisIn this book, you'll find a wealth of mini lessons designed to improve the quality of students' writing. Each lesson uses a key mentor text and spotlights one of the 6 + 1 Writing Traits to allow students to focus on the essential aspects of good writing  content, organization, word choice, voice, sentence fluency, conventions, and presentation. Inviting and practical, the lessons are concise and follow a consistent model for easy implementation. With seven lessons per chapter, each includes step-by-step guidance, open-ended prompts, and suggestions for additional suitable mentor texts. The chapters are organized by genre including fiction, informational texts, and poetry and feature graphic novels and graphic informational mentor texts to inspire and engage students. Aligned with the Common Core State Standards, this resource is essential for any K-8 or pre-service teacher who wants to instill in their students the skills to become independent, confident writers.Table of ContentsMeet the Author PrefaceChapter 1: Primary FictionTrait: Content – Those ShoesTrait: Organization – Can I Be Your Dog?Trait: Word Choice – ChrysanthemumTrait: Voice – Julius: The Baby of the WorldTrait: Sentence Fluency – Dear Peter RabbitTrait: Conventions – Memory Jars Trait: Presentation – The Camping TripChapter 2: Elementary FictionTrait: Content – Leo Geo and the Cosmic Crisis Trait: Organization: Flashback – Jangles: A Big Fish StoryTrait: Word Choice – Magnificent Homespun BrownTrait: Voice – EncounterTrait: Sentence Fluency – Walk Two MoonsTrait: Conventions – Bud, Not BuddyTrait: Presentation – New KidChapter 3: Informational Primary TextsTrait: Content – Dolphins and Sharks: Fact TrackerTrait: Organization – ABC InsectsTrait: Word Choice – The Cloud BookTrait: Voice – Sea TurtlesTrait: Sentence Fluency – Amazing Dolphins!Trait: Conventions – North American Animals: Bald Eagles Trait: Presentation – Life Cycle of a ButterflyChapter 4: Informational Elementary TextsTrait: Content – Maybe Something Beautiful: How Art Transformed a NeighborhoodTrait: Organization – CheetahsTrait: Word Choice – Locomotive Trait: Voice – Endangered Desert AnimalsTrait: Sentence Fluency – Bananas!Trait: Conventions – Moonshot: The Flight of Apollo 11Trait: Presentation - Science Comics: Coral reefs: Cities of the Ocean Chapter 5: Primary PoetryTrait: Content – "What Is Yellow?" in Hailstones and Halibut BonesTrait: Organization – "Picnic" Summer: An Alphabet AcrosticTrait: Word Choice - "The Whales Off Wales" in Book of Animal PoetryTrait: Voice – Won Ton and Chopstick: A Cat and Dog Tale Told in Haiku Trait: Sentence Fluency – "Our Tree" in Sing a Song of PopcornTrait: Conventions – "Ickle Me, Pickle Me, Tickle Me Too" in Where the Sidewalk EndsTrait: Presentation - "All Wet" in Ode to a Commode: Concrete poems. Chapter 6: Elementary PoetryTrait: Content – Bug Off! Creep, Crawly PoemsTrait: Organization – Count Me a Rhyme: Animal Poems by the NumbersTrait: Word Choice - "The Turkey Shot Out of the Oven" in Something Big Has Been HereTrait: Voice – "Foul Shot" in Reflections on a gift of a watermelon pickleTrait: Sentence Fluency – "The Toy Eater" in Falling Up Trait: Conventions – "Mirror, Mirror" in Falling Up Trait: Presentation - "Cool, Sweet…But enough about me" in Ode to a Commode: Concrete poems.Final TakeawaysReferences

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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.This captivating, storybook helps young people identify and explore feelings of anxiety, fear and uncertainty. As the narrator anxiously pours out a plethora of What if?' thoughts ranging from realistic to fantastical, these seemingly never-ending worries eventually build into what some readers may recognise as a panic attack. They discover that beneath the head full of worries lies the feeling of fear, and rather than resolving all the anxious questions, they can acknowledge and be with the fear itself.Sensitively written and highly relatable to anyone who has experienced anxious thinking, What if All the Trees Blow Away?: has a gender neutral central character Trade 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 ContentsWhat if All the Trees Blow Away?: Exploring Anxiety, Fear and Uncertainty

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Book SynopsisWritten by experts in the field, this book explains the principles of effective vocabulary instruction for the modern language classroom. While many language classrooms rely on practices which can be outdated, idiosyncratic or ill-advised, this book overviews the research and background necessary to successfully integrate vocabulary instruction into the curriculum in a systematic way. Starting with the common gaps in vocabulary instruction, Milton and Hopwood demonstrate how students' development of a large, communicative lexicon, with an understanding of word structure and collocations, is an essential component of language instruction.The book addresses goal setting, curriculum design, word selection, how words are learned, learning in and outside of the classroom and more. It also addresses common myths about teaching vocabulary in the United Kingdom and around the world. This comprehensive text fills an important gap in the literature and is ideal for undergraduate and poTable of Contents1. Introduction and background 2. Vocabulary – what is meant by word in teaching words? 3. Why is vocabulary so important in the foreign language curriculum? 4. How vocabulary is learned 5. Vocabulary and attainment – setting vocabulary goals 6. Selecting vocabulary for the curriculum 7. British vocabulary myths 8. Vocabulary in the textbook 9. Vocabulary beyond the textbook 10. Vocabulary learning outside the classroom 11. Curriculum design, implications and dangers in delivery

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Book SynopsisA manual for teaching Young Adult Literature, this textbook presents perspectives and methods on how to organize and teach literature in engaging and inclusive ways that meet specific educational and programmatic goals. Each chapter is written by an expert and offers a rich and nuanced approach to teaching YA Literature through a distinct lens. The effective and creative ways to construct a course explored in this book include multimodal, historical, social justice, place-based approaches, and more.The broad spectrum of topics covered in the text gives pre-service teachers and students a toolbox to select and apply methods of their choosing that support effective reading and writing instruction in their own contexts, motivate students, and foster meaningful conversations in the classroom. Chapters feature consistent sections for theory and practice, course structure, suggestions for activities and assessments, and takeaways for further discussion to facilitate easy implementaTable of ContentsDedications Editor and Contributor’s Biographies Foreword by Crag Hill 1. Introduction by Steven T. Bickmore and T. Hunter Strickland 2. What We Learn from the Research on YAL Methods Syllabi by T. Hunter Strickland and Steven T. Bickmore 3. "You Gotta Know the Territory:" A Comprehensive Historical Approach to Teaching a Young Adult Literature Course by Chris Crowe and Kiri Case 4. From Hovering in the Margin to Taking Center Stage: Including YA in the English Methods Course by KaaVonia Hinton 5. Understanding the Value of Choice in the Young Adult Literature Methods Course by T. Hunter Strickland 6. A Social Action Approach to Young Adult Literature: Reading and Moving for Justice by Ashley Boyd and Janine J. Darragh 7. Teaching Young Adult Verse Novels: Creating Student Writers by Honoring the White Spaces by Melanie Hundley and Steven T. Bickmore 8. Teaching Graphic Novels: Form and Content by Stergios Botakis 9. Augmented Reading for Hyperconnected Youth: A Multimedia Approach to Young Adult Literature by Fawn Canady 10. Let Them Watch, Let Them Read, Let Them Choose: The YA Novel and Film Course by Gretchen Rumohr 11. Who is the "Young Adult" in Young Adult Literature? Critically Analyzing Conceptions of Adolescence in Texts Designed for Their Consumption by Sophia Tatiana Sarigianides 12. The Theory-Directed Syllabus: An Update on Teaching YAL through Critical Frameworks by Stacy Graber 13. Who We Are Where We Are: Reading and Teaching YAL Through a Place-Based Lens by Chea Parton 14. Teaching Young Adult Literature in the High School Classroom by Tista Owczarzak 15. Information Literacy and the Inclusive Classroom: Preparing Future Educators to Challenge Implicit Biases in Curriculum Materials by Amanda Melilli

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Book SynopsisDrawing on research to inform practice, this book is written for teachers and school leaders looking for guidance on how to successfully implement a play-based curriculum in the early years of primary school. Learning Through Play in the Primary School unpacks the why and the how of embedding play-based pedagogies in the first three years of school. The book is divided into two sections, the first drawing on the latest research to outline the importance of play in a child's development and emotional engagement in learning. The second section provides practical support and examples for how to embed play in a school curriculum to enhance young children's learning. The practical section covers setting up an environment for guided play, demonstrating how to assess learning from play-based activities and how to report on outcomes, supported by checklists, vignettes, and case studies. Written to facilitate the implementation of play-based learning in theTable of Contents1. Why Play in Schools? 2. The Brain, Learning, and Play 3. Communication, Language, and Pretend Play 4. Emotional understanding, Self-Regulation, and Play 5. Developing Personal Social Capabilities Through Play 6. Creative Thinking, Storytelling, and Play 7. Play Is Not an Add On: Rather a Way of Doing 8. How to Create a Play-based Approach to Learning 9. The Role of the Teacher in Supporting Children’s Play 10. Assessing and Reporting Play 11. Practical Suggestions and Examples of Children Learning Through Play

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Book SynopsisThe Teacher's Reflective Practice Handbook is based on a multi-dimensional framework of reflective practice designed by the author to guide and support student, early career and experienced teachers to develop high-quality teaching and maximise pupil learning. This second edition combines the intent to preserve the integrity of seminal contributions advanced by eminent scholars and practitioners over the years, with that of broadening its reach to reflect key changes in policy discourse, teacher education, school and curriculum reform underpinned by evidence-informed research on what constitutes effective teaching and learning, across the national and international landscape.Chapters invite you to engage in descriptive, comparative and critical reflective conversations across nine dimensions of reflective practice which enables you to:Question personal theories, beliefs and assumptions about teaching and consider alternative perspectives and possibilitiesTable of ContentsPreface. PART 1 Reflective practice for professional development: framing the construct. 1 Reflective practice: captured, framed and defined. 2 Qualitative distinctions in reflective practice. PART II Dimensions of reflective practice: key features and processes. 3 Dimension 1: study your own teaching for personal improvement. 4 Dimension 2: systematically evaluate your own teaching through classroom research procedures. 5 Dimension 3: link theory with your own practice. 6 Dimension 4: question your personal theories and beliefs. 7 Dimension 5: consider alternative perspectives and possibilities. 8 Dimension 6: try out new strategies and ideas. 9 Dimension 7: maximise the learning potential of all your pupils.10 Dimension 8: enhance the quality of your own teaching. 11 Dimension 9: continue to improve your own teaching. Endnote. Appendices

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Book SynopsisNow in its second edition, Teaching Primary English is a bestselling, comprehensive, evidence-informed guide designed to support and inspire teaching and learning in the primary school. Written in a clear and accessible way, it draws on the very latest research and theory to describe and exemplify a full and rich English curriculum. It offers those on teacher training courses, as well as qualified teachers who are looking to develop their practice, invaluable subject knowledge and guidance for effective, enjoyable classroom practice. Throughout there is an emphasis on equity and inclusion. Advice and ideas are supported by explicit examples of good teaching linked to video clips filmed in real schools, reflective activities, observational tasks and online resources. Each chapter includes suggestions for great children's literature, considers assessment throughout and offers support in planning for inclusion and special educational needs. New and expanded areas for thisTable of ContentsIntroductionPart One Spoken languageIntroduction to Part One 1 Developing talk2 Spoken language for teaching and learning 3 Storytelling, drama and role play4 Planning for, developing and assessing spoken language Part Two Reading Introduction to Part Two5 Perspectives on reading 6 Reading for pleasure7 Early reading including phonics8 Comprehension9 Describing and assessing progress in reading 10 Poetry Part Three WritingIntroduction to Part Three11 What writing involves12 Writing composition13 Spelling and handwriting 14 Grammar and punctuation15 Responding to and assessing writing Part Four 21st century literaciesIntroduction to Part Four16 Digital literacies17 Multimodality18 Critical literacy

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

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Book SynopsisThis book is about mathematical resilience: what it is, why it is important, how learners can develop it and how teachers can teach in ways that help learners become mathematically resilient. Teaching for mathematical resilience helps mitigate mathematics anxiety, which is often hidden from view as poor behaviour, avoidance and underachievement and can have long-term implications especially for people's employment opportunities and career progression.Written by a team of expert contributors that specialise in teaching every age of learner from primary school through to adult, the book shows that everyone can progress in mathematics if they have Mathematical Resilience and sets out practical strategies to support learners in developing this important attribute. Chapters cover: How to measure mathematics anxiety and resilience Tools for building mathematical resilience Building a resilient mathematical learning environment The power of coachin

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Book SynopsisThis exciting new book from the bestselling authors of The Science of Learning takes complex ideas around teaching and learning and makes them easy to understand and apply through beautifully illustrated graphics. Each concept is covered over a double-page spread, with a full-page graphic on one page and supportive text on the other. This unique combination of accessible images and clear explanations helps teachers navigate the key principles and understand how to best implement them in the classroom.Distilling key findings and ideas for great evidence-based teaching from a broad range of contemporary studies, the book covers the research findings, ideas and applications from the most important and fundamental areas of teaching and learning including: Retrieval Practice Spacing Interleaving Cognitive Load Theory Rosenshineâs Principles Feedback <Trade Review“Best synthesis of cognitive science ever” Mary Myatt, Education writer, speaker, founder Myatt & Co “Visual learning at its best” John Hattie, Melbourne Laureate Professor Emeritus, Melbourne Graduate School of Education. Author of bestselling Visible Learning series “Absolutely illuminating” Jenny Griffiths, Research and Knowledge Manager, Teach First “Game changing” Jade Pearce, Director of Programmes and author of 'What Every Teacher Needs to Know' “Seminal” Henry Sauntson, Director Teach East SCITT “Heavy concepts made incredibly accessible” Lekha Sharma, author of Curriculum to Classroom “Enlightening” Dr Claire Badger, Assistant Head, Teaching and Learning, The Godolphin and Latymer School “Complex research beautifully rendered” Dr. Carl Hendrick, author of 'How Learning Happens' “Expertly clarifies complex concepts” Sarah Cottingham, MA Educational Neuroscience, Associate Dean at Ambition Institute. “A warm bath for your brain” Peps McCrea, Dean at Ambition Institute, Director at Steplab, Author of the High Impact Teaching series “Infographabulous” Paul Kirschner, Professor Emeritus Open University of the Netherlands, Guest Professor Thomas More University of Applied Sciences (Antwerp, Belgium), Owner kirschner-ED “Pure gold for every teacher” Darren Leslie, PT Teaching & Learning and host of the Becoming Educated podcast “Exceptional!” Rhiannon Rainbow, School Improvement Leader and Co-founder #GLTBookClub “Visually stunning, intellectually stimulating” Mark Roberts, Director of Research and English teacher, Carrickfergus Grammar School. Table of ContentsHow to read this book What you’ll get from reading Teaching & Learning Illuminated Memory and Learning Retrieval Practice Spacing and Interleaving Cognitive Load Theory What’s next for Cognitive Science? Rosenshine’s Principles of Instruction Getting answers to your questions Feedback Motivation and Resilience Preparing to learn What all teachers (but especially Senior Leaders) need to know What all teachers (but especially Primary teachers) need to know Thinking biases In case you got this far Should you recommend this book to a colleague? Where to find out more Studies, books and articles that inspired and influenced us

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Book SynopsisThis book contains practical ideas and techniques for supporting children's communication development. It explores the science behind emotional regulation and the role of the adult, and shows how understanding the impact of emotions and communication can help early years educators improve the outcomes of children's learning and mental health.Table of ContentsForewordAcknowledgementsIntroductionChapter 1 – Communication and ConnectionChapter 2 – Am I safe, Do I Matter, Do You Hear Me?Chapter 3 – Speech, Language and Communication NeedsChapter 4 – Creating Environments Where All Children Are UnderstoodChapter 5 – Sharing the LoveIndex

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Book SynopsisDrama' strategies are great teaching tools that can easily become part of every teacher's toolbox. 40+ Drama' Strategies to Deepen Whole Class Learning is a practical handbook for teachers of any subject. It can help teachers to confidently incorporate drama' strategies within their lessons. This book provides step-by-step instructions on setting up and effectively using strategies to make lessons more interactive, inclusive, engaging, enjoyable, and memorable, whilst acknowledging the benefits of each and demonstrating how they may be applied within different subjects.Divided into two distinct parts, this essential guide unpacks topics including the following. An introduction to using drama' strategies to support teaching and learning. Using the strategies within the classroom as thought and talk' frames. Supporting and improving writing through application of the strategies. Creating, exploring, and embodying images through the stra

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Book SynopsisThis essential book is packed full of comprehensive guidelines and practical resources for running wellbeing intervention sessions for children aged 7 to 11, drawing from the scientifically grounded Six Ways to Wellbeing and the DNA-V model. Each chapter focuses on one of the Six Ways to Wellbeing, six patterns of action known to correlate highly with aspects of positive mental health and wellbeing. These principles have been translated into 36 step-by-step sessions to develop children's wellbeing and psychological flexibility and support those struggling with aspects of their mental health. The sessions can be delivered by educators with the whole class, with small groups as targeted wellbeing interventions or easily adapted to fit one-to-one contexts.The Six Ways to Wellbeing sessions include: Be Active: Staying physically active and exercising regularly. Self-Care: Engaging in good quality self-care behaviours. Trade Review"This book gives you a systemic foundation. You’ll be able to support an individual child’s cognitions, affect and behaviour so they grow into flexibility. You’ll be able to build cooperative class groups that function as a team. You’ll have a solid foundation to expand the sessions with your ideas and initiatives. I am confident the opportunity within this book will reward your efforts. It gives you an evidence-informed path so that you can help children grow well, maximise their individual abilities, and be together in supportive classrooms. The way forward is together." – Louise Hayes, Clinical Psychologist, La Trobe University, Melbourne Australia"If you care deeply about promoting the wellbeing of children aged 7 – 11 years, this is most definitely the book for you. The authors write with their years of experience held lightly, but their absolute love of DNAV and psychological flexibility shining through. This joyous resource offers children and adults an insight into their discoverer, noticer and advisor skills and values. These skills are explored through embracing the evidence-informed six ways to wellbeing, which will appeal to children and adults alike! This is not just a book, but a framework to develop connectedness, wellbeing and resilience across the whole school community. I will be sharing far and wide." – Sarah Sivers, Child and Educational Psychologist, Liminal Space Psychology Service"The authors draw upon their expertise in psychology to describe the DNA-V theory in an accessible style, creating a book that is easy-to-read, engaging, and filled with examples and exercises that can be used with children across a range of ages. The activities and exercises in Chapters 2-7 are based on the latest wellbeing research, and the authors offer a clear framework for measuring progress towards values-based outcomes. Practical and effective strategies are shared that can be used by teachers, teaching assistants, learning mentors, ELSAs, psychologists… anyone who has a role in supporting the wellbeing of children and young people!" – Will Shield, Child and Educational Psychologist, Senior Lecturer and Programme Director on the Doctorate in Educational, Child and Community Psychology, University of Exeter"I have been working in school systems for more than 20 years. A great deal of my energy is spent on treating pathology and firefighting psychological distress rather than promoting psychological well-being. Imagine what it would be like if we could engineer this to be different? Well, this revolutionary book is proposing just that. And I've been breathing a sigh of relief with every chapter I read because this is the book that has been missing from my shelf for the past 20 years. The authors have managed to bring evidence based and informed practices right where we need them-- to the classroom. Teachers and educators and other frontline staff are working with children on a daily basis who are experiencing distress in their lives. They often know their students well and have both immediate access and trusting relationships. However, without effective skills, training and tools, they may not be able to treat that distress effectively. Many of these young people might not make it to the clinic for therapeutic support so it makes perfect sense to deliver interventions right there in their classrooms amidst their peer group in naturalistic settings. If they do make it to those settings, they may not feel comfortable disclosing what is happening for them to a stranger. Imagine instead if psychological wellbeing was part of the fabric of their curriculum every single day. This book outlines a revolutionary and developmentally sensitive approach to how our school systems and larger health systems should be treating mental health in children. It condenses the scientific literature on third wave behaviour therapeutic approaches and maps it on to what we have learned in more recent times about the science of wellbeing. By putting this science into schools in pre-emptive ways, we could spend way less time treating pathology later in life and increase the coping skills of a vast array of school children for when life's stressors arise. The authors have done an incredible job of teaching us just how to do that in this masterful book. This book will be a wonderful addition to every classroom for children within the ages of 7-11." – Sarah Cassidy, Founder and Director at The Smithsfield Clinic, Chartered Psychologist, Peer-Reviewed ACT Trainer"The Science of Wellbeing and Resilience brings current scientific knowledge and expertise to perhaps the most important challenge and priority of our time, positive mental health and wellbeing of young people. This book offers highly accessible, creative and tangible guidance for cultivating school environments that support young people's wellbeing through a comprehensive set of group session plans. This book is a must-read for school-based practitioners who want to see kids thrive!" – Jess Kingston, Senior Lecturer in Clinical Psychology on the Doctorate in Clinical Psychology, Department of Psychology, Royal Holloway, University of London"Mental health problems among children and youth are on the rise globally. From research, we know well what kind of interventions works to help children and adolescents deal with mental health challenges and thrive. Delivering effective interventions through schools has many advantages, as children spend a lot of time there and there are professionals in schools who have established relationships with them and can learn to deliver such interventions. From my 30 years of experience working in schools as a teacher, and later as a psychologist and researcher, I have seen how difficult it is for teachers and student health professionals to navigate and find good interventions (based on evidence) that are easily available and easy and straightforward to implement. This book offers help with those challenges by laying out a comprehensive, step-by-step guide for working with effective interventions for children in school settings. The sessions presented in the book are easy to choose from to match the needs of the children and use in school settings. Highly recommended!" – Fredrik Livheim, Clinical Psychologist, peer-reviewed ACT-trainer and author of The Mindfulness and Acceptance Workbook for Stress ReductionTable of ContentsForeword1. The Six Ways to Wellbeing2. Be active3. Self-Care4. Connect with Others5. Give to Others6. Challenge Yourself7. Embrace the Moment8. Developing Outcomes and Date Informed Practice9. Closing ReflectionsAfterwordIndex

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Book SynopsisThis informative and engaging guidebook provides key adults parents, school staff and therapists with the tools needed to support children and young people as they develop a positive understanding of their autistic identity.The guidebook is designed to accompany the Autism, Identity and Me workbook, building the adult's understanding of autism and autistic identity, expanding upon the themes introduced, and offering a clear and structured programme of sessions to guide the young person through the workbook. Content has been shaped by autistic advisors and contributors, with first-hand experiences woven throughout, alongside examples of possible prompts', what to focus on as a lead adult, and a variety of concrete, neurodiversity-affirming strategies.Having a positive understanding of your autistic identity is an indicator of higher self-esteem and wellbeing as an adult. This guidebook supports the development of this and will be valuable for all adults workingTrade Review"This guidebook is innovative as it helps autistic young people own their autism diagnosis, whereas it’s likely the pathway thus far has been directed by a medical and/or parental perspective. This book assists adults to support autistic young people to find a safe space to explore their autistic identity, diagnosis and newfound life trajectory." – Carly Jones MBE, British Autism Advocate"Autism, Identity and Me not only reflects Rebecca’s ethos, it is a structured, easy to follow, informative and invaluable text which covers all areas of autism from what it actually is through to every element of the day to day life of an autistic child. I will be using this book in my own practice." – Andrew Whitehouse, SEND Consultant, Andrew Whitehouse Ltd"Feeling different can be an upsetting, frustrating and terrifying experience, especially as a child. Rebecca's book is a great resource to help young people and the adults supporting them to navigate an autism diagnosis." – Dr Jenna Kenyani, Equality, Diversity, Inclusion and Wellbeing Adviser, University of Liverpool"Rebecca’s book is a great resource for guiding strength-based conversations about a young person’s autistic identity. The book focuses on individual similarities and differences, whilst encouraging a sense of shared identity and connection to others. This is a great resource for supporting young people to explore their individual strengths and skills, whilst developing a sense of pride. A recommended read!" – Dr Claire Prosser BEM, Educational Psychologist, Spectropolis – Pay it Forward "This book has helped me get a grip on my autism and understand it more. It allows me to see the reasons, know why I’m doing all this stuff that neurotypicals wouldn’t do, and makes me feel better – good – that I wasn't alone in this." – Daniel, Young PersonTable of ContentsAcknowledgements Introduction Background information What is autism? Sensory differences Emotions, anxiety and masking Girls Debunking myths Using the workbook Section guidance Session 1: My physical identity; my personality and interests, feeling differentSession 2: What autism is; interests and focusSession 3: Social and communicationSession 4: Sensory Session 5: Routine and structure; masking, stimming; emotions and energy levels Session 6: Other autistic individuals; my toolkit; my personal passport; my autistic identity statement; self-advocacyResourcesReferences

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Book SynopsisIn this essential textbook for students, Trevor Cotterill delves into the four broad areas of need identified in the SEND Code of Practice (2015), providing a spotlight on current research into a range of identified difficulties as well as outlining the appropriate pedagogical approaches required to support these needs in children and young people. Closely mirroring the SEND Code of Practice (2015), each distinct area of need associated with cognition and learning, communication and interaction, physical and sensory issues and social, emotional and mental health difficulties features essential overviews of research and current thinking within each area. Supported with case studies, learning objectives and reflection points, this text includes discussions on autistic spectrum disorders, profound and multiple learning difficulties, ADHD, mental health, physical and sensory difficulties and adverse childhood experiences as they relate to the SEND Code of Practice (2015). Fully Table of ContentsPart I: Exploring Cognition and Learning Needs 1. The underpinning theory and research evidence 2. The impact of Cognition and Learning Needs on individuals and families 3. Pedagogical approaches to support these needs Part II: Exploring Sensory and/or Physical Needs 4. The underpinning theory and research evidence 5. The impact of Sensory and/or Physical Needs on individuals and families 6. Pedagogical approaches to support these needs Part III: Exploring Social, Emotional and Mental Health Difficulties (SEMH) 7. Underpinning theory and research evidence 8. The impact of Social, Emotional and Mental Health Difficulties on individuals and families 9. Pedagogical approaches to support these difficulties Part IV: Exploring Communication and Interaction Needs 10. The underpinning theory and research evidence 11. The impact of Communication and Interaction Needs on individuals and families 12. Pedagogical approaches to support these needs

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Book SynopsisThis resource provides mathematics educators with tools for conducting Collaborative Lesson Research (CLR), a form of Lesson Study developed out of the original Japanese Lesson Study and intended to improve student and teacher learning. Renowned mathematics education researchers Akihiko Takahashi and Geoffrey Wake bring together educators across the US and UK with first-hand experience using CLR in their schools.Readers will learn the essentials for an impactful Lesson Study directly from the scholars who coined the term, and benefit from the dual perspectives of math education researchers and teachers who have used CLR when reflecting on their own classroom pedagogy. These contributors define CLR and provide examples of successful CLR using real-life case studies, as well as introducing pathways for getting started and practical suggestions for implementation into different school environments. Across these examples, readers will:understand the essence of Lesson Trade Review"Since Lewis and Hurd’s Lesson Study Steps by Steps, teachers, educators, and school leaders who want to practise or are practising lesson study in mathematics outside Japan have been waiting for this book. In a subtle interplay of research findings and practical know-how, US and UK teachers, educators, researchers, and school leaders who successfully implemented Collaborative Lesson Research speak to us in our shared language, about a context that we can easily relate to." Stéphane Clivaz, Professor of Mathematics Education, Lausanne University of Teacher Education "This is a great book for mathematics teachers and teacher educators who are seeking to incorporate collaborative learning in their practice. This 'how to' of collaborative lesson research provides a direct link between theory and practice in education. Most importantly, the core focus of the book is the increased enjoyment and achievement of students of mathematics." Dr Aoibhinn Ní Shúilleabháin, Assistant Professor, University College Dublin "With this lesson study guidebook, the editors and authors provide key contributions to our understanding of how lesson study may be adapted and become sustainable in countries outside Japan. The insights emerging from the Collaborative Lesson Research approach to lesson study, implemented in different settings, offers an excellent resource and makes this volume a must read for teacher educators, lesson study facilitators, school leaders and researchers." James Calleja, Collaborative Lesson Study Malta, Faculty of Education, University of Malta "Collaborative Lesson Research is a particular way of conducting lesson study that highlights the key elements of this professional development process. This book presents the experience of leaders, practitioners and participants in Collaborative Lesson Research and is an essential support for those interested in getting involved as well as in improving their experience in lesson study in the most powerful way." João Pedro da Ponte, Instituto de Educação, Universidade de Lisboa "This book is a great asset to teachers of students in any grade – and frankly any subject – who wish to know, with assurance they can witness first hand, that their teaching is impacting student learning in the way they hope. Read it alone if you must, but with others if you can, as it will help bring learning to life in your school." Sharon Dotger, The Syracuse University School of Education Table of Contents1. Collaborative Lesson Research: A form of Lesson Study to encourage teachers to work collaboratively 2. Exemplary Collaborative Lesson Research 3. Pathways to getting started in Collaborative Lesson Research 4. Capacity building for conducting Collaborative Lesson Research 5. Educators’ learning from Collaborative Lesson Research (Voices from the field) 6. Recommendations

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Book SynopsisHow can teachers be prepared to support all children in becoming literate? How can teachers best mediate the technical aspects of literacy and make these meaningful and relevant to their children? What kinds of pedagogical practices can enable children to become creative and critical users and producers of digital and non-digital texts?An Introduction to Diverse Literacies in Primary Classrooms brings together the voices of academics, classroom teachers, student teachers and children to answer these questions.Research into children's literate lives illustrates that literacy is very much integrated into children's ongoing home, community and school experiences, and these rich and diverse literate lives are very often digitally mediated. This essential and practical book explores key themes in literacy education such as diversity, drama, literacy and play, reader response, grammar and childrenâs authorship to understand the interrelationship between childre

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Book SynopsisFor the most effective use, this book should be purchased alongside Mia Belongs Here and the activity book, Conceptual PlayWorlds for Belonging. The books can be purchased individually or together as a set, Building Conceptual PlayWorlds for Belonging: Stories and Activities to Build a Sense of Belonging.School is Where We All Belong is a beautifully illustrated story book that helps to develop a sense of belonging in children, particularly at school. It narrates the different ways by which five characters identify their feelings of belonging to school through the five senses (hearing, touch, smell, taste and sight).With its engaging illustrations and narrative, children are encouraged to share their own experiences at the end of each characterâs story which allow them to develop a better sense of school belonging, sharing the message that belonging is largely experiential and special to each person.School belonging i

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Book SynopsisFor effective use, this book should be purchased alongside the story books, Mia Belongs Here and School is Where We All Belong. The books can be purchased individually or as a set, Building Conceptual PlayWorlds for Belonging: Stories and Activities to Build a Sense of Belonging.Fostering a sense of belonging in early childhood is crucial for the development and wellbeing of young children. This practical resource is for use with children aged 4-8 to help build strong connections and a sense of belonging. Through the practice of mindfulness, children are encouraged to pause and fully engage with the place and moment they are in.Based on the Conceptual PlayWorld, an evidence-based model of intentional teaching developed by Professor Marilyn Fleer, this book includes a range of research-informed activities. Each chapter provides educators with a Conceptual PlayWorld to implement which will engage children in practical scenarios and p

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