Secondary schools Books

Book SynopsisA practical, up-to-date resource for schools on substance use. It covers drug and alcohol use, but importantly also tackles newer concerns for schools, such as the use of performance-enhancing drugs and high-caffeine energy drinks.Trade ReviewThis is a timely book given the concerns that many people who work with young people will have about mental health and drug use. Ian provides the perfect blend of evidence and professional experience when highlighting what works and what doesn't, making this book a pragmatic resource for teachers, parents and others who work with young people. -- Ian Hamilton, Associate Professor, University of YorkI would urge those working in mental health and education to read this book. Ian achieves a rare feat of combining theory, evidence and practical application in an engaging and comprehensive narrative. This book will help many adults support their young people. -- Mike ArmigerThis book is a comprehensive, accessible, and must have contemporary guide to understanding and supporting young people in the 21st century.Each chapter is an excellent distillation of the author's clear regard for evidence based approaches, and is an informative and engaging resource for anyone working with young people with complex issues. -- Andy Maddison – Public Health Improvement Coordinator (Risk Taking Behaviours)This practical, wide-ranging and engaging book is an excellent resource for teachers, youth workers and parents. Based on evidence and firmly rooted in the experiences of young people and those who support them, Teen Substance Use, Mental Health and Body Image provides advice and strategies that will make a positive difference. -- Clare Stafford, CEO, The Charlie Waller Memorial TrustAn accessible and helpful guide for professionals looking to build skills and knowledge around adolescent wellbeing. As well as detailing best practice examples, Macdonald importantly highlights approaches which although well-intentioned, can potentially create more problems than they solve. Highly recommended reading. -- Rick Bradley, Specialist on Adolescent Mental Health and Substance UseTable of ContentsAcknowledgements; Preface; 1. Developing a Whole School Approach Around 'What Works' in Mental Health and Drug and Alcohol Prevention; 2. Bulging at the Seams: Exploring the Modern Policy Context for Mental Health and Drug Education and Prevention; 3. Theoretical Models of Adolescent Health Behaviours and Support; 4. Alcohol, Smoking, Social Norms and Engaging Parents; 5. Body Image and IPEDs; 6. Energy Drinks and Smart Drugs; 7. Cannabis, NPS and Approaches to 'Illicit' Drugs; 8. Delivering Effective Mental Health and Drug Education in School; 9. Developing Healthy and Positive Coping; Appendix: Organisations Producing Materials and Resources for Working with Children and Young People on Mental Health and Drug Use; References

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Book SynopsisThe first comprehensive ABA program designed specifically for individuals on the autism spectrum aged approximately 7 years up to young adulthood, this complete step-by-step resource contains everything needed to teach advanced skills such as organizational skills, advanced self-care skills, academic and vocational skills and advanced skills for daily living. Evidence-based, the resource guides instructors step-by-step through using ABA to teach over 140 advanced skills. The program can be individualized to meet the needs and interests of the individual, and instructions are given on how to do this. Accompanying online downloadable content contains the teaching materials needed to implement the program, including over 1000 color picture cards and worksheets, printable copies of the curriculum programs, data forms and checklists. The author also provides guidance on creating an effective ABA teaching environment, as well as a wealth of practical teaching strategies for ensuring therapy success.This is an unparalleled resource for professionals working with children and young people with ASDs who are looking for a robust and ready-to-implement ABA curriculum. It will be a valuable tool for behaviour analysts, teachers, psychologists, occupational therapists, and students in these fields, as well as to parents working with professionals to implement an ABA program.Table of ContentsAcknowledgments. About the Author. Part 1: Curriculum Implementation. 1. Introduction to the ABA Curriculum. 2. Curriculum Guide. 3. ABA Curriculum - Understanding the Task Analyses in this Program. 4. ABA Curriculum - Implementing the Task Analyses in this Program. 5. Teaching Strategies. 6. Data Collection and Data Recording. 7. Graphing. 8. Creating an ABA Environment. Part 2: Curriculum Programs. 9. Visual Spatial Skills Task Analyses. Combination Lock; Matrix Reasoning; Visual Spatial: Form Constancy; Visual Spatial: Spatial Relations; Visual Spatial: Visual Closure; Visual Spatial: Visual Discrimination; Visual Spatial: Visual Memory. 10. Pragmatic Language and Social Skills Task Analyses. Contacting Friends: Emailing; Contacting Friends: Texting; Expanding Conversations Based on Context: Adults; Expanding Conversations Based on Context: Camp; Expanding Conversations Based on Context: School; Eye Contact in Social Situations; Figurative Language: Idioms; Figurative Language: Similes; Identifying Social Language; Inferring Meaning from Conversational Tone; Interrupting Conversations and Waiting to Talk; Solving a Social Problem; Stages of Friendship; Stages of Romantic Relationships; Understanding Internet and Texting Language; Wii: Basketball. 1. Academic Skills Task Analyses. Alphabetize: DVD and Game Collection; Estimating Numbers; Following Directions to Complete a Worksheet; Geography: Expressive Labels of U.S. States; Geography: Expressive Labels of U.S. State Capitals; Geography: Finding Locations on a Map; Geography: Following Directions on a Map; Geography: Receptive Labels of U.S. States; Geography: Receptive Labels of U.S. State Capitals; Geography: Using MapQuest; Keyboarding; Math: Identification of Key Words in a Story Problem; Math: Interpreting Graphs; Math: Math Fluency; Math: Multiplication with Numbers 0-12; Math: Perimeter, Area and Circumference; Math: Word Problems - Addition; Math: Word Problems - Subtraction; Microsoft Word: Formatting Font; Microsoft Word: Formatting Page Layout; Microsoft Word: Inserting Items; Money: Counting with Money; Money: Making Change with Money; Money: Purchasing Items with Money; Money: Word Problems - Addition and Subtraction with Money; Reading: Decode Unknown Words; Reading: Reading Comprehension; Reading: Reading Fluency; Reading: Vocabulary Acquisition; Recalling Sentences; Retelling Stories; Writing: Writing an Essay; Writing: Writing Fluency; Writing: Writing Sentences.12. Executive Functioning Skills Task Analyses. 20 Questions Game; Solving Everyday Problems; Using an Organization System for Scheduling/Completing School Assignments; Verbal Processing. 13. Behaviors and Emotional Regulation Task Analyses. Negotiation versus Compromise; Obnoxious versus Appropriate Behavior; Systematic Desensitization: Sleeping with the Lights Off; Systematic Desensitization: Staying in Room Alone; Systematic Desensitization: Wearing Clothes with Buttons. 14. Vocational Skills Task Analyses. Arriving on Time; Banking: Balancing a Checkbook; Banking: Checking Balance to Purchase an Item; Banking: Debit Card Withdrawal; Banking: Deposits; Banking: Opening a Bank Account; Banking: Writing a Check; Car Maintenance: Cleaning a Car; Car Maintenance: Checking and Filling Oil in a Car; Car Maintenance: Checking and Filling Windshield Wiper Fluid; Cleaning: Basement; Cleaning: Bedroom; Completing a Job Application; Cooking: Baking Chocolate Chip Cookies; Cooking: Finding a Cooking Recipe On-Line; Cooking: Making a Grilled Cheese Sandwich; Cooking: Making Individual Serving Size Drink; Cooking: Making Macaroni and Cheese; Cooking: Making Muffins; Cooking: Making Nachos; Cooking: Making Peanut Butter and Jelly Sandwich; Cooking: Making Pizza; Cooking: Measuring Ingredients; Dishes: Cleaning Dishes in a Dishwasher; Dishes: Cleaning up Dishes after a Meal; Dishes: Hand Washing Dishes in a Sink; Dishes: Putting Silverware Away; Inventory Sheet; Laundry: Drying Clothes and Putting Them Away; Laundry: Washing Clothes; Mail: Addressing an Envelope; Making a Bed; Putting Sheets on Bed; Setting a Table; Sweeping the Floor; Taking Out the Garbage; Video Editing: Add Music; Video Editing: Add Still Picture; Video Editing: Add Title and Credits; Video Editing: Add Transitions and Effects; Video Editing: Add Video Clip; Video Editing: Publish Video; Video Editing: Save Video; Walking the Dog; Washing Window. 15. Adaptive Skills Task Analyses. Clock: Setting an Alarm Clock; Clock: Setting an I-Phone Alarm; Clock: Telling Time; Completing Chores on a Chore Chart; Driver's Exam: Defining Traffic Signs; Eating Healthy Foods; Exercise: Elliptical; Exercise: Treadmill; Feminine Pads: Using and Changing Pads; Feminine Pads: Systematic Desensitization; First Aid: Identifying Items in a First Aid Kit; First Aid: Identifying Situations Requiring a First Aid Kit; First Aid: Using First Aid Kits; Grocery Shopping: Making a Grocery List; Grocery Shopping: Purchasing Groceries; Grocery Shopping: Purchasing Snack Ingredients; Grooming Nails; Matching Community Signs to Descriptions; Packing a Backpack; Putting on Deodorant; Shaving Face; Shaving Legs and Armpits; Shopping: Comparing Price Values; Shopping: Purchasing Items from a Vending Machine; Showering; Styling Hair; Telephone: Answering Telephone Calls; Telephone: Calling Someone; Telephone: Phone Number Search; Washing Hair; Wearing a Bra: Systematic Desensitization

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Book SynopsisAs attitudes to mental health shift, schools are taking the wellbeing of their pupils much more seriously. All schools in England are required to provide lessons on health and wellbeing; in addition, most now have a mental health leadership role. Yet mental health is far more than the absence of illness - it also means having self-belief and the resilience to cope with stress and change. To teach such skills, staff must equip themselves and their workplaces with the procedures, understanding and confidence needed to monitor mental health, share concepts effectively and act appropriately if issues arise. Mental Health and Wellbeing in Secondary Education puts all the information they need at their fingertips - with guidance on creating a culture of wellbeing, warning signs to look out for, and overviews of how a range of common mental health and wellbeing problems can be identified and managed.Table of ContentsForeword by Mark Richardson Introduction Part 1: Mental health, wellbeing and social and emotional learning 1. Setting the context 2. A whole school approach 3. Building Emotional Intelligence 4. Screen safety Part 3: Mental health presentations and conditions 5. Anxiety, Panic and OCD 6. Low mood and depression 7. Behaviours that challenge, anger and defiance 8. Attachment difficulties and trauma 9. Autism Spectrum Condition 10. Difficulties with attention, hyperactivity, impulsivity and tics 11. Eating disorders 12. Psychosis Part 4: Broader issues 13. Substance misuse 14. Gender identity and sexuality 15. When a young person is admitted to a psychiatric hospital 16. Transitions Part 5: Resources 17. Lesson plans and resources 18. Glossary

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Book SynopsisThis easy-to-use tool provides an observation checklist which enables staff to identify behavioural patterns in children with social and emotional difficulties, analyse the underlying emotional difficulties and establish what kind of help and support the children need. Behavioural responses are categorised within clearly outlined topics, including:* behaviour and relationship with peers* attachment behaviours* emotional state in the classroom* attitude to attendance Checklists and diagrams identify different 'styles' of relating, to help school staff to respond appropriately to the individual needs of each child. A range of handouts include activities designed to provide emotional support, to focus and regulate behaviour and enable the child to develop important social and emotional skills.Suitable for use with children aged 11+, this tool will be an invaluable resource for teachers, teaching assistants, learning support staff, school counsellors and educational psychologists.Trade ReviewThis wonderful book focuses on the use of a comprehensive observation checklist for these students. However it provides so much more! It includes the development of well-informed action plans based on the detailed information obtained by the checklist as well as a thorough understanding of the complex difficulties shown by these adolescents. It also helps us to understand the services and programs needed by them, along with the characteristics of the adults and schools which these youth desperately need if they are to successfully proceed with their social, emotional, and behavioral development. This will serve as an important resource for educators even if they were never to use the checklist, though I would strongly encourage them to include it in their knowledgeable efforts to best meet the needs of these students. Observing Adolescents with Attachment Difficulties in Educational Settings is an excellent addition to the earlier works and checklists by Golding and colleagues for preschool and school age children. -- Daniel Hughes Ph.D., Psychologist, Author of Attachment-Focused Family Therapy Workbook and Brain-Based Parenting, and Founder of Dyadic Developmental Psychotherapy (DDP), USAThe needs of vulnerable children in education are becoming much more prevalent and more resources are needed to assist educators as they support these children. This observational tool is a necessity for any secondary school looking to build strong children; both physically, emotionally, socially and academically. As a trainer in this field and a parent of a child with an avoidant attachment style I am encouraged to see the blight of these under the radar young people being addressed, as well as the other styles of attachment. This is a must-have resource for anyone looking to increase the chances for secondary school children in our educational system. -- Nicola Marshall, Attachment Training Specialist and Author of The Teacher's Introduction to AttachmentThis is a long awaited book and I am so glad that Kim and her team have invested their time, energy, and wisdom into producing it. It was well worth the wait... -- From the Foreword by Louise Michelle BomberTable of ContentsForeword. Acknowledgements. Introduction: About this Resource. 1. Child Development in the Early Years and Beyond. 2. Recognizing the Emotional Needs of Students in Educational Settings. 3. Understanding Emotional Needs Through Knowledge of Attachment Theory. 4. Introducing the Observation Checklist. 5. Detailed Guidance for Completing the Checklist Section by Section. 6. Worked Examples of the Observation Checklist. 7. Analysis of Information: Interpreting the Completed Checklist. 8. Worked Examples of Interpreting the Checklist and Support Plans. 9. Helping the Student with Attachment Difficulties in Educational Settings. 10. Helping the Student with Different Attachment Styles in Educational Settings. 11. Supporting the Emotional Needs of Students with Attachment Difficulties. 12. Supporting Students with Multiple Difficulties. Appendix 1: Observation Checklist. Appendix 2: Adolescent Development. Appendix 3: Attachment Theory and Educational Settings. Appendix 4: Supporting Adolescents in Educational settings. Appendix 5: Glossary. Appendix 6: Glossary for UK Education System. References. Further Reading and Useful Websites. Author Biographies.

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Book SynopsisA practical guide for teachers and parents of children suffering from developmental co-ordination disorder (or 'dyspraxia') which affect their participation in classroom activities.

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Book SynopsisHelps to engage and involve students in Shakespeare's play. Suitable for teaching ages 10-17, this book provides exercises that cover structure, listening, understanding, motivation and character as well as key words, themes and literary techniques. It includes many cross-curriculum topics, covering areas within history, ICT, drama, and reading.

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Book SynopsisSuitable for teaching ages 10-17, this title includes classroom activities and lesson plans for teaching Mary Shelley's Frankenstein.

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Book SynopsisSuitable for teaching ages 10-17, this title includes classroom activities and lesson plans for teaching Dickens' A Christmas Carol. It also features a CD-ROM.

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Book SynopsisUncertainty is a fact of life. You can never know enough to make perfect decisions. Understanding this helps us balance an awareness of our tendency towards overconfidence with an acceptance of our own fallibility. The book discusses two opposed models of school improvement: the deficit model (which assumes problems are someone’s fault) and the surplus model (which assumes problems are unintended systemic flaws). By aligning ourselves to a surplus model we can create a system of Intelligent Accountability. The principles that make this possible are trust, accountability and fairness. While we thrive when trusted, unless someone cares about – and is holding us to account – for what we do, we’re unlikely to be our best. Some teachers deserve more trust and require less scrutiny than others, but in order to satisfy the demands of equality we end up treating all teachers as equally untrustworthy. The more we trust teachers, the more autonomy they should be given. To pursue a system of fair inequality we must accept that autonomy must be earned.Trade ReviewIt is often cited that good is the enemy of excellence but what is excellence? Can one person's definition of excellence be another person's satisfactory? David challenges us to think hard, to think deep and to think in an evidence informed manner about how to help teachers to flourish, how to keep the core job of teaching the core job. Didau really challenges the reader to consider carefully how leaders can create a climate and culture that allows teachers to thrive. This is an excellent book. Want to challenge your long held views? Read it! -- Samuel Strickland * Headeacher *For years education needed someone to explain what accountability actually is and how it can be more than a horrible punishment. This book delivers on that need, and then some. A magisterial sweep of research from psychology, sociology, and economics all with the aim of helping school leaders support genuine improvements in teaching as opposed to simply generating feel-good moments. Not just about accountability, this book looks deeply at what it means to be a moral, good and intelligent leader - an extraordinary read, thoroughly recommended. -- Laura McInerney * Education journalist and co-founder of Teacher Tapp *This is a thoughtful book that will help school leaders to run better schools. It goes beyond the hero model of school leadership to get to the substance of school improvement. I recommend it to leaders at all stages in their careers. -- Stuart Lock * CEO, Advantage Schools *What should we do if we find there’s evidence that outcomes for pupils are higher, by a margin, if they are in schools where their teachers experience high levels of collegiality? Well we don’t dismiss the evidence: instead, we take a hard look at the constituents that make collegiality a reality. And this is what ‘Intelligent Accountability’ sets out to do. It helps us to move beyond the pious, motherhood and apple statements of some ‘vision’ statements to the gritty detail of getting the work done. Didau gives us a compelling picture of what happens when clumsy accountability measures are exposed for their crude proxies of compliance; and when these are replaced with environments where professionals are likely to thrive. Spoiler alert: they have nothing to do with spreadsheets. The discussions arising from this thought-provoking book will help the sector move from the deficit model of school improvement to a surplus model. Highly recommended. -- Mary Myatt * Education writer and adviser *Didau is at it again – with his signature blend of incisive analysis and productive philosophising – this time treating us to a new lens with which to examine and improve leadership in schools. -- Peps Mccrea * Dean of Ambition Institute and Author of the High Impact Teaching series *

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Book SynopsisThis book is for new or aspiring computer science teachers wishing to improve their subject knowledge and gain confidence in the classroom. And it's for experienced computer science teachers who wish to hone their practice, in particular in the areas of explicit instruction, tackling misconceptions and exploring pedagogical content knowledge. You will read some of the backstory to our subject – the "hinterland" – those fascinating journeys into history that make the subject come alive and place it in historical context. These stories will help you to enrich your lessons, cement core knowledge, develop cultural capital and help you excite a life-long love for the subject. We will go beyond the mark scheme to explore the subject knowledge behind the answers, giving you the confidence to discuss the field in greater depth, enabling you to use explicit instruction methods: presenting skills and concepts clearly and directly enabling student mastery. We will explore misconceptions that arise when teaching our subject, so you can "head them off at the pass". And we will look at teaching ideas – the pedagogical content knowledge (PCK) – exploring the helpful analogies, questions and activities that work for each topic: practices that can be lifted and dropped straight into the classroom to immediately enhance your teaching. Trainee or pre-service teachers, NQTs and early-career teachers will find this book invaluable, experienced teachers will find it inspiring, and all will benefit from a fresh look at the hinterland and subject pedagogy that makes computer science a fascinating subject to teach.

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Book SynopsisNo matter what you teach, there is a 100 Ideas title for you!The 100 Ideas series offers teachers practical, easy-to-implement strategies and activities for the classroom. Each author is an expert in their field and is passionate about sharing best practice with their peers.Each title includes at least ten additional extra-creative Bonus Ideas that won''t fail to inspire and engage all learners._______________The use of assessment for learning (AfL) to provide valuable and continuous formative feedback continues to be a vital skill for every classroom teacher. This book will help secondary teachers to develop a broader understanding of the impact that effective AfL can have in the classroom and the key reasons for using it to improve teaching and learning. It also provides easy to implement strategies and tips to help you plan and evaluate your provision.By using the AfL techniques in this book you will sharpen your teaching, increase puTrade ReviewThis neat little book explains the impact that effective AfL can have...whether you choose to dip in and out or read it from cover to cover, it's an accessible and inspiring title, full of practical advice. -- Helen Mulley * Teach Secondary magazine *Table of ContentsPart 1: Questioning, thinking and dialogue/ Part 2: Using feedback to ensure progress/ Part 3: Improving teaching through AfL/ Part 4: Increasing pupil ownership, autonomy and success through AfL

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Book SynopsisNo matter what you teach, there is a 100 Ideas title for you!The 100 Ideas series offers teachers practical, easy-to-implement strategies and activities for the classroom. Each author is an expert in their field and is passionate about sharing best practice with their peers.Each title includes at least ten additional extra-creative Bonus Ideas that won''t fail to inspire and engage all learners._______________ The word ''revision'' can strike fear into the heart of teachers and students alike! The exam cycle in today''s modern education system can feel relentless, resulting in students suffering from information overload and exam fatigue. But it doesn''t have to be like this! John Mitchell strongly believes that revision can be an opportunity to deepen students'' understanding of a topic in an innovative, collaborative, and fun way - you just need to think outside the box! In this brilliant book, John Mitchell offers a diverse range of activitiTrade ReviewAn extremely useful insight into a myriad of different techniques that teachers can use to enthuse and encourage effective revision with their exam classes. John skilfully blends tried and tested tips from top educators along with his personal strategies. These are presented in an accessible format that teachers will find easy to use and immensely rewarding. -- Caroline Bentley-DaviesTable of ContentsWhole school revision approaches/ Collaborative revision/ Visual revision/ Revision in lessons/ Active revision/ Revision games/ Tech revision/ Revision homework and independence Collaborative revision

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Book SynopsisStressed? Overworked? Drowning in marking? This book has it covered. In order to secure the best possible outcomes for your pupils, you must look after your own wellbeing, and Live Well, Teach Well is jam-packed with 90 practical ideas and strategies to help you do just that.#Teacher5aday advocate Abigail Mann provides advice, activities and techniques that any primary or secondary teacher can use to support their own mindfulness, wellbeing, and physical and mental health, and that of their colleagues too. The ideas will help you to stay energised, focused and positive throughout the school year, and to work more efficiently and effectively, so you can maintain a healthy work-life balance. There are also tips on building constructive, fulfilling relationships with the community you are serving, on supporting pupil wellbeing (because a happy class means a happy teacher!) and on making wellbeing a focus at a whole-school level.Trade ReviewThis book is packed with practical ideas on how to improve wellbeing and reduce workload from a teacher perspective but with pupils' best interests at heart. It brings the Department for Education's workload agenda to life in classrooms. -- Martyn Reah, Deputy Headteacher and Founder of #teacher5adayAbbie offers a wealth of practical tips to encourage educators to ensure they thrive as professionals, enjoying and managing their responsibilities, and flourish as human beings... Read it and benefit from Abbie’s energy and positive outlook on life. -- Jill Berry, Former Headteacher, now Leadership Commentator and Consultant, @jillberry102This is really a smashing book if you are interested in improving your own wellbeing or are working as a school on this important issue. It is designed to be 'dip-in-able', but the ideas really have substance and feel manageable. It is more than just a catalogue of wellbeing tips and tricks. -- Sam at Schoolwell, @samschoolstuff[Abbie] provides advice, activities and techniques that any primary or secondary teacher can use to support their own mindfulness, wellbeing, and physical and mental health, and that of their colleagues too. In the current climate, these ideas are critical for school leaders who are intent on making wellbeing a focus at a whole-school level. -- Teacher ToolkitLive Well, Teach Well helped me reflect on my own current practice, allowing me to investigate ideas I could easily implement leading to a better work life balance. It also helped me to come up with some suggestions to take to our well-being team that could have a whole school benefit – so well worth the read for me! -- Carrie Old, Deputy Headteacher, UKEdChatFull of sensible, thoughtful and useful ideas that make complete sense, this book is a must-read for every teacher. -- K and O: Bonkers About BooksThe advice, activities and techniques can be applied by all teachers, from Early Years through to secondary school. The ideas will help teachers to stay energised, focused and positive throughout the school year, and to work more efficiently and effectively. -- Parents in TouchIn order to secure the best possible outcomes for your students, you must look after your own wellbeing – and this book is jam-packed with 90 practical ideas and strategies to help you do just that. #Teacher5aday advocate Abigail Mann provides advice, activities and techniques that any teacher can use to support their own mindfulness and physical and mental health, and that of their colleagues, too. -- Teach Secondary Magazine

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Book SynopsisNo matter what you teach, there is a 100 Ideas title for you!The 100 Ideas series offers teachers practical, easy-to-implement strategies and activities for the classroom. Each author is an expert in their field and is passionate about sharing best practice with their peers.Each title includes at least ten additional extra-creative Bonus Ideas that won''t fail to inspire and engage all learners._______________As Ofsted says, Literacy is a shared responsibility across the curriculum in secondary schools. But for subject teachers and school leaders outside of the English department, this can seem a daunting task. 100 Ideas for Secondary Teachers: Literacy Across the Curriculum contains all sorts of strategies and ideas for ensuring that pupils are developing competency in reading and writing in every subject, from maths to PE, without putting pressure on teachers'' time and resources.The perfect quick reference pocket book, this collectionTrade ReviewThis book speaks directly to the linguistic needs of all our students and, at the same time, the needs of every pressed teacher in school. A treasure trove of ideas, easily accessible and implemented in any classroom at any time of day. * Gaye Kassir, Assistant Head Teacher, Park High School *This excellent book is interesting, enthusiastic and clearly explained. It includes a wide range of practical, engaging ideas to dip into and use to help all teachers integrate the centrality of literacy into their teaching repertoire. * Julia Strong, Deputy Director, Talk for Writing *An excellent all-encompassing book. With just one page per idea, teachers can quickly prepare their lessons, knowing the format will provide all the basics. * Parents in Touch *

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Book SynopsisNo matter what you teach, there is a 100 Ideas title for you!The 100 Ideas series offers teachers practical, easy-to-implement strategies and activities for the classroom. Each author is an expert in their field and is passionate about sharing best practice with their peers.Each title includes at least ten additional extra-creative Bonus Ideas that won''t fail to inspire and engage all learners._______________ An essential collection of 100 practical, tried-and-tested ideas for teaching computing in secondary schools. This is the perfect resource for computing teachers at all levels, whether specialist or non-specialist, newly qualified or experienced. From rubber duck debugging to teaching algorithm design through magic tricks and even setting up an escape room to raise awareness about cyber security, this is the ultimate toolkit for any teacher looking to diversify their lesson plans or revamp their teaching of computing. The activities are rTrade ReviewAn outstanding book that can simply be picked up off the shelf as a means to inspire any teacher when delivering computing. Simon has shared these super quick ideas that will have impact in every classroom, from rubber duck debugging to pedagogical approaches in the subject. This is an excellent read! -- Matt Warne * Head of Computing and Digital Learning at RGS The Grange, CAS Master Teacher and Computing Champion, @MattWarne *Simon offers fantastic teaching tips, ideas to take the learning further, as well as support in developing a sound pedagogical understanding of some complex areas. -- @digicoled * UKEdChat *

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Book SynopsisNo matter what you teach, there is a 100 Ideas title for you!The 100 Ideas series offers teachers practical, easy-to-implement strategies and activities for the classroom. Each author is an expert in their field and is passionate about sharing best practice with their peers.Each title includes at least ten additional extra-creative Bonus Ideas that won''t fail to inspire and engage all learners._______________Essential for busy secondary form tutors, this book will inspire form time ideas that are constructive, exciting, yet take little preparation!Activities include community builders, PSHE related topics, creative thinking activities and a variety of active learning techniques to engage your students in discussions.While this book mostly focuses upon interesting, worthwhile and fun activities to do with a registration group it also includes some tips and advice on how to fulfill pastoral care responsibilities of pupils in a form group.

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Book SynopsisTrade ReviewIn their brave search for depth in American high schools, scholars Jal Mehta and Sarah Fine suffered many disappointments… Undeterred, they spent 750 hours observing classes, interviewed more than 300 people, and produced the best book on high school dynamics I have ever read. -- Jay Mathews * Washington Post *A hopeful, easy-to-read narrative on what the best teachers do and what deep, engaging learning looks like for students. Grab this text if you’re looking for a celebration of what’s possible in American schools. -- Marissa King * Edutopia *Lucid and engaging… The authors offer lively vignettes, a framework grounded in history and research, and a powerful, precise, and organized critical analysis. Mehta and Fine’s account of a holistic model for cultivating ‘learners ready to meet the challenges of the modern world’ will be as accessible to an intelligent parent as to a school board administrator. * Publishers Weekly *This vision of teaching offers some hope for the future…This work will challenge educators to rethink how adolescents should learn…For those who are ready to transform schools. * Library Journal *Not since The Good High School and Horace’s Compromise in the 1980s has there been a book which so comprehensively examines the American high school. In Search of Deeper Learning offers vivid examples of joyful and engaging classrooms along with keen insights about what it will take to make these kinds of classrooms the norm rather than the exception in our schools. A must-read for anyone interested in the fate of the American high school. -- Linda Darling-Hammond, President and CEO, Learning Policy InstituteIn Search of Deeper Learning is both theoretically sophisticated and deeply accessible. This is the first and only book to depict not just the constraints on good teaching, but also how good teachers transcend them. A superb book in every way: timely, lively, and entertaining. -- Jonathan Zimmerman, University of PennsylvaniaThis book is a remarkably fresh, balanced, research-based look at American high schools. It is a powerful provocation for discussing what a good high school is, and what good teaching looks like. Every high school faculty should use it as a common read: it will open minds and shatter stereotypes. -- Ron Berger, Chief Academic Officer, EL EducationIn Search of Deeper Learning is a dazzling book that takes us on a fantastic journey into what the depths of learning look like, and why they are so tantalizingly beyond our current collective grasp. Read every page of this stunning portrayal of what would be required to save society through deep learning, while recognizing the sandbags of inertia that laden the status quo. -- Michael Fullan, Global Leadership Director, New Pedagogies for Deep LearningHaving discovered how the best environments promote deeper learning, Mehta and Fine suggest ways teachers and schools can apply some of these principles to their classrooms and hallways. -- Linda Flanagan * MindShift *Compellingly argued, thoroughly researched, and accessibly written…Offers a clear set of ideas for moving forward if we make the goal of deeper learning a priority in American education. -- Lisa M. Nunn * Contemporary Sociology *

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Book SynopsisTimely, thoughtful, and comprehensive, this text directly supports pre-service and in-service teachers in developing curriculum and instruction that both addresses and exceeds the requirements of English language arts standards. It demonstrates how the Common Core State Standards as well as other local and national standards' highest and best intentions for student success can be implemented from a critical, culturally relevant perspective firmly grounded in current literacy learning theory and research. The third edition frames ELA instruction around adopting a justice, inquiry, and action approach that supports students in their schools and community contexts. Offering new ways to respond to current issues and events, the text provides specific examples of teachers employing the justice, inquiry, and action curriculum framework to promote critical engagement and learning. Chapters cover common problems and challenges, alternative models, and theories of language arts teachiTrade Review"Teaching to Exceed—the book and wiki website—explores everything a new ELA teacher needs to know about lesson and unit planning focused on reading, writing, drama, language, multimedia, and poetry. It does so in ways that are of consequence by engaging with larger contextual and political factors like the Black Lives Matter movement, a global pandemic, and climate change. Ultimately it is its comprehensiveness combined with its commitment to racial, linguistic, and class diversity, as it takes shape in its justice, inquiry, and action framework, that makes this book stand out among resources for preservice ELA teachers." —Mollie Blackburn, The Ohio State University, USA"This timely and thoughtful new edition provides a strong foundation for excellence in today’s ELA classrooms for pre-service and in-service teachers. It combines the best of what we have learned in the field about implementing standards-driven pedagogy with innovative new directions, including the use of digital tools, promoting a justice and inquiry framework, adding supports for multilingual learners and much more. It is a must-have resource for English educators"—Ernest Morrell, University of Notre Dame, USA"Teaching to Exceed—the book and wiki website—explores everything a new ELA teacher needs to know about lesson and unit planning focused on reading, writing, drama, language, multimedia, and poetry. It does so in ways that are of consequence by engaging with larger contextual and political factors like the Black Lives Matter movement, a global pandemic, and climate change. Ultimately it is its comprehensiveness combined with its commitment to racial, linguistic, and class diversity, as it takes shape in its justice, inquiry, and action framework, that makes this book stand out among resources for preservice ELA teachers." —Mollie Blackburn, The Ohio State University, USA"This timely and thoughtful new edition provides a strong foundation for excellence in today’s ELA classrooms for pre-service and in-service teachers. It combines the best of what we have learned in the field about implementing standards-driven pedagogy with innovative new directions, including the use of digital tools, promoting a justice and inquiry framework, adding supports for multilingual learners and much more. It is a must-have resource for English educators"—Ernest Morrell, University of Notre Dame, USATable of ContentsSection I. Theoretical Frameworks/foundations of English Language Arts Instruction1. Justice, Inquiry, Action2. Planning English Language Arts Instruction3. Contexts, Standards, and Teacher FreedomSection II. Implementing and Exceeding the ELA State Standards 4. Teaching Literature5. Teaching Nonfiction6. Teaching Writing 7. Writing and Enacting Narratives, Drama, and Poetry8. Implementing Digital/Media Literacy Standards9. Implementing Speaking and Listening Standards10. Implementing Language StandardsSection III: Evaluation, Assessment, and Reflection12. Assessing Students’ Work13. Fostering Teacher Reflection and Professional Development

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Book SynopsisIf you feel overwhelmed by the complexity of TOEFL, Collins Skills for TOEFL iBT Test can help.This book helps you handle the integrated aspect of the tasks in the test, and give you tips and strategies for the different question types you will face.Collins Skills for the TOEFL iBT Test is a two-book series (1 Listening/Speaking; 2 Reading/Writing) to help learners prepare for the Test of English as a Foreign Language', used by over 11,500 institutions in 160 countries as a measure of language ability. To date, 25 million learners have taken the test around the world.In particular these books are aimed at helping learners handle the integrated-skill aspect of the test, where they are required to produce responses based on mixed input.Fully updated to match the new test from July 2023, the books help learners to become familiar with the TOEFL iBT test. Learners focus on improving their skills and test-taking times for specific sections of the test, and look at solutions for how to overcome the most common challenges of the test.The books provide clear strategies and tips to help learners improve their score.Summary Prepares you for all three options of the TOEFL iBT test on a computer at a test center, the Home Edition, and the TOEFL iBT Paper Edition Quick Guide: question overviews give learners an easy reference to the characteristics of each question type Challenges and Solutions: these sections offer strategy and skills reviews to help learners learn how to overcome the most common challenges Get it right: gives a quick overview of the most important steps for doing well on each question type and includes useful vocabulary and expressions Answer Analysis: teaches learners how to rule out distracter answer options Progressive Practice: encourages independent learning by offering a graded progression of content and task sets Review Test sections: offer timed TOEFL test-taking guides and help learners practice what they've learned in a simulated environment Audio online: enables effective TOEFL practice Highly experienced author team, who have written TOEFL materials before and worked as teachers preparing learners for the test.Also available for TOEFL iBT Test preparation from Collins:Collins Practice Tests for the TOEFL iBT TestCollins Vocabulary and Grammar for the TOEFL iBT TestTOEFL and TOEFL IBT are registered trademarks of ETS in the United States and other countries. This publication is not endorsed or approved by ETS.

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Book SynopsisIs our nation's educational system faltering in part because it strives to teach students predetermined right answers to questions? In Turning the Soul, Sophie Haroutunian-Gordon offers and alternative to methods advocated by conventional educational practice. By guiding the reader back and forth between two high school classes discussing Shakespeare's Romeo and Juliet, she gracefully introduces the alternative approach to education: interpretive discussion. One class, located in a private, racially integrated urban school, has had many conversations about the meaning of books. The second group, less advantaged students in a largely black urban school, has not. The reader watches as students in each group begin to draw upon experiences in their personal lives to speculate about events in the play. The students assist one another with the interpretation of complex passages, pose queries that help sustain the conversation, and struggle to get Shakespeare right. Though the teachers suffer

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In some hands, history can be an inspirational and rewarding subject, yet in others it can seem dry and of little relevance. Learning to Teach History in the Secondary School, now in its fifth edition and established as one of the leading texts for all history student teachers, enables you to learn to teach history in a way that pupils will find interesting, enjoyable and purposeful. It incorporates a wide range of ideas about the teaching of history with practical suggestions for classroom practice. The fifth edition has been thoroughly updated in the light of recent developments in the field of history education. The book contains chapters on: Purposes and benefits of school history Planning strategies Teaching approaches and methods Developing pupils' historical understanding Ensuring inclusion New technologies in the history classroom Assessment and examinations Your own continuing professiona

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Book SynopsisA bullet dropped and a bullet fired from a gun will reach the ground at the same time. Plants get the majority of their mass from the air around them, not the soil beneath them. A smartphone is made from more elements than you. Every day, science teachers get the opportunity to blow studentsâ minds with counter-intuitive, crazy ideas like these. But getting students to understand and remember the science that explains these observations is complex. To help, this book explores how to plan and teach science lessons so that students and teachers are thinking about the right things â that is, the scientific ideas themselves. It introduces you to 13 powerful ideas of science that have the ability to transform how young people see themselves and the world around them. Each chapter tells the story of one powerful idea and how to teach it alongside examples and non-examples from biology, chemistry and physics to show what great science teaching might look like and why. Drawing on evidence about how students learn from cognitive science and research from science education, the book takes you on a journey of how to plan and teach science lessons so students acquire scientific ideas in meaningful ways. Emphasising the important relationship between curriculum, pedagogy and the subject itself, this exciting book will help you teach in a way that captivates and motivates students, allowing them to share in the delight and wonder of the explanatory power of science.Trade Review"Jasper Green’s book offers an antidote to the lack of vision which frames so many science curricula. Here you will find a fresh and innovative exploration of what it means to teach science. Drawing on much of the latest and best research and scholarship in education, it shows how these ideas can improve both the quality of student experience and their engagement with learning. The book reveals the nature of the complex challenge that it is to teach science. As such it should be essential reading for all teachers of science". - Jonathan Osborne, Kamalachari Professor of Science Education, Emeritus, Stanford University, US. "This is a beautifully structured book which explains some of the big ideas of science together with the best pedagogical strategies for teaching them. It is rich with examples, activities and practical applications of difficult concepts. And it is all about the challenge and the joy of making meaning, and how all our activities and tasks must work towards that goal." - Daisy Christodoulou MBE, Director of Education, No More Marking, UK. "Jasper Green’s book offers an antidote to the lack of vision which frames so many science curricula. Here you will find a fresh and innovative exploration of what it means to teach science. Drawing on much of the latest and best research and scholarship in education, it shows how these ideas can improve both the quality of student experience and their engagement with learning. The book reveals the nature of the complex challenge that it is to teach science. As such it should be essential reading for all teachers of science." –Jonathan Osborne, Kamalachari Professor of Science Education, Emeritus, Stanford University, US"This is a beautifully structured book which explains some of the big ideas of science together with the best pedagogical strategies for teaching them. It is rich with examples, activities and practical applications of difficult concepts. And it is all about the challenge and the joy of making meaning, and how all our activities and tasks must work towards that goal." –Daisy Christodoulou MBE, Director of Education, No More Marking, UKTable of ContentsSection 1: Aims for school science education: for who and for what? 1. Fallacies of science education 2. Powerful ideas of science 3. The nature of science and the rules of the game Section 2: The science of learning science 4. Why learning science is hard but wonderful 5. How we learn: A cognitive science perspective 6. Why motivation matters Section 3: Planning lessons with thinking in mind 7. Preparing to plan: Thinking about progression over time 8. Planning what to teach in the lesson 9. Planning how to teach it Section 4: Planning and teaching the phases of instruction 10. Rewind and success for all: Retrieval practice 11. Trigger interest and activate prior knowledge 12. Introducing new ideas: Explanations and models 13. Practice ideas to build understanding: Worked examples and deliberate practice 14. Apply and integrate to make and break connections Section 5: Responsive teaching 15. Making thinking visible so feedback can take place Conclusion: Time to reflect Lesson planning templates

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Book SynopsisThis highly accessible guide to the varied aspects of Vygotsky's psychology emphasises his abiding interest in education. Vygotsky was a teacher, a researcher and educational psychologist who worked in special needs education, and his interest in pedagogy was fundamental to all his work. Vygotsky the Teacher analyses and discusses the full range of his ideas and their far-reaching educational implications.Drawing on new work, research and fresh translations, this unique text foregrounds key Vygotskian perspectives on play, imagination and creativity, poetry, literature and drama, the emotions, and the role of language in the development of thought. It explains the textual issues surrounding Vygotsky's publications that have, until recently, obscured some of the theoretical links between his ideas. It underlines Vygotsky's determination to create a psychology that is capable of explaining all aspects of the development of mind. Vygotsky the TeachTrade Review"This book shows Vygotsky in a new light - not only as an outstanding scientist, the creator of the revolutionary theory of the development of human consciousness but also as a magnificent practitioner, educator, and a teacher. I am glad that this brilliantly written book continues the discovery of Vygotsky’s theory and practice for the 21st century. The book shows that Vygotsky's ideas are not outdated and even now can serve as a fundamental basis for transforming existing educational practices for the sustainable development of humans and society." - Nikolai Veresov, Associate Professor of Early Childhood Education, Monash University. Author of Undiscovered Vygotsky"With elegance and meticulous attention to detail, Myra Barrs takes us on a careful path through the writings of Vygotsky that have come to light at various points over the last 80 years. She gives us a rich and nuanced understanding of the complex interplay of emotion, cognition and art in Vygotsky’s work, revealing, as she does so, how limited and one-dimensional are many earlier accounts." - Henrietta Dombey, Professor Emerita of Primary Literacy at the University of Brighton. Author of Teaching Writing: What the Evidence Says"Vygotsky is usually considered one of the most original psychologists of the last century, but often his theoretical perspective is highlighted rather than the concrete application of his ideas. Instead Myra Barrs, through a systematic analysis of the original Vygotskyan texts and the most up-to-date literature on the Russian psychologist, definitively shows the close circular relationship between theory and practice in his thought: Vygotsky is a "teacher" not only for his personal experience in schools and universities, but also for his promotion of the psychological and social growth of new generations, a perspective of increasing relevance for contemporary psychology." - Luciano Mecacci, Former Professor of General Psychology, University of Florence, Italy. Author of Lev Vygotskij: sviluppo, educazione e patologia della mente "Myra Barrs's book sails right into areas that have been at the centre of controversy in recent times, and she puts everything in the context of the whole of Vygotsky's work. It would seem that she has produced a definitive textbook on Vygotsky's ideas for his principal readership, teachers." - Andy Blunden, author of Hegel for Social Movements"It is a book [that] cannot be recommended too highly. Barrs’ account combines biography with just the right amount of historical analysis. She writes from critical awareness of the corpus of Vygotsky’s writings, including an understanding of the issues of editing and different versions...The core of her approach is an engagement with key texts and a chapter-by-chapter exposition of Vygotsky’s concepts and developing thought. The outcome is an intellectual biography that is gripping, scholarly, and accessible. It is a brilliant synthesis, crisp, lucidly written, ‘a companion’, in the publisher's words, to one of the key influences in any serious work in language, learning, and literacy." - Tony Burgess, Changing EnglishTable of Contents1. Beginnings 2. The Psychology of Art 3. Vygotsky and Defectology 4. The Crisis in Psychology 5. Tool and Symbol 6. The Development of Higher Psychological Functions 7. Vygotsky and Pedology 8. Play, Imagination and Creativity 9. The Zone of Proximal/Proximate Development 10. Thinking and Speech 1: Word Meaning Develops 11. Thinking and Speech 2: The Final ‘Why’ 12. After Vygotsky

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Book SynopsisThis fully updated fifth edition of Learning to Teach Physical Education in the Secondary School is a comprehensive, yet accessible guide for all student secondary physical education teachers. Practical and insightful advice is combined with theory and research to support you in developing as a student teacher.This core text is an ideal guide to support you in developing your knowledge for teaching, your basic teaching skills and your ability to reflect critically on what you are doing and why, enabling you to cope in a range of teaching situations. Including updated material to cover changes in policy and practice, curriculum and assessments, the fifth edition of this essential textbook focuses on: Starting and developing your teaching journey Planning, teaching and evaluating physical education lessons for effective pupil learning Looking beyond your teacher education. New chapters include Essential knowledge bases for teaching physical education Guidance on using digital technologies Health in the physical education lesson Written with university and school-based initial teacher education in mind, Learning to Teach Physical Education in the Secondary School is an essential source of support and guidance for all student physical education teachers embarking on the challenging journey of developing as an effective teacher. Trade ReviewPraise for previous editions: 'A wealth of advice on generic aspects of teaching and learning in Physical Education …The accessibility of the text, and constant reference to ways of adapting suggestions to different situations, make this book particularly "user-friendly" and suitable for student-teachers in diverse settings' – European Physical Education Review ‘Essential reading for teachers who pride themselves on being "critically reflective"' – Times Educational SupplementTable of ContentsIntroduction 1. Starting out as a physical education teacher 2. Aims of physical education 3. Knowledge bases for teaching physical education 4. Exploring and understanding your own experiences and beliefs as a physical education teacher 5. Long- and medium-term planning in physical education 6. Short-term (lesson) planning in physical education: How planning and evaluation supports effective learning and teaching 7. Lesson organisation and management 8. Designing teaching approaches to achieve intended learning outcomes 9. Assessment for and of learning in physical education 10. Developing and maintaining an effective learning environment 11. Motivating pupils for learning in physical education 12. Planning for an inclusive approach to learning and teaching 13. Health in Physical Education 14. Learner-centred teaching: A physical literacy perspective 15. Observation in Physical Education 16. Communication in physical education 17. Teaching safely and safety in physical education 18. Using digital technologies to support learning in physical education 19. Accredited qualifications and principles of classroom teaching 20. Teacher as a reflexive practitioner/researcher 21. Beyond your teacher education 22. Physical Literacy: Learning from pupils’ physical literacy journeys

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Book SynopsisFocusing on a key area of debate within the world of secondary English, the âknowledge-based curriculumâ, this book explores in detail the question of knowledge in the teaching of English in secondary schools, drawing on specific concrete cases and a range of academic theories. Knowledge in English also investigates how to teach both facts and skills through the required texts to produce a balanced educational experience.Elliott brings together classic texts with contemporary knowledge and viewpoints to critically examine teaching in the English literature classroom, and situates them within the broader cultural and political context. The book includes discussions on race and gender in texts, Shakespeare and his influence, facts and emotions in poetry, and reading experiences. Knowledge in English is a foundational and accessible guide for researchers, practitioners, teacher educators and teachers around the world. It is a valuable resource for those involved in the English curriculum to keep the subject relevant and useful to students in the contemporary classroom.Table of Contents1. Introduction: The ‘knowledge turn’ and ‘facts’ in English 2. The construction of knowledge in English Literature 3. Shared experiences of reading 4. The case of Shakespeare 5. Race and gender in the English curriculum 6. Pinning down poetry: Facts, emotion and attitudes 7. Cultural literacy in a UK context

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Book SynopsisThis practical workbook assists school-based mentors of mathematics teachers to develop their mentoring skills, offering mentors the essential guidance needed in order to effectively support trainee or newly qualified secondary mathematics teachers, as well as in their overall career development. Offering tried and tested strategies based on research and evidence, Mentoring Mathematics Teachers in the Secondary School covers the knowledge, skills and understanding every mentor needs and offers practical tools such as lesson plans and feedback sheets, observation sheets, case studies, sample dialogues and other learning activities and exercises.Together with analytical tools for self-evaluation, this book is a vital source of support and inspiration for all those involved in developing the next generation of outstanding mathematics teachers, whether in teacher training or as newly qualified or early-career teachers. Key topics explored include:Roles and reTable of ContentsChapter 1 Models of Mentoring Chapter 2 The role of mentoring when learning through experience Chapter 3 Why Mentoring Chapter 4 Developing Reflective Practice Chapter 5 Understanding yourself as a mathematics mentor Chapter 6 Exploring the knowledge a mathematics mentor needs Chapter 7 Navigating the roles and responsibilities of a maths mentor Chapter 8 Supporting your beginning teacher Chapter 9 Observing a lesson Chapter 10 Effective professional dialogue Chapter 11 Developing a Mentoring Mathematics Department Chapter 12 The Building Blocks Chapter 13 Mathematical Misconceptions Chapter 14 Developing Lesson Planning Chapter 15 Teaching the Lesson Chapter 16 Developing understanding of assessment, marking and the use of data Chapter 17 Handing the baton on

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Book SynopsisReading in Chinese as an Additional Language focuses on Chinese literacy acquisition, which has been considered most difficult by both learners and teachers of Chinese as an additional language (CAL). Three major areas are covered: (1) acquisition of Chinese characters; (2) reading comprehension subskills and reader's identity; (3) reading instruction and assessment. The first part delves into the foundation of Chinese literacy developmenthow to learn and teach Chinese characters. The second part examines various learners' reading comprehension subskills, as well as the evolution of learners' literacy identity. The third part explores effective instructional methods and assessment practices for CAL reading development. Theoretically, this book provides frameworks and evidence from both cognitive and sociocultural perspectives on the nature of CAL reading development. Pedagogically, the book showcases how to teach and assess CAL reading skills. Methodologically, thisTable of ContentsList of FiguresList of TablesList of contributors AcknowledgementsIntroductionLIU LI AND DONGBO ZHANGPART I Acquisition of Chinese characters1. The effects of stroke-order accuracy on L2 Chinese character writingTianxu Chen, Bing Feng, Mengyue Wang, Khanh-Ngan Doan2. The more the merrier? A synthesis study of single-coded and dual-coded word learning in theory-driven L2 Chinese instructionSihui Ke, Chin-His Lin3. Typing vs handwriting on CFL students’ character learningLiu Li4. Effects of timed dictation on Chinese character writing: A preliminary study in beginning-level CFL learners Siyan Hou, Atsushi FukadaPART II Reading comprehension subskills and readers’ identity 5. The role of character-recognition skills in shallow and deep reading comprehensionWei-Li Hsu6. Development of morphological awareness and its impact on reading among young learners of Chinese as a heritage languageYanhui Zhang, Keiko Koda, Chin-Lung Yang, Chan Lü7. Developmental interdependence between word decoding, vocabulary knowledge, and reading comprehension in young L2 readers of ChineseDongbo Zhang, Xiaoxi Sun 8. A tale of two less successful CSL readers: A qualitative study of reading difficulties and strategies use Sha Huang9. Literacy environment and heritage language learner’s literacy identityLiu LiPART IIIReading instruction and assessment10. Beyond the pages of a book: A Chinese language teacher’s discursive behavior of conducting guided book readingZheng Gu 11. Teaching modern Chinese literature to second-language Chinese students through the use of dramaZiv W.N. Kan, Elizabeth K. Y. Loh12. Reading assessment in Chinese as a foreign languageKeiko Koda, Xiaomeng Li13. Validation of a Chinese online placement testLiu LiIndex

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Book SynopsisPhysical Education for Young People with Disabilities explores a range of methods that will support teachers to be more inclusive in their practice when planning and teaching Physical Education. Offering many practical ideas to include pupils with specific additional needs across a range of activity areas, such as athletics, dance, gymnastics and swimming, this book will increase practitioners' confidence, enabling them to feel equipped to meet individual needs and include all pupils in their lessons. The range of authors provides a wide perspective and wealth of experience, and all the ideas have been trialled with students and young people, both nationally and internationally.Written by practitioners for practitioners, this book is a valuable resource for trainee teachers, in-service teachers and practitioners working in a practical or sporting context with young people, and will support Physical Education lessons and physical activity sessions.Table of Contents1. Athletics 2. Dance 3. Games 4. Gymnastics 5. Outdoor and Adventurous Activities 6. Swimming

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Book SynopsisThis textbook provides a practical guide to grammar and style choices for college writers, giving students a basic vocabulary for thinking and talking about language use and enabling them to make purposeful choices in their writing.Each section includes a short overview of a grammatical topic accompanied by exercises for raising the studentsâ awareness of and skills in using specific grammatical structures. It focuses on the practical and rhetorical functions of grammatical structures as they are used in expository and analytic writing, rather than on de-contextualized grammatical rules. Students will develop a repertoire of grammatical choices and understand the strategic reasons for making these choices in their writing for various audiences. It particularly attends to the structures that present the most difficulty for college students from multilingual communities and communities where a non-standard dialect of English is used on a daily basis. This textbook can be used as a core textbook for grammar course as well as a supplementary text for composition courses. It is also suitable for courses tailored to multilingual, advanced non-native, or non-standard speakers of English.Table of ContentsChapter 1. Understanding Sentence Parts Chapter 2. Using Effective Punctuation Chapter 3. Verbs: The Center of the Action Chapter 4. Nouns: Tools for Complex Reading and Writing Chapter 5. Using Grammatical Tools for Clarity Appendix A. Editing for Subject-Verb Agreement Appendix B. Editing for Verb Tense Consistency Appendix C. Editing for Punctuation Appendix D. Frequently Confused Words

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Book SynopsisSupporting Teaching and Learning in Schools is an accessible, user-friendly handbook designed to provide practical guidance and ideas to support Higher Level Teaching Assistants (HLTAs). It covers the knowledge and skills needed by HLTAs to work effectively with pupils, teachers, parents and other professionals concerned with the well-being of children.The book relates directly to the standards for HLTAs but also provides a deeper grounding in pedagogy and the role of the teacher and the HLTA in creating productive learning environments. The text is illuminated with examples of existing good practice, and a range of tried-and-tested strategies to help HLTAs develop in all aspects of their work. It provides essential background knowledge, together with a range of activities designed to support learning, examining: the roles of the HLTA and teacher respectively, and interactively classroom management and interactions with pupils pupil Trade Review'Aimed at higher level teaching assistants (HLTAs), this invaluable handbook reviews the knowledge and skills required to work effectively with pupils, colleagues and parents.'- Learning Teaching Update November 2009 Table of Contents1. Intro 2. Your Role as a Higher Level Teaching Assistant 2. Collaborative Working 3. Developing Communication Skills: nonverbal 4. Developing Communication Skills: verbal 5. Pupil Diversity 6. Pupil Behaviour and Strategies 7. How Pupils Learn 8. Learning Theories and Strategies 9. Monitoring and Assessing Pupils 10. Developing your Subject-Specific Knowledge 11. Developing Resources and Using ICT 12. Observing in Classrooms 13. Your Professional Development

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Book SynopsisResearchers in education are interested in the study of learners, teachers, professional support staff, parents and other participants in schools and other educational institutions. To be effective, research needs to be carried out in a systematic way and should contribute to what is known. If you are interested in education research and want to learn how to become an effective researcher, then this step-by-step guide is for you. For many students the first research project is the most daunting but this book will help ensure its success. Beginning Research is a practical toolkit of resources that will enable students to plan, conduct and follow up research effectively. It contains information on the range of methods available to researchers and introduces some of the key concepts associated with education research and the theoretical background against which it currently takes place. Designed for anyone working in an education setting, by reading through eaTrade Review'In Beginning Research the author has succeeded in her mission to provide a practical resource which demystifies the research process and puts the tools of research firmly in the hands of the practitioner. Highly recommended.' - Early Years Update'An extremely useful and practical book for foundation degree students. Highly recommended.' - Dr Les Garner, University of Greenwich, UKTable of Contents1. Introduction: What is Research and Why Should We Do It? 2. Ethical Issues in Research 3. Your Personal Research: Framing Your Research 4. Before Research: Using the Literature and Other Sources 5. Looking at Research: Questionnaires 6. Doing Research: A Practical Guide to Questionnaire Design 7. Looking at Research: Observations 8. Doing Research: Managing Observations 9. Looking at Research: Interviews 10. Doing Research: Successful Interviewing 11. Analysing Research 12. Presenting Research Findings: Putting it all Together

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Book SynopsisThis new edition of Philosophy of Education: The Key Concepts is an easy to use A-Z guide summarizing all the key terms, ideas and issues central to the study of educational theory today. Fully updated, the book is cross-referenced throughout and contains pointers to further reading, as well as new entries on such topics as: Citizenship and Civic Education Liberalism Capability Well-being Patriotism Globalisation Open-mindedness Creationism and Intelligent Design. Comprehensive and authoritative this highly accessible guide provides all that a student, teacher or policy-maker needs to know about the latest thinking on education in the 21st century.'Table of ContentsCitizenship Liberalism Patriotism Disability Creationism Home schooling Multiculturalism

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Book SynopsisIf teachers are to successfully develop their students'' English language skills it is vital that they overcome any existing lack of confidence and training in grammar and language concepts. Language Knowledge for Secondary Teachers is an accessible book aiming to equip secondary teachers with the knowledge they need to teach language effectively. It clearly explains the essential concepts for language study, introduces the terminology needed for talking about language' and shows how this knowledge can be applied to the skills of reading, writing, speaking and listening. This new edition has been fully updated to take into account changes to the curriculum and developments in digital and new media language. Written by an experienced teacher and consultant the book includes: All the grammar knowledge that a secondary teacher needs; Contemporary language examples to which new teachers can relate; A companion websiteTable of ContentsIntroduction Part One: Grammar 1. The building blocks of language 2. Applications of morphology 3. Words, words, words 4. Nouns and pronouns 5. Verbs, adjectives and adverbs 6. Noun phrases 7. Verb phrases 9. Clauses 10. Sentences Part Two: Beyond Grammar 11. Phonology 12. Semantics 13. Discourse Conclusion

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Book SynopsisPraise for previous editions:- âA wealth of theory, research, practical advice, case studies and tasks in one volumeâIndispensable for both HEI tutors and mentors, and an important book to recommend to all MFL students.' â Language Learning JournalâPresenting clear, straightforward, factual information on all current issues facing MFL student teachers ... An excellent reference guide during the first years of teaching.' â Mentoring and TutoringLearning to Teach Foreign Languages in the Secondary School has established itself as the leading textbook for student teachers of foreign languages in the UK and internationally. The practical focus is underpinned by a theoretical perspective and backed up by the latest research, encouraging you to develop a personal approach to foreign language teaching. This new, fourth edition, has been comprehensively updated to take account of recent policy and curriculum changes, and now covers a range of relevant statutory frameworks. Fully revised chapters cover the key knowledge and skills essential for becoming a foreign language teacher: What can we learn from research into language teaching and learning? Teaching methods and learning strategies Creating a meaningful learning environment Transition from Primary to Secondary The role of digital technologies Teaching in the target language Receptive skills and productive skills Teaching and learning grammar Planning and reflecting on classroom practice Pupil differences and differentiation Assessment for and of learning It includes many examples of how to analyse practice to ensure pupil learning is maximised, together with activities and tasks to support you as you analyse your own learning and performance. Learning to Teach Foreign Languages in the Secondary School provides practical help and support for many of the situations and potential challenges you are faced with in school. It is an essential purchase for every aspiring secondary foreign languages school teacher.Trade ReviewPraise for this edition:'This is an impressive volume that represents a thorough updating of what is already a standard text on Foreign Language teaching...It will be immensely useful for not only for beginning teachers but also more experienced practitioners.' - Mike Calvert, York St John University, UKPraise for previous editions:'An excellent reference resource presenting clear, straightforward, factual information on all current issues…An excellent reference guide during the first years of teaching.' – Mentoring and Tutoring‘Very impressive ...A wealth of theory, research, practical advice, case studies and tasks in one volume ...Indispensable for both HEI tutors and mentors, and an important book to recommend to all MFL students.' – Langauge Learning JournalTable of ContentsIntroduction. Setting the scene Part 1. Context-related 1. Modern languages in the secondary school curriculum 2. On becoming a foreign languages teacher 3. What can we learn from research? 4. Transition from the Primary to the Secondary phase Part 2. Pedagogy-related 5. Pedagogical approaches 6. The role of digital technologies 7. Planning and reflecting on classroom practice 8. Teaching in the target language 9. Teaching receptive skills 10. Teaching productive skills 11. Teaching and learning grammar 12. Developing cultural awareness Part 3. Learner-related 13. Pupil differences and differentiation 14. Creating a meaningful learning environment 15. Assessment for and of learning

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Book SynopsisThe transition from primary to secondary school is extremely important in the lives of children and young people but it is also a time of significant stress for many. This unique programme is designed to support children during this process, helping to build the confidence, skills and the resources that they will need in order to ensure a smooth and successful transition. This accessible text provides teachers, parents and professionals working with young people with a comprehensive range of resources to effectively support this process, and also: promotes the development of resilient children and young people who can cope effectively with the process of change encourage pupil participation and ensure that well-being is further fostered and maintained both for young people and staff within the learning context includes specific strategies, techniques and ideas regarding the transition process including systems and individualised approaches <Table of Contents1. Introduction 2. Powerpoint training session for staff and parents 3. Resources for staff - systems and procedures 4. Potential difficulties surrounding transition to secondary school for students with SEN and complex needs 5. Joint working 6. Parents checklist for identifying inclusive schools 7. Getting ready for secondary school 8. Making it visual - boolets and DVD tours 9. Considerations for the penultimate primary year 10. Possible objectives for secondary schools during additional transition visits 11. Pre-unduction day consideration for secondary schools 12. Strategies to support SEN pupils in secondary schools 13. Recommendations for induction to secondary 14. Writing a pupil passport 15. Example passport format 1 16. Example information cards 17. The programme for students 18. Session 1 a new school 19. Session 2 coping with change 20. Session 3 getting organised 21. Session 4 focus on feelings 22. Session 5 Thought control 23. Session 6 developing character strengths and resilience 24. Session 7 managing friendships and conflicts 25. Session 8 Coping with stress 26. Session 9 teaching and learning styles 27. Session 10 positive self and positive goals 28. Additional resources for use with children and young people on transition to high school

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Book SynopsisWalks readers through the stages of the high school college prep pipeline that introduces interlocked structural barriers to students. The author shows how these barriers reinforce segregated structures that unfairly distribute the public good of education to some students and not others.Table of Contents Contents Prelude vi Acknowledgments vii 1. Introduction 1 21st-Century Education Policy, In Brief 2 Interlude: Words, Terminology, and Language Use 4 Contribution 9 Summary of Chapters 9 2. A Simmering Problem 11 with Kristi Donaldson College and Career Readiness = College for All 13 From High School “College For All” Expectation to Actually going to College 14 The Puzzle 18 Theoretical Framework 20 Methods 23 Case Studies: Four “Spotlight States” 26 3. The Landscape of College-Preparatory Curriculum in American High Schools 31 American High School Landscape 31 Spotlight States: High School Landscape 38 College-Prep Curriculum Landscape 42 The College-Preparatory Pipeline 47 Spotlight States: The AP and IB Landscape 48 4. The Foundation of Access to Opportunity 50 Historical Background on Access to Curriculum 50 District Access in the United States 51 District Resources: Concentration vs. Dilution 53 Unequal Consequences for Students Without Access 58 Summary: Stage 1 of the Pipeline 60 Spotlight States: How Does Access Work Within States? 61 Conclusion 66 5. In the Pipeline: Participating in AP and IB Courses 68 Brief Background on Curriculum Tracking 69 Student Enrollment in Schools with AP or IB Courses 70 Tracked-Out: No-CP Schools 71 AP and IB Participation in the United States 74 Concentration vs. Dilution of Curricula 76 Inside the Classrooms 78 Tracked-in: CP-Specialty Schools 80 Concentration vs. Dilution: Impact on Participation Rates 85 Summary: Stage 2 of the Pipeline 86 Spotlight States: How Does Participation Work Within States? 89 Conclusion 93 6. The Last Stage of the Pipeline: Passing the Exams 95 U.S. History on Testing Knowledge: States’ Rights 96 AP Exams 97 Summary: Stage 3 of the Pipeline 110 Spotlight States: How Does AP Testing Work Within States? 112 Conclusion 115 7. College-Prep Credentials: Who Gets Nothing, Who Gets Swindled, and Who Gets the Real Quality 117 Segregated Learning 120 New to the Educational Marketplace: The Counterfeit Credential 127 Research Implications 128 Reflection 130 Conclusion 130 8. Implications and Thoughts on Moving Forward 132 How Did We Get Here? 133 Data Analysis and Social Structures 134 College Admissions 136 Policies on the Horizon 136 Students and Families 138 Conclusion 139 Notes 140 References 144 Index 161 About the Author 168

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Book SynopsisApproaching the Holocaust in your classroom can be a difficult, often daunting task. Using anecdotes and empirical data, this practical guide offers advice for teaching the Holocaust in a way that is nuanced, socially responsible, and historically accurate.

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Book SynopsisOffers research and theories grounded in culturally sustaining pedagogies and healing-centered engagements along with practical strategies for book club facilitators - from developing specific student-centered pedagogical approaches to embodying critical and humanizing dispositions.Table of Contents Contents Acknowledgments xi 1. Transformation and Inclusivity: The Foundation for Student-Centered Book Clubs 1 What Has Been My Journey to Book Clubs? 3 What Are Book Clubs? 5 What Does It Mean to Be Transformative and Inclusive? 7 Why Do We Need Book Clubs? 8 What Are the Benefits of Book Clubs? 9 Who Are Book Clubs For? 10 What Are the Theories That Ground Book Clubs? 12 What's Coming Up? 15 2. Getting Book Clubs Started Within Our School Communities 18 Who Can Start and Facilitate Book Clubs? 19 What Is the Purpose of Your Book Clubs and Who Will Participate? 21 Where and When Do We Meet? 21 Which Books Do We Use and How Do We Get Them? 23 How Can We Be More Intentional About the Books We Read? 28 How Do We Get Students to Join Book Clubs? 30 How Do We Build Community to Prepare Students for Classroom-Based Book Clubs? 30 How Do We Build Literacy Skills to Prepare Students for Classroom-Based Book Clubs? 31 3. Creating Student-Centered, Inclusive Spaces Through Culturally Sustaining and Emotionally Responsive Facilitative Practices 36 What Does It Mean to Be a Culturally Sustaining and Emotionally Responsive Facilitator? 38 What Happens During Our First Book Club Session? 45 4. Maintaining, Sustaining, and Assessing Book Club Conversations 55 What Are the Structures We Can Use to Maintain Book Clubs? 57 What Are the Rituals We Can Use to Sustain Our Book Clubs? 66 What Mini-Lessons Can We Use to Sustain Our Book Clubs? 68 How Can We Nurture Students' Reading Outside of Book Club? 72 What Assessments Can We Use to Maintain and Sustain Student Progress? 74 5. Developing Literacies and Spaces for Emotional and Identity-Based Engagements 81 What Do We Mean By Literacy Development? 82 What Does It Mean to Engage in Emotional and Identity-Based Work? 86 How Can We Address Trauma Within Our Book Clubs? 93 How Do We Simultaneously Address Reading Development Along With Emotional and Identity-Based Work? 94 How Do We Integrate Writing Into Book Clubs? 101 6. Developing Students' Social Awareness, Interpersonal Relationships, and Agency 104 How Can We Use Book Clubs to Develop Students' Social Literacies? 106 How Can Book Clubs Center Social Awareness? 112 How Can Book Clubs Help Students Develop Relationships? 114 How Can We Use Book Clubs to Impact Students' Sense of Agency? 121 7. Engaging With Youth Families and in Digital Spaces 129 How Can Book Clubs Be Inclusive of Our Students' Families? 129 What Do Book Clubs Look Like in Digital Spaces? 133 Epilogue: Centering Joy in Book Club Spaces 138 References 143 Index 156 About the Author 164

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