Secondary schools Books

Book SynopsisRedefining More Able Education is an essential, up to date and challenging introduction to the many factors involved in teaching more able students. Written by Ian Warwick, founder of London Gifted and Talented, and Ray Speakman, this book challenges our understanding of provision for the more able and explores ways in which we can ensure that students reach their full potential. Providing a thorough overview of topical research, the book offers a range of practical solutions for engaging students and encouraging them to become more independent in their learning. Warwick and Speakman explore key ideas including differentiation, resilience and motivation, and unpick issues including the history of more able education, the relationship between intelligence and achievement, working with marginalised groups and how students can overcome barriers when applying to top universities. A dedicated chapter summarises 21 easy-to-implement strategies that can make a real differenTable of ContentsPreview Part One 1. Introduction: What to take on board? 2. Framing more able education: Baggage check? 3. History’s mislaid ideas: Lost property? 4. IQ and character: Boarding Passes? 5. Submerged populations and overlooked student groups: Missing passengers? 6. The long shadow of poverty: Restricted Visibility? 7. What research tells parents: Accompanied or alone? Part Two 8. Whose classroom is it anyway? Seating allocations? 9. What drives exceptional teaching and learning: Altitude or speed? 10. Dependence to independence: Autopilot or co-pilot? 11. Underachievement and motivation: Lost horizons? 12. The journey to university: The long haul? 13. 21 ways to shape a whole school culture: Happy landings? 14. Glossary of concepts: Passport check?

Read more less

Book SynopsisAdvocating for the use of culturally specific pedagogy to enhance the mathematics instruction of diverse students, this revised second edition offers a wide variety of conceptual and curricular resources for teaching mathematics in a way that combats and confronts the forms of oppression that students face today. Addressing stratification based on race, class, and gender, Leonard offers lesson templates that teachers can use with ethnically and culturally diverse students and makes the link between research and practice. Connecting cutting-edge and emerging technologies to culturally specific pedagogy, the second edition features new chapters on mathematics and social justice, robotics, and spatial visualization. Applying a more expansive focus, the new edition discusses current movements such as Black Lives Matter and incorporates examples of rural and tribal students to paint a broader picture of what culturally rich mathematics classrooms actually look like. The text builds on soTrade Review"Many teachers are aware that they do not adequately address the needs of culturally and linguistically diverse students in their mathematics classrooms but are unaware of how to start correcting this issue. This book provides an excellent entry point for mathematics teachers to consider how culture and pedagogy intersect the concrete research-based examples."--Erika Bullock, University of Wisconsin-Madison, USAThis new edition will certainly be welcomed by those mathematics educators, mathematics teachers, and teachers of mathematics who seek new ways of reaching students in their classrooms. Leonard’s concept of culturally specific pedagogy is based on the foundations of Critical Race Theory and Black Feminist Thought… A main tenet is that all students should know that mathematics is a part their history."--From the Foreword by Martin L. Johnson, University of Maryland, USA"In this updated and expanded edition, Leonard not only strengthens her argument for inextricably linking mathematics and mathematics teaching and learning to culture but also connects culturally specific mathematics to some of the most ‘talked about’ issues of the day. I am confident that this updated and expanded edition will become an invaluable resource for those mathematics educators who possess the will to ensure that every child has access to meaningful culturally specific learning experiences in mathematics classrooms." --David W. Stinson, Georgia State University, USA, and Editor of the Journal of Urban Mathematics Education"This book provides pedagogical and theoretical frameworks that respond to traditional mathematics teaching practices by empowering teachers and learners to see the multiple purposes for learning mathematics, helping learners appreciate why mathematics is important in their lives, and allowing teachers to see that their practices are highly correlated with students’ understanding the relevance of mathematics to their lives. " --Robert Berry, University of Virginia, USATable of ContentsList of Tables List of Figures Foreword Preface Acknowledgments Bibliographical Note 1. Culture, Identity, and Mathematics Achievement 2. Cognition and Cultural Pedagogy 3. Cultural Pedagogy 4. Computational Thinking, Computer Scaffolding, and Game Design 5. Robotics, Spatial Ability, and Computational Thinking 6. Women in Aviation and Space: The Importance of Gender Role Models 7. Learning Mathematics for Empowerment in Linguistically and Culturally Diverse Classrooms 8. Black Lives Matter: A Context for Teaching Mathematics for Social Justice 9. Race and Achievement In Mathematics: A Historical Prespective Appendix A: Computational Thinking Rubric Appendix B: Scratch Dance Party Tutorial Appendix C: Knex Data Collection Sheet Appendix D: Sculptris Bison Tutorial References

Read more less

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

Read more less

Book SynopsisOriginally published in 1990. This practical guide to the basic skills of teaching and class management will help both experience and beginning teachers to identify and evaluate their classroom skills. Suitable for teaching programmes at all levels, the book covers goal-setting, the directive, discursive, problem-solving, and activity modes of teaching, and the skills of explaining and effective questioning.Table of Contents1. Setting Realistic Goals 2. Modes of Teaching – The Directive Mode 3. Discussing 4. Solving Problems 5. Activity, Improvisation and Role-Play 6. Explaining 7. Asking Questions 8. Evaluating Your Success as a Teacher. Appendices

Read more less

Book SynopsisThrough the lens of sensory affect, this book offers a new way of thinking about day-to-day teaching and student engagement within learning spaces in design education.The book examines the definitions, concepts, ideas, and overlaps of a repertoire of learning spaces prevalent in higher education and addresses the pedagogical gap that exists between broader learning structures and spaces, and the requirements of specialist design education. Recognising that mainstream teaching environments impact upon design studio learning and student engagement, the book positions creative learning spaces at the heart of practice-based learning. It defines the underlying pedagogical philosophy of a creative learning space in design education and reports on how practical strategies incorporating sensory affect may be implemented by educators to foster better student engagement in these spaces within higher education.Bringing much-needed attention to specialist design teaching and learnTable of Contents1. Which way forward? Design education today 2. What is sensory affect? 3. Sensory affect in design and design education 4. All-surface use in design-based learning spaces 5. Environmental empowerment in design education 6. Flexibility and capacities to adjust experiential learning, learning spaces and design education

Read more less

Book SynopsisThe second in The Essential SENCO Toolkit series, this resource clarifies and explores the key distinctions between quality first teaching adjustments, resources/support and interventions. It allows practitioners to develop their practice effectively and strategically to capture the true impact of SEND provision, by shifting the focus from the âwho and whenâ to the âwhat and whyâ.Chapters also include original frameworks â the 4 Functions of Learning Support â to help with the deployment of teaching assistants and to provide a shared language of support, as well as resources that support the application of the 7 Cs Learning Portfolio (introduced in the first book in the series, SEND Assessment) and an intervention index to fully understand the purpose and effectiveness of interventions. Key features offered: An introduction to the 4 Functions of Learning Support, providing a measurable language of learning support to help practitionerTable of ContentsIntroduction. 1. Assessment and Intervention. 2. SEND Provision with Purpose. 3. Action with Intent. 4. The 4 functions of Learning Support. 5. Resources for Mediation and Reinforcement. 6. Resources for Assessment and Intervention. 7. The role of Adults. 8. Interventions – to buy or not to buy?. 9. Capturing the impact of SEND Provision. 10. Getting Started – The 7 P’s of SEND Provision.

Read more less

Book SynopsisThis book helps mentors working with beginning teachers of religious education to develop their own mentoring skills and provides the essential guidance their mentee needs as they navigate the roller coaster of their first years in the classroom. Offering tried-and-tested strategies, it covers the knowledge, skills and understanding every mentor needs. Practical tools offered include approaches for developing subject knowledge and lesson planning, as well as guidance for the effective use of pre- and post-lesson discussion, observations and target setting to support beginning religious education teachers. 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 religious education teachers. Key topics covered include the following: Models of mentoring Your knowledge, skills and understanding as a mentor Developing mentees'' religTable of ContentsSection 1: THE BIG PICTURE: MENTORING BEGINNING RELIGIOUS EDUCATION. 1. Models of Mentoring. 2. Subject-specific mentoring in religious education. 3. The changing nature of the mentor-beginning teacher relationship: from modelling to co-enquirers. 4. Understanding yourself: Positionality and mentoring. 5. A skills audit: your knowledge, skills and understanding as a mentor. SECTION 2: THE COMPLEX PICTURE: RELIGIOUS EDUCATION AND WORLDVIEWS. 6. What are we doing and how do we do it? A skills and knowledge audit for a multidisciplinary study. 7. Helping beginning teachers develop religious literacy through their classroom practice. 8. Mentoring beginning RE teachers in Faith Schools. 9. Developing beginning teachers’ understanding of knowledge and skills in the RE curriculum. 10. Supporting beginning teachers to audit and develop their knowledge, skills and understanding in religious education. SECTION 3: THE PRACTICAL PICTURE: MENTORING BEGINNING RELIGIOUS EDUCATION TEACHERS IN PRACTICE. 11. Helping beginning religious education teachers plan effective and creative lessons. 12. Supporting the delivery and evaluation of lessons. 13. Observing beginning religious education teachers’ lessons. 14. Post-observation discussions and target setting. 15. Supporting Beginning Teachers to teach GCSE and A level religious studies. 16. Supporting beginning religious education teachers in approaching controversial issues in the classroom. 17. Helping beginning religious education teachers develop their professional practice. Index.

Read more less

Book SynopsisStart your morning with a daily dose of inspiration! Bestselling author Danny Steele, known for his motivational @steelethoughts tweets, brings you a powerful quote for every day of the year.You'll find quotes on topics such as reaching your students, working with colleagues, taking care of yourself, remembering your purpose, and more. Read them to kick off your morning, to wind down at night, or whenever you need to recharge. The uplifting, insightful quotes will remind you of the positive impact you're having on your students, each and every day.Table of Contents1. Introduction 2. 365 Quotes 3. Index of Quotes by Topic

Read more less

Book SynopsisReligion and Worldviews: The Triumph of the Secular in Religious Education provides the first serious analysis and review of the Commission on Religious Education's proposed worldviews framework for the subject. It argues that religious education has an important contribution to make to the aims of liberal education and examines whether the shift to a worldview framework is capable of overcoming current weaknesses and initiating a new positive direction for the future. Chapters explore the role of worldviews in Religious Education, covering key debates including: Whether there is need for new legislation on RE The nature of professionalism and the role of experts' The extent to which there is educational value in study of the personal worldviews of students The role of the religious voice in RE The relation of religions to religious worldviews The aims of RE The relationship between the state and religion CoTable of ContentsIntroduction: From religions to worldviews, 1. The Religious Education Commission: A view from the inside, 2. A New Settlement? A defence of the 1944 Act, 3. Who are the professionals in religious education? The Commission on Religious Education’s side-lining of the religious voice, 4. Does the worldviews approach provide a new paradigm for religious education?, 5. The world is not enough: Religious education beyond worldview perspectivism, 6. The philosophy of ‘worldviews’, 7. ‘Religion’, ‘worldviews’ and the reappearing problems of pedagogy, 8. Worldviews – a threat to religious education but ignored in science education?, 9. Turning to worldviews education instead of religion: Helpful solution or even more problems? A perspective from Germany

Read more less

Book SynopsisAll About SEMH is an accessible and informative guide for secondary school teachers, designed to increase their understanding of social, emotional and mental health needs, and to enhance their toolkit with practical, evidence-informed strategies to support learners in their care. The book unpicks key terminology and debunks myths and misconceptions, enabling teachers to more easily understand some of the challenges for learners with SEMH needs. It then explores a range of key areas including anxiety, depression, bereavement, obsessive-compulsive disorder and self-harm, and focuses on practical strategies and adaptations that can be made in every classroom. All About SEMH includes: A comprehensive introduction to social, emotional and mental health needs and the surrounding terms and policies Practical strategies tailored to different conditions to help provide targeted support to secondary school learners Case studies and worked examTrade Review"Sarah is passionate about all young people being successful in school. Her own educational experience has been working with some of the most challenging and vulnerable young people: this means her practical tips come from her own tried and tested strategies. Sarah always places the child at the heart of all that she does, and inclusion runs through her veins. This book will be a practical and useful resource which will make a real difference to teachers being able to more effectively support all of their learners." – Cath Kitchen OBE, Chair of National Association for Hospital Education "This practical, evidence-based and entirely user-friendly resource is an essential guide for all of those in the secondary phase who were seeking to gain a deeper understanding of mental health needs and how to support our young people to flourish in the school context. The last few years have seen a significant increase in mental health difficulties which have been linked to the covid pandemic, financial insecurity, and ongoing conflict across the globe. The impact on young people continues to concern many in education. This publication is written by practitioner who also has the lived experience necessary to provide a compassionate, nuanced and entirely practical set of resources which really do make a difference! It can be used as a dip in resource which makes it all the more accessible to the busy and frequently time staff professional." – Tina Rae, Child Psychologist & Author "Supporting children with SEMH (social and emotional mental health) needs is difficult. It's like juggling a million things on a unicycle. But with the right strategies and tools, we can help them succeed in the classroom and beyond. This book helps classroom teachers choose and use those tools. I appreciate this book because it recognises that their needs are often overlooked. Sarah encourages readers to approach this book with an open mind and a willingness to explore creative solutions to help all children learn, regardless of their challenges." – Abigail Hawkins, (FCCT), SENsible SENCO "A non-judgemental tour of the ways in which young people with SEMH may experience the world, and what we can do to help them at school. As well as a valuable addition to your theoretical knowledge on the topic, you’ll also develop the confidence, skills and ideas you need to better support the young people you’re working with, right away." – Pooky Knightsmith, Child and Adolescent Mental Health Expert "SEMH (social and emotional mental health) is a challenging and growing need in schools so this book is a great help for classroom teachers. Sarah systematically provides information on each need, backed by research, and, drawing on her 20 years of experience in education, gives practical strategies and tools for teachers to use in the classroom. Supporting pupils with SEMH needs is not easy but with an open minded approach and the right support these pupils can flourish. This book sets out to make it easier for teachers to provide that support." - Fiona Johnson, SENCO and SEN Consultant "Sarah is passionate about all young people being successful in school. Her own educational experience has been working with some of the most challenging and vulnerable young people: this means her practical tips come from her own tried and tested strategies. Sarah always places the child at the heart of all that she does, and inclusion runs through her veins. This book will be a practical and useful resource which will make a real difference to teachers being able to more effectively support all of their learners." – Cath Kitchen OBE, Chair of National Association for Hospital Education "This practical, evidence-based and entirely user-friendly resource is an essential guide for all of those in the secondary phase who were seeking to gain a deeper understanding of mental health needs and how to support our young people to flourish in the school context. The last few years have seen a significant increase in mental health difficulties which have been linked to the covid pandemic, financial insecurity, and ongoing conflict across the globe. The impact on young people continues to concern many in education. This publication is written by practitioner who also has the lived experience necessary to provide a compassionate, nuanced and entirely practical set of resources which really do make a difference! It can be used as a dip in resource which makes it all the more accessible to the busy and frequently time staff professional." – Tina Rae, Child Psychologist & Author "Supporting children with SEMH (social and emotional mental health) needs is difficult. It's like juggling a million things on a unicycle. But with the right strategies and tools, we can help them succeed in the classroom and beyond. This book helps classroom teachers choose and use those tools. I appreciate this book because it recognises that their needs are often overlooked. Sarah encourages readers to approach this book with an open mind and a willingness to explore creative solutions to help all children learn, regardless of their challenges." – Abigail Hawkins, (FCCT), SENsible SENCO "A non-judgemental tour of the ways in which young people with SEMH may experience the world, and what we can do to help them at school. As well as a valuable addition to your theoretical knowledge on the topic, you’ll also develop the confidence, skills and ideas you need to better support the young people you’re working with, right away." – Pooky Knightsmith, Child and Adolescent Mental Health Expert "SEMH (social and emotional mental health) is a challenging and growing need in schools so this book is a great help for classroom teachers. Sarah systematically provides information on each need, backed by research, and, drawing on her 20 years of experience in education, gives practical strategies and tools for teachers to use in the classroom. Supporting pupils with SEMH needs is not easy but with an open minded approach and the right support these pupils can flourish. This book sets out to make it easier for teachers to provide that support." - Fiona Johnson, SENCO and SEN Consultant "All About SEMH – which is actually two books, one for primary and one for secondary – tackles the complexity of social, emotional and mental health needs. Here, she provides a balance of contextual information regarding the different internal and external behaviours exhibited by pupils alongside practical strategies and conversational prompts. The result is an accessible toolkit with something for everyone regardless of experience or longevity." - Matt Morris, Schools Week Table of ContentsForeword Acknowledgements PART 1 1: The purpose of this book and how you might use it 2: What is the international and local policy picture? 3: What does it mean to have Social, Emotional and Mental Health needs? 4: Discussing and finding out about research on SEMH 5: Secondary school PART 2 6: Anxiety 7: Attention Deficit Hyperactivity Disorder (ADHD) and Attention Deficit Disorder (ADD) 8: Bereavement, grief and loss 9: Bi-polar disorder 10: Criminal Child Exploitation (CCE) 11: Criminal sexual exploitation (CSE) 12: Depression 13: Drug use and abuse 14: Eating disorders 15: Harmful sexual behaviour (HSB) 16: Emerging personality disorder 17: Self-harm 18: Obsessive Compulsive Disorder (OCD) 19: Post Traumatic Stress Disorder (PTSD) 20: Psychosis 21: Further resources Bibliography Index

Read more less

Book SynopsisTransformative Education aims decisively to transform the world of education and to nurture the next generation to become problem-solvers and creative thinkers, empowered with the necessary skills to make this world a better place. It provides practical methods for sustainable, integrative, and active learning, and investigates the why' behind these proven and effective methods.Discussing the different levels of subject integration in school, from intradisciplinary to transdisciplinary teaching, the authors analyse their potential holistic impact and knowledge retention effectiveness. With a substantial section on the efficacious teaching of the increasingly indispensable field of critical thinking, this book is built up first around a discourse of the intended methodology, secondly, it also includes a very practical mid-section with direct and meticulously described project ideas for teachers to try out, and finally a discussion and an analysis on what effects the pTable of ContentsForeword by Pamela Burnard : ‘THE CASE FOR A SUSTAINABLE TRANSDISCIPLINARY ACTIVE & RELATIONAL TEACHING METHOD’ Foreword by Professor Lew Hee Chan 1. Introduction2. Definition and Scope3. Methodology4. Examples and Inspiration5. Discussion and Analysis6. ConclusionRefrerencesIndex

Read more less

Book SynopsisAll About Autism is an accessible and informative guide for secondary school teachers, designed to increase their knowledge and understanding of autism and enhance their toolkit with practical, adaptable strategies to support autistic learners in their care. The book initially explores key traits and terminology, debunks myths and misconceptions, and shines a light on the strengths and abilities of autistic learners. It then introduces readers to a range of easy-to-implement ideas for practice and concrete solutions to provide further support, all with the child at the heart. All About Autism includes: Practical strategies tailored to the secondary key stages with current research broken down into easily digestible chunks A focus on adaptive teaching and how to implement key strategies in different subject areas Guidance on a range of topics, from supporting students with mental health and anxiety to managing group work, class work, Trade Review"In this book, Lynn really speaks to teachers, recognising the lack of initial training to support the positive teaching of autistic children, but also the crucial part teachers and para-professionals can play in supporting autistic children to thrive. The focus on ‘getting it right from the start’ in Year 7 acknowledges the transitional difficulties many autistic young people experience but offers practical guidance on how to make this successful. What practitioners will particularly value is the contextual positioning alongside government policy which ensures practice is reflective of national priorities. This is, quite simply, a ‘must read’ for all secondary subject teachers." – Nicola Crossley, CEO NAS Academies Trust and National SEND representative for ASCL "This is a book that any Secondary teacher or SENCO will find invaluable as a tool to support good inclusive practice. It relates to subject teachers and shows understanding of the pressures but gives easy to understand and implement solutions." – Sally Glossop, Lead for the Graduated Response Herts county council "I wish this book had been written in my own childhood, it would have saved me many years of misery, dread and at times fear of going to school. It would have stopped the teachers from writing on my reports, "Hilary is a below average pupil and must try harder" and "Hilary is very quiet and needs to contribute more to class discussions". This needs to be mandatory reading for everyone involved in secondary education, so that all autistic young people can have the support they need, so that they can enjoy learning, and to feel positive about their future." – Hilary Forbes, Mathematics tutor and specialist Autism consultant, Reachout ASC "If you are a secondary practitioner looking to better understand and support the needs of autistic learners, then look no further. Driven by the voices and experiences of autistic students, this book is brimming with practical advice for best practice. It also offers invaluable insights into what's needed to create accessible learning environments where autistic learners are not only understood and supported but also valued and celebrated." – Dean Beadle, autistic speaker, trainer and writer "Lynn's dedication to making the world a better place for autistic people shines through this book from every page. This, combined with her understanding of what it is like to be a teacher in a busy classroom with a million things on your to-do list already, makes this book a super practical guide. If you want to do better by the autistic children in your classroom then this is the book for you." – Joanna Grace, Sensory Engagement and Inclusion specialist and Founder of The Sensory Projects. "Lynn’s research and work with autistic people has once again informed her excellent books. The work with autistic young people, doing ‘what’s right for me’ is outstanding in achieving best practice for those young people and beyond to their families and classmates. I would recommend both the primary and secondary editions to inform and enable all school staff to fully understand and support the young people in their care." – Dawn Brown, SEND Assistant Head, Hertfordshire "This is an excellent and timely book, that will be well received by new teachers, support staff, and more experienced professionals. Written in an easy-to-read format, and addressing many of the key areas of challenge autistic learners encounter in secondary schools every day, the book draws on the vast experiences of the author alongside those of autistic young people. The book is packed full of first-hand advice and lived experience, covering a vast range of topics with practical advice and solutions. I am certain that if you are a new professional or experienced colleague, this book will help improve the outcomes of the autistic young people you teach." – Gareth Morewood, Educational Advisor and former secondary SENCo "Lynn McCann gets it. I have always been struck by her insight into autistic experiences of school, and her ability to translate them into classroom strategies that teachers can easily pick up. Her commitment to listening to autistic people, and learning from us, shine through in her work and in the many quotes used for illumination. This book makes a clear, compelling and concise case for how to make schools truly inclusive for autistic learners." – Fergus Murray, Science Teacher and Chair, Autistic Mutual Aid Society Edinburgh (AMASE) "A much needed book that shares with secondary school teachers WHY autistic teens find a lot of school more difficult than their non-autistic peers in their own words. It is wise, kind, and deeply practical in its approach. It has quick wins for teaching autistic children and what things to avoid. The book includes vital areas that must be dealt with differently for autistic pupils such as sex and relationship education. Lynn shares a range of helpful strategies from supporting children settle in Year 7’s, and classroom management, to how to help them to do their best in exams." – Sarah-Jane Critchley, Author, Speaker, Consultant and Coach, Different Joy Partnership Table of ContentsForward Acknowledgements Introduction What we know about autism Co-occurring conditions Language is important Part 1 How I do things differently - The voice of autistic children Communication Stimming Social interaction Masking and ‘spoon theory’ The autistic sensory experience Part 2 Teaching autistic children: practical strategies Getting it right from the start Year 7s (11-12 years old) Rules, expectations and discipline Working with parents Quick wins for teaching autistic children Communicate with your school SENCO Using teaching assistants well More about learning Executive Functions and autism Teaching vocabulary Explaining concepts and links Marking and feedback Group work Homework Revision, tests and exams Behaviour and mental health Setting the scene What is fair to allow Honesty and arguments Meltdowns and shutdowns Managing spoons or energy levels Teaching responsibility Puberty and Identity Relationships and Sex Education lessons Misinterpretation, or literal interpretation Sensory Changes Personal Hygiene and appearance Peer Pressure Autistic Identity Gender and sexuality Risk taking and problem solving Bullying and online activity Transitions Starting secondary school Daily transitions Post 16 transitions Part 3 Further resources and links Bibliography Index

Read more less

Book SynopsisWhat knowledge will make you most effective as a teacher? New teachers are often bombarded with information about the concepts they should understand and the topics they should master. This indispensable book will help you navigate the research on curriculum, cognitive science, student data and more, providing clarity and key takeaways for those looking to grow their teaching expertise.What Do New Teachers Need to Know? explores the fundamentals of teacher expertise and draws upon contemporary research to offer the knowledge that will be most useful, the methods to retain that knowledge, and the ways expert teachers use it to solve problems. Written by an educator with extensive experience and understanding, each chapter answers a key question about teacher knowledge, including: Does anyone agree on what makes great teaching? How should I use evidence in my planning? Why isn't subject knowledge enough? What should I know about my sTrade Review‘If only this book had been there for me as a new teacher twenty-something years ago. But it is here now, and I commend it to you. Peter writes so engagingly. He has a deep knowledge of teaching and a love of the profession. This is a book you’ll keep coming back to throughout your career.’Matthew Evans, secondary school Head Teacher, author of Leaders with Substance and co-author of The Next Big Thing in School Improvement‘Starting out in teaching can be daunting; it's a steep learning curve with so many ideas to absorb that it can be overwhelming. With this book Peter Foster has used his experience to produce a superb guide through the big issues that new teachers face including cognitive science, behaviour management, curriculum development and the process of teacher development itself. Written in a punchy style with excellent summaries, great sign-posting to key research and further reading and lots of grounded-in-reality case studies from practising teachers, I can see this being incredibly reassuring and useful as a reference for any new teacher - and plenty of more experienced colleagues too.’Tom Sherrington, author of Teaching Walkthrus‘This book should be owned by every trainee and early career teacher, their mentors, and senior leaders responsible for CPD, although teachers at any career stage will find content of both interest and practical value. It’s an incredibly rich and comprehensive text, covering a wide range of areas from behaviour, to pedagogy, to curriculum and assessment, with an evidence-informed approach and engaging, accessible style. What makes this book so unique and valuable is its approach to knowledge-building – the reader is taken through not just a list of the knowledge we need as teachers, but a description of what the development of this knowledge looks like in practice. How does "how we learn" affect "how we should learn to be great teachers?" – Foster has the answers. If you read one book on education this year, make it this one.’Ruth Ashbee, Senior Deputy Head Teacher, Holly Lodge High School, Author of Curriculum‘In What Do New Teachers Need To Know?, Peter provides an evidence-informed overview of key aspects of knowledge that teachers develop. Rooted in reflections of his own experience, Peter highlights how teachers develop expertise in specific domains, from managing behaviour in a class, toknowledge of the curriculum. A practical user-friendly guide, this book is a must for teachers entering, or starting out in the profession.’Nimish Lad, Curriculum and Research Lead‘If you're a trainee teacher, an ECT or you work with new teachers, this book is a fantastic resource. It demystifies the process of improving as a teacher and is full of crystal clear advice. I only wish that I'd had this at the beginning of my career!’Nick Hart, Executive Headteacher – The Alwyn and Courthouse Federation‘This superb book sets out with remarkable clarity and credibility what any new teacher would need to know to hit the ground running in the first few years of their career. Full of evidence-informed wisdom, Foster's writing pulls no punches in challenging some of the less effective but deeply ingrained practices that exist in schools. Like any good mentor, this book takes the reader under its wing and supports them to acquire the knowledge they need to flourish, not flounder, in the classroom.’Andrew Percival, Deputy Headteacher, Stanley Road Primary School‘In his introduction, Pete Foster explains that this book is a manual for improvement, based on the knowledge we need as teachers to improve. This theme is woven throughout the book, and Pete explores themes such as memory, expectations of students and subject knowledge, sharing research in an accessible way to help teachers understand the "why". The practical strategies and case studies which are embedded in every chapter are incredibly helpful - everything from how to manage your time, to approaching development through problems is explored. I found this book inspiring, relevant and full of knowledge that I wish I'd had access to in my first few years as a teacher. This is a highly recommended read for anyone who wants to become a better teacher.’Rachel Ball, Assistant Principal, Co-op Academy Walkden‘Peter Foster has created a playbook for new teachers. Rather than suffering a baptism of fire in their early years of teaching, informed predominantly by trial and error, colleagues can feel equipped by the core mechanisms that underpin highly effective teaching. This book is the wise colleague in the staffroom, sharing not just what works, but the rationale behind it. I highly recommend a copy for any teacher seeking to understand the fundamental components of classroom preparation and practice better.’Kat Howard, DRET Teaching School Hub Director, Author of Stop Talking about Wellbeing and Co-Author of Symbiosis: The Curriculum and the Classroom‘This is a terrific book which both summarises and preserves the essence of some key elements of our work. It draws on the current findings from research, making it clear that these are insights, rather than three-line whips. Some excellent examples of what the implementation of strategies look like in practice together with accounts of Peter Foster’s own experiences makes this a compelling read. What Do New Teachers Need to Know? is an elegant book which will be a boon to all teachers new to the profession and an aide-memoire for their mentors.’Mary Myatt, curriculum writer & speaker. Curator of Myatt & Co'What do new teachers need to know? is pitched as a roadmap to growing in knowledge as a teacher, and in turn to develop expertise... It’s a far-sighted glimpse through the fog of knowledge that surrounds teacher development.'Robbie Burns, Schools WeekTable of ContentsIntroductionPart 1. The reason for knowledgeChapter 1. What is expertise and how does it develop?Chapter 2. What is all that knowledge for?Chapter 3. What are our knowledge best bets?Part 2. Developing teacher knowledgeChapter 4. How do we retain knowledge in our long-term memory?Chapter 5. How do we automate effective processes?Part 3. Knowledge of student behaviourChapter 6. How do we prepare for our students to behave?Chapter 7. How do we manage the class’s behaviour during a lesson?Part 4. Pedagogical knowledgeChapter 8. What does ‘the evidence’ say about learning?Chapter 9. How should Cognitive Load Theory affect our pedagogical decisions?Chapter 10. What changes long-term memory for students?Part 5. Subject knowledgeChapter 11. What types of subject knowledge do we need and how do we develop them?Chapter 12. What do we need to know about the curriculum?Chapter 13. How does knowledge of the curriculum affect our planning?Chapter 14. How do we use all that subject knowledge in the classroom?Part 6. Knowledge of studentsChapter 15. How do we figure out what students know and what do we do about it?Chapter 16. What are the limits of what we can know about students?Chapter 17. What do I do now?ConclusionGlossary

Read more less

Book SynopsisEducational books can help teachers engage in quality CPD (Continuing/Continuous Professional Development), but how do we find the time to read the latest literature? And if we have the time, how do we know what to choose or what we should do with what we read?Born from a real-life book club, The Edu-Book Club helps teachers and school leaders to navigate the wealth of evidence-based CPD by bringing together key publications on teaching, assessment, and curriculum. It shows how the ideas and research presented in these publications can be translated into everyday classroom practice, to help teachers and school leaders develop and inform these practices for their own professional and classroom development.Drawing on a diverse range of books and including practical advice on how to set up and run a book club, each book club session covers: The rationale for choosing that title An interview with the author with accompanying visual notes ATrade Review"Dave and Rhiannon's book offers busy teachers a quick digest of important books in education. Written in a very readable style with summaries and key takeaways, teachers of all levels and experience are able to quickly understand research that can transform their practice. Not only this, but the dialogue with the authors themselves offers a clear insight into the rationale behind each chapter's book while Dave and Rhiannon helpfully translate that theory into classroom practice. Staying research-informed while immersed in the time-consuming world of teaching can feel impossible but this book ensures we can continue to think about improving our practice through seminal educational texts in bite-sized chunks. Highly recommended!" Helen Howell, author, The Revision Revolution: How to build a culture of effective study in your school "Many schools are investing more time, money and energy into professional learning. Dave and Rhiannon along with their contributors have shown that CPD can be driven by leaders in school seeking out the best that has been thought and said in education . Book clubs appeal to me as a grass roots CPD opportunity where all staff can engage . This is brought to life in this innovative and exciting book where works are translated, transcribed and tested in the classrooms of real teachers . A great read and the perfect catalyst for setting up your own .......what are you waiting for?" Phil Naylor, author Naylor's Natter "With an abundance of wonderful and much talked about edubooks in circulation, there can be an overwhelming pressure to keep up and feel ‘up to date’ with contemporary edu-discourse. Through their book club, David and Rhiannon have created an authentic, safe and non-judgemental environment that has allowed the thoughts and questions of the everyday teacher to respond to that of their peers’ printed pontifications derived from accumulated research. For time-poor colleagues, the distillation of key ideas and subsequent questions from these enriching sessions into cogent and reflective chapters of the Edu-Book Club is genius and a valuable addition to the modern-day pedagogue’s toolkit." Dorian Brown, Head of Geography, NLCS Jeju, Korea ‘Both David and Rhiannon have accumulated a wealth of knowledge by talking to a range of high quality educators. Amazingly, they have been able to capture and summarise this wisdom in the Edu-Book Club. A great one-stop shop for the latest thoughts and views on all things education’. Bradley Busch, Psychologist at InnerDrive and author of The Science of Learning “This is a great idea. Dave and Rhiannon have made it easier for teachers to engage with professional reading and that can only be a good thing. The format will really help to facilitate dialogue for staff professional learning.” Robin Macpherson, Head of College, Robert Gordon’s College (Aberdeen) "The Edu-Book Club offers us a glimpse into some of the most exciting and innovative practice happening in education right now. Through a series of brilliant snapshots, Tushingham and Rainbow distil big ideas into exciting, accessible content designed to support, challenge and inspire. A wonderful read!" Stuart Pryke, Assistant Principal for Teaching and Learning and co-author of Ready to Teach: Macbeth and Ready to Teach: A Christmas Carol "The GLT book club book offers a plethora of expertise and research-driven advice to develop your pedagogical knowledge. The sense of community that comes through from each and every page is a testament to the enthusiasm and drive of its creators." Sarah Davies, Assistant Headteacher and author of Talking about Oracy "A fantastic book that really unpacks theory to practice in the classroom. An excellent read for anyone wanting to take some of the latest research and thinking and apply it easily within their own practice." Dr Liz Durden-Myers, Managing Director PE Scholar "D&R’s Author Guidelines is simply superb. It provides the reader with a clear overview of a variety and number of hard hitting educational texts. I would recommend this book to anyone working in education." Sam Strickland, Author and Principal "This is a delightfully curated library of “edu-best bits”. Having interviewed some of the most experienced, successful and specialist voices from the world of education, this collection of reflections and highlights is a delicious taster menu of some of the biggest books and sharpest thinking available. Laid out in a simple and accessible format, Rhiannon and Dave have created a thoughtful and immensely useful book" Emma Turner, @Emma_Turner75, Trust CPD & Research Lead, and Author "You may have bought the book. You might not have the time to read the whole book. Alternatively, you can read the chosen chapter from The Greenshaw Learning Trust Book Club, listen to the podcast. Listen to the discussion, hear the passion and reasons why the author wrote the book. Generally, enjoy the conversation. After listening to the podcast, join the debate and have a conversation in The Greenshaw Learning Trust "Always Learning" app. Finally, access the archive of previous content and enjoy the conversation." Justin Welford, book club member and take-away contributor Table of Contents Introduction The Sessions: #01. Mark McCourt - Teaching for Mastery #02. David Didau - Making Kids Cleverer: A Manifesto for Closing the Advantage Gap #03. Peter Mattock - Visible Maths: Using Representations & Structure to Enhance Mathematics Teaching in Schools #04. Harry Fletcher-Wood - Responsive Teaching: Cognitive Science and Formative Assessment in Practice #05. Michael Chiles - The CRAFT Of Assessment: A whole school approach to assessment for learning #06. Haili Hughes - Mentoring in Schools: How to become an expert colleague #07. Bennie Kara - A Little Guide for Teachers: Diversity in Schools #08. Jo Morgan - A Compendium of Mathematical Methods #09. Mary Myatt - The Curriculum: Gallimaufry to Coherence #10. Jemma Sherwood - Oxford Teaching Guides - How to Enhance Your Mathematics Subject Knowledge: Number and Algebra for Secondary Teachers #11. Dan Pearcy - Mathematical Beauty: What is Mathematical Beauty and Can Anyone Experience It? #12. Lekha Sharma - Curriculum to Classroom: A handbook to prompt thinking around primary curriculum design and delivery #13. Kate Jones - Retrieval Practice: Research & Resources for Every Classroom #14. Ed Watson - Top Tips for New Teachers #15. Michael Pershan - Teaching Math with Examples #16. Doug Lemov, Erica Woolway & Katie Yezzi - Practice perfect: 42 rules for getting better at getting better #17. Anne Watson - Care in Mathematics Education: Alternative Educational Spaces and Practices #18. Zoe & Mark Enser - Fiorella & Mayer's Generative Learning in Action (In Action series) #19. Kat Howard & Claire Hill - Symbiosis: The curriculum and the classroom #20. Ed Southall - Yes, But Why? Teaching for Understanding in Mathematics #21. Emma Turner - Be More Toddler: A Leadership Education From Our Little Learners #22. Sarah Davies - Talking About Oracy: developing communication beyond the classroom #23. Clare Sealy - The ResearchED Guide to The Curriculum: An evidence-informed guide for teachers #24. Edward Watson & Bradley Busch - The Science of Learning: 99 studies that every teacher needs to know #25. Alex Quigley - Closing the Reading Gap #26. Matthew Evans - Leaders with Substance: An antidote to leadership genericism in schools #27. James Handscombe - A School Built on Ethos: Ideas, assemblies and hard-won wisdom #28 Craig Barton - Reflect, Expect, Check, Explain: sequences and behaviour to enable mathematical thinking in the classroom #29. Angela Browne - Lighting the Way: The case for ethical leadership in schools #30. Bruce Robertson - The Teaching Delusion 3. Power up your Pedagogy #31. Jennifer Webb - Teach Like A Writer: Expert tips on teaching students to write in different forms #32. Mary Myatt & John Tomsett - Huh: Curriculum conversations between subject and senior leaders #33. Ruth Ashbee - Curriculum: Theory, Culture and the Subject Specialisms #34. Adam Boxer - Teaching Secondary Science: A Complete Guide #35. Adele Bates - "Miss, I don’t give a sh*t": Engaging With Challenging Behaviour in Schools #36. Harry Fletcher-Wood - Habits of Success: Getting Every Student Learning #37. David Didau - Making Meaning in English: Exploring the Role of Knowledge in the English Curriculum #38. Chris Curtis - How to Teach English: Novels, Non-Fiction and their Artful Navigation #39. Lee Sullivan & Liz Durden-Myers - Is PE in Crisis? Leading Much Needed Change in Physical Education #40. Adam Robbins - Middle Leadership Mastery. A Toolkit for Subject and Pastoral Leaders 3. Measuring Impact & Concluding Thoughts 4. Bibliography

Read more less

Book SynopsisInclusion for immigrant students with special educational needs (SEN) is a neglected area of research. This edited volume addresses this problem, providing up-to-date insights into the provided support and special needs education (SNE) for immigrant students in different contexts of the Nordic countries.This important book explores the diversity of student experiences, addressing both compulsory schools and vocational education, and examines how different Nordic countries conceptualise and approach support and SNE for immigrant students. Readers will get an opportunity to read various studies that address gaps in the realisation of inclusion and special need education. This book initiates a dialogue on generating new knowledge, approaches, and methods to expand the flexibility necessary to implement a fully inclusive education. The book offers research that includes strong theoretical and practical frameworks, interviews, interventions, assessments, case studies as well as ofTrade Review'If you are looking for a book that provides insights into the challenges faced by immigrant students with special education needs in the Nordic countries, and the strategies employed by the educational systems to address these challenges, then go no further. "Inclusion and Special Education Needs Education for Immigrant Students in the Nordic Countries" edited by Hanssen, Harju-Luukkainen and Sundqvist is the book that you cannot miss. The authors in this book draw on their extensive expert research and real-world examples to demonstrate the importance of inclusive and equitable education practices for immigrant students. The book offers both policy examples and practical advice on how schools and educators can support students, including suggestions for effective teacher training, collaboration with parents and communities.' Professor Sivanes Phillipson Ph.D., Chair and Professor of Education, School of Social Sciences, Media, Film and Education, Swinburne University of Technology 'This timely volume provides current, research-informed portraits of inclusive education for immigrant children and students across different grade levels, instructional settings and areas of challenge. Each chapter resonates with the voices of multilingual students and puts forth school-based practices and system level policies that provide a road map towards removing barriers and optimizing the educational experiences for and the wellbeing of these students. Researchers, policy-makers and practitioners will welcome this very informative guide.' Cristina Sánchez-López, Paridad Education Consulting and DePaul University, ChicagoTable of Contents1. Introduction to Inclusion and Special Needs Education for Immigrant Students in the Nordic Countries; 2. Towards inclusive language education for immigrant students in Norwegian schools: a translanguaging-driven perspective; 3. Inclusion of Newly Arrived Migrant Students in Norwegian Schools: An Investigation of Different Introductory Models for Language Learning and Inclusion; 4. Assessing developmental language disorder in bilingual immigrant children: The case of morphological knowledge and executive functions; 5. “Then we had to analyse a picture” - blind immigrant student in upper secondary school; 6. Transformative leadership for inclusion and special needs education for immigrant students; 7. At the intersection of ethnicity and special educational needs. Findings from a longitudinal study in Finland ; 8. “First, you must speak good Finnish.” Adult immigrants’ descriptions of the actants supporting and hindering their inclusion in education and work in Finland; 9. Inclusion and special needs support for immigrant students in Finland; 10. Embodiment, creativity, and cultural sensitivity: including children’ productions and perspectives in the evaluation of their educational needs; 11. A scoping review on inclusion of immigrant children and families in Nordic Early Childhood Education; 12. The professional role of special needs educators in Sweden related to special support and development of learning environments for immigrant students; 13. Deaf, diverse and denied: Insights and challenges in responding to the educational and linguistic human rights of deaf immigrant students; 14. School(s) for all?: Inclusion, special education and multilingualism at the intersection of disability and migration in Sweden; 15. Teachers’ perspectives on additional support for immigrant students in Icelandic schools; 16. Inclusion and special needs education for immigrant students in the Nordic countries – What are the lessons?

Read more less

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

Read more less

Book SynopsisA story of everyday life in an American junior high school, originally published in 1983, this book demonstrates the ways in which the school culture of early adolescence both supports and denies the cultural and economic requirements of the parent society that surrounds it. It explores this school culture in relation to the local and national in political economy, to class, race and gender, and to the needs of the state. The author approaches the work of students in school as a labor process in the context of an advanced capitalist society. He describes such typical junior high activities as âgoofing offâ and âbugging the teacherâ by examining the meaning of these activities to the students engaged in them, and brings acute observation and sensitivity to bear on the forms of resistance that arise among the students, showing that this resistance is a form of power which students exercise in the face of their estranged status. The nature and consequences of this resistance are examined in detail, especially as they relate to the context of a society in which estranged labor, in one form or another, is the dominant characteristic for most members. Throughout the book, the subtle pressures, the cliques, the vitality, the boredom and the ever-present humor of school life are explored.By integrating the insights of Habermas with the theories of Marx, the author is able to examine the tension between the âreified knowledgeâ of the school and the âregenerative knowledgeâ of the students in a sensitive ethnography which captures the student world in ways which have been missed in the past.

Read more less

Book SynopsisA Practical Guide to Teaching History in the Secondary School offers comprehensive advice, inspiration and a wide range of tried and tested approaches to help you find success in the secondary history classroom. Covering all aspects of history teaching, it is designed for you to dip in and out of and to enable you to focus on specific areas of teaching, your programme or pupilsâ learning.This completely revised edition has been rewritten with new chapters reflecting recent work into curriculum thought, different types of historical knowledge, designing enquiry questions and decolonising the curriculum. Emphasising the importance of pedagogy, detailed subject knowledge, a well-informed and diverse curriculum, evidence-informed practice and a focus on building long-term student understanding in the subject, the chapters cover: Curriculum design Teaching causation and consequence Teaching interpretation and significance Using evidence Delivering a more inclusive and representative history curriculum Progress and assessment Packed with ideas, resources and practical teaching activities and underpinned by the latest research, this is an essential companion for all training and early career history teachers.

Read more less

Book SynopsisDesigned to support English-teaching faculty across high schools and universities, this practical guide presents novel ideas for integrating pop culture into ELA classroom instruction.By establishing a theoretical framework rooted in critical and digital literacies, this book provides a solid foundation for preservice and college teachers to tap into the pop culture that inspires and engages students and teachers alike. Enacting as an essential text for courses in literature instruction and ELA methods, McConnel offers strategies and research-based tools to blend film, fanfiction, and other popular multimodal texts in ways that will reenergize the curriculum, meet standards-based goals, and motivate students.Building Literacy Through Pop Culture in the ELA Classroom is an innovative textbook that belongs on the shelves of current and aspiring English instructors.

Read more less

Book SynopsisExploring and Expanding Literacy Histories of the United States brings together new scholarship and critical perspectives hitherto missing from dominant narratives to offer a racially, ethnically, and linguistically diverse record of the history of American reading instruction. This book addresses the many important developments in the history of literacy in the United States that occurred outside of mainstream public education, in marginalized communities in and outside of traditional school contexts.Instead of a top-down approach of prominent thinkers and theorists, the book intends to cover key blind spots, including literacy education in Indigenous nations, and how marginalized groups have fought for access to education, by applying a critical lens to the under-recognized histories of literacy.This volume is essential reading for courses on History of Reading Education and Foundations of Literacy.

Read more less

Book SynopsisSmashing Glass Ceilings is the book to help elevate and excite women across the education sector to become confident, successful and fulfilled in their careers. Empowerment can look and feel different for everyone, and this book is designed to show every woman how you can succeed in the education sector.In addition to providing a wealth of advice about leadership progression, bestselling author and presenter Kate Jones shares guidance on alternative options to leadership for women in education. Have you ever thought about launching and hosting your own podcast about teaching and learning? Are you keen to lead professional development training internally and/or externally? Are you a keen writer but not sure how to set up a website to blog or how to get published? Helpful tips and suggestions for these routes and more are presented alongside a wide range of diverse case studies and interviews that shine a spotlight on innovative women, from school leaders to entrepreneurTrade Review"Whether you are a teacher or a leader in schools, colleges or universities or supporting educators in other ways, Kate’s advice will enable you to be clear about your ambition and how to realise it."Vivienne Porritt OBE Co-founder and Global Strategic Leader of WomenEd "Kate’s book which combines personal reflections, case studies, and spotlights is a must-read for women (and most importantly men) working in education. The powerful stories and the very practical strategies on topics ranging from delivering CPD to applying for jobs to innovating are valuable and can help women reflect on their current and future careers regardless of the stage they are currently in. We need books which celebrate women in education, and Kate’s book is a great contribution to the field."Dr Iro Konstantinou Head of Research and Impact, Tony Little Centre, Eton College"This book is a powerful message of hope and solidarity. Its call for women to support each other is at once timely and timeless, and its vision of a more inclusive and equitable sector is not only inspiring but, as it shows, ultimately achievable."Emma Cate Stokes, Schools WeekTable of ContentsIntroduction 1. Securing the Right Role 2. Women in Leadership 3. Leading and Delivering CPD 4. Innovation in Education 5. Writing about Education 6. Public Speaking 7. Social Media 8. Supporting and Empowering Women in Education

Read more less

Book SynopsisThis is not your typical math book.Try It! Even More Math Problems for All is the third of three collections of offbeat, open-ended problems designed to make even the most math-averse student excited about working through these challenging yet accessible problems.The Hints and Solutions section guides you to probe, suggest, and encourage students to explore even their most unusual insights on the way to solving these 25 new, illustrated problems of varying difficulty. As a result, you will be able to motivate your students to think creatively on their own and to engage in teamwork. And when students solve a problem, you will see and hear their accomplishments.Perfect for any math classroom, club, after school activity, or coaching session, Try It! celebrates not only the destination, but the journey, giving students a chance to think differently, and, above all, have fun!Can't get enough? Volume 1 in the series,

Read more less

Book SynopsisThe Teaching of Instrumental Music, Sixth Edition, introduces music education majors to basic instrumental pedagogy for the instruments and ensembles commonly found in the elementary and secondary curricula. It focuses on the core competencies required for teacher certification in instrumental music, with the pervasive philosophy to assist teachers as they develop an instrumental music program based on understanding and respecting all types of music.Parts I and II focus on essential issues for a successful instrumental program, presenting first the history and foundations, followed by effective strategies in administrative tasks and classroom teaching. Parts III, IV, and V are devoted to the skills and techniques of woodwind, brass and percussion, and string instruments. In all, The Teaching of Instrumental Music is the complete reference for the beginning instrumental teacher, commonly retained in a student's professional library for its unique and comprehensiv

Read more less

Book SynopsisMentoring Teachers provides practical guidance for teacher mentors, directly addressing common queries and concerns they may have while acting as a mentor within a diverse range of educational contexts. Drawing upon the author's 30 years of conducting research on mentoring and working with both experienced and new mentors, this essential book provides a detailed picture of the mentoring role. Dividing the mentor role into five key aspects (Support, Acculturator, Model, Sponsor and Educator), this important resource provides step-by-step descriptions of managing mentorials in ways which: support the mentor in scaffolding a mentee's thinking so that they can make their own informed judgements and decisions about teaching develop the mentee's noticing skills for responsive, adaptive teaching guide the mentee towards recognising the relevance of others' ideas or theories' to their own practice and experience leave the mentee with practiTable of Contents1. A pre-mentoring task: How far does your context support mentoring?; 2. Mentor Role 1: Support: Supporting your mentee as a person; 3. Mentor Role; 2. Acculturator: Helping your mentee adjust to the school and the profession; 4. Mentor Role 3 Model: Modelling professionalism; 5. Mentor Role 4 Sponsor: Using your knowledge and contacts to help your mentee; 6. Mentor role; 5. Educator; 7. Dealing with the non-mentor role ‘Assessor’; 8. Developing as a Mentor; 9. Stories

Read more less

Maths Anxiety is a very common experience, reported by people around the world. This book will help all teachers of Maths, from primary education to secondary and beyond, to better understand Maths Anxiety and learn how we can address this within our classrooms, creating a more positive learning environment for all.Supported by research, case studies, and anecdotes, this highly practical book explores and provides answers to the following questions: What is Maths Anxiety? Who experiences it? Can I measure it? What is involved in Maths Anxiety? Who and what can influence it? What can we do to provide support? Can teachers experience Maths Anxiety too? An essential resource for anybody teaching or supporting the learning of Maths, this book provides tried and tested interventions to apply within the classroom, alongside strategies to use at school or at home to manage and alleviate student experience

Read more less

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

Read more less

Book SynopsisAs educators, the attitude with which we approach our work has considerable impact on the outcome for students. Our assumptions and expectations influence learning both positively and negatively.This book adopts a compassionate acceptance that all children, no matter what they say, donât say, or do, are doing the best they can in that moment. It is in the adultsâ power, and their responsibility, to understand children and barriers they experience in their learning. By exploring neuroscience, psychology, and learning theory, we can increase our awareness of brain organisation and function to help us understand why a child isnât doing what we have asked. With understanding comes both our compassion and ability to support. The case studies and examples from the authorâs practice illustrate how we can learn from effective strategies for neurodivergent children to build insight into all pupils.When we adopt a non-judgemental and encouraging approach, we form positive collab

Read more less

Book SynopsisIn the 2nd edition, this text has been updated to address changing literacies surrounding students and the continued importance of effective communication using technology tools in K-12 classrooms. Technology has the power and potential to transform teaching and learning in classrooms and to promote active learning, interaction, and engagement through readily available tools and applications. While both technologies and research in literacy education rapidly evolve, this book presents lasting frameworks for teachers to effectively evaluate and implement digital tools to enhance classroom literacies and learning. Through the lens of Universal Design for Learning (UDL), this text equips educators to develop inclusive learning environments that support the needs and desires of all literacy learners through the integration of technology and literacy instruction. This text presents a range of current models and frameworks, including SAMR, RAT, PICRAT, T3, TPACK, TIPC, and EMSCI. The new

Read more less

Book SynopsisâœI hope that this Teacherâs Guide supports your own inquiry into childrenâs mathematics, and I hope that the images elicit brilliance from the children you do math withâwherever you and they may count.âFrom the author of the award-winning Which One Doesnât Belong? and How Many? comes How Did You Count?, the latest title in Christopher Danielsonâs collection that is sure to spark conversation, questioning, and wondering amongst both younger and older students alike.In this innovative Teacherâs Guide, Danielson gives you the tools you need to both begin and dig deeper into the How Did You Count? routine. In clear, accessible language, Danielson discusses the mathematical ideas likely to emerge on each page of the How Did You Count? picture book and helps you anticipate and understand your studentsâ likely answers. Through classroom stories, he models listening to, talking about, and delighting in studentsâ ideas around counting, numbers, and operations.Reading this Teacherâs Guide alongside your copy of the How Did You Count? childrenâs picture book will help you and your students discover together how the beauty of counting and numerical relationships and structure extends far beyond 1, 2, 3.This listing is for the Teacher's Guide only. There is also a Teacher's Guide and How Did You Count? picture book set available.

Read more less

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

Read more less

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

Read more less

Book SynopsisTrade ReviewA wonderful collection of lessons, submitted by teachers, to help students of all ages see topics they care about, and use mathematics as a tool for progress in the world. -- Jo Boaler * Stanford, CA *Conway et al. have done it again! In this volume, not only do the authors share rich, standards- based, grade-level appropriate mathematical tasks with social justice contexts, they also share specific strategies and tools to engage the middle school mathematics student. -- Kyndall Brown * Los Angeles, CA *Middle School Mathematics Lessons to Explore, Understand, and Respond to Social Injustice is a must-have resource for any middle school educator seeking to incorporate teaching mathematics for social justice in their educational environment. This book provides practical lessons that will truly enhance a child’s educational experience through engaging them in relevant applications of mathematics. -- Kristopher J. Childs * Winter Garden, FL *If you teach middle school mathematics and have wanted to promote social justice but haven’t been sure how to get started, you need to check out this book. It incorporates lessons you can use immediately as well as how to foster the kind of classroom community where students will thrive. It’s the kind of book you’ll want to have alongside you to support you throughout your journey. -- Robert Kaplinsky * Long Beach, CA *Middle School Mathematics Lessons to Explore, Understand, and Respond to Social Injustice is an outstanding addition to the growing number of texts and projects that weave the teaching of mathematics and social justice together. The authors go deep and broad to show how, why, and when this combination of curricular topics improves our students’ mathematical understandings while honing their abilities and dispositions to promote social and environmental justice in their own lives and communities. -- Bob Peterson * Milwaukee, WI *A very compelling set of fresh ideas are offered that prepare educators to turn the corner on advocating for social justice in the mathematics classroom. Each book is full of engaging activities, frameworks, and standards that center instruction on community, worldview, and the developmental needs of all students—a much-needed resource to reboot our commitment to the next generation. -- Linda M. Fulmore * Cave Creek, AZ *I imagine many people will purchase this book for the sample lesson plans. And you should; they’re fabulous. But just as fabulous, and equally important, is the framework the authors lay out for a comprehensive, holistic, transformative approach to mathematics teaching, with social justice at its core. -- Paul C. Gorski * Columbia, SC *As a teacher educator for social justice, I am familiar with the near-constant refrain of "this isn’t something you can do in math!" This book illustrates just the opposite. Indeed, not only is it possible to engage in social justice mathematics, but it is an educational imperative to do so. This much-needed and valuable collection provides practitioners with clear and compelling lessons that are grounded in theories of justice and equity. Especially timely in this text is the clear evidence that not only can middle school young adolescents engage in critical conversations, problem solving, and sociocultural analysis in their mathematics classes, but they must. The editors and contributors to this volume have curated a powerful resource that is a must-read for all mathematics educators and those who care about social justice teaching and learning. -- Alyssa Hadley Dunn * East Lansing, MI *Middle School Mathematics Lessons to Explore, Understand, and Respond to Social Injustice is a book written for the teacher of mathematics. This diverse group of authors and educators provides everything a teacher needs to transform their practice from critical theory to teachable lesson plans! A must-read for educators who seek to transform mathematics back to its humanistic roots. -- Shraddha Shirude * Seattle, WA *Table of ContentsPreface Introduction Chapter 1: What Is Social Justice and Why Does It Matter in Teaching Mathematics? Chapter 2: Building and Sustaining a Beloved Community in the Middle School Mathematics Classroom Chapter 3: Fostering a Classroom to Teach Mathematics for Social Justice Chapter 4: Instructional Tools for the Social Justice Mathematics Lesson Chapter 5: Teaching the Social Justice Mathematics Lesson Chapter 6: The Number System Lesson 6.1 Food Apartheid: Graphing and Understanding Access to Healthy Food Lesson 6.2 Cor(o)ner Stores and Food Apartheid Lesson 6.3 Billionaire Power Lesson 6.4 Middle School Math to Explore People Represented in Our World and Community Chapter 7: Ratios and Proportional Relationships Lesson 7.1 Hey Google, Who′s a Mathematician Lesson 7.2 The True Cost of that $29 T-shirt in the Store Window Lesson 7.3 Majority and Power Lesson 7.4 Smoking and Vaping: Targeting of Marginalized Communities by the Tobacco Industry Lesson 7.5 Health Race and Ratios Lesson 7.6 Health Inequalities: COVID and Other Health Conditions Chapter 8: Algebra: Expressions, Equations, and Functions Lesson 8.1 Gerrymandering of Voting Districts Lesson 8.2 National Team Pay Investigation Lesson 8.3 The Black Vote in America: Impact of the 1965 Voting Rights Act Chapter 9: Statistics and Probability Lesson 9.1 Playing with Data Lesson 9.2 The Mathematics of Toxic Air Lesson 9.3 Gender Pay Gap Lesson 9.4 How Many Meals Can Minimum Wage Buy Chapter 10: Geometry Lesson 10.1 Map Projections Lesson 10.2 3D Modeling for Water Lesson 10.3 Water is Life Lesson 10.4 Accessible Playground Lesson 10.5 Investigating Areas to Determine Fairness Chapter 11: Advice From the Field Chapter 12: Creating Social Justice Mathematics Lessons for Your Own Classroom Appendix A: Additional Resources Appendix B: Lesson Resources Appendix C: Essential Middle Grades Concepts Appendix D: Social Justice Topics, Standards, and Grade Level Outcomes Appendix E: Lessons by Essential Middle Grades Concepts, Social Justice Grades 6–8 Outcomes, and Social Justice Topics Appendix F: Social Justice Mathematics Lesson Planner References

Read more less

Book SynopsisLet's face it, teaching secondary math can be hard. So much about how we teach math today may look and feel different from how we learned it. Teaching math in a student-centered way changes the role of the teacher from one who traditionally delivers knowledge to one who fosters thinking. Most importantly, we must ensure our practice gives each and every student the opportunity to learn, grow, and achieve at high levels, while providing opportunities to develop their agency and authority in the classroom which results in a positive math identity. Whether you are a brand new teacher or a veteran, if you find teaching math to be quite the challenge, this is the guide you want by your side. Designed for just-in-time learning and support, this practical resource gives you brief, actionable answers to your most pressing questions about teaching secondary math. Written by four experienced math educators representing diverse experiences, these authors offer the practical advice they wish they received years ago, from lessons they've learned over decades of practice, research, coaching, and through collaborating with teams, teachers and colleaguesespecially new teachersevery day. Questions and answers are organized into five areas of effort that will help you most thrive in your secondary math classroom: How do I build a positive math community? How do I structure, organize, and manage my math class? How do I engage my students in math? How do I help my students talk about math? How do I know what my students know and move them forward? Woven throughout, you'll find helpful sidebar notes on fostering identity and agency; access and equity; teaching in different settings; and invaluable resources for deeper learning. The final questionWhere do I go from here? offers guidance for growing your practice over time. Strive to become the best math educator you can be; your students are counting on it! What will be your first step on the journey?Trade ReviewThe most effective secondary mathematics teachers are likely to have a ragged, well-loved copy of Answers to Your Biggest Questions About Teaching Secondary Math on their desks. This book synthesizes decades of research that supports strong student learning outcomes and distills it into practical, easy-to-implement recommendations for teachers. New and experienced teachers alike will find new and important ideas that can be used immediately to strengthen their practice and increase engagement with their mathematics learners. -- Michael D. Steele * Zionsville, IN *Whether you are an aspiring, beginning, or experienced teacher of mathematics, the authors have put together an indispensable book that will become your most dog-eared professional resource. Combining findings from the literature with their extensive experience as teachers, the authors answer some of the most frequently asked questions in five critical domains of effective mathematics teaching. This is the resource I wish I had when I was teaching! -- Matt Larson * Lincoln, NE *This book answers key questions essential to setting up a classroom environment where students thrive using practical examples, tips, suggestions, and addressing frequently asked questions. This is a great handbook for any new teacher trying to figure it all out. -- Chonda Long * Springfield, VA *Answers to Your Biggest Questions About Teaching Secondary Math provides an excellent resource for new math teachers and veteran teachers alike. The advice is practical and written such that strategies for increasing access and equity in mathematics can be implemented at any time of the year. The book centers students as doers of mathematics and gives the reader easy-to-read advice for how to promote a discourse-centered classroom where every student can be successful in mathematics. -- Emma Vierheller * Perrysburg, OH *The authors of Answers to Your Biggest Questions About Teaching Secondary Math are to be commended for writing this important book. How I wish I would have had such a resource when I began my career as a high school mathematics teacher. This book covers the why and the how of creating equitable mathematics classrooms from the very beginning. I also appreciate the strong focus on agency and identity. This book is a must-have for new secondary mathematics teachers. Experienced teachers will also find a wealth of resources for improving mathematics instruction. -- Kyndall Brown * Los Angeles, CA *I highly recommend Answers to Your Biggest Questions About Teaching Secondary Math for current teachers, preservice teachers, instructional leaders and administrators as a guide to embodying foundational truths about mathematics, including that every student is capable of developing deep mathematical understanding and contributing to the knowledge of the classroom community. Readers will be drawn to the insightful tips, concrete content examples, and helpful tables, which illuminate strategies and beliefs to thrive. Add this book to your shelf today! -- Sarah Bush * Winter Park, FL *Answers to Your Biggest Questions About Teaching Secondary Math is a must for every teacher of mathematics! This is a resource filled with practical guidance, accessible resources, and opportunities to reflect on your teaching journey. Whether you are just starting your journey or far into that journey, keep this book with you throughout and enjoy the journey! -- Trena L. Wilkerson * Waco, TX *Answers to Your Biggest Questions About Teaching Secondary Math is a fabulous tour de force of the big ideas in teaching mathematics that will enable preservice and in-service teachers to optimize their teaching practices and to maximize the opportunity to learn for all students. It is the most practical condensation of recommendations for the teaching of mathematics to date. -- J. Michael Shaughnessy * Portland, OR *Answers to Your Biggest Questions About Teaching Secondary Math is an invaluable distillation of the most current, research-based best practices with practical strategies for implementing them. Written by classroom teachers, for classroom teachers, this book belongs on the shelf of every secondary math teacher. -- Jason Slowbe * Temecula, CA *Answers to Your Biggest Questions About Teaching Secondary Math is a musthave for every new and early career teacher and a great resource for those who are experienced. The wealth of knowledge and strategies shared here make this an invaluable resource and will positively impact student learning. I wish I had this when I started teaching middle school 25+ years ago! -- Kevin Dykema * Mattawan, MI *This book is incredibly helpful to understand key ideas and practices for new international teachers. The book gives a very efficient and easy-to understand overview of critical questions a teacher can have while teaching high school mathematics. As a mathematics educator, I would definitely recommend this book to my senior mathematics teachers, reading and reflecting on the questions in the book will support their readiness and transition into being a teacher. -- Zuhal Yilmaz * Riverside, CA *Answers to Your Biggest Questions About Teaching Secondary Math employs a strengths-based approach to promote high-quality secondary mathematics teaching. The authors draw from a wealth of experiences to offer practitioners activities and resources to engage students in the mathematics teaching and learning dynamic. This book is an invaluable resource for advancing accessible approaches to bolster student agency in mathematics classrooms. -- Christopher C. Jett * Carrollton, GA *Answers to Your Biggest Questions About Teaching Secondary Math provides guidance to middle and high school teachers who are trying to change the nature of the way math is taught and learned in their classrooms. From how to build a classroom community to how to assess and advance student learning, the five key questions focus on essential elements required to create an environment in which each and every student can flourish. The practical advice provided reflects the cumulative experience and wisdom of the author team and is sure to resonate with teachers. -- Margaret (Peg) S. Smith * Pittsburg, PA *Teaching is complex! This book helps break that complexity into manageable approaches. As someone who has been leading professional development for over 20 years, this book helped me consider new and important ways to think about common questions and dilemmas teachers encounter every day. If your focus is on developing a more equitable classroom then this book is for you! -- Jen Mossgrove * Moorestown, NJ *This book does an excellent job formalizing a comprehensive approach to creating an environment in the mathematics classrooms that promotes equity, access, and a voice to all learners. I highly recommend this book to all mathematics teachers— beginning and experienced—and teacher educators, as it provides a blueprint for effective mathematics instruction. -- Nadia Monrose Mills * St. Thomas, VI *

Read more less

Book SynopsisAn ideal reference guide to introducing the IB Diploma in your school.

Read more less

Book SynopsisA subject-specific guide for teachers to supplement professional development and provide resources for lesson planning. Approaches to learning and teaching Mathematics is the result of close collaboration between Cambridge University Press and Cambridge International Examinations. Considering the local and global contexts when planning and teaching an international syllabus, the title presents ideas for Mathematics with practical examples that help put theory into context. Teachers can download online tools for lesson planning from our website. This book is ideal support for those studying professional development qualifications or international PGCEs.Table of Contents1. Introduction; 2. Purpose and context of the book; 3. The nature of Mathematics; 4. Key considerations; 5. Interpreting a syllabus; 6. Active learning; 7. Assessment to Learning; 8. Metacognition; 9. Language awareness; 10. Inclusive Education; 11. Teaching with digital technologies; 12. Global thinking; 13. Reflective practice and pathways; 14. Measuring Student Impact; 15. Recommended Reading; 16. Index.

Read more less

Book Synopsis

Read more less

Book SynopsisAre you working with students who have Moderate Learning Difficulties?Do you want to know how best to help them? Are you confused about what helps and what hinders? Learners with MLD form one of the largest categories of special educational need in mainstream secondary schools. In most schools, the vast majority of learners with MLD will be taught in mainstream classes much of the time. This book outlines a range of strategies and approaches for supporting these learners. It includes all the vital information practitioners need to know about Moderate Learning Difficulties. Key points covered include: Definitions and identification of moderate learning difficulties Teaching strategies and approaches Developing key conceptual, literacy and social skills Effective support from TAs Theoretical perspectives on learning Understanding and Supporting Pupils with Moderate Learning Difficulties in the SecondarTable of Contents 1. What is MLD and why does it matter? 2. What do the learners think – and why should we listen? 3. Wouldn’t it be better if they had some more time in Learning Support? 4. How do we learn? 5. What do learners bring to the table and how can we plug the gaps? 6. What do teachers need to do to personalise and differentiate their learning environment? 7. What Next?" - Next Steps, Summary and Conclusions

Read more less

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

Read more less

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

Read more less

Book SynopsisAn indispensable tool for biology teacher educators, researchers, graduate students, and practising teachers, this book presents up-to-date research, addresses common misconceptions, and discusses the pedagogical content knowledge necessary for effective teaching of key topics in biology. Chapters cover core subjects such as molecular biology, genetics, ecology, and biotechnology, and tackle broader issues that cut across topics, such as learning environments, worldviews, and the nature of scientific inquiry and explanation. Written by leading experts on their respective topics from a range of countries across the world, this international book transcends national curricula and highlights global issues, problems, and trends in biology literacy. Trade Review"Teaching Biology in Schools is a comprehensive collection written by leaders in the field. The authors address a broad range of topics demonstrating how important biology is to our lives and why an education in the subject is vitally important. Each chapter shows how research can be used to inform the pedagogical choices that teachers make. I strongly recommend this book to anyone involved in biology education in schools.Justin Dillon, University of Exeter, UK"Teaching Biology in Schools brings together a wonderful collection of scholars who are able to impart their wisdom based on years of research in science education in a manner that is clear, meaningful and accessible to teachers, graduate students and researchers alike. It brings a fresh perspective to teaching biology that is based on seminal and new trends in the field. It is also written from diverse viewpoints using scholars from around the world. In this sense, the book transcends borders and educational politics—focusing on underlying and unifying conceptual trends and issues in the field."Dana L. Zeidler, University of South Florida, USA"Teaching Biology in Schools [is] a resource aimed at teachers, educators and anyone tasked with teaching biological concepts to school age students. … One of the most useful features of this book is the highlighting of common misconceptions that students have and that teachers should be aware of in their teaching. Anyone who teaches biology and takes this book off the shelf will find it informative and instructive in all areas and levels of the biology curriculum. It will appeal to recently qualified teachers as well as those with years of experience." Leighton Dann, Biologist"The book covers key areas of biology curricula, from cell biology to evolution, as well as considering wider areas such as teaching biology to young children and worldviews in biology education. … All in all, this book comes highly recommended. I for one will refer regularly to it before I teach topics and will also be recommending it to members of my department. One for the department library!"Peter Anderson, School Science Review"[A] superb collection of essays written by leading researchers in the field and from a variety of countries. . . . [T]his book substantially contributes to the development of biology didactics and, thus, to students’ learning of and engagement with the subject. The book highlights global issues, problems, and trends in biology education, with an emphasis on misconceptions. . . and, in my opinion, the inclusion of this aspect makes this an excellent and unique book that is a must-have resource for in- and preservice biology teachers, teacher educators, researchers and graduate students. [A] first step in the important and interesting mission of providing biology teachers with up-to-date knowledge in the field of biology education."Dina Tsybulsky, Science & Education"There is much to commend about this book. . . . Other biology education researchers will benefit from the insights presented and the extensive references provided in each chapter. Teachers will find this a useful resource when seeking research focused guidance on the teaching of a particular topic. A particular strength of the book is the international range of authors. Their differing national perspectives provide a variety of ideas and as a consequence this is a book that has the potential to make a very valuable contribution to the spreading of good practice in the teaching and learning of biology around the world."Nigel Skinner, Studies in Science Education"Teaching Biology in Schools is a comprehensive collection written by leaders in the field. The authors address a broad range of topics demonstrating how important biology is to our lives and why an education in the subject is vitally important. Each chapter shows how research can be used to inform the pedagogical choices that teachers make. I strongly recommend this book to anyone involved in biology education in schools.Justin Dillon, University of Exeter, UK"Teaching Biology in Schools brings together a wonderful collection of scholars who are able to impart their wisdom based on years of research in science education in a manner that is clear, meaningful and accessible to teachers, graduate students and researchers alike. It brings a fresh perspective to teaching biology that is based on seminal and new trends in the field. It is also written from diverse viewpoints using scholars from around the world. In this sense, the book transcends borders and educational politics—focusing on underlying and unifying conceptual trends and issues in the field."Dana L. Zeidler, University of South Florida, USA"Teaching Biology in Schools [is] a resource aimed at teachers, educators and anyone tasked with teaching biological concepts to school age students. … One of the most useful features of this book is the highlighting of common misconceptions that students have and that teachers should be aware of in their teaching. Anyone who teaches biology and takes this book off the shelf will find it informative and instructive in all areas and levels of the biology curriculum. It will appeal to recently qualified teachers as well as those with years of experience." Leighton Dann, Biologist"The book covers key areas of biology curricula, from cell biology to evolution, as well as considering wider areas such as teaching biology to young children and worldviews in biology education. … All in all, this book comes highly recommended. I for one will refer regularly to it before I teach topics and will also be recommending it to members of my department. One for the department library!"Peter Anderson, School Science Review"[A] superb collection of essays written by leading researchers in the field and from a variety of countries. . . . [T]his book substantially contributes to the development of biology didactics and, thus, to students’ learning of and engagement with the subject. The book highlights global issues, problems, and trends in biology education, with an emphasis on misconceptions. . . and, in my opinion, the inclusion of this aspect makes this an excellent and unique book that is a must-have resource for in- and preservice biology teachers, teacher educators, researchers and graduate students. [A] first step in the important and interesting mission of providing biology teachers with up-to-date knowledge in the field of biology education."Dina Tsybulsky, Science & Education"There is much to commend about this book. . . . Other biology education researchers will benefit from the insights presented and the extensive references provided in each chapter. Teachers will find this a useful resource when seeking research focused guidance on the teaching of a particular topic. A particular strength of the book is the international range of authors. Their differing national perspectives provide a variety of ideas and as a consequence this is a book that has the potential to make a very valuable contribution to the spreading of good practice in the teaching and learning of biology around the world."Nigel Skinner, Studies in Science EducationTable of Contents1. Introduction: Biology Didactics 2. Cognitive Biases or Cognitive Bridges? Intuitive Reasoning in Biology 3. Biology and Young Children 4. Molecular Biology 5. Cell Biology 6. Human Biology 7. Health and Disease 8. Reproduction and Sex Education 9. Development 10. Genetics 11. Plant Biology 12. Energy, Photosynthesis, and Respiration 13. Ecology 14. Evolution 15. Microbiology 16. Biotechnology 17. Using Authentic Texts to Promote Disciplinary Literacy in Biology 18. Nature of Scientific Knowledge and Scientific Inquiry in Biology Teaching 19. Explanation in Biology Education 20. Argumentation in Biology Education 21. Worldviews in Biology Education 22. Concluding Remarks

Read more less

Book SynopsisThis third edition of Grammar Survival brings the content fully up-to-date with the new National Curriculum and GCSEs, making it current and relevant for all secondary school English teachers. Grammar Survival for Secondary Teachers combines knowledge about grammar with pedagogical approaches. Each left-hand page sets out the knowledge teachers need about different aspects of grammar, incorporating research evidence where appropriate, and each right-hand page offers practical ideas and methods for teaching it, often in the context of authentic texts to show grammar in action. This book aims to help pupils become more confident readers and writers, able to make conscious and informed choices about the use of grammar, vocabulary and punctuation in their own work. Chapters cover the following: Vocabulary Extending knowledge about grammar Punctuation Levels of formality Grammar for reading and writing Table of ContentsIntroduction Chapter 1: Vocabulary: words and their meanings Chapter 2: Extending knowledge about grammar Chapter 3: Punctuation for meaning and effect Chapter 4: Levels of formality Chapter 5: Grammar for reading and writing Chapter 6: Writing about language use Glossary Further reading

Read more less

Book SynopsisBecoming a Research-Informed School examines the reasons why teachers and leaders use research to improve their schools, and explores how teachers select, understand and use research to enhance learning experiences in fast-moving classroom environments. It analyses what teachers and school leaders actually do, to use research in their schools, and how they build a research-informed culture. Based firmly in data from real schools and considering the experiences of over 150 education professionals, it shows how research and evidence can be used to: Improve decision-making processes Develop schools as intellectual communities Address priorities for improvement Implement research-informed teaching Respond to policy imperative for informed practice Guide future research Trade Review"This book will be extremely timely and relevant in terms of adding to current thinking and practices around schools’ engagement with research" Sue Sing, Researcher-in-Residence, Christ the King School, London "The book meets a major need, linking research to real life examples of what schools are actually doing" Jamie Galpin, Developmental Psychologist, The Bridge School, London "This book, drawing as it does on an extensive range of high quality research studies that explore evidence-use, provides a state of the art insight into how to achieve evidence-informed teaching practice in our schools." Chris Brown, Professor of Education, Portsmouth University "This book is essential reading for school leaders. The Why, What and How of research engagement are covered with impressive detail, combining an academic examination of the issues with practical strategies and an excellent sense of the current political context we're operating in." Tom Sherrington, Education Consultant and Author of The Learning Rainforest Table of ContentsContents PART ONE: WHY? Chapter One: Can Research Improve Schools? Chapter Two: Research Informs Decision-Making Chapter Three: Research Extends ‘Teaching Mindsets’ Chapter Four: Research Develops Schools as Intelligent Communities PART TWO: WHAT? Chapter Five: The Many Forms of Research Chapter Six: Obtaining Trustworthy Research with Susan Graves PART THREE: HOW? Chapter Seven: Building a Research-Informed Culture with Susan Graves Chapter Eight: Teacher Research Chapter Nine: Research Discussion Groups Chapter Ten: Lesson Study David Allan, David Boorman, Ella O’Doherty and Paul Smalley Chapter Eleven: Using School-Generated Data Elisha Omoso Chapter Twelve: Working with Universities Chapter Thirteen: Overcoming Obstacles to Research Utilisation Appendix

Read more less

Book SynopsisThis accessible guide provides practical support on becoming research engaged and research active within the school and beyond. It explores the meaning of research and clarifies multiple types of research which lead to different views on what works', all whilst showing how to engage with the latest educational findings and how to conduct classroom-based research as part of career-long professional development. Divided into three parts, this book examines the various understandings of being research-engaged' and covers key issues such as: Finding and interpreting research How to apply and evaluate findings in reliable ways Planning and carrying out a classroom-based project Building a culture of research within a school Establishing local research networks Publishing work Illustrated with inspiring examples of how to these implement ideas in scTrade Review"I have read several books of this nature aimed at classroom practitioners, but this one has a contemporary feel and includes references to current debates. It successfully articulates the need for research-informed practitioners and is another tool in the armoury of a profession that desperately needs to able to stand up to politicians." - Peter Ford, Schools Week"I think that Dr Firth’s book will be welcomed by trainee teachers, their research supervisors and trainers, and practicing teachers alike. Indeed, the book as a whole is, in my view, to be highly recommended to these reader audiences, and on a personal note, I intend to lose no time in making such recommendations myself." - Dr Stephen James Minton, The Psychology of Education Review"I have read several books of this nature aimed at classroom practitioners, but this one has a contemporary feel and includes references to current debates. It successfully articulates the need for research-informed practitioners and is another tool in the armoury of a profession that desperately needs to able to stand up to politicians." - Peter Ford, Schools WeekTable of ContentsIntroduction, 1: Why teachers should engage with research, 2: Finding time for research, 3: Accessing and using research evidence, 4: Will this work for my learners?, 5: Using a research-based intervention in your classroom, 6: Evaluating your intervention, 7: The next step, 8: Conducting ethical research, 9: Controlling research variables, 10: Correlation studies, 11: Quantitative methods, 12: Qualitative methods, 13: Research into your subject area, 14: The 'research lead' role, 15: A school culture of research, 16: Local networks, 17: Disseminating your research, Glossary, Index

Read more less

Book SynopsisVisible Learning Insights presents a fascinating inside view' of the ground-breaking research of John Hattie. Together, the authors John Hattie and Klaus Zierer embark on a mission to build on the internationally renowned work and combine the power and authority of the research with the real coal face' experience of schools. Offering a concise introduction into the Visible Learning Story', the book provides busy teachers with a guide to why the Visible Learning research is so vital and the difference it can make to learning outcomes. It includes: An in-depth dialogue between John Hattie and Klaus Zierer. Clearly structured chapters that focus on the core messages of Visible Learning' and infer practical consequences for the everyday job of teaching. FAQs to Visible Learning that provide an invaluable introduction to the language of learning and success in schools. An overview of the cuTrade Review"An in-depth book that puts the data that spwaned Visible Learning under the microscope to reveal exactly where, why and how a teacher can indeed 'know' the impact of their teaching... I woud recommend that it is read, referenced and relied on by all educational practitioners in whatever capacity the serve." - Sallyann Wright, inTuition Magazine (Society for Education and Training) Table of ContentsChapter 1: "It depends on the teacher's expertise." John Hattie in dialogue with Klaus Zierer Chapter 2: Introduction Chapter 3: The Visible Learning story: Insights into Visible Learning Chapter 4: What is inescapable: Students and their family background Chapter 5: What does not have much effect by itself: Structures, framework conditions, and curricular programmes Chapter 6: Where learning becomes visible: Teaching and learning processes Chapter 7: What really matters: Teachers and their passion Chapter 8: What are the landmarks? A summary Chapter 9: What’s missing: An outlook Chapter 10: To start with: Ideas for practice Appendix A: FAQs Appendix B: 250-plus factors

Read more less

Book SynopsisDebates in Geography Education encourages early career teachers, experienced teachers and teacher educators to engage with and reflect on key issues, concepts and debates. It aims to enable readers to reach their own informed judgements with deeper theoretical knowledge and understanding.The second edition is fully updated in light of the latest research, policy and practice in the field, as well as key changes to the curriculum and examination specifications. Expert contributors provide a range of perspectives on international, historical and policy contexts in order to deepen our understanding of significant debates in geography education. Key debates include: geography''s identity as an academic discipline; what constitutes knowledge in geography; places and regional geography; what it means to think geographically; constructing the curriculum; how we liTrade Review‘Due to its rich and stimulating background theory and thinking relating to current geography teaching, it is an essential read for all geography teachers however experienced…This book does what no other geography education text does in one volume – it raises questions about the nature of geography teaching – and although scholarly, it makes the ‘problematic’ in geography teaching accessible. The judges were impressed by the array, depth and contemporary nature of the chapters reflecting current curriculum and assessment issues.’ - Geographical Association Publishers Awards: Silver Award winner Table of ContentsAbbreviations Contributors Introduction: the significance of continuing debates MARK JONES AND DAVID LAMBERT PART I Policy Debates 1 Geography in the National Curriculum for Key Stages, 1, 2 and 3 JOHN HOPKIN AND FRAN MARTIN 2 Geography in the examination system DAVID GARDNER PART II ‘Classroom’ Debates 3 Place in Geography: Change and Challenge ELEANOR RAWLING 4 The Place of Regional Geography ALEX STANDISH 5 Physical Geography DUNCAN HAWLEY 6 Making progress in learning geography LIZ TAYLOR 7 Understanding conceptual development in school geography CLARE BROOKS 8 The enquiry approach in geography JANE FERRETTI 9 Personalising learning in geography MARK JONES 10 Formative assessment PAUL WEEDEN AND MICHAEL SIMMONS 11 Curriculum enactment MARY BIDDULPH 12 The place of fieldwork in geography education LAUREN HAMMOND 13 The impact of technology on geography and geography teachers ALAN PARKINSON 14 Using Geographic Information (GI) MARY FARGHER 15 Geography and ‘employability’ JOHN LYON 16 Handling controversial issues in geography DAVID MITCHELL PART III Subject Debates 17 The Anthropocene and the global CHARLES RAWDING 18 Geography's identity as an academic discipline NICK CLIFFORD 19 Understanding the gap between schools and universities GRAHAM BUTT AND GEMMA COLLINS 20 Re-contextualising geography as a school subject ROGER FIRTH 21 Are we thinking geographically? JOHM MORGAN 22 Evidence-based practice and reseach in geography education ROGER FIRTH AND CLARE BROOKS Acknowledgments Index

Read more less

Book SynopsisTeachers are the most important determinant of the quality of schools. We should be doing everything we can to help them get better. In recent years, however, a cocktail of box-ticking demands, ceaseless curriculum reform, disruptive reorganisations and an audit culture that requires teachers to document their every move, have left the profession deskilled and demoralised. Instead of rolling out the red carpet for teachers, we have been pulling it from under their feet. The result is predictable: there is now a cavernous gap between the quantity and quality of teachers we need, and the reality in our schools.In this book, Rebecca Allen and Sam Sims draw on the latest research from economics, psychology and education to explain where the gap came from and how we can close it again. Including interviews with current and former teachers, as well as end-of-chapter practical guidance for schools, The Teacher Gap sets out how we can Trade Review"This is a powerful book that deserves to be very influential. Readable and searingly thought-provoking, The Teacher Gap offers an alternative view of professional learning and leadership at all levels to finally address the standards agenda. An absolute must-read for all those interested in the future of our profession." - Professor Dame Alison Peacock, DBE, DLitt, Chief Executive, Chartered College of Teaching "The Teacher Gap has the potential to be one of the seminal works of our time. The impact of the book will be determined by whether we are willing to collectively rise to the challenge within it." - Stephen Tierney, CEO BEBCMAT, Blackpool, author of Liminal Leadership and Chair of the Headteachers’ Roundtable"This is one of the most important education books written in this country in recent years because it gets to the heart of the biggest challenge our system faces. If you’re a school leader or policy-maker and you’re only going to read one book this year make it this one." - Sam Freedman, Executive Director of Participant Impact and Delivery, Teach First, UK"I found The Teacher Gap optimistic and inspiring! It reinforced a conviction that we can and must make a difference in how we train, grow and support brilliant teachers within the structure of a "career worth having"." - Caroline Barlow, Headteacher, Heathfield Community College, East Sussex, UK"I read The Teacher Gap in one sitting and genuinely thought it was coherent, well-written, pragmatically idealistic (or idealistically pragmatic) and very, very relevant." - Keven Bartle, Headteacher, Canons High School, UK"The Teacher Gap is a fascinating and important book. Sam and Becky’s reflections represent an entirely novel and very significant contribution to the debate." - Leora Cruddas, Chief Executive Officer, Freedom and Autonomy for Schools National Association (FASNA)"I think it is an excellent account of the state of the teaching profession expounded engagingly through narrative and analysis, with a strong overlay of good research to support the conclusions. It resonated with my own direct and indirect experience as a teacher and a headteacher in many places." - Ian Bauckham CBE, CEO Tenax Schools TrustTable of Contents1. The teacher gap 2. Teacher expertise: learning to cha-cha on a ship full of mouldy fruit 3. Teacher retention: why Abi and James now work in the City 4. Teacher hiring: sausages and lemons 5. Teacher motivation: you couldn’t pay me to do that 6. Teacher development: habits, coaches and caves 7. Teacher workload: auditing the hamster wheel 8. Teaching teachers: what policy-makers can do without waiting for schools 9. A career worth having

Read more less