{"title":"Teacher training Books","description":"","products":[{"product_id":"adding-it-up-helping-children-learn-mathematics-9780309218955","title":"Adding It Up Helping Children Learn Mathematics","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eAdding It Up explores how students in pre-K through 8th grade learn mathematics and recommends how teaching, curricula, and teacher education should change to improve mathematics learning during these critical years. The committee identifies five interdependent components of mathematical proficiency and describes how students develop this proficiency. With examples and illustrations, the book presents a portrait of mathematics learning:Research findings on what children know about numbers by the time they arrive in pre-K and the implications for mathematics instruction.   Details on the processes by which students acquire mathematical proficiency with whole numbers, rational numbers, and integers, as well as beginning algebra, geometry, measurement, and probability and statistics.   The committee discusses what is known from research about teaching for mathematics proficiency, focusing on the interactions between teachers and students around educational materials and how teachers devel\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e1 Front Matter; 2 EXECUTIVE SUMMARY; 3 1 LOOKING AT MATHEMATICS AND LEARNING; 4 2 THE STATE OF SCHOOL MATHEMATICS IN THE UNITED STATES; 5 3 NUMBER: WHAT IS THERE TO KNOW?; 6 4 THE STRANDS OF MATHEMATICAL PROFICIENCY; 7 5 THE MATHEMATICAL KNOWLEDGE CHILDREN BRING TO SCHOOL; 8 6 DEVELOPING PROFICIENCY WITH WHOLE NUMBERS; 9 7 DEVELOPING PROFICIENCY WITH OTHER NUMBERS; 10 8 DEVELOPING MATHEMATICAL PROFICIENCY BEYOND NUMBER; 11 9 TEACHING FOR MATHEMATICAL PROFICIENCY; 12 10 DEVELOPING PROFICIENCY IN TEACHING MATHEMATICS; 13 11 CONCLUSIONS AND RECOMMENDATIONS; 14 BIOGRAPHICAL SKETCHES","brand":"National Academies Press","offers":[{"title":"Default Title","offer_id":48733527146839,"sku":"9780309218955","price":34.85,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780309218955.jpg?v=1720000441"},{"product_id":"primary-science-education-9781009261050","title":"Primary Science Education","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003ePrimary educators can feel overwhelmed by the knowledge required to teach science concepts. Primary Science Education: A Teacher's Toolkit is an accessible and comprehensive guide to primary school science education and its effective practice in the classroom.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003ePart I. Planning for Science: 1. Why do we teach science in primary school?; 2. What does the primary science curriculum include?; 3. How can students demonstrate their learning in science?; 4. How do I plan effective learning sequences in primary science?; 5. What is my role when teaching primary science?; Part II. Primary Science in the Classroom: 6. What are some examples of successful units of work for different years?; 7. How can I use technologies to support learning in primary science?; 8. How can I use other learning areas to support learning in primary science?; 9. Which cross-curriculum priorities 'fit' with which science topics?; 10. How can STEM education enable students' understanding of science concepts?; 11. What else do I need to know when teaching primary science?","brand":"Cambridge University Press","offers":[{"title":"Default Title","offer_id":48738030322007,"sku":"9781009261050","price":61.74,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781009261050.jpg?v=1723811694"},{"product_id":"in-support-of-students-9781119885269","title":"In Support of Students","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eFrom Katie 7\u003c\/p\u003e \u003cp\u003eFrom Kristan 8\u003c\/p\u003e \u003cp\u003eIntroduction 8\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 1: Planning for Systems Change 9\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe View from My Window, Kristan 9\u003c\/p\u003e \u003cp\u003eOur Call 10\u003c\/p\u003e \u003cp\u003eThe Need for Complex Change 12\u003c\/p\u003e \u003cp\u003eUnfreeze-Change-Refreeze Model 13\u003c\/p\u003e \u003cp\u003eConcerns-Based Adoption 15\u003c\/p\u003e \u003cp\u003eImplementation Science 17\u003c\/p\u003e \u003cp\u003eImprovement Science 21\u003c\/p\u003e \u003cp\u003eSummary 24\u003c\/p\u003e \u003cp\u003eReflection Questions 25\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 2: Understanding MTSS 25\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eBaking, Not Caking 26\u003c\/p\u003e \u003cp\u003eDefining MTSS 26\u003c\/p\u003e \u003cp\u003eVision 32\u003c\/p\u003e \u003cp\u003eInstructional Design 32\u003c\/p\u003e \u003cp\u003eTiered Systems 33\u003c\/p\u003e \u003cp\u003eSystems and Structures 34\u003c\/p\u003e \u003cp\u003eSummary 36\u003c\/p\u003e \u003cp\u003eReflection Questions 37\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 3: The Power of Inclusive Practices 38\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Power of Carrot Cake, Katie 38\u003c\/p\u003e \u003cp\u003eThe Opportunity Myth 39\u003c\/p\u003e \u003cp\u003eUniversal Design for Learning 41\u003c\/p\u003e \u003cp\u003eDeeper Learning 51\u003c\/p\u003e \u003cp\u003eDeeper Learning Tasks 53\u003c\/p\u003e \u003cp\u003eSummary 55\u003c\/p\u003e \u003cp\u003eReflection Questions 55\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 4: Building Your Team and Crafting a Vision 57\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Ultimate Dream Team, Katie 57\u003c\/p\u003e \u003cp\u003eTeamwork Makes the Dream Work 58\u003c\/p\u003e \u003cp\u003eEstablishing the MTSS Team 58\u003c\/p\u003e \u003cp\u003eTeam Members 59\u003c\/p\u003e \u003cp\u003eTeam Process 61\u003c\/p\u003e \u003cp\u003eBuilding Team Norms 62\u003c\/p\u003e \u003cp\u003eCoordinating with Other Teams 65\u003c\/p\u003e \u003cp\u003eUnderstanding Effective Instructional Practice 66\u003c\/p\u003e \u003cp\u003eCreating the Vision 68\u003c\/p\u003e \u003cp\u003eDrafting the Vision 69\u003c\/p\u003e \u003cp\u003eSummary 71\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 5: Kicking Off the Needs Assessment Process 72\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMy Reflection in the Mirror, Kristan 72\u003c\/p\u003e \u003cp\u003eWhere Do I Start? Katie 73\u003c\/p\u003e \u003cp\u003eSeeing Our Current Systems 73\u003c\/p\u003e \u003cp\u003eDocument Review 75\u003c\/p\u003e \u003cp\u003eDocument Review Sample: High School Schedule 78\u003c\/p\u003e \u003cp\u003eAsset Mapping 81\u003c\/p\u003e \u003cp\u003eSystems Inventory 83\u003c\/p\u003e \u003cp\u003eSummary 84\u003c\/p\u003e \u003cp\u003eReflection Questions 84\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 6: Data Analysis to Prepare for MTSS 86\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Power of Lived Experiences, Kristan 86\u003c\/p\u003e \u003cp\u003eData Analysis 87\u003c\/p\u003e \u003cp\u003eOutcomes Data 88\u003c\/p\u003e \u003cp\u003eInstructional Data 89\u003c\/p\u003e \u003cp\u003ePerspectives Data 89\u003c\/p\u003e \u003cp\u003eSystems Data 90\u003c\/p\u003e \u003cp\u003eEquity Reviews 90\u003c\/p\u003e \u003cp\u003eTransforming Equity Reviews Into Action 93\u003c\/p\u003e \u003cp\u003ePrepare Your Data Culture 95\u003c\/p\u003e \u003cp\u003eSet a Positive Data Culture 95\u003c\/p\u003e \u003cp\u003eCreate a Comprehensive Assessment Map 96\u003c\/p\u003e \u003cp\u003eDesign a Data Decision Flowchart 97\u003c\/p\u003e \u003cp\u003eCreate Data Systems 99\u003c\/p\u003e \u003cp\u003eSummary 100\u003c\/p\u003e \u003cp\u003eReflection Questions 100\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 7: Conducting the Self-Assessment 101\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eRefinishing the Glider, Katie 101\u003c\/p\u003e \u003cp\u003eCompleting the Self-Assessment 102\u003c\/p\u003e \u003cp\u003eInstructional Vision 104\u003c\/p\u003e \u003cp\u003eInstructional Design 105\u003c\/p\u003e \u003cp\u003eTiered Systems 108\u003c\/p\u003e \u003cp\u003eSystems and Structures 111\u003c\/p\u003e \u003cp\u003eKey Findings 114\u003c\/p\u003e \u003cp\u003eSummary 117\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 8: Root-Cause Analysis 118\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDown the River 118\u003c\/p\u003e \u003cp\u003eIdentify Potential Root Causes 119\u003c\/p\u003e \u003cp\u003eOrganizing Your Proposed Root Causes Around Control 120\u003c\/p\u003e \u003cp\u003eReview Root Causes for Leverage 121\u003c\/p\u003e \u003cp\u003eValidate Your Root Causes 122\u003c\/p\u003e \u003cp\u003eVerify Your Root Causes 123\u003c\/p\u003e \u003cp\u003eSummary 124\u003c\/p\u003e \u003cp\u003eReflection Questions 124\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 9: Planning for Success 126\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWalk with Me, Kristan 126\u003c\/p\u003e \u003cp\u003eSample Process Overview 127\u003c\/p\u003e \u003cp\u003eWriting SMART Goals 133\u003c\/p\u003e \u003cp\u003eVetting Your Plan 137\u003c\/p\u003e \u003cp\u003eLogic Models 139\u003c\/p\u003e \u003cp\u003eYour Turn 144\u003c\/p\u003e \u003cp\u003eAction Planning 145\u003c\/p\u003e \u003cp\u003eSummary 148\u003c\/p\u003e \u003cp\u003eReflection Questions 148\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 10: Implementing Systems 149\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAvoiding the Fate of Sisyphus 149\u003c\/p\u003e \u003cp\u003eUnpacking Fidelity 150\u003c\/p\u003e \u003cp\u003eFidelity Checks in Practice 154\u003c\/p\u003e \u003cp\u003eFeedback Loops 155\u003c\/p\u003e \u003cp\u003eA Case Study: Integrating MTSS 157\u003c\/p\u003e \u003cp\u003eSummary 160\u003c\/p\u003e \u003cp\u003eReferences 161\u003c\/p\u003e \u003cp\u003e\u003cb\u003eAppendix A 169\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eAppendix B: Sample Action Steps for MTSS Strategy 177\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eVision Action Steps 177\u003c\/p\u003e \u003cp\u003eInstructional Design Sample Action Steps 177\u003c\/p\u003e \u003cp\u003eCurricular Materials 178\u003c\/p\u003e \u003cp\u003eEquitable Practices 178\u003c\/p\u003e \u003cp\u003ePedagogy 179\u003c\/p\u003e \u003cp\u003eAssessment 179\u003c\/p\u003e \u003cp\u003eLearning Environment 180\u003c\/p\u003e \u003cp\u003eTiered Systems Planning 181\u003c\/p\u003e \u003cp\u003eTiered Supports 181\u003c\/p\u003e \u003cp\u003eData Systems 182\u003c\/p\u003e \u003cp\u003eAccess to Resources 182\u003c\/p\u003e \u003cp\u003eLeveraging Systems and Structures 184\u003c\/p\u003e \u003cp\u003eStaff Development and Competency 184\u003c\/p\u003e \u003cp\u003eStructural Support 185\u003c\/p\u003e \u003cp\u003eContinuous Improvement Cycles 185\u003c\/p\u003e \u003cp\u003eHuman Resources 187\u003c\/p\u003e \u003cp\u003eAbout the Authors 187\u003c\/p\u003e \u003cp\u003eKatie Novak, Ed.D. 188\u003c\/p\u003e \u003cp\u003eKristan Rodriguez, Ph.D. 189\u003c\/p\u003e","brand":"John Wiley \u0026 Sons Inc","offers":[{"title":"Default Title","offer_id":48738367930711,"sku":"9781119885269","price":21.24,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781119885269.jpg?v=1723811983"},{"product_id":"teach-like-a-champion-field-guide-3-0-9781119903659","title":"Teach Like a Champion Field Guide 3.0","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eAcknowledgments ix\u003c\/p\u003e \u003cp\u003eThe Authors xi\u003c\/p\u003e \u003cp\u003eAbout Uncommon Schools xiii\u003c\/p\u003e \u003cp\u003eIntroduction xv\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePART 1 USING VIDEO TO DEVELOP PEOPLE\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eA Video from Marine Academy 1\u003c\/p\u003e \u003cp\u003eSeeing Is Believing: Christine Torres Helps Refine Marine's Mental Model 5\u003c\/p\u003e \u003cp\u003eOn Copying and Learning 7\u003c\/p\u003e \u003cp\u003eWorking on Your Own Edges 9\u003c\/p\u003e \u003cp\u003eLocalize the Model 13\u003c\/p\u003e \u003cp\u003eThe Difference between Seeing and Watching 14\u003c\/p\u003e \u003cp\u003eNovices and Experts See Differently 17\u003c\/p\u003e \u003cp\u003eChunking and How It Works 18\u003c\/p\u003e \u003cp\u003ePerception and the Classroom Teacher 19\u003c\/p\u003e \u003cp\u003eRules for Video Study 22\u003c\/p\u003e \u003cp\u003eRules for Discussion and Reflection 31\u003c\/p\u003e \u003cp\u003eWatching Jen Brimming's Video 36\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePART 2 STUDYING KEYSTONE VIDEOS\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter 1 AKILAH BOND 53\u003c\/p\u003e \u003cp\u003eChapter 2 NA'JEE CARTER 67\u003c\/p\u003e \u003cp\u003eChapter 3 NARLENE PACHECO 83\u003c\/p\u003e \u003cp\u003eChapter 4 NICOLE WARREN 99\u003c\/p\u003e \u003cp\u003eChapter 5 JESSICA BRACEY 117\u003c\/p\u003e \u003cp\u003eChapter 6 ERIN MAGLIOZZI 135\u003c\/p\u003e \u003cp\u003eChapter 7 CHRISTINE TORRES 145\u003c\/p\u003e \u003cp\u003eChapter 8 SARAH WRIGHT 165\u003c\/p\u003e \u003cp\u003eChapter 9 HASAN CLAYTON 187\u003c\/p\u003e \u003cp\u003eChapter 10 BEN HALL 201\u003c\/p\u003e \u003cp\u003eChapter 11 ARIELLE HOO 215\u003c\/p\u003e \u003cp\u003eChapter 12 REBECCA OLIVAREZ 233\u003c\/p\u003e \u003cp\u003eChapter 13 BREONNA TINDALL 259\u003c\/p\u003e \u003cp\u003eChapter 14 JULIA ADDEO 279\u003c\/p\u003e \u003cp\u003eChapter 15 DENARIUS FRAZIER: \"REMAINDER\" 301\u003c\/p\u003e \u003cp\u003eChapter 16 DENARIUS FRAZIER: \"SOLUTIONS\" 323\u003c\/p\u003e \u003cp\u003eChapter 17 SADIE McCLEARY 339\u003c\/p\u003e \u003cp\u003eChapter 18 GABBY WOOLF 351\u003c\/p\u003e \u003cp\u003eChapter 19 CLOSING: LET'S GO META 363\u003c\/p\u003e \u003cp\u003eAfterword 365\u003c\/p\u003e \u003cp\u003eHow to Access the Videos 373\u003c\/p\u003e \u003cp\u003eMore Ways to Engage and Learn with Teach Like a Champion 375\u003c\/p\u003e \u003cp\u003eIndex 377\u003c\/p\u003e","brand":"John Wiley \u0026 Sons Inc","offers":[{"title":"Default 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The Class Feeling.- Chapter 2. Success, Class, and Masculinities.- Chapter 3. Negotiating with Bourdieu.- Chapter 4. Researching with Working-Class Teenage Boys: A Working-Class Feminist Approach.- Chapter 5. Systemic Social Segregation.- Chapter 6. Congruent and Discordant Habitus.- Chapter 7. Negotiating Habitus.- Chapter 8. Conclusion\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e“The book provides insight into the complex relationship between social class and education. … Working-Class Boys and Educational Success makes a valuable contribution to the literature on class, education, and identity. … Ingram’s work pushes scholars and educational administrators to think more critically about inequality and how to combat such issues in the school environment.” (Erica Morales, Boyhood Studies, Vol. 12 (1), 2019)\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eChapter 1. 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Conclusion\u003c\/p\u003e","brand":"Palgrave Macmillan","offers":[{"title":"Default Title","offer_id":48738389852503,"sku":"9781137401588","price":82.49,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781137401588.jpg?v=1723812008"},{"product_id":"relearning-to-teach-9781138213869","title":"Relearning to Teach","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cem\u003eRelearning to Teach\u003c\/em\u003e challenges the seemingly complex teaching profession and the various initiatives, strategies and ideas that are regularly suggested. It explores how teaching methods are used without a clear understanding of why, which leads to ineffective teaching that is \u003cem\u003ebelieved\u003c\/em\u003e to work  but ultimately doesn't. Cutting through the clutter of conventional teacher guidance, David Fawcett tackles myths head on, sharing the latest research and explaining how this will look translated to a classroom environment.\u003c\/p\u003e\u003cp\u003eThe book breaks down the complexities of teaching into manageable chunks and offers practical advice on how to take charge of your own CPD to become a more reflective and successful practitioner. Focusing on what's most relevant and helpful to build effective teaching practice and self-improvement it raises key questions such as:\u003c\/p\u003e\u003cp\u003e Is lesson planning just a box ticking exercise?\u003c\/p\u003e\u003cp\u003e Why do students remember in lessons, but forget in tests?\u003c\/p\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\"\u003cem\u003eRelearning to Teach\u003c\/em\u003e is not so much a call to arms as an invitation to pull up a chair, get comfortable and have a good old natter about all things teaching and learning... If you’re looking to choose one book from the plethora of those currently being plugged in EduTwitter circles then, for its pure integrity, honesty, authenticity, wisdom and accessible style, you won’t go far wrong with this one.\" \u003cstrong\u003eRachel Rossiter, \u003cem\u003eSchools Week\u003c\/em\u003e\u003c\/strong\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eForeword \u003cbr\u003ePreface\u003cbr\u003eAcknowledmgents \u003cbr\u003eIntroduction\u003c\/p\u003e\u003cp\u003eChapter 1: Isn’t lesson planning just a box ticking exercise?\u003c\/p\u003e\u003cp\u003eChapter 2: Why do they seem to remember in lessons, but then forget it in the test?\u003c\/p\u003e\u003cp\u003eChapter 3: Asking more questions is better. Isn’t it?\u003c\/p\u003e\u003cp\u003eChapter 4: For all the time and effort, is feedback actually worth it?\u003c\/p\u003e\u003cp\u003eChapter 5: Differentiation: Isn’t that just making 30 worksheets for my 30 students?\u003c\/p\u003e\u003cp\u003eChapter 6: Isn’t teaching English just for English teachers?\u003c\/p\u003e\u003cp\u003eChapter 7: Are we just doing data because we’ve been told to do data?\u003c\/p\u003e\u003cp\u003eGetting a little better at getting a little better by Chris Moyse\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eIndex\u003c\/p\u003e","brand":"Taylor \u0026 Francis Ltd","offers":[{"title":"Default Title","offer_id":48738406629719,"sku":"9781138213869","price":24.99,"currency_code":"GBP","in_stock":true}]},{"product_id":"lead-like-the-legends-9781138948655","title":"Lead Like the Legends","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eBased on the popular presentation of the same name, \u003ci\u003eLead Like the Legends \u003c\/i\u003euses the inspiring words of musical legends to help teachers and administrators learn the principles of effective leadership.\u003c\/p\u003e\u003cp\u003eThe book is organized around 14 musical greats, including Ray Charles, Duke Ellington, Marian Anderson, Carlos Santana, The Beatles, Bob Dylan, and Louis Armstrong. As you examine the words of wisdom from these artists, you'll learn the keys to strong leadership, such as\u003c\/p\u003e\u003cul\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cli\u003ebeing sincere;\u003c\/li\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cli\u003eaccepting no limits; \u003c\/li\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cli\u003eleading with imagination;\u003c\/li\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cli\u003eleading by participating;\u003c\/li\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cli\u003ebeing daring and high energy;\u003c\/li\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cli\u003eusing teamwork; and\u003c\/li\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cli\u003ebeing yourself.\u003c\/li\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003c\/ul\u003e\u003cp\u003eEach chapter includes motivational stories and examples from school leaders across the country, as well as reflection activities, self-assessments, and planning tools to help you implement the ideas. Whether you're a\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003e\"David Steinberg has written a unique and imaginative reflection on the concepts of effective leadership. As an experienced educator in the classroom, in the school office, and at the central office level, he connects the realities of our day-to-day work in schools to the extensive research in educational leadership. Using familiar tunes and the life experiences of the composers, David guides us through the important characteristics of truly effective leaders, far beyond the nuts and bolts of good management. This is a refreshing and inspirational book for anyone who hopes to lead others.\" \u003cstrong\u003e--Jerry Perlet, Former Principal and Washington Post Distinguished Leader\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003e\"Poignant. The way that David Steinberg introduces leadership concepts through the lens of musical greats and elaborates on them with real examples of leadership in action is elucidating. A must read for educators who need inspiration and practical advice on how to unleash their leadership potential.\" \u003cstrong\u003e--Kevin M. Maxwell, Ph.D., Chief Executive Officer, Prince George's County Public Schools, Maryland\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003e\"In this book, David Steinberg masterfully uses heartfelt, authentic stories and musical analogies, offering lessons to support the growth of teachers and leaders. His inspirational storytelling and reflection tools encourage educators to be bold, supportive, and visionary in their work.\" \u003cstrong\u003e--Kim Oliver Burnim, Teacher Leader and 2006 National Teacher of the Year, Silver Spring, Maryland\u003c\/strong\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eAbout the Author\u003c\/p\u003e\u003cp\u003eAcknowledgments\u003c\/p\u003e\u003cp\u003ePrelude\u003c\/p\u003e\u003cp\u003eHow to Read \u003ci\u003eLead Like the Legends\u003c\/i\u003e\u003c\/p\u003e\u003cp\u003eCh. 1 Judy Garland – Be Sincere\u003c\/p\u003e\u003cp\u003eCh. 2 Rogers and Hammerstein, Joe Raposo – Be Optimistic\u003c\/p\u003e\u003cp\u003eCh. 3 Ray Charles – Accept No Limits\u003c\/p\u003e\u003cp\u003eCh. 4 George Gershwin – Be Eclectic\u003c\/p\u003e\u003cp\u003eCh. 5 Duke Ellington – Lead by Participating \u003c\/p\u003e\u003cp\u003eCh. 6 Leonard Bernstein – Lead with Imagination\u003c\/p\u003e\u003cp\u003eCh. 7 Marian Anderson – Be Strong by Being Principled\u003c\/p\u003e\u003cp\u003eCh. 8 Frank Sinatra – Train to Grow\u003c\/p\u003e\u003cp\u003eCh. 9 Bob Dylan – Put the Message Across\u003c\/p\u003e\u003cp\u003eCh. 10 Elvis Presley – Be Daring and High Energy\u003c\/p\u003e\u003cp\u003eCh. 11 Carlos Santana – Unify\u003c\/p\u003e\u003cp\u003eCh. 12 The Beatles – Use Teamwork \u003c\/p\u003e\u003cp\u003eCh. 13 The Temptations – Move Together\u003c\/p\u003e\u003cp\u003eCh. 14 Louis Armstrong – Be Yourself\u003c\/p\u003e\u003cp\u003eCoda\u003c\/p\u003e\u003cp\u003eShare Your Story\u003c\/p\u003e\u003cp\u003eTestimonials\u003c\/p\u003e","brand":"Taylor \u0026 Francis Ltd","offers":[{"title":"Default Title","offer_id":48738421768535,"sku":"9781138948655","price":24.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781138948655.jpg?v=1723812034"},{"product_id":"observing-children-from-birth-to-6-9781350135390","title":"Observing Children From Birth to 6","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eObservation is an essential skill for all who work as carers and educators of children. It is the key way to assess a child's stage of development, to asses their progress, alert you to their needs, to plan for their teaching and to enjoy each child's unique qualities. Now thoroughly updated to cover new policies, trends and regulations in line with EYFS Statutory Framework (2021), this book offers a focused guide to observational techniques that will enable you to become a skilled practitioner. This new edition includes main development checkpoints in the first six years of life under the headings of the three prime areas and four Specific areas of the EYFS. The second section of this chapter describes theoretical perspectives of children's development and encourages students to research and analyze theories in order to complete a series of challenging activities. Pedagogical features include chapter objectives, key questions, chapter summaries, case studies and a set of activities to\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e[Of the 4th Edition] This is a book that should be invaluable for students conducting observations... full of practical and sensible ideas gleaned from the authors' combined knowledge and experience. * Journal for Education and Teaching *\u003cbr\u003e[Of the 4th Edition] I would give this book 10 out of 10 for being clearly written, easy to follow and very useful for all working in childcare. * Sarah Palmer, National Childminding Association, UK *\u003cbr\u003eA book destined to encourage even the most experienced within the child care sector to look at their practices, how they document, plan and engage with the children in their care. An easy and very informative read. * Mrs Amy J Ozog, Early Childhood Educator, Amy’s Family Day Care, Australia *\u003cbr\u003eThis new and updated edition provides essential reading to students, trainees and practitioners working with young children. Skilful and effective observation is fundamental to practice and the eminently experienced authors guide readers through the process each step of the way. Use of this book will develop proficiency and deeper understanding. * Sarah Barton, Senior Lecturer and Course Leader EY ITT, University of Portsmouth, United Kingdom *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction 1. Why do Observations?  2. Observational Techniques  3. A Guide to Presenting      and Experimenting with Observational Techniques  4. Extending and Utilizing      Your Observations  5. Providing Activities To      Assist Planning within the Early Years Environment  6. Outline of development      from Birth to 6 Years  Bibliography Index","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48738593079639,"sku":"9781350135390","price":21.84,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350135390.jpg?v=1720049585"},{"product_id":"communities-9781350173330","title":"Communities","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThis volume examines the multiple meanings of the term community in relation to teacher education research from an international perspective and present examples of exemplary work that represent different strands of community-focused and community-based teacher education. As well as laying out and clarifying the landscape of existing work on including communities in teacher education, Ken Zeichner argues for a view of teacher education in which existing power hierarchies are disrupted and in which parents\/carers, families and local communities play central roles in the preparation of teachers and teacher educators. He also argues for a vision of teaching that includes instruction, curriculum development, and community participation. He explores the links between equity and justice in education in schools in marginalized communities and shows how decolonial approaches to teacher education that access community expertise can help shift power relations resulting in culturally sustaining a\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eCommunities \u003c\/i\u003eis nothing short of visionary. Grounded in Ken Zeichner’s lifetime of work as a teacher and teacher educator, Communities reframes whose knowledge matters in teacher education. Readable and comprehensive, loaded with possibilities and examples, and full of wisdom, this is essential reading for teacher educators. -- Christine Sleeter, Professor Emerita, California State University Monterey Bay, USA\u003cbr\u003eKen Zeichner draws on his great experience of teacher education in the US and internationally to offer a powerful analysis of how disadvantaged communities are frequently poorly served by teacher education programs. However he also describes numerous initiatives that have been undertaken in a range of settings which were designed to engage and connect with such communities on equal terms in order to prepare teachers who can contribute fully to the education provided in these communities’ schools. The book thus provides inspiration for teacher educators but is likely also to be of great interest to teacher candidates, setting out on their journeys into the profession. -- Ian Menter, Emeritus Professor of Teacher Education, University of Oxford, UK\u003cbr\u003eThis proposed reconceptualising of teacher education disrupts existing power hierarchies and places those who are marginalized as central in the preparation of teachers and teacher educators. -- Maria Campbell, Director of Graduate Programmes, College of National University of Ireland, Galway, Ireland\u003cbr\u003eTeacher educators endeavoring to clarify, center, reimagine, elevate, and amplify communities as essential partners in educators’ learning and development will find treasures throughout this book. A powerful resource for educators pre- and in-service, Zeichner has birthed a text that will help us co-construct with communities policies and practices to transform the face and structure of the work of teacher education. -- H. Richard Milner IV, author, 'The Race Card: Leading the Fight for Truth in America’s Schools' (2023)\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eSeries Editor’s Foreword Preface Acknowledgments 1.  Why Should We Care About Communities in Teacher Education? 2. An Overview of the Trajectory of Communities in U.S. Teacher Education 3. Various Interpretations of Communities in Teacher Education 4. Creating the Conditions in Teacher Education Programs for Preparing Community-Focused Culturally Responsive and Sustaining Teachers References","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48738599862615,"sku":"9781350173330","price":14.24,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350173330.jpg?v=1720049608"},{"product_id":"teaching-englishmedium-instruction-courses-in-higher-education-9781350180338","title":"Teaching EnglishMedium Instruction Courses in","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThis book provides practical help and guidance for non-native English-speaking higher education lecturers faced with the need to deliver lectures and seminars in English. It builds on the authors'' years of experience as researchers and teacher trainers in the area of English Medium Instruction (EMI), combining practical advice and research findings with useful case studies from different global settings, including Australia, China, Hong Kong, Slovakia, Spain, the UK and the USA, and a range of subject areas, such as philosophy, mathematics and genetics. The authors present an overview of what generally happens when university teachers make the transition to teaching in English. After dispelling some common myths and setting out priorities, Ruth Breeze and Carmen Sancho Guinda move on to explain how practitioners can prepare to give lectures and interact with both local and international students effectively in English, tackling difficult issues, such as encouraging participation, prom\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eThis is an important reference work for disciplinary teachers and lecturers in EMI settings. Given the major increase in EMI around the world, there has been a need for such a book as this which focuses on practical aspects of instruction as well as discussion of issues in EMI today. * Helen Louise Basturkmen, Associate Professor in Applied Linguistics, The University of Auckland, New Zealand *\u003cbr\u003eAn immensely practical, timely book for higher education teachers worldwide, well researched and with an abundance of helpful suggestions illustrated by case studies. The book is aimed at speakers of English as an additional language, but would be equally valuable for anyone engaged in university teaching. Highly recommended! * Julia Miller, Senior Lecturer, School of Education, The University of Adelaide, Australia *\u003cbr\u003eGiven the increasing role of EMI in higher education across globe, this book is a timely and insightful reference for how the instruction can be robustly implemented and researched. Readers gain unique information which is based on teaching experience and research findings with useful case studies from different pedagogical settings. * Feng (Kevin) Jiang, Kuang Yaming Distinguished Professor of Applied Linguistics, Jilin University, China *\u003cbr\u003eThis book is highly recommended for its accessibility and breadth. It provides a very comprehensive guide with theoretical and practical knowledge that prospective university teachers around the world need about English medium instruction. This resourceful book covers a lot of areas and materials, from approaches and methodologies to different modes, formats, activities, and contexts of teaching. Each chapter has a clear structure with a wealth of worksheets, varied case studies, rich classroom ideas for different subject areas and useful points for reflection. It is a valuable book on topics and issues that are fundamental to teaching English-medium instruction courses. * Lillian Wong, Senior Lecturer and Chair of the Research and Professional Development Committee, University of Hong Kong, Hong Kong *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eList of Illustrations 1. The Rise of EMI: Globalisation and the International University Scene  2. What Does Implementing EMI Mean in Practice?  3. Lecturing in English  4. Interacting with Students  5. Assignments and Assessment  6. Teamwork, Networks and Resources  7. Achieving Excellence in Global Settings  8. The Way Ahead References  Index","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48738600714583,"sku":"9781350180338","price":28.49,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350180338.jpg?v=1720049611"},{"product_id":"identity-9781350285910","title":"Identity","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eIssues of identity are paramount in addressing what it means to be a teacher and teacher educator in a diverse educational world, and this book faces this challenge head on. The complex and contested view of teacher identity offers a lens for the exploration of the personal and the professional, informing both what teachers and teacher educators do and think.   Steadman charts the relevance of identity to the formation of teachers and teacher educators, addressing issues around professional identity. In foregrounding the inevitability of conflict in the formation of the teacher identity, this book raises important issues for teacher educators as they navigate these tensions. The book explores the importance of collaboration between schools, universities and communities in the ongoing development of teacher and teacher educator identities and the provision of relevant and democratic education for all.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eThis slim, rich book leads us through the whole (and holistic) history of identity in teacher education—with a focus on definitions and uses of the term, the power of blurring lines among components of teachers and school improvement, and the dynamic nature of teachers learning in a changing world. * Brad Olsen, Senior Fellow, The Brookings Institution, USA *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e1. Identity as a Key Word in Teacher Education                                 2. Identity and Becoming a Teacher 3. The Identity of Teacher Educators        4. Identity in Practice 5. Social Identity and Collaborative Practices 6. Identity, Conflict and Innovation          Conclusion References Index","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48738615296343,"sku":"9781350285910","price":18.58,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350285910.jpg?v=1720049662"},{"product_id":"quality-9781350285965","title":"Quality","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eDiscussions of quality dominate the field of teacher education. However, definitions of quality can vary enormously and are often vague and imprecise, relying on proxies for quality which make inaccurate assumptions about what matters in the education of teachers.  This book explores different ways in which quality can be defined and understood within teacher education, offering a way of categorizing and understanding why some quality indicators miss the mark.  The book introduces the idea of a quality conundrum, with illustrative examples from international ITE practice, to show how different conceptions of quality in ITE can have good intentions but be potentially damaging to its overall transformative potential. It also provides examples of where practice has been able to move beyond restrictive definitions of quality to enact a more transformative vision of teacher education. This analysis ties the use of quality indicators to historical developments in teacher education and politi\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eDr. Brooks' highly readable presentation of current scholarship maps out distinctions and implications of the essentially contested notion of “quality” in teacher education. The text offers teacher educators, regulators, and policy-makers a conceptual rigour by which to appraise dimensions of their program and institutional practice with greater clarity and precision – and deftly argues for agentive, adaptive teacher educational leadership * David Montemurro, Associate Professor, University of Toronto, Canada *\u003cbr\u003eEveryone agrees on the importance of quality teaching.  The word quality itself though is slippery and contested. In this engaging and comprehensive text Clare Brooks teases out the various ways the keyword quality is used to mean different things to different stakeholders, providing theory, models and examples of quality teaching in practice. This book should really be read by all teacher educators. * Jo Lampert, Professor of Teacher Education for Social Transformation, La Trobe University, Australia *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e1. Quality Conundrums   2. Teacher Standards and Accountability Frameworks   3. Quality Indicators   4. Discourses of Quality   5. Navigating the Quality Landscape   References Index","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48738615329111,"sku":"9781350285965","price":14.24,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350285965.jpg?v=1720049662"},{"product_id":"race-racism-and-the-geography-curriculum-9781350336644","title":"Race, Racism and the Geography Curriculum","description":"Changes in the nature of knowledge   production, plus rapid social and cultural change, have meant that the   ‘curriculum question’ – what is to be taught, and by extension, ‘whose knowledge’   – has been hotly contested. The question of what to teach has become more and more controversial.  This book asks: what is an appropriate curriculum response   to the acute, renewed interest in issues of race and racism? How   does a school subject like geography respond?   The struggle over the school curriculum has   frequently been portrayed as being between educational ‘traditionalists’ and   ‘progressives’. This book suggests a way out of this impasse. Drawing upon and extending insights from ‘social   realism’, it explores what a Future 3 geography curriculum might look like - one that   recognizes the importance of the academic discipline as a source of   curriculum-making but at the same time avoids geographical knowledge becoming set in stone. The book focuses very   sharply on issues of race and racism, enabling teachers to engage in   curriculum making in geography that is racially literate.  The Foreword is written by \u003cb\u003eJulian Agyeman\u003c\/b\u003e, a former geography teacher in the UK and now Professor of Urban and Environmental Policy and Planning at Tufts University, USA.","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48738620899671,"sku":"9781350336643","price":23.74,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350336643.jpg?v=1720049683"},{"product_id":"starting-to-teach-latin-9781350368132","title":"Starting to Teach Latin","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThis book for teachers provides both practical, up-to-date guidance and a theoretical overview on a number of key topics in Latin teaching. Updated throughout, this new edition includes information about and analysis of recent Latin textbook publications and curriculum developments across the globe.    Using a wealth of interviews, observations and pupil transcripts, Steven Hunt utilizes case-study evidence of excellent practice in teaching and learning from a wide variety of institutions: from outreach programmes, community schools and academies in the UK and USA.    Offering practical advice on topics such as essay writing, teaching controversial topics including women, slavery, ethnicity and social hierarchy, making use of primary sources and using ICT to advance language skills, this book also engages with broader questions of approach and theory. These include a survey of the three main approaches to Latin teaching: grammar-translation, communicative and reading approaches; explan\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eThis book is a rich resource for all teachers or aspiring teachers of Latin. It draws on the latest educational theory and is packed full of practical advice on how to teach Latin effectively to pupils of all backgrounds and abilities. -- Classics for All\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction  Chapter 1: Starting to Teach Latin Chapter 2: Teaching Language, Civilisation and Literature Chapter 3: Resources  Epilogue  Bibliography Index","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48738621653335,"sku":"9781350368132","price":23.74,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350368132.jpg?v=1723812146"},{"product_id":"teachers-vs-tech-9781382004121","title":"Teachers vs Tech","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eEd tech has so much potential, both for teachers and learners, so why hasn''t it yet had the transformative impact on education that has long been promised? Daisy Christodoulou tackles both sides of the ed tech debate in answering this question, critiquing missed opportunities about how we learn, as well as areas of success. Rooted in research, and written from the educationalists'' perspective, Teachers vs Tech? examines a broad range of topics from the science of learning and assessment, to personalisation, and the continued importance of teaching facts. It explores international examples from both big brand digital teaching programs and up-and-coming start-ups in considering what has and hasn''t worked well. The author draws throughout on her experience in the classroom and from working within the education community. She outlines a positive vision for the future: one where technology is developed in conjunction with teachers'' expertise, and is ultimately used to improve educationa\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eEvery educator should read this book. Not just those involved in educational technology: every educator. * TES *\u003cbr\u003eDaisy is such a good thinker, it's always a joy to read her ideas! A fascinating blend of research and insight that makes you think, re-think and think some more. * Laura McInerney, Guardian Education columnist and co-founder of Teacher Tapp *\u003cbr\u003eA balanced analysis of edtech's true potential ... The book actively makes the case that learning can and should be fun as well as challenging, and shows edtech's potential to diversify the teacher's toolbox well beyond quizzing apps and visualisers. Both aspects are refreshing. * Schools Week *\u003cbr\u003eTeachers vs Tech gives a superb introduction into the field of cognitive science and how this knowledge can be used to implement ed tech as a tool to help improve our teaching. * CogSciSci *\u003cbr\u003eDoes technology helpor hinder learning? The answer is, of course, as with just about everything else in education, is 'it depends'. Fortunately, Daisy Christodoulou's excellent new book Teachers vs Tech? will help you make sense of it all. Highly recommended. * Dylan Wiliam *\u003cbr\u003eChristodoulou draws on principles of human cognition and evidence about effective teaching and learning practices, to offer suggestions for how technology can help bring about necessary improvements in education ... In this moment when understanding the possibilities of EdTech is so important, Teachers vs Tech is a helpful read. * Learning and the Brain *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eForeword by Paul Kirschner Introduction 1: The science of learning 2: How can we use technology to personalize learning? 3: Why can't we just look it up? 4: How can we use technology to make learning active? 5: How should we use smart devices? 6: The expertise of teaching: can technology help? 7: The expertise of assessment: can technology help? Conclusion: Disrupting education Endnotes Glossary Bibliography","brand":"Oxford University Press","offers":[{"title":"Default Title","offer_id":48738631975255,"sku":"9781382004121","price":19.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781382004121.jpg?v=1720049718"},{"product_id":"effective-mediumterm-planning-for-teachers-9781446273715","title":"Effective Mediumterm Planning for Teachers","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eEffective medium-term planning is the holy grail' of planning. Once teachers are able to conceptualise learning over a longer period of time, they are empowered to achieve outstanding learning as part of their everyday teaching. This book explains why medium term plans are important and how to go about constructing them.\u003c\/p\u003e  \u003cp\u003eKey coverage includes:\u003c\/p\u003e  \u003cul\u003e      \u003cli\u003ePractical guidance to support teachers to build their own effective medium-term plans\u003c\/li\u003e      \u003cli\u003eExamples of planning in action, exploring key principles that can be applied to your own practice\u003c\/li\u003e      \u003cli\u003eTheoretical and practical justifications for the importance of medium-term planning\u003c\/li\u003e      \u003cli\u003eExploration of the links between raising attainment and effective medium-term planning\u003c\/li\u003e  \u003c\/ul\u003e  \u003cp\u003eThis is essential reading for initial teacher education students on university-based and school-based courses preparing to teach in primary and secondary education, and early career teachers seeking to continue \u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003eThis is a book that deals with the important issues that teachers need to confront when planning for their students’ learning over time. Not only does it offer suggestions for effective medium term planning (which are carefully exemplified through authentic cases) but also deals with some fundamental questions about the nature of teaching, learning and assessment and the need to approach each of these in a principled way. This will clearly be a very useful book for beginning teachers but it also has much to offer to those with more experience who are keen to look again at the nature of their planning and the possibilities that effective medium-term planning can offer. The book concludes with a timely ‘call to action’ which, if properly addressed, could lead to teachers discovering (or re-discovering) the huge benefits for teaching and learning, as well as for developing an enhanced sense of teacher professionalism, that these approaches make possible.\u003c\/p\u003e \u003cp\u003e The book is written in a very engaging style that makes it accessible to the reader yet nevertheless draws effectively on a range of scholarship, as well as on the findings of the authors’ own research.\u003c\/p\u003e -- Trevor Mutton\u003cbr\u003e\u003cp\u003eNot only does this text offer suggestions for effective medium term planning (which are carefully exemplified through authentic cases) but it also deals with some fundamental questions about the nature of teaching, learning and assessment and the need to approach each of these in a principled way. This will clearly be a very useful book for beginning teachers.\u003c\/p\u003e -- Trevor Mutton\u003cbr\u003eThis is a highly relevant and accessible book.  There is no ‘quick fix’ when designing deep learning but this book provides a well thought through rationale and a clear a guide to that journey.  Working through it empowers the teacher.  It makes complete sense and will certainly feature as essential reading for my students.\u003cbr\u003e -- Simon Spencer\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eMedium-term planning as the route to outstanding learning The challenges of medium-term planning Principles of medium-term planning Articulating learning Aligning the learning steps Activating the learning Assessing the learning and adapting the plan Moving on","brand":"Sage Publications Ltd","offers":[{"title":"Default Title","offer_id":48739321446743,"sku":"9781446273715","price":28.79,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781446273715.jpg?v=1723812224"},{"product_id":"how-to-teach-students-who-dont-look-like-you-9781452257914","title":"How to Teach Students Who Dont Look Like You","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cb\u003e\u003ci\u003eEngage diverse learners in your classroom with culturally responsive instruction!\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003e\u003ci\u003eHow to Teach Students Who Don't Look like You\u003c\/i\u003e\u003c\/b\u003e helps educators recognize the impact that culture has on the learning process. The term diverse learners encompasses a variety of student groups, including homeless children, migrant children, English language learners, children experiencing gender identity issues, children with learning disabilities, and children with special needs.\u003c\/p\u003e\u003cp\u003eThis revised second edition reflects the latest trends in education, and includes new coverage of standards-based, culturally responsive lesson planning and instruction, differentiated instruction, RTI, and the Common Core State Standards. Bonnie M. Davis helps all educators:\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eTailor instruction to their own unique student population \u003c\/li\u003e\n\u003cli\u003eReflect on their own cultures and how this shapes their views of the world\u003c\/li\u003e\n\u003cli\u003eCultivate a deeper understanding of race and racism in \u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cem\u003e\"Bonnie has a wealth of experience across diverse settings, in diverse schools, and with many different ages of students, and this is clear throughout the manuscript. This text offers an enormous array of strategies that have been built over time and through many experiences. Educators who purchase her books are given a massive learning \u0026amp; experiential shortcut!”\u003c\/em\u003e -- Christi Boortz, Grant Writer\/Coordinator\u003cbr\u003e\u003cem\u003e“Its no-nonsense approaches to the needs of these students coupled with examples and vignettes which support these needs, provide a strong case and purpose for meeting the needs of these students. Educators can no long ‘teach to the middle,’ to do so is an injustice, and cannot continue.”\u003c\/em\u003e -- Deborah D. Wragge, Professional Services Coordinator\u003cbr\u003e\u003cem\u003e“If you are an educator who wonders, ‘What else can I do to help my students of color?’ Bonnie Davis has something for you. Be prepared to reflect on the importance of your own racial experience while you are introduced to strategy after strategy for working effectively across lines of race and culture.”\u003c\/em\u003e -- Graig Meyer, Coordinator, Blue Ribbon Mentor-Advocate Program\u003cbr\u003e\u003cem\u003e“Dr. Bonnie Davis’ original text, \u003c\/em\u003eHow to Teach Students Who Don’t Look Like You \u003cem\u003ehas been a valuable resource during my instruction of diversity. I look forward to the new edition and adding it to my syllabus.”\u003c\/em\u003e -- Betty Porter Walls, Assistant Professor\u003cbr\u003e\u003cem\u003e“This text ′fires up′ educators by speaking from the soul to reach the heart – from the research to the engage the mind – and from the skillful hand to build the necessary expertise. Thank you for a guide to make the next step of our journey.”\u003c\/em\u003e -- Peggy Dickerson, University Field Supervisor\u003cbr\u003e\u003cem\u003e“I just love Bonnie’s authentic approach at challenging educators to examine themselves while working towards building culturally responsive classrooms where kids from different cultures can achieve.”\u003c\/em\u003e -- Derrick Wallace, Administrator\u003cbr\u003e\u003cem\u003e“This book is a must-have for the teacher who wishes to self-examine their own belief systems and garner this information to become a balanced and fair teacher from the prospective of race.\"\u003c\/em\u003e -- Bev Alfeld, Academic Performance Specialist\u003cbr\u003e\u003cem\u003e“Often in cultural discussions one race or culture is vilified, causing the reader to be offended and turned off of the book. \u003c\/em\u003eHow to Teach Students Who Don’t Look Like You \u003cem\u003etackles difficult issues without condemnation and offers solid ideas that propel educators to reflect inward in order to impact their classroom and school cultures. The author is passionate and the reader leaves the pages desiring the same passion.\"\u003c\/em\u003e -- Amanda Mayeaux, Master Teacher\u003cbr\u003e\u003cem\u003e“Bonnie Davis has updated a book that covers topics I haven’t seen addressed before. She manages to convey that we are different, culturally, from the majority of students we teach, and that we need to recognize this and use it to our advantage. Ms. Davis’s book is all about making relationships with students so that they are better able to do what they need to do in the classroom. Her firm but fair approach is refreshing and research based and proven to be successful in many classrooms around the country. This is apparent by the fact that Ms. Davis is hired by many districts as a consultant, to help individual schools succeed with many more of their students.”\u003c\/em\u003e -- Terri Ishmael, Assistant Principal\u003cbr\u003e\u003cem\u003e“\u003c\/em\u003eHow to Teach Students Who Don’t Look Like You\u003cem\u003e provides insight and provokes action. It challenges long held notions about teaching and learning while keeping it student centered. Dr. Davis understands what it means to be an educator and through her work, validates and affirms what it is we know is possible and how to be our best.\"\u003c\/em\u003e -- Scott A. Thomas, Educational Equity Coordinator\u003cbr\u003e\u003cem\u003e\"The conversation about race woven into the book is unique and definitely essential in order to effectively address the achievement gaps that are a function of race. Dr. Davis takes on a very volatile topic and is able to engage the reader without offending. Her blending of personal racial autobiographies with the courageous conversations research of Curtis Linton and Glenn Singleton is very effective. The vignettes and classroom situations help the reader understand how race plays out in our society and in our classrooms. The examples, vignettes, cases, stories, etc. will hook the readers just as they did me. Once I began reading the book, I could not put it down.”\u003c\/em\u003e -- Maria Whittemore, Minority Achievement Coordinator\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eForeword by Curtis Linton Preface Acknowledgments About the Author How to Read the Book Part I. Looking Inside Ourselves 1. Our Culture: The Way We View the World 2. Reflection Questions for Examining Our Inner Selves 3. Exploring Our Racial Identity Through Our Racial History 4. What Is Race? 5. A Day in the Life . . . Part II. Listening to and Learning From Others 6. What Do We Need to Know About Culturally Diverse Learners? 7. Latino\/a\/Hispanic Learners: A Personal Story 8. New Immigrant Learners of the Twenty-First Century 9. What the Research Says About Learning Gaps 10. How to Build Relationships With Culturally Diverse Students and Families 11. Creating a School Culture That Welcomes Students, Staff, and Families Part III. Integrating New Knowledge 12. Strategies to Teach and Engage Culturally Diverse Learners and ELs 13. Moving Students From Apathy to Passion: Learning to Love Reading and Writing 14. Standards-Based, Culturally Responsive Lessons That Engage Learners 15. Readers and Writers Workshop: A Model for Standards-Based, Culturally Responsive Instruction 16. Teachers in Today′s Classrooms Share Their Lessons Part IV. A Call to Action 17. A Call to Action: Sponsoring Academic Student Support Groups 18. A Call to Action: Taking Care of Yourself References and Resources Index\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48739343270231,"sku":"9781452257914","price":32.29,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781452257914.jpg?v=1720051961"},{"product_id":"readings-for-reflective-teaching-in-schools-9781472509741","title":"Readings for Reflective Teaching in Schools","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003eReadings for Reflective Teaching in Schools\u003c\/b\u003e\u003c\/i\u003e provides a portable library of over a hundred readings to support teacher education and professional development. Extensively updated since earlier editions, the book concisely introduces both classic and contemporary research and understanding on teaching and learning. The selection reflects current issues and concerns in education and has been designed to support school-led teacher education as well as a wide range of schooluniversity partnership arrangements.Uniquely, two types of reading are provided:- summaries enabling easy access to evidence on key classroom issues  including relationships, behaviour, curriculum planning, teaching strategies and assessment processes;- analyses of deeper forms of understanding about teaching and learning processes, to support the development of expertise throughout a teaching career.This collection of readings is edited by \u003cb\u003eAndrew Pollard\u003c\/b\u003e, former Director of the UK's Teaching and Lea\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction \u003cb\u003ePart I: Becoming a Reflective Professional \u003c\/b\u003e1.  Identity.  Who are we, and what do we stand for? 2.  Learning.  How can we understand learner development? 3.  Reflection.  How can we develop the quality of our teaching?     4.  Principles.  What are the foundations of effective teaching and learning? \u003cb\u003ePart II: Creating Conditions for Learning\u003c\/b\u003e 5.  Contexts.  What is, and what might be? 6.  Relationships.  How are we getting on together? 7.  Engagement.  How are we managing behaviour? 8.  Spaces.  How are we creating environments for learning \u003cb\u003ePart III: Teaching for Learning\u003c\/b\u003e 9.  Curriculum.  What is to be taught and learned?      10.  Planning.  How are we implementing the curriculum? 11.  Pedagogy.  How can we develop effective strategies? 12.  Communication.  How does use of language support learning? 13.  Assessment.  How can assessment enhance learning? \u003cb\u003ePart IV: Reflecting on Consequences\u003c\/b\u003e 14.  Outcomes.  How do we monitor student learning achievements?   15.  Inclusion.  How are we enabling learning opportunities? \u003cb\u003ePart V: Deepening Understanding\u003c\/b\u003e 16.  Expertise.  Conceptual tools for career-long fascination? 17.  Professionalism.  How does reflective teaching contribute to society? List of case-studies, checklists, figures and research briefings Bibliography Acknowledgements Index","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48739468411223,"sku":"9781472509741","price":30.39,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781472509741.jpg?v=1720052336"},{"product_id":"playful-teaching-and-learning-9781473948815","title":"Playful Teaching and Learning","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eEvery early years practitioner should be able to captivate and maintain the interest of young children in their setting, through the provision of a playful learning experience.\u003c\/p\u003e\u003cp\u003eCovering age ranges 3-8 years, this textbook explores the importance of infusing playfulness throughout the entire early years day, and includes chapters that:\u003c\/p\u003e\u003cul\u003e    \u003cli\u003eestablish the core principles underpinning playful teaching and learning\u003c\/li\u003e    \u003cli\u003ehelp students and practitioners understand how playfulness can be applied to all aspects of the early years curriculum including mathematics, literacy, outdoor environments, science \u0026amp; technology, and ICT\u003c\/li\u003e    \u003cli\u003eexplore core issues in early years provision including observing, planning \u0026amp; assessment, and how they relate to playful learning\u003c\/li\u003e    \u003cli\u003eemphasise the role and qualities of the playful professional.\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eThis is a fantastic resource for any student or practitioner looking to enrich the lives of young children through meaningf\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eThis book draws on a wealth of research on play, learning, pedagogy and curriculum in early childhood education. The contributors rightly emphasise the importance of play to children, and the opportunities that play provides for learning and development. Each of the chapters is informed by international research, and offers contrasting perspectives about different forms of play, and the challenges that practitioners face in their practice. \u003cbr\u003e \u003c\/p\u003e\u003cp\u003e \u003c\/p\u003e \u003cstrong\u003e\u003cbr\u003e \u003c\/strong\u003e -- Professor Elizabeth Wood\u003cbr\u003eHow do you capture and maintain the interests of young children through the provision of playful learning, while ensuring that effective learning is taking place? This is the driving principal of this thought provoking, but also very practical book that will enrich the knowledge of practitioners of all levels, and add to the reflective nature of their pedagogy. -- Neil Henty\u003cbr\u003e\u003cp\u003eThis is a fantastic resource for any student or practitioner looking to enrich the lives of young children through meaningful playful learning experiences. Extensively researched with an excellent number of case studies to show how the principles work in practice, plus references for further reading, this is authoritative yet highly readable. It really highlights the benefits to children of a playful approach to learning, giving teachers confidence to incorporate the principles into everyday teaching.\u003c\/p\u003e -- Sarah Brew\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eSection 1: Principles of Playful Teaching and Learning Chapter 1 Why Playful Teaching and Learning? - Glenda Walsh Chapter 2 Mental Models of Early Years Practice: Digging Deeper - Liz Sproule Chapter 3 Pillars of Practice for Playful Teaching and Learning - Glenda Walsh Section 2: Playful Teaching and Learning across the Curriculum Chapter 4 Playful Thinking in Action: Tools for Cultivating Children’s Thinking - Carol McGuinness Chapter 5 Playful Pedagogies in Early Childhood Mathematics - Ross Ó Corráin and Elizabeth Dunphy Chapter 6 Playful Approaches to Literacy - Catherine Gilliland Chapter 7 Growing the Child in the Playful Setting - Marion Dowling and Glenda Walsh Chapter 8 Playful Learning in Natural Outdoor Environments - Richard Greenwood Chapter 9 ICT Made Playful - Christine Stephen Chapter 10 Playful Approaches to Science and Technology - Andrea Doherty and John McCullagh Section 3: The Role of the Playful Professional Chapter 11 Hopeful Intentions: Planning for Playful Teaching and Learning - Jacqueline Fallon Chapter 12 Assessment in the Playful Teaching and Learning Experience - Glenda Walsh and Elizabeth Sproule Chapter 13 Towards the Playful Professional - Dorothy McMillan","brand":"Sage Publications Ltd","offers":[{"title":"Default Title","offer_id":48739581100375,"sku":"9781473948815","price":32.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781473948815.jpg?v=1720052650"},{"product_id":"childrens-experiences-of-classrooms-9781473957176","title":"Childrens experiences of classrooms","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eIf children are to succeed and progress at school, schools and teachers need to understand how children experience the classroom. What do they think? How does school make them feel?\u003c\/p\u003e\u003cp\u003eThis book brings together the author's work on children's classroom experiences in a variety of contexts. The author uses student voice to show what children think of classrooms, tasks, tests and exams, and how this impacts their experience of schooling. Can the classroom experience be transformative for children's life chances, or is it a trap? Schools and teachers need to take account of student perspectives in the primary school to make it the best experience possible.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eThis book presents an innovative approach to the pupil voice debate. Its efforts to bridge the gap between research and practice are also to be celebrated.   -- Dr Helen Fisher\u003cbr\u003eI wonder how often teachers stop to think about what children feel about their classrooms? This is just the book to stimulate that thinking and to help teachers and their pupils get the most out of their classroom environment. This powerful book really shows the impact of the classroom environment and should be part of every staffroom library as well as for student teachers - and a focus for discussion and (importantly) action. -- Sarah Brew\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction Children’s experiences in classrooms: why they matter Authority and authoritarianism in the classroom Autonomy in the classroom Teacher feedback in the classroom Social-class in the classroom","brand":"Sage Publications Ltd","offers":[{"title":"Default Title","offer_id":48739582509399,"sku":"9781473957176","price":35.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781473957176.jpg?v=1720052654"},{"product_id":"teaching-primary-art-and-design-9781473998148","title":"Teaching Primary Art and Design","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eTrainee and beginning teachers often find it hard to plan for and teach good art lessons as there is little guidance on subject knowledge and outstanding practice.\u003cbr\u003e\u003cbr\u003eThis key text will provide primary trainee teachers with subject knowledge, expert advice and guidance along with practical solutions that are necessary to offer children the best possible experiences in art, craft and design, to ensure that they have access to a broad and balanced curriculum. Through guidance and support it will enable them to develop an understanding of the principles and values that underpin high standards and high expectations, and show good progress in the subject.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction Principles and Values Creative learning: Imagination and Expression Developing Skills and Concepts Processes and Practice The Broad and Balanced Curriculum Assessment and Progression Beyond the Classroom Enjoy and Achieve – Moving Forward","brand":"Sage Publications Ltd","offers":[{"title":"Default Title","offer_id":48739586343255,"sku":"9781473998148","price":31.34,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781473998148.jpg?v=1720052667"},{"product_id":"creating-a-democratic-climate-for-kids-9781475857993","title":"Creating a Democratic Climate for Kids","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003ca id=\"_Hlk30095603\"\u003e\u003c\/a\u003eThe principles of democracy, freedom, and the rights of individuals are taught from textbooks, but the principles of autocracy and dictatorship are still practiced in most schools and homes. It is no wonder our children feel unsettled, defiant, and even outright rebellious. Many of our young people are growing up ignorant of, and uncommitted to, the great principles upon which our nation was founded. The way to make children committed to our democratic way of life is to make them full participants in it. This new guide is provided to assist educators and parents in making our schools and homes models of democracy, giving our kids the freedom of choice, and bestowing on them the basic rights of citizenship. Parents and educators must unite as democratic leaders to guide, coach, and stimulate our young people to assume responsibility for themselves. The future of our nation may depend on it!\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eNot only is Creating a Democratic Climate for Kids an easy to use toolbox of practical and easily applicable strategies, but it is also a much-needed updated approach for dealing with today’s kids. Surely this will be a recommended resource for all educators, counselors, and others in contact with today’s youth. -- Jose D. Vasquez, LCDCI, LVN, Managing Director of Lakeview Education, Rockwall, TX; Licensed Chemical Dependency Counselor; former educator and nurse for high risk youth offenders\u003cbr\u003eCreating a Democratic Climate for Kids is an excellent book for reinvigorating American civics. At a time where public cynicism—especially among our young people— threatens to engulf and jeopardize our nation, McCormick provides practical rubrics for restoration and useful 21st century knowledge. This is a great educational tool for repairing one of the most serious breaches in our public culture today. The book provides a wealth of practical tools for resolving conflicts and creating a positive communication culture. -- Ben Voth, associate professor, communication; director of speech and debate, Southern Methodist University; former advisor for the George W Bush institute, the Coolidge Presidential foundation and the United States Holocaust Memorial Museum in DC\u003cbr\u003eHaving reviewed McCormick’s newest educational work Creating a Democratic Climate for Kids, I can state that this work has arrived at the perfect time for our educational setting. McCormick blends past knowledge and experience with well thought out techniques for today’s ever-changing climate found in our educational system. This work begins with the meaning behind behaviors and the social impact it has on the climate, then McCormick takes the reader through the development of strategies to enhance the skill set found in students and their peers. This should be a part of your educational tool set. -- Robert D. Wood, Med, leadership, youth group leader; former high school principal\u003cbr\u003eAs a teacher of English language learners, empowering my students with knowledge and tools spelled out in Creating a Democratic Climate for Kids is a game changer! This treasure trove of concrete tools reveals classroom-worthy principles of democracy for all students. It galvanizes the reader with straightforward, easy to implement strategies to instill these values in all our students. -- Michelle Heh, ELL Teacher, Cumberland Valley School District, Mechanicsburg, PA\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003ePreface\u003cbr\u003e\u003cbr\u003eChapter 1: Why Methods of “The Good ‘Ole Days” Are No Longer Effective in Today’s Schools and Homes\u003cbr\u003e\u003cbr\u003e Chapter 2: Key Concepts In The Philosophical Premises: The Power Of Encouragement \u003cbr\u003e\u003cbr\u003eChapter 3: Some Basic Counseling Tools\u003cbr\u003e\u003cbr\u003eChapter 4: Behavior Management Tips to Minimize Misbehavior\u003cbr\u003e\u003cbr\u003eChapter 5: Building a Personal Democratic System Of Discipline: Some Strategies, Theories And Principles to Consider\u003cbr\u003e\u003cbr\u003eAppendix: A Quick Reference To Useful Tools To Promote Positive Behaviors \u003cbr\u003e\u003cbr\u003eBibliography","brand":"Rowman \u0026 Littlefield","offers":[{"title":"Default Title","offer_id":48739631268183,"sku":"9781475857993","price":33.75,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781475857993.jpg?v=1720052776"},{"product_id":"mindful-teacher-mindful-school-improving-wellbeing-in-teaching-and-learning-9781526402868","title":"Mindful Teacher, Mindful School: Improving","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThis is a book clearly written by an educator who knows mindfulness in schools from the inside. The strongest evidence for this is that Hawkins never gets carried away. He recognises that mindfulness is not a panacea, that to implement it successfully in schools is a slow and steady process, and that above all it must begin with the teachers themselves. But Hawkins also recognises how transformative mindfulness can be, having experienced it so profoundly himself as an educator in many different contexts. His anecdotes give it plenty of colour (my favourite is ‘Billy and the Mosquito’), whilst the practical guidance – Chapter 7 on implementation for example – makes it of tremendous practical value. \u003cem\u003e\u003cstrong\u003e- Richard Burnett, Co-founder and Director, Mindfulness in Schools Project (MiSP)\u003c\/strong\u003e\u003c\/em\u003e\u003cbr\u003e  \u003cbr\u003e  \u003cbr\u003e  Former school teacher turned mindfulness consultant Kevin Hawkins truly understands the joys of teaching and the desire to make a real difference in the lives of students, as well as the challenges and risks of burnout that most teachers experience on a daily basis. \u003cbr\u003e  \u003cbr\u003e  With this guide to mindful practice, teachers new and experienced can learn how to use mindfulness in their own professional and personal lives as well as how to incorporate it in their teaching to support student wellbeing. Combining theory with practice and illustrated with real life stories, this guide will show readers:   \u003cul\u003e\n\u003cli\u003ewhat mindfulness is\u003c\/li\u003e\n\u003cli\u003ethe research and scientific evidence behind it\u003c\/li\u003e\n\u003cli\u003ehow changing the way you approach situations can transform the way you feel\u003c\/li\u003e\n\u003cli\u003ehow to manage stress, and look after yourself\u003c\/li\u003e\n\u003cli\u003ehow teaching mindfully can help your students\u003c\/li\u003e\n\u003cli\u003ewhat mindfulness can do for the culture in your school \u003c\/li\u003e\n\u003c\/ul\u003e  \u003cbr\u003e  Packed full of DIY exercises, activities to use in the classroom and links to resources and further reading, this inspiring book will support experienced and new teachers to maintain a healthy work-life balance and thrive as a teaching professional.\u003cbr\u003e  \u003cbr\u003e  \u003cstrong\u003eFOR EVEN MORE FROM KEVIN:\u003c\/strong\u003e\u003cbr\u003e  \u003cbr\u003e  Take a look at \u003cem\u003eA Little Guide to Mindfulness - \u003c\/em\u003ea free eBook we created with Kevin for teachers and trainees. And don′t miss out on his two must-read blogs \u003cem\u003eHow Well Are We? An Education System Under Stress \u003c\/em\u003eand \u003cem\u003eExam time...take a breath! Effective Affective Skills in Action\u003c\/em\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eThis book has a great deal to offer anyone with even the slightest curiosity as to what mindfulness entails and what it can offer. -- Dr Amy Burns * Education Canada *\u003cbr\u003e\u003cp\u003eIf there is hope for deep societal change, it surely must rest on rethinking and recreating our industrial-age education system.  It is within this context that we need to view the growing interest in mindfulness in schools, which could, potentially, help guide us toward a system of education truly oriented toward human development.   But it could also end up as just another in a long line of educational fads. Work like that of Kevin Hawkins – based on the science and practice of cultivating mindfulness and grounded in extensive practical experience in schools - could tell the difference.\u003c\/p\u003e -- Peter M. Senge\u003cbr\u003eThis book is a journey we need to go on in order to grow, learn and flourish as educators and learners. [...] Hawkins has filled my empty tank back up with hope and optimism for the future of our schools.\u003cbr\u003e \u003cbr\u003e -- Hannah Smith * Schools Week *\u003cbr\u003e\u003cp\u003eThis book is written for teachers, by a teacher. Kevin truly understands the joys of teaching and the desire to make a real difference to students’ lives, as well as the challenges and risks of burnout that most teachers experience on a daily basis.  It provides teachers with the essential skills for self-care that will allow them to thrive in their professional and personal lives. It also offers a straightforward, natural progression: from being mindful, to teaching mindfully and engaging students, to teaching students mindfulness, and finally developing and sustaining a mindful school culture. Mindful Teacher, Mindful School is an excellent resource for those who want to begin, or to deepen, their own personal mindfulness practice, and to share their practice with students and the wider school community.\u003c\/p\u003e -- Amy Saltzman\u003cbr\u003eKevin has managed something I haven’t seen before in a book aimed at educators – he has combined theory with practice and real life stories and with a credibility borne out of experience. Without doubt, mindfulness will play a huge part in supporting the wellbeing of students and teachers.  One of the best ways to incorporate mindfulness in a school is for teachers to experience and model it, before they teach it. Crucially, this book shows how to do exactly that... -- Malcolm Nicolson\u003cbr\u003eIn Mindful Teacher, Mindful School, Kevin Hawkins presents a rich developmental approach to educating the whole child. This book illustrates how mindfulness can enrich teaching and the lives of teachers and students. But Hawkins also is appropriately cautious in suggesting that teachers take time to develop their own practice and awareness. The book is full of practices that can help teachers and all educators embody mindfulness in their daily life. This is quite a gift! -- Mark T. Greenberg Ph.D\u003cbr\u003eMindful Teacher, Mindful School, contains real depth of understanding about this important new mindfulness-based approach to education. Radiating from a central theme of teacher self-care, Kevin Hawkins invites the reader to explore the richness of truly international perspectives on mindful awareness and social emotional learning. In an easily readable and common sense fashion he skillfully weaves together research, practice exercises, educational applications, plus the author’s and other teachers’ own experiences. A rich and compelling tapestry, Mindful Teacher, Mindful School, is an essential text.  -- Richard C. Brown\u003cbr\u003eThis is an elegant and practical guide to cultivating mindfulness in school. With great clarity, wisdom, and warmth, Kevin Hawkins illuminates the paths for being mindful, teaching mindfully and teaching mindfulness. This book explains both the science and practice of mindfulness in school context. It offers teachers not only helpful resources but also accessible steps towards transforming themselves, their students, and their schools. -- Shui-fong Lam, Ph.D.\u003cbr\u003eThe Mindful Teacher is an invaluable resource for educators. Through his own experience as a school leader and classroom teacher, Kevin Hawkins offers a comprehensive, inspiring, and practical approach that makes mindfulness accessible to anyone working in school based settings. Each chapter beautifully builds on each other and helps us see how mindfulness can be a vehicle for not only transforming education but making the world a better place. -- Meena Srinivasan, M.A., N.B.C.T\u003cbr\u003eWhat really matters in education? This book argues that it is educating the mind and heart, equipping the next generation not only with knowledge, but also with how to think, with qualities of curiosity, compassion, playfulness and resilience. Drawing on his immense repository of teaching experience and with deep humility Kevin Hawkins offers an invaluable toolkit for teachers and schools. Anyone using this toolkit will be standing on the shoulders of a a very skilful teacher who embodies what he teaches. -- Willem Kuyken\u003cbr\u003e\u003cp\u003eThis book is indispensable for anyone who truly wants to understand what is involved in bringing mindfulness to K-12 education around the globe.  Rather than seeing mindfulness as a set of classroom activities to be inserted into the status quo, Kevin Hawkins makes the case for the power of mindful awareness to be part of a much larger transformation of what and how we teach.  \u003c\/p\u003e \u003cp\u003eProposing that we broaden the aims of education to include physical, mental and emotional well being, Hawkins situates mindfulness – first for adults and then for students - as a catalytic tool within this larger frame.  \u003cem\u003eMindful Teachers Mindful Schools  \u003c\/em\u003enot\u003cem\u003e \u003c\/em\u003eonly offers\u003cem\u003e \u003c\/em\u003eeverything that someone new to the field needs to get up to speed but he also pinpoints deeply important truths for those of us already active in the field.  This is a must read!\u003c\/p\u003e -- Rona Wilensky\u003cbr\u003eIn his new book Mindful Teacher, Mindful School, Kevin Hawkins takes us on a compelling personal and universal journey of self discovery that is at the heart of the art and discipline of mindfulness. Through this book, we learn that mindfulness has a rightful place in schools, as a powerful tool to help students learn to live in the present and improve their sense self awareness. Through anecdotes from schools around the world and through his own personal journey, Hawkins provides us with a down to earth and accessible approach for teachers and students alike to become more mindful human beings. -- Dr. Arnie Bieber\u003cbr\u003e\u003cp\u003eThis is a book clearly written by an educator who knows mindfulness in schools from the inside. The strongest evidence for this is that Hawkins never gets carried away. He recognises that mindfulness is not a panacea, that to implement it successfully in schools is a slow and steady process, and that above all it must begin with the teachers themselves. But Hawkins also recognises how transformative mindfulness can be, having experienced it so profoundly himself as an educator in many different contexts. His anecdotes give it plenty of colour (my favourite is ‘Billy and the Mosquito’), whilst the practical guidance – Chapter 7 on implementation for example – makes it of tremendous practical value. \u003c\/p\u003e -- Richard Burnett\u003cbr\u003e\u003cp\u003eThis book is \u003cem\u003eelegant\u003c\/em\u003e.  For all of us aspiring to be educators it is an enduring reminder of our deep inheritance - what the great 13\u003csup\u003eth\u003c\/sup\u003e century teacher, poet and mystic, Jalaludin Rumi, described as \"two kinds of intelligence\": \u003cem\u003eone acquired, the other already complete and preserved inside you.\u003c\/em\u003e  Surely, both these intelligences are important.  With humility and wisdom, Kevin Hawkins, a long-time educator, middle school principal and mindfulness practitioner, helps us \u003cem\u003eremember \u003c\/em\u003ethe bounty of the \"already completed\" and the ways what is innate informs what is \"acquired.\"  With substance and grace, the lineages of education, psychology, and neuroscience converge as Hawkins illuminates the critically important role that mindfulness plays in the education of our children, their teachers, and we, their parents.\u003c\/p\u003e -- Saki F. Santorelli, EdD, MA, Professor of Medicine\u003cbr\u003eMindfulness is certainly a buzz word at present and it′s significance in schools is rapidly increasing, so it behoves all teachers to find out more about the process and how it can help in the classroom. Both new and experienced teachers can learn how to use mindfulness in their lives and in their teaching to support student well-being. Packed with DIY exercises, activities to use in the classroom, and links to resources and further reading, this practical book will help teachers achieve that all-important work-life balance. -- Sarah Brew\u003cbr\u003e\u003cp\u003eThis would be a useful read for anyone who is interested in promoting teachers’ or students’ positive mental health – from an NQT, wanting to improve their own or their children’s wellbeing, to a senior leader who might consider implementation on a whole-school level. It’s particularly interesting for anyone with pastoral care responsibilities and PSHE leads, as well as any teacher who wants to consider what they can do to support their own wellbeing.\u003c\/p\u003e -- Nikki Able\u003cbr\u003eSpiritual guru and best-selling author Eckhart Tolle tells us, if you want to start meditating, take one conscious breath in and one conscious breath out. In his book, Mindful Teacher, Mindful School, international school veteran Kevin Hawkins takes this instruction to the next level by laying out a practical and insightful guide on how teachers can bring mindfulness to the classroom by first bringing it into their own lives and daily practice. He does this with a simplicity and elegance that can give even the most skeptical reader a clear path forward, providing specific tools and strategies to get you started. -- Cynthia Nagrath\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eChapter 1: Shifting The Focus\t Chapter 2: Mindfulness: What is it?  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All chapters are linked to relevant and authentic research and include suggestions for practical activities.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eThe Personal, Social, Emotional and Citizenship dimensions of sustainability education - Susan Leonard Creating Harmony through Curriculum Design - Richard Dunne and Emilie Martin Learning to care about our world in the Early Years - Sarah Sprake and Emily Rotchell Becoming conservation champions through science learning - Deborah Pope Teaching for Sustainability within Design and Computing Education - Susan Ogier and Lynda Chinaka Exploring the climate in context through Geography - Anthony Barlow Exploring the History of humans and their environment - Karin Doull Learning to care about the environment through picturebooks - Verity Jones Education for sustainable development through art: Project CARE - Emese Hall Religious Education and sustainable living - Susie Townsend Understanding our world challenges through mathematics - Karin Doull and Susan Ogier with Tanya Bastian Exploring our world through Music and Sound \tPart 1: Sound Environments - Alistair Greig Exploring our world through Music and Sound \t Part 2: Connecting children to the environment through music - Helen Mead, Sarah Lloyd, and Jon Audain Physical Education for sustainability and wellbeing - Alison Murray, Sarah Adams, Jo Nugent","brand":"Sage Publications Ltd","offers":[{"title":"Default Title","offer_id":48740298883415,"sku":"9781529628401","price":23.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781529628401.jpg?v=1720054352"},{"product_id":"the-super-quick-guide-to-learning-activities-9781529629699","title":"The Super Quick Guide to Learning Activities","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cstrong\u003eLearning activities for effective teaching summarised and explained for trainee teachers.\u003c\/strong\u003e\u003cbr\u003e \u003cbr\u003e This book provides key knowledge on specific learning activities and their use in everyday teaching.  It considers the suitability and challenges of each activity and supports trainee teachers to adapt them for their phase, learners and subject. 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","brand":"Sage Publications Ltd","offers":[{"title":"Default Title","offer_id":48740308451671,"sku":"9781529728880","price":83.29,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781529728880.jpg?v=1720054376"},{"product_id":"action-research-for-student-teachers-9781529730333","title":"Action Research for Student Teachers","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eAction research is a popular part of many teacher training courses but understanding how to do it well is not always straightforward. Previously known as \u003cem\u003eAction Research for New Teachers\u003c\/em\u003e, this book will guide you through each step of the process, from initial stages of planning and research, through to how to analyse your data and write up your research project.\u003c\/p\u003e  \u003cp\u003eThis second edition includes:\u003c\/p\u003e  \u003cp\u003e·         A new ‘Critical task’ feature, with suggested responses\u003c\/p\u003e  \u003cp\u003e·         Discussion of where action research ‘fits’ in the word of education research\u003c\/p\u003e  \u003cp\u003e·         Exploration of the skills and attributes needed for undertaking action research\u003c\/p\u003e  \u003cp\u003e·         Guidance on how to write with clarity and purpose.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eChapter 1: Introduction Part One: Planning and preparing for your action research project Chapter 2: Identifying a focus for your action research project Chapter 3: Defining clear enquiry objectives Chapter 4: Engaging with the literature Chapter 5: Considering ethical issues Chapter 6: Planning to gather data Part Two: Undertaking your action research project Chapter 7: Ethics in action Chapter 8: ‘Capturing’ your evidence Chapter 9: Evaluating as you go Part Three: Writing your action research project report Chapter 10: Writing the introduction to your action research report Chapter 11: Writing the literature review Chapter 12: Writing the enquiry design or research plan Chapter 13: Writing the implementation and analysis section Chapter 14: Writing the conclusion to your action research report Chapter 15: Conclusion","brand":"Sage Publications Ltd","offers":[{"title":"Default Title","offer_id":48740309238103,"sku":"9781529730333","price":89.45,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781529730333.jpg?v=1720054375"},{"product_id":"science-teaching-in-secondary-schools-9781529762594","title":"Science Teaching in Secondary Schools","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThis book is your essential guide to secondary science teacher training and the early career years giving smart, practical advice on developing your classroom skills and deepening your knowledge of science education.\u003c\/p\u003e \u003cp\u003eCovering all major aspects of science teaching, including: planning and assessment, the power of subject knowledge, teaching tricky topics and health and safety in class and lab work, it will encourage you to develop an informed approach to allow you to shine as an early career teacher of science.\u003c\/p\u003e \u003cp\u003eKey features:\u003c\/p\u003e \u003cp\u003e·        Real life examples of how important teaching principles work in practice\u003c\/p\u003e \u003cp\u003e·        What to look for when observing others teaching\u003c\/p\u003e \u003cp\u003e·        Reflective questions challenging you to engage with key ideas\u003c\/p\u003e \u003cp\u003e·        Chapters linked to the Core Content Framework and Early Career Framework\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eLeigh Hoath\u003c\/strong\u003e is a Senior Professional Practice Fellow at Leeds Trinity University.\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eMatthew Livesey\u003c\/strong\u003e is a teacher of biology at Bradford Grammar School.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eChapter 1: Introduction - Leigh Hoath and Matthew Livesey Chapter 2: Expectations For Your Training Year - Matthew Livesey and Paul Smith Chapter 3: The Importance of Subject Knowledge - Caroline Neuberg and Devinder Gill Chapter 4: What We Can Learn From Primary School Science - Alex Sinclair and Rebecca Riley Chapter 5: Planning For Teaching Science - Ed Podesta and Louise Cass Chapter 6: Effective Assessment In Science - Andy Chandler-Grevatt and Claire Davies Chapter 7: Health \u0026amp; Safety In Science - Allison Barnes and Andy Chandler-Grevatt Chapter 8: Practical Work In Science - Mark Langley and Jessie Mytum-Smithson Chapter 9: Teaching Tricky Topics And Abstract Concepts - Mick Dunne and Rania Maklad Chapter 10: Teaching Pupils With Special Educational Needs And Disabilities (SEND) - Rob Butler and Adam Higgins Chapter 11: Putting Science Into Context For Pupils - Jessie Mytum-Smithson and Matthew Livesey Chapter 12: Challenging The Curriculum - Stuart Bevins and Gareth Price Chapter 13: From Student To Early Career Teacher - Leigh Hoath and Matthew Livesey","brand":"Sage Publications Ltd","offers":[{"title":"Default Title","offer_id":48740320739671,"sku":"9781529762594","price":62.25,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781529762594.jpg?v=1720054401"},{"product_id":"understanding-literacy-and-disadvantage-9781529780390","title":"Understanding Literacy and Disadvantage","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eAddressing literacy and disadvantage requires high-quality teaching, first and foremost:  there are no quick fixes, simplistic solutions or silver bullets.\u003cbr\u003e  \u003c\/p\u003e  \u003cp\u003eBoth research and professional evidence from schools have revealed a strong association between social disadvantage and achievement in literacy: in fact, it has been a concern for over 70 years. Yet, many trainee teachers, and teachers in general, feel ill-equipped to deal with the issue.  This book supports trainee teachers to explore the complex relationships between literacy achievement and social background.  It offers practical strategies for teaching and supports trainee teachers to understand that:\u003c\/p\u003e  \u003cp\u003e*children’s individual backgrounds need to be valued and drawn upon;\u003c\/p\u003e  \u003cp\u003e*deficit descriptions of disadvantaged children and low expectations must be avoided and challenged;\u003c\/p\u003e  \u003cp\u003e*schools, teachers and classrooms must provider rich literacy environments for learning.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eUnderstanding the relationship between literacy and social disadvantage Building foundations for literacy in the Early Years Talk for learning and democratic participation Reading the world Words and worlds: the challenge of vocabulary Creating a community of writers Enriching literacy with digital resources Literacy environments, culture and experience","brand":"Sage Publications Ltd","offers":[{"title":"Default Title","offer_id":48740329554263,"sku":"9781529780390","price":27.62,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781529780390.jpg?v=1720054422"},{"product_id":"primary-teaching-learning-and-teaching-in-primary-schools-today-9781529781076","title":"Primary Teaching: Learning and teaching in","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThe second edition of this core text from Learning Matters asks:\u003c\/p\u003e \u003cul\u003e\n\u003cli\u003eWhat is teaching?\u003c\/li\u003e\n\u003cli\u003eDoes curriculum really matter? \u003c\/li\u003e\n\u003cli\u003eDoes behaviour need ′managing′?\u003c\/li\u003e\n\u003cli\u003eWhat is a learning environment today?\u003c\/li\u003e\n\u003cli\u003eDoes my classroom reflect the identities of all of my learners?\u003c\/li\u003e\n\u003cli\u003eHow can I bring the theme of sustainability to my teaching?\u003c\/li\u003e\n\u003c\/ul\u003e \u003cp\u003eDiscussing these and many more, it covers the contents of professional studies modules and goes beyond to support trainees on placements and in their learning on the course.  Five new chapters are added for this edition discussing themes of sustainability, teacher self care, diversity in the curriculum, sex and relationships education and our new understanding of learning environments.\u003c\/p\u003e \u003cp\u003eLearning features throughout have been designed to help students develop their understanding, broaden their perspectives, think more critically and apply theory to practice. These include:\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eCase Studies\u003c\/strong\u003e to apply learning to real-life school contexts.\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eKey Readings\u003c\/strong\u003e to encourage wider reading, broaden perspectives and offer practical ideas for the classroom.\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eKey Theory\u003c\/strong\u003e features introduce and summarise big ideas, theories and research.  \u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eCritical Questions\u003c\/strong\u003e direct reflection, help students engage with what their reading and encourage critical responses.  \u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eClassroom Links\u003c\/strong\u003e highlight good practice, provide practical ideas and show how to implement these in the classroom.\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eAssignment features \u003c\/strong\u003eoffer helpful points to consider and practical advice for writing assignments on chapter topics, which act as great starting points.  \u003c\/p\u003e  \u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003ePart 1  Understanding primary teaching 1. What is teaching? - Catherine Carden and Virginia Bower 2. What are the realities of being a teacher in the UK today? - Janet Oosthuysen 3.\tWhat matters in early childhood? - Ioanna Palaiologou and Zenna Kingdon 4.\tHow do children learn? - Sean MacBlain 5.\tHow can I bring evidence-based practice into my classroom? - Mark Boylan 6.\tDoes curriculum really matter? - Paul Killen and Avril Rowley Part 2  Essential principles of teaching 7.\tWhy is teacher professionalism important? - Glenn Stone 8. What matters in planning? - Deborah Wilkinson and Lorna Earle 9. Does behaviour need ′managing′? - Mark Sackville-Ford 10. Talk and communication: couldn’t they just sit down and shut up? - Kate Allott and David Waugh 11.\tWhat is assessment? - Mary Briggs 12. What can teachers do to raise outcomes for children with special educational needs and disabilities? - Jonathan Glazzard Part 3  Developing skills for teaching 13. How can I work to ensure a positive primary school placement? - Cara Broadhurst 14.\tLearning environments - Jon Audain 15. How can questions, pace and delivery promote deep learning and thinking? - Jonathan Doherty 16. How can we build positive relationships with children and parents? - Noel Purdy, Jill Dunn and Diane McClelland 17.\tHow can opportunities beyond the classroom maximise learning outcomes? - Elaine Skates 18. How do we ensure that our classrooms are truly inclusive? - Deborah Langston 19. Is data the whole story? The data-led accountability of teachers - Darren McKay Part 4  Teaching now 20. Teacher Wellbeing: Are doughnuts in the staffroom enough? - Adrian Bethune and Catherine Carden 21. How can teachers diversify the curriculum to ensure it reflects all of our children? - Aleishia Lewis 22. Why bother with digital technology? - Kelly Carabott and Amber McLeod 23. What is the true power of reading? - Louise Johns-Shepherd 24. What is the potential of a primary STEM curriculum? - Alan Cross 25. A broad and balanced curriculum? - Susan Ogier 26. Why do teachers need to know about child mental health? - Sarah Adams, Michelle O’Reilly and Khalid Karim 27. What is sustainability, why is it important and what does it mean for my teaching? - Nicola Kemp and Stephen Scoffham 28. Relationship and Sex Education: How does getting to know ourselves, our children and their families create a recipe for an inclusive RSE learning environment? - Bonnie Kerr and Kat Vallely Part 5  Building a career 29. What next? Beginning teaching and moving forward - Lucy Barker 30. Continuing professional development: what does it really mean, and how can teachers best engage with it? - Mary McAteer and Conor McAteer 31. Is engaging with and in research a worthwhile investment for teachers? - Cat Scutt","brand":"Sage Publications Ltd","offers":[{"title":"Default Title","offer_id":48740329718103,"sku":"9781529781076","price":41.14,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781529781076.jpg?v=1720054423"},{"product_id":"the-reflection-guide-to-the-impact-cycle-what-instructional-coaches-should-do-to-foster-powerful-improvements-in-teaching-9781544308753","title":"The Reflection Guide to The Impact Cycle: What","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eFilled with key concepts, prompts, and exercises, this guide will prove indispensable to coaches who wish to accelerate progress and leaders of coaches looking for a simple, effective model to get all stakeholders on the same page. Join the hundreds of thousands of educators who already have benefited from Jim′s ground-breaking work. \u003cbr\u003e","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48740471341399,"sku":"9781544308753","price":22.32,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781544308753.jpg?v=1720054779"},{"product_id":"leading-student-centered-coaching-building-principal-and-coach-partnerships-9781544320557","title":"Leading Student-Centered Coaching: Building","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eEssential leadership moves for supporting instructional coaching in your school\u003c\/strong\u003e\u003cbr\u003e  \u003cbr\u003e  Strong leadership is essential in any successful instructional coaching effort. \u003cem\u003e\u003cstrong\u003eLeading Student-Centered Coaching\u003c\/strong\u003e\u003c\/em\u003e provides principals and district leaders with the background, practices, and tools required for leading coaching efforts that have a profound and positive impact on student and teacher learning. Filled with practical ideas that school leaders can easily apply to their own school settings, this book includes: \u003c\/p\u003e  \u003cul\u003e\n\u003cli\u003eTools and techniques for preparing a school for coaching, launching a coaching culture, and supporting coaches\u003c\/li\u003e\n\u003cli\u003e\n\u003cem\u003eLeadership Moves\u003c\/em\u003e sections that provide strategies for building principal and coach partnerships \u003c\/li\u003e\n\u003cli\u003eRichly detailed \u003cem\u003eLessons from the Field\u003c\/em\u003e, based on the authors’ real-life experiences, that illustrate principal and coach collaboration\u003c\/li\u003e\n\u003cli\u003eRecommendations for coaches to use as they strive to increase their impact \u003c\/li\u003e\n\u003c\/ul\u003e  \u003cp\u003eWith a focus on the critical role of school leadership, this action-oriented guide provides the key ingredients for ensuring the success of school-based coaching initiatives. \u003c\/p\u003e  \u003cp\u003e\u003cem\u003e\"Sweeney and Mausbach explore the necessary ingredients to a successful instructional coach partnership between the principal and the coaches. This is a must-read for building leadership teams implementing an instructional coach program\"\u003c\/em\u003e\u003cbr\u003e  \u003cstrong\u003e—Timothy S. Grieves, Chief Administrator\u003cbr\u003e  Northwest Area Education Agency, IA \u003c\/strong\u003e\u003cbr\u003e  \u003cbr\u003e  \"This book synthesized the work necessary of school leaders when working with the coach. As a principal who was a student-centered coach, this book has shown me how I can tweak the skills I learned and apply them with a leadership lens.\"\u003cbr\u003e  \u003cstrong\u003e—Kelly Neylon, Principal\u003cbr\u003e  Meadowview School, Woodridge IL \u003c\/strong\u003e\u003cbr\u003e  \u003cbr\u003e  \u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"Sweeney and Mausbach explore the necessary ingredients to a successful instructional coach partnership between the principal and the coaches…This is a must read for building leadership teams implementing an instructional coach program\"\u003c\/em\u003e\u003c\/p\u003e \u003cbr\u003e \u003cbr\u003e -- Timothy S. Grieves, Ph. D., Chief Administrator, Northwest Area Education Agency, Sioux City\u003cbr\u003e\u003cem\u003e\"\u003c\/em\u003eLeading Student-Centered Coaching\u003cem\u003e is an extremely beneficial resource that any administrator and coach should have on hand so they can effectively reinforce the ultimate outcome for school – kids learning. The tips and ideas are simple to pull from the book at any time and to authentically enact by both school leaders and coaches in order to promote effective student learning. If we frame coaching as being inclusive, or for all teachers, then we build on the belief that coaching is about partnering to meet the needs of each and every student.\"\u003c\/em\u003e\u003cem\u003e\u003cbr\u003e \u003c\/em\u003e\u003cbr\u003e -- Amanda Brueggeman, Literacy Coach, Wentzville School District\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"This book synthesized the work necessary of school leaders when working with the coach… As a principal who was a student centered coach, this book has shown me how I can tweak the skills I learned and apply them with a leadership lens…My leadership team is studying teacher collective efficacy and this book has helped me see how we can align the coaching work, my work as the leader together to build that efficacy!\"\u003c\/em\u003e\u003c\/p\u003e \u003cbr\u003e -- Kelly Neylon, Principal, Meadowview School, Woodridge District 68\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eAcknowledgments About the Authors Introduction Chapter 1: An Introduction to Student-Centered Coaching Chapter 2: Connecting School Improvement to Coaching Chapter 3: Defining Roles for Coaches and Principals Chapter 4: School Culture and Coaching Chapter 5: Setting Expectations for Authentic Participation in Coaching Chapter 6: Driving Toward High Quality Instruction Chapter 7: Separating Coaching From Supervision Chapter 8: Supporting the Development of the Coach In Closing Appendix A: Rubric for Leading Student-Centered Coaching Appendix B: Rubric for Student-Centered Coaching Appendix C: Sample School Improvement Plan Appendix D: Student-Centered Coaching Moves Appendix E: Results-Based Coaching Tool Appendix F: Planner for Sharing Lessons References Index","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48740473241943,"sku":"9781544320557","price":29.44,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781544320557.jpg?v=1720054786"},{"product_id":"video-in-teacher-learning-through-their-own-eyes-9781544337258","title":"Video in Teacher Learning: Through Their Own Eyes","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e\u003cem\u003eHarness the power of video to promote reflective practice and teacher growth\u003cbr\u003e  \u003c\/em\u003e\u003c\/strong\u003e\u003cbr\u003e  Video is the only feedback method that allows educators to view their teaching through their own eyes, yet many K-12 professionals have yet to reap the benefits of this powerful technology. This practical and comprehensive guide takes advantage of new methods and tools to capture teaching and learning and a broad base of current research to impact teacher thinking and actions. Written for instructional coaches, administrators, supervisors, and individual teachers, it includes  \u003c\/p\u003e  \u003cul\u003e\n\u003cli\u003eguidance on how to get started and how to engage in nonjudgmental and descriptive analysis\u003c\/li\u003e\n\u003cli\u003escaffolding to counter anxiety and resistance, and to cultivate a growth mindset.\u003c\/li\u003e\n\u003cli\u003echapters on specific contexts including developmental, evaluative, and problems of practice.\u003c\/li\u003e\n\u003cli\u003eguidance for observation in specific grade bands and for specific student populations.\u003c\/li\u003e\n\u003cli\u003etemplates and links to videos for video analysis tasks, step-by-step process outlines, real-world vignettes and application questions.\u003c\/li\u003e\n\u003c\/ul\u003e  \u003cp\u003eDrawing on broad evidence of the impact of video on teaching, this is \u003cem\u003ethe \u003c\/em\u003eguide for maximizing this powerful form of professional learning. \u003c\/p\u003e   \u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eAcknowledgments Reference List: 20 Video Analyses of Teaching Tasks About the Author PART 1 • LAYING THE GROUNDWORK FOR POWERFUL USE OF VIDEO IN TEACHER LEARNING Chapter 1 • Why Video for Teacher Learning? Chapter 2 • What Observation Skills Need to Be in Place Before I Get Started With Video? Chapter 3 • How Does the Way We Communicate Support Learning With Video? Chapter 4 • What Are the Technical Aspects of Creating Video Recordings of Teaching? PART 2 • 20 VIDEO ANALYSIS TASKS: A GUIDE FOR PRACTICE Chapter 5 • Video Used to Introduce Classroom Observation Chapter 6 • Video Used to Explore Dilemmas of Practice Chapter 7 • Video Used to Build a Shared Professional Vision Chapter 8 • Video Used For Developmental Feedback Chapter 9 • Video Used For Evaluative Feedback Chapter 10 • Creating a Video Library of Teaching Final Thoughts: Video Analysis at Work Index","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48740475437399,"sku":"9781544337258","price":23.24,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781544337258.jpg?v=1720054795"},{"product_id":"evolving-learner-shifting-from-professional-development-to-professional-learning-from-kids-peers-and-the-world-9781544338323","title":"Evolving Learner: Shifting From Professional","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e\u003cem\u003eLearn from Kids, Peers, and the World to Transform Professional Learning\u003c\/em\u003e\u003c\/strong\u003e\u003c\/p\u003e  \u003cp\u003eWhat can kids teach us about educational practices? It turns out, plenty. PD is evolving into professional learning (PL), where personalized experiences focus on goals and outcomes, rather than seat time. In \u003cem\u003eEvolving Learner\u003c\/em\u003e, successful PL is framed through three critical sources: learning from kids, from peers, and from the world. Woven throughout the book are tangible connections to cycles of inquiry where a harmonious balance is the ultimate goal when students are engaged in inquiry for deeper learning and teachers are engaged in a parallel process to improve their practice.\u003c\/p\u003e  \u003cul\u003e\n\u003cli\u003eThe authors’ unique framework shifts away from factory model \"PD\" and transforms it into experiences tailored to kids’ and adult learners’ specific needs. Clear strategies for accomplishing PL are presented through \u003c\/li\u003e\n\u003cli\u003eA framework where both students and teachers are active agents of learning  \u003c\/li\u003e\n\u003cli\u003eCycles of inquiry to empower students to become the owners of learning  \u003c\/li\u003e\n\u003cli\u003eTechniques to make thinking visible for teachers and students \u003c\/li\u003e\n\u003cli\u003eCutting edge coverage of applying technology to professional learning including the use of social media, gamification, and digital badges \u003c\/li\u003e\n\u003c\/ul\u003e  \u003cp\u003eThe time is right to reclaim ownership of \u003cem\u003eyour \u003c\/em\u003eprofessional learning: \u003cem\u003eEvolving Learner\u003c\/em\u003e is an essential guide for embarking on this journey.\u003c\/p\u003e  \u003cp\u003e     \u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cem\u003e\"\u003c\/em\u003eEvolving Learner \u003cem\u003eis a unique balance of incredible creativity, knowledge of innovative professional learning practices, with a deep appreciation for the emotional side of change. This trio of authors has done a remarkable job of making research based techniques of empowering the learner come alive. Filled with practical stories from classrooms around the world, this book will super charge educators to more deeply understand the needs of students to help them expand their own boundaries of learning. Of particular note, are the strategies to help students own their learning and educators to build collaborative classrooms. This book honors the role of the teacher as the head learner. The knowledge and wisdom within these pages is the reference and guide that we need to build healthy classrooms for students and teachers.\u003c\/em\u003e\" -- Alan November, Founder\u003cbr\u003e\u003cp\u003e\"\u003cem\u003eAs time moves on so does the reality that students of today are not the students of yesterday but the teachers haven’t moved on in the same speed as their students, technology and the world at large. The needs and expectations have jumped ahead 100+ years.  Today’s teachers need to be as modern-thinking as the students they work with on a daily basis.\u003c\/em\u003e\u003cem\u003e \u003c\/em\u003e Evolving Learner \u003cem\u003eis a great step in moving in the right direction to meeting not only student needs to enter the world of discovery- learning but teacher needs through collaboration and project based learning as practices. I celebrate the authors and the work that has been done to get the process started.\u003c\/em\u003e\u003cem\u003e \"\u003c\/em\u003e\u003c\/p\u003e -- Claudia Danna\u003cbr\u003e\u003cp\u003e\"\u003cem\u003eSocietal changes, through the use of technology, should impact how we educate students and the overall pedagogical viewpoint of education. Like meeting student needs, teachers need, and deserve, to have updated, professional learning that meets them where they are rather than a one size fits all situation. Empowering teachers to move forward and personalize their own learning will move professional learning years ahead of where we are now! \u003c\/em\u003eEvolving Learner \u003cem\u003eoffers guidelines, examples, and strategies to move professional learning ahead at the same rate we offer our students progression in their own self-empowered learning.\u003c\/em\u003e\"\u003c\/p\u003e \u003cbr\u003e -- Patti J. Larche\u003cbr\u003eEvolving Learner\u003cem\u003e is a fast and easy read but is jammed pack with ideas that can be implemented tomorrow whether you are in the classroom, supporting teachers in the classroom, or supporting your organization as whole.  As a school leader myself, it provides meaningful and relevant strategies to reframe professional development for your organization.\u003c\/em\u003e\u003cbr\u003e -- Dr. Sammie Cervantez\u003cbr\u003e\"Evolving Learner \u003cem\u003eoffers a compelling message of hope for educators across all disciplines in \u003c\/em\u003e\u003cem\u003emoving from an idea to implementation.  It is an easy read and a great time saving topic for busy administrators offering a practical solution to facilitating the process of change from professional development to professional learning experiences. This is the one tool needed by all that is a research based process to enhance the growth and development model of one’s organization.\"\u003c\/em\u003e\u003cbr\u003e -- Debra Paradowski\u003cbr\u003e\"Evolving Learner \u003cem\u003eis a timely resource for administrators that are planning professional learning, but also for educators that are looking to take their own professional learning into their hands.\u003c\/em\u003e\" -- Katina L. Keener, M.Ed.\u003cbr\u003e\"\u003cem\u003eDistricts and schools need to look at personalizing the learning for the teacher. \u003c\/em\u003e Evolving Learner \u003cem\u003eis a well written book that conveys and gives great examples of how this can be done.\u003c\/em\u003e\"\u003cbr\u003e -- Stephanie L. Turner\t\u003cbr\u003e\"\u003cem\u003eAlthough teachers have often received training on differentiating instruction for students, most professional development for teachers continues to be ′one size fits all.′ \u003c\/em\u003eEvolving Learner \u003cem\u003eexplains how to make the shift to professional learning that differentiates for teachers, providing meaningful experiences that will in turn promote positive change in the classroom.\u003c\/em\u003e\"\u003cbr\u003e \u003cbr\u003e -- Melissa Miller\u003cbr\u003e\"Evolving Learner \u003cem\u003esets learning up to be successful for everyone on the team, including the teacher and students. This book provides necessary tools to develop a w\u003c\/em\u003e\u003cem\u003eonderful learning in a community.\u003c\/em\u003e\"\u003cem\u003e\u003cbr\u003e \u003c\/em\u003e\u003cem\u003e\u003cbr\u003e \u003c\/em\u003e -- Tamara Daugherty\u003cbr\u003e\"Evolving Learner \u003cem\u003eoffers a fresh approach to professional learning that all educators will find useful.\u003c\/em\u003e\" -- Linda Diaz\u003cbr\u003e\"Evolving Learner \u003cem\u003emeets the needs of three important groups, teachers, coaches, teacher leaders and down in the trenches classroom teachers. \u003c\/em\u003e\u003cem\u003eThis book is timely and encompasses all facets of sharing, developing and letting teachers know there is not one single answer to questions about professional development.\u003c\/em\u003e\"\u003cem\u003e\u003cbr\u003e \u003c\/em\u003e\u003cem\u003e\u003cbr\u003e \u003c\/em\u003e\u003cbr\u003e -- Cheryl Steele Oakes Med\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eForeword by Thomas C. Murray Acknowledgments About the Authors Introduction CHAPTER 1. LEARNING FROM KIDS    Honor the Learner: Kids    Leveraging the Most Abundant Resource in Our Schools    What Are They Thinking? Making Thinking Transparent to Tailor Instruction and Promote Teacher Inquiry    Ownership of Learning for All: Shifting From Students Who Consume Content to Learners Who Create Content    Looking Ahead    Resources CHAPTER 2. LEARNING FROM PEERS    Honor the Learner: Peers    Workshops That Work: Renovating the One-Size-Fits-All Model    Professional Learning Communities (PLCs)    Coaching Principles and Practices    Practices in Action: Feeling Connected, Seen, and Heard    Social-Emotional Learning    Parents\/Families as Peers    Tips: Listen, Be Flexible, Care    Resources CHAPTER 3. LEARNING FROM THE WORLD    Honor the Learner: World    Becoming an Edu-Explorer    Developing Your Tribe    Social Media    Tips: Filter, Edit, Focus, Balance    Lurk No More    Resources In Closing References and Further Reading Index","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48740475568471,"sku":"9781544338323","price":23.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781544338323.jpg?v=1720054796"},{"product_id":"leading-powerful-professional-learning-responding-to-complexity-with-adaptive-expertise-9781544361451","title":"Leading Powerful Professional Learning:","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eGenerate multifaceted solutions to real-life classroom issues with this innovative, research-based approach to the design and delivery of sustained, collaborative, evidence-informed, and student-focused professional learning.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\"\u003cem\u003eLeading adult learning is difficult and many educators do not have the skills needed, nor do they know where to start. Our mental model of professional learning is skewed by years of substandard learning provided by well meaning leaders. This book will help build capacity for learning leaders to identify shortcomings and improve their craft.\"\u003c\/em\u003e\u003c\/p\u003e \u003cbr\u003e -- Terri Iles, Executive Director, Learning Forward Texas\u003cbr\u003e\"Leading Powerful Professional Learning \u003cem\u003eis \u003c\/em\u003e\u003cem\u003ea valuable resource to those responsible for designing and facilitating professional learning.\u003c\/em\u003e\" -- Amy Colton. Executive Director , Learning Forward Michigan\u003cbr\u003e\"\u003cem\u003eLeaders often are unaware of the scope of their responsibilities when it comes to professional learning.\u003c\/em\u003e Leading Powerful Professional Learning\u003cem\u003e′s \u003c\/em\u003e\u003cbr\u003e \u003cem\u003ediagrammatic and metaphoric way of presenting the content \u003c\/em\u003e\u003cem\u003eallows readers to access the book’s content in a variety of different ways.\u003c\/em\u003e\"\u003cbr\u003e \u003cbr\u003e -- Joellen Killion, Senior Advisor, Learning Forward\u003cbr\u003e\"\u003cem\u003eMost of what is currently available centers around professional learning for a specific content area (i.e. math, science, reading) but does not focus, in general, on the development, delivery, and evaluation of effective professional learning. \u003c\/em\u003eLeading Powerful Professional Learning \u003cem\u003efills a void that currently exists for those of us charged with providing professional learning experiences.\"\u003c\/em\u003e                             Leading Powerful Professional Learning                                             Leading Powerful Professional Learning                                             Leading Powerful Professional Learning -- Eric C. Lee, Director, Jacksonville State University Inservice Center\u003cbr\u003e\"Leading Powerful Professional Learning\u003cem\u003e provides specific support for those leading professional learning, giving readers the option to read cover to cover or identify specific areas of focus and read those sections. \u003c\/em\u003e\u003cem\u003eThe authors present a \u003c\/em\u003e\u003cem\u003ebook that moves beyond the description of what professional learning is but would provide solid examples and support for those who are leading professional learning in their school and district.\u003c\/em\u003e\"\u003cbr\u003e \u003cbr\u003e -- Bryan McDonald, Assistant Professor, University of Central Missouri\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eForeword Preface Acknowledgments About the Authors Introduction Chapter 1: The Roots    Root #1: Adopting an Evaluative Inquiry Stance    Root #2: Valuing and Using Deep Conceptual Knowledge    Root #3: Being Agentic    Root #4: Being Aware of Cultural Positioning    Root #5: Being Metacognitive    Root #6: Bringing a Systemic Focus Chapter 2: The Trunk    Exercise #1: Trunk: Responsiveness through Relationships with a Generative Improvement Orientation Chapter 3: Branches and Leaves    Branch 1: Purpose and Focus    DAF #1: Clarifying Purpose    DAF #2: Focusing on Valued Student Outcomes    DAF #3: Building Coherence    DAF #4: Creating Commitment and Taking Action    Branch 2: Knowledge and Inquiry    DAF #5: Deepening Knowledge    DAF #6: Using Evidence Critically    DAF #7: Using Focused and Deep Collaborative Inquiry    Branch 3: Effective Learning Processes    DAF #8: Surfacing and Engaging Theories and Beliefs    DAF #9: Navigating Perceptions of Risk    DAF #10: Developing Self-Regulation    DAF #11: Providing Appropriate Support and Challenge    DAF #12: Co-constructing Learning Chapter 4: Facilitating Improvement    Facilitating Improvement and Adaptive Expertise    How Does Adaptive Expertise Fit With Other Forms of Expertise?    Developing Your Own Adaptive Expertise    Developing Adaptive Expertise in Others    Putting It All Together Research Appendix References","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48740477894999,"sku":"9781544361451","price":29.44,"currency_code":"GBP","in_stock":true}]},{"product_id":"the-power-of-assessment-for-learning-twenty-years-of-research-and-practice-in-uk-and-us-classrooms-9781544361468","title":"The Power of Assessment for Learning: Twenty","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eThe future of Assessment for Learning 20 years after \u003cem\u003eInside the Black Box\u003c\/em\u003e\u003cbr\u003e  \u003c\/strong\u003e\u003cbr\u003e  Twenty years after the publication of \u003cem\u003eInside the Black Box\u003c\/em\u003e, the landmark review of formative classroom assessment, international education experts Christine Harrison and Margaret Heritage tackle assessment for learning (AfL) anew, with fresh insights gained from two decades of research, theory, and classroom practice. \u003cbr\u003e  \u003cbr\u003e  T\u003cem\u003ehe Power of Assessment for Learning: Twenty Years of Research and Practice in UK \u0026amp; US Classrooms\u003c\/em\u003e examines the practices and processes of formative assessment over time in both countries, evaluates the benefits accrued to teaching and learning, and considers future developments in growing and sustaining AfL practice. It features:\u003c\/p\u003e  \u003cul\u003e\n\u003cli\u003eKey AfL ideas, approaches, and supports \u003c\/li\u003e\n\u003cli\u003eVignettes of classroom practice that illustrate AfL in action in the U.K. and U.S. \u003c\/li\u003e\n\u003cli\u003ePractice-based evidence to enrich understanding of AfL from both the teacher’s and the student’s perspective\u003c\/li\u003e\n\u003c\/ul\u003e  \u003cp\u003e  Focused on student-centeredness and rich with classroom examples, this book is a ‘sounding board’ for educators to explore and reflect on their own AfL practices and beliefs.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eForeword by Dylan Wiliam Preface Acknowledgments About the Authors Chapter 1 Inside the Black Box Revisited    A New Way of Thinking About Assessment    A Systematic Review    What Is the Black Box?    Getting Into the Details    Is There Evidence That Improving Formative Assessment (AfL) Improves Standards?    Is There Evidence That There Is Room for Improvement?    Is There Evidence About How to Improve Formative Assessment (AfL)?    Changing Practice    Guiding Principles    Improvement as a Journey Chapter 2 A Tale of Two Countries    The Tale of the United Kingdom    Major Policy Moves in the UK    A Tale From the US    Two Countries, Two Journeys? Chapter 3 Student Role in Assessment for Learning    Expanding Conceptions of AfL    Sociocultural Perspective and AfL    Self-Regulated Learning    Growth Mindsets Chapter 4 Planning for Learning    Distinct Teaching Approaches    Influences on Changing Practice    Concluding Thoughts Chapter 5 Transforming Classrooms    Transforming Practice    Developing AfL Practices    Classroom Routines Chapter 6 What Still Needs to Be Explored    From Evidence-Based Practice to Practice-Based Evidence    Teachers Need to Be Vigilant for Evidence    Interactions Work in a Nuanced and Detailed Way    Context Matters    Learning Identity    Identity-Safe Environments    Funds of Knowledge    Disciplinary Knowledge Index","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48740477993303,"sku":"9781544361468","price":23.74,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781544361468.jpg?v=1720054804"},{"product_id":"the-learning-power-approach-teaching-learners-to-teach-themselves-9781785832451","title":"The Learning Power Approach: Teaching learners to","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eIn The Learning Power Approach: Teaching learners to teach themselves Guy Claxton sets out the design principles of a pedagogical formula that aims to strengthen students' learning muscles and develop their independence, initiative, determination, and love of learning.  Foreword by Carol S. Dweck.  Learning is learnable! Educators can explicitly teach not just content, knowledge, and skills, but also the positive habits of mind that will better prepare students to flourish both in school and in later life. And as `traditionalists' fight for rigour and knowledge, and `progressives' defend the increasing focus on character and well-being, Guy Claxton's Learning Power Approach (LPA) brings resolution to this phoney and unnecessary war by offering teachers a win-win pedagogical formula that delivers good academic results while simultaneously turbocharging students' independence, initiative, and love of learning.  In this groundbreaking book Guy distils fifteen years' experience with his influential Building Learning Power method to provide a set of design principles for strengthening students' learning muscles, and - together with a wealth of practical strategies and the supporting evidence that underpins them - details the small tweaks to daily practice that will help teachers attend more closely to the ways in which they can shape their students' learning dispositions and attitudes.  Complemented by engaging and informative classroom examples of the LPA in action - and drawing from research into the fields of mindset, metacognition, grit, and collaborative learning - The Learning Power Approach describes in detail the suite of beliefs, values, attitudes, and habits of mind that go in to making up learning power, and offers a thorough explanation of what its intentions and guiding principles are. Furthermore, in order to help those who are just setting out on their LPA journey, Guy presents teachers with an attractive menu of customisable strategies and activities to choose from as they begin to embed the LPA principles into their own classroom culture, and also includes at the end of each chapter a \"Wondering\" section that serves to prompt reflection, conversation, and action among teachers.  Suitable for teachers and leaders in all educational settings,The Learning Power Approach carefully lays the groundwork for a series of books to follow that are specifically tailored to primary teaching, secondary teaching, and school leadership.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eChapters include:    The Origins of the Learning Power Approach    What Is Learning?     What Exactly Is the Aim of the Learning Power Approach?     How Do I Get Started? Some Quick Wins     Why Does Learning Power Matter? Ten Good Reasons for Pumping Those Learning Muscles    What Is Learning Power Made of?     Learning Power in Action: Some Classroom Illustrations     Design Principles of the LPA Classroom     What Is the Evidence for the Learning Power Approach?     Distinctions and Misconceptions     Joining the Culture Club","brand":"Crown House Publishing","offers":[{"title":"Default Title","offer_id":48741385437527,"sku":"9781785832451","price":22.01,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781785832451.jpg?v=1720057417"},{"product_id":"approaches-to-teaching-and-teacher-education-isatt-40th-anniversary-yearbook-9781804554678","title":"Approaches to Teaching and Teacher Education:","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eThis volume contains an Open Access Chapter\u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003eResearch on teacher education and classroom teaching has evolved significantly in recent decades, with more research taking an international or intersectional lens. The International Study Association on Teachers and Teaching (ISATT) has moved with the field, beginning as a predominantly white European and North American organization in 1983, it now has active membership from more than 60 countries across the globe.\u003c\/p\u003e \u003cp\u003eThe \u003cem\u003eISATT 40\u003c\/em\u003e\u003csup\u003e\u003cem\u003eth\u003c\/em\u003e\u003c\/sup\u003e\u003cem\u003e Anniversary Yearbook\u003c\/em\u003e, presented over three volumes, reflects this growth through celebrating the contributions of ISATT members over time and offering current scholarly research to inform current and future teacher education and teaching. Bringing together top research from the Finnish Educational Research Association (FERA) and Taylor \u0026amp; Francis published over the past 10 years, plus cutting-edge new chapters, \u003cem\u003eApproaches to Teaching and Teacher Education\u003c\/em\u003e explores established and innovative approaches to teaching and teacher support. The chapters explore teacher development, identity, morals, ethics and politics and teaching and teacher education with vulnerable and marginalized populations.\u003c\/p\u003e \u003cp\u003eAll three volumes that make up the \u003cem\u003eISATT\u003c\/em\u003e \u003cem\u003e40th Anniversary Yearbook \u003c\/em\u003eoffer invaluable insights for teacher educators and educational researchers the world over, offering international perspectives from North America, Europe, South America, Asia, Africa, and Australasia.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eSection 1. Tributes\u003c\/strong\u003e \u003cbr\u003e Chapter 1. Tribute to Joost Lowyck; \u003cem\u003eJan Broeckmans \u003c\/em\u003e\u003cbr\u003e Chapter 2. Tribute to Tom Russell; \u003cem\u003eAndrea K. Martin \u003c\/em\u003e\u003cbr\u003e Chapter 3. Tribute to Freema Elbaz-Luwisch; \u003cem\u003eCheryl J. Craig \u003c\/em\u003e\u003cbr\u003e Chapter 4. Tribute to Stefinee Pinnegar; \u003cem\u003eMelissa Newberry, Mary Rice, and Ramona Cutri \u003c\/em\u003e\u003cbr\u003e Chapter 5. Tribute to Cosimo Laneve;\u003cem\u003e Loredana Perla \u003c\/em\u003e\u003cbr\u003e \u003cstrong\u003eSection 2. Teaching Section \u003c\/strong\u003e\u003cbr\u003e Chapter 6. Introduction; \u003cem\u003eLaura Sara Agrati \u003c\/em\u003e\u003cbr\u003e Chapter 7. Teacher Identity: Strong and Soft Conceptions; \u003cem\u003eKhalil Gholami and Sonia Faraji \u003c\/em\u003e\u003cbr\u003e Chapter 8. Ethics, Moral, and Politics in Teachers’ Virtuous Pedagogical Practice; \u003cem\u003eJukka Husu and Auli Toom \u003c\/em\u003e\u003cbr\u003e Chapter 9. Teacher Professional Development: Re-visiting Critical Issues; \u003cem\u003eBeatrice Ávalos \u003c\/em\u003e\u003cbr\u003e Chapter 10. The Role of Teacher Professional Standards for Initial Teacher Education and Continuous Professional Development: The Case of Estonia; \u003cem\u003eÄli Leijen, Margus Pedaste, and Natalia Edisherashvili \u003c\/em\u003e\u003cbr\u003e Chapter 11. Should I Stay or Should I Go?’: Unpacking Teacher Attrition\/Retention as an Educational Issue; \u003cem\u003eGeert Kelchtermans \u003c\/em\u003e\u003cbr\u003e Chapter 12. Curriculum Design and Teaching; \u003cem\u003eLoredana Perla, Laura Sara Agrati, and Viviana Vinci \u003c\/em\u003e\u003cbr\u003e Chapter 13. Emotion and School Update: Tensions and Provocations; \u003cem\u003eMelissa Newberry and Phil Riley \u003c\/em\u003e\u003cbr\u003e Chapter 14. The Classroom in Turmoil: Teachers’ Perspective on Unplanned Controversial Issues in the Classroom; \u003cem\u003eCharlot Cassar, Ida Oosterheert, and Paulien C. Meijer OPEN ACCESS\u003c\/em\u003e\u003cbr\u003e \u003cstrong\u003eSection 3. Education and Teacher Education with Marginalized Populations\u003c\/strong\u003e\u003cbr\u003e Chapter 15. Introduction; \u003cem\u003eRuth G. Kane\u003c\/em\u003e\u003cbr\u003e Chapter 16. Preparing Teachers to Teach Students from Marginalized Communities; \u003cem\u003eManpreet Kaur and Balwant Singh \u003c\/em\u003e\u003cbr\u003e Chapter 17. Stirring the Embers of Inuit Teacher Education: Learning from the Past to Build a Better Future; \u003cem\u003eKathy Snow \u003c\/em\u003e\u003cbr\u003e Chapter 18. The Art and Design of Belonging: Lessons in Bicultural Teacher Education in Aotearoa, New Zealand; \u003cem\u003eTracy Dayman \u003c\/em\u003e\u003cbr\u003e Chapter 19. Ethical Relationality as Resistance: Experiences of an Iskwew; \u003cem\u003eKeri Cheechoo \u003c\/em\u003e\u003cbr\u003e Chapter 20. The Disclosure of Roma Pupils’ Learning Experiences Via Future Literacy Approaches. The Case of a Supportive Education Program in the Region of Thessaly in Greece; \u003cem\u003eAlexandra Stavrianoudaki, Christos Govaris, Kostas Magos, Eleni Gana, Stavroula Kaldi, and Charoula Stahopoulou\u003c\/em\u003e\u003c\/p\u003e","brand":"Emerald Publishing Limited","offers":[{"title":"Default Title","offer_id":48741902713175,"sku":"9781804554678","price":72.2,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781804554678.jpg?v=1723812442"},{"product_id":"teaching-and-teacher-education-in-international-contexts-isatt-40th-anniversary-yearbook-9781804554715","title":"Teaching and Teacher Education in International","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eResearch on teacher education and classroom teaching has evolved significantly in recent decades, with more research taking an international or intersectional lens. The International Study Association on Teachers and Teaching (ISATT) has moved with the field, beginning as a predominantly white European and North American organization in 1983, it now has active membership from more than 60 countries across the globe.\u003c\/p\u003e \u003cp\u003eThe \u003cem\u003eISATT 40\u003c\/em\u003e\u003csup\u003e\u003cem\u003eth\u003c\/em\u003e\u003c\/sup\u003e\u003cem\u003e Anniversary Yearbook\u003c\/em\u003e, presented over three volumes, reflects this growth through celebrating the contributions of ISATT members over time and offering current scholarly research to inform current and future teacher education and teaching. Bringing together top research from Emerald, Elsevier and Taylor \u0026amp; Francis published over the past 10 years, plus cutting-edge new chapters, \u003cem\u003eTeaching and Teacher Education in International Contexts\u003c\/em\u003e explores the growing global scope of research on teaching. The sections investigate the history of ISATT; teacher education reform; school reform and support structures; partnerships; and preparing teacher educators.\u003c\/p\u003e \u003cp\u003eAll three volumes that make up the \u003cem\u003eISATT 40th Anniversary Yearbook\u003c\/em\u003e offer invaluable insights for teacher educators and educational researchers the world over, offering international perspectives from North America, Europe, South America, Asia, Africa, and Australasia.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eSection 1. Tributes\u003c\/strong\u003e\u003cbr\u003e Chapter 1. Tribute to John Loughran; \u003cem\u003eAmanda Berry \u003c\/em\u003e\u003cbr\u003e Chapter 2. Tribute to Jean Clandinin; \u003cem\u003eEliza Pinnegar and Cheryl J. Craig \u003c\/em\u003e\u003cbr\u003e Chapter 3. Tribute to Geert Kelchtermans;\u003cem\u003e Maria Assunção Flores and Lily Orland-Barak \u003c\/em\u003e\u003cbr\u003e Chapter 4. Tribute to Theo Wubbels; \u003cem\u003eLuce Claessens and Tim Mainhard \u003c\/em\u003e\u003cbr\u003e Chapter 5. Tribute to Christopher Day; \u003cem\u003eMaria Assunção Flores \u003c\/em\u003e\u003cbr\u003e Chapter 6. Tribute to Judith Warren Little; \u003cem\u003eRebecca Cheung \u003c\/em\u003e\u003cbr\u003e \u003cstrong\u003eSection 2. Teacher Education Reform \u003c\/strong\u003e\u003cbr\u003e Chapter 7. Introduction; \u003cem\u003eDiane Yendol-Hoppey \u003c\/em\u003e\u003cbr\u003e Chapter 8. Tensions and Paradoxes in Teaching: Implications for Teacher Education; \u003cem\u003eMiriam Ben-Peretz and Maria Assunção Flores \u003c\/em\u003e\u003cbr\u003e Chapter 9. Teacher Education Reforms in Kenya: The Past, the Present, and Mapping the Future; \u003cem\u003eSamuel Ouma Oyoo \u003c\/em\u003e\u003cbr\u003e Chapter 10. Teacher Education Reform in Scotland;\u003cem\u003e Margery McMahon \u003c\/em\u003e\u003cbr\u003e Chapter 11. Teacher Education Reform in the United States: Colliding Forces?; \u003cem\u003eDiane Yendol-Hoppey, Madalina Tanase, and Jennifer Jacobs\u003c\/em\u003e\u003cbr\u003e Chapter 12. Innovative Research Training in Higher Education for LSP Teachers: From Institutional Policy to the Development of Custom-Made Projects; \u003cem\u003eM.A. Châteaureynaud and M.C. Deyrich \u003c\/em\u003e\u003cbr\u003e \u003cstrong\u003eSection 3. School Reform Section \u003c\/strong\u003e\u003cbr\u003e Chapter 13. Introduction; \u003cem\u003eMaria Assunção Flores \u003c\/em\u003e\u003cbr\u003e Chapter 14. Listening as a Basis of Reforming Schools in Asia: From Hostility to Trust; \u003cem\u003eEisuke Saito \u003c\/em\u003e\u003cbr\u003e Chapter 15. School Reform in South Africa: A Struggle for Mobility; \u003cem\u003eMaropeng Modiba and Sandra Stewart \u003c\/em\u003e\u003cbr\u003e Chapter 16. “Data is [G]od”: The Influence of Cumulative Policy Reforms on Teachers’ Knowledge in an Urban Middle School in the United States; \u003cem\u003eCheryl J. Craig \u003c\/em\u003e\u003cbr\u003e Chapter 17. Principals’ Views in a Context of Reform: The Case of School Curriculum Policy in Portugal; \u003cem\u003eMaria Assunção Flores \u003c\/em\u003e\u003cbr\u003e \u003cstrong\u003eSection 4. Preparing Teacher Educators (InFO-TED) Section \u003c\/strong\u003e\u003cbr\u003e Chapter 18. Introduction; \u003cem\u003eAmanda Berry \u003c\/em\u003e\u003cbr\u003e Chapter 19. Looking Back and Looking Forward at Info-TED - Reflecting on Purpose, Progress and Challenges; \u003cem\u003eKari Smith and Ruben Vanderlinde\u003c\/em\u003e\u003cbr\u003e Chapter 20. InFo-TED, North America: Addressing a Problem of Practice; \u003cem\u003eFrances Rust and Diane Yendol-Hoppey \u003c\/em\u003e\u003cbr\u003e Chapter 21. InFo-TED: Bringing Policy, Research, and Practice Together Around Teacher Educator Development; \u003cem\u003eEline Vanassche, Frances Rust,\u003cbr\u003e Paul F. Conway, Kari Smith, Hanne Tack, and Ruben Vanderlinde\u003c\/em\u003e\u003cstrong\u003e\u003cbr\u003e Section 5.\u003c\/strong\u003e \u003cstrong\u003ePartnerships\u003cbr\u003e \u003c\/strong\u003eChapter 22. Introduction; \u003cem\u003eÖzge Hacıfazlıoğlu\u003c\/em\u003e\u003cbr\u003e Chapter 23. Communities of Practice with Visiting Scholars; \u003cem\u003ePaul J. Magnuson, Özge Hacıfazlıoğlu, Steven Carber, and Rae Newman\u003c\/em\u003e\u003cbr\u003e Chapter 24. Collaborative Reflection, Knowledge, and Growth: Exploring Ongoing Teacher Learning within Knowledge Communities; \u003cem\u003eMichaelann Kelley and Gayle A. Curtis\u003c\/em\u003e\u003cbr\u003e Chapter 25. Multinational Policy Analyses: Third Time Around; \u003cem\u003eMaria Assunção Flores, Darlene Ciuffetelli Parker, Maria Inês Marcondes, and Cheryl J. Craig\u003c\/em\u003e\u003cbr\u003e Chapter 26. International Forum on Teacher Education as an Educational Research Partnership; \u003cem\u003eRoza Valeeva, Aydar Kalimullin, and Tatiana Baklashova\u003c\/em\u003e\u003cbr\u003e Chapter 27. Cultivating Teacher Resilience Through Intercultural Interaction and Collaboration; \u003cem\u003eÖzge Hacıfazlıoğlu, Bilge Kalkavan, Chenyan Yang, Gokoe Unlu, and Serra Gurun\u003c\/em\u003e\u003c\/p\u003e","brand":"Emerald Publishing Limited","offers":[{"title":"Default Title","offer_id":48741903630679,"sku":"9781804554715","price":90.25,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781804554715.jpg?v=1720059245"},{"product_id":"studying-teaching-and-teacher-education-isatt-40th-anniversary-yearbook-9781837536238","title":"Studying Teaching and Teacher Education: ISATT","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eResearch on teacher education and classroom teaching has evolved significantly in recent decades, with more research taking an international or intersectional lens. The International Study Association on Teachers and Teaching (ISATT) has moved with the field, beginning as a predominantly white European and North American organization in 1983, it now has active membership from more than 60 countries across the globe.\u003c\/p\u003e \u003cp\u003eThe \u003cem\u003eISATT 40\u003c\/em\u003e\u003csup\u003e\u003cem\u003eth\u003c\/em\u003e\u003c\/sup\u003e\u003cem\u003e Anniversary Yearbook\u003c\/em\u003e, presented over three volumes, reflects this growth through celebrating the contributions of ISATT members over time and offering current scholarly research to inform current and future teacher education and teaching. Bringing together top research from Taylor \u0026amp; Francis published over the past 10 years, plus cutting-edge new chapters, \u003cem\u003eStudying Teaching and Teacher Education \u003c\/em\u003eexplores self-study; mentoring; the growing importance and opportunities for partnerships; the use of narratives; excessive entitlement; and accountability.\u003c\/p\u003e \u003cp\u003eAll three volumes that make up the \u003cem\u003eISATT 40th Anniversary Yearbook\u003c\/em\u003e offer invaluable insights for teacher educators and educational researchers the world over, offering international perspectives from North America, Europe, South America, Asia, Africa, and Australasia.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eSection 1. Tributes\u003c\/strong\u003e \u003cbr\u003e Chapter 1. Tribute to John Olson; \u003cem\u003eEleftherios Soleas \u003c\/em\u003e\u003cbr\u003e Chapter 2. Tribute to Andrea Gallant; \u003cem\u003eMelissa Newberry, Philip Riley, and Jill Blackmore \u003c\/em\u003e\u003cbr\u003e Chapter 3. Tribute to Antonia Aelterman; \u003cem\u003eElke Struyf \u003c\/em\u003e\u003cbr\u003e Chapter 4. Tribute to Maureen Pope; \u003cem\u003eBritt-Marie Apelgren and Marie-Louise Österlind \u003c\/em\u003e\u003cbr\u003e Chapter 5. Tribute to Daniela Hotolean;\u003cem\u003e Pam Denicolo \u003c\/em\u003e\u003cbr\u003e \u003cstrong\u003eSection 2. Self-Study \u003c\/strong\u003e\u003cbr\u003e Chapter 6. Introduction; \u003cem\u003eDawn Garbett and Alan Ovens \u003c\/em\u003e\u003cbr\u003e Chapter 7. The Essence of Being a Teacher Educator and Why it Matters; \u003cem\u003eJohn Loughran and Ian Menter \u003c\/em\u003e\u003cbr\u003e Chapter 8. Contextualizing the Curriculum: A Teacher Educator’s Response to Calls for Decolonizing the Higher Education Curriculum at a South African University; \u003cem\u003eEunice Nyamupangedengu and Cuthbert Nyamupangedengu\u003c\/em\u003e\u003cbr\u003e Chapter 9. Sharing Collaborative Processes and Artefacts to Transform Our Teaching Practice: Perspectives of Social Justice in Physical Education Teacher Education (PETE); \u003cem\u003eLuiz Sanches Neto and Luciana Venâncio, Willian Lazaretti da Conceição, Luciano Nascimento Corsino, Elisabete dos Santos Freire and Isabel Porto Filgueiras, Samara Moura Barreto, and Ewerton Leonardo da Silva Vieira \u003c\/em\u003e\u003cbr\u003e Chapter 10. Transforming Self and Practice: Collecting Evidence in a Hall of Concave Mirrors; \u003cem\u003eShawn Michael Bullock and Tom Russell \u003c\/em\u003e\u003cbr\u003e \u003cstrong\u003eSection 3. Narrative Inquiry \u003c\/strong\u003e\u003cbr\u003e Chapter 11. Introduction; \u003cem\u003eStefinee Pinnegar \u003c\/em\u003e\u003cbr\u003e Chapter 12. Experience Leads the Way: What Makes Narrative Inquiry Critical; \u003cem\u003eDarlene Ciuffetelli Parker, and Cheryl J. Craig \u003c\/em\u003e\u003cbr\u003e Chapter 13. Attending to Spiritual Dimensions in Stories: The Imperative of Thinking Wholistically; \u003cem\u003ePatsy Steinhauer, Trudy Cardinal, Muna Saleh, Stavros Stavrou, Lynne Driedger-Enns, Shaun Murphy, and Janice Huber\u003c\/em\u003e\u003cbr\u003e Chapter 14. Digital and Musical Faces of a Generative Narrative Inquiry: Restorying the Wounded Healer Story; \u003cem\u003eHyeSeung Lee, Eunhee Park, Ambyr Rios, Jing Li, and Cheryl J. Craig \u003c\/em\u003e\u003cbr\u003e \u003cstrong\u003eSection 4. Mentoring \u003c\/strong\u003e\u003cbr\u003e Chapter 15. Introduction; \u003cem\u003eJuanjo Mena \u003c\/em\u003e\u003cbr\u003e Chapter 16. A History of Paradigm Shifts in Education: Their Impact on Practicum Mentoring; \u003cem\u003eAnthony Clarke and Juanjo Mena \u003c\/em\u003e\u003cbr\u003e Chapter 17. Mentoring in Contexts of Cultural and Political Friction:Moral Dilemmas of Mentors and Their Management in Practice; \u003cem\u003eLily Orland-Barak, Roseanne Kheir-Farraj, and Ayelet Becher \u003c\/em\u003e\u003cbr\u003e Chapter 18. The Induction of Newly Qualified Teachers: Mentoring as Part of a Coherent Approach Towards Quality Teacher Education; \u003cem\u003eMichelle Attard Tonna \u003c\/em\u003e\u003cbr\u003e Chapter 19. Co-mentoring Amongst Teachers and Leaders in Transnational Schooling Contexts; \u003cem\u003eAndrew J. Hobson and Carol A. Mullen \u003c\/em\u003e\u003cbr\u003e \u003cstrong\u003eSection 5. Excessive Entitlement \u003c\/strong\u003e\u003cbr\u003e Chapter 20. Introduction;\u003cem\u003e Tara Ratnam \u003c\/em\u003e\u003cbr\u003e Chapter 21. Excessive Teacher Entitlement? Going Inward and Backward to Go Forward; \u003cem\u003eTara Ratnam \u003c\/em\u003e\u003cbr\u003e Chapter 22. The Intersection Where Excessive Entitlement and the Best-Loved Self Meet: Stories of Experience; \u003cem\u003eCheryl J. Craig \u003c\/em\u003e\u003cbr\u003e Chapter 23. Addressing Power Asymmetries in Doctoral Supervision;\u003cem\u003e Marie-Christine Deyrich \u003c\/em\u003e\u003cbr\u003e Chapter 24. Self-Study of Experience to Understand Excessive Entitlement in Teachers and Educators; \u003cem\u003eHafdís Guðjónsdóttir \u003c\/em\u003e\u003cbr\u003e Chapter 25. Why is the Excessive Entitlement Unfavorable to Inclusive Transformation of Professional Educational Practices?; \u003cem\u003eMagdalena Kohout-Diaz \u003c\/em\u003e\u003cbr\u003e \u003cstrong\u003eSection 6. Accountability \u003c\/strong\u003e\u003cbr\u003e Chapter 26. Introduction; \u003cem\u003eMaria Teresa Tatto \u003c\/em\u003e\u003cbr\u003e Chapter 27. The Importance of Comparative Framing in The Study of Teaching and Teacher Education; \u003cem\u003eMaria Teresa Tatto and Ian Menter \u003c\/em\u003e\u003cbr\u003e Chapter 28. When Research Doesn’t Travel: Borrowing from The US to Influence English Policy on Teacher Education; \u003cem\u003eClare Brooks \u003c\/em\u003e\u003cbr\u003e Chapter 29. School Exclusion, Inclusion and Diversity: Implications for Initial Teacher Education;\u003cem\u003e Ian Thompson\u003c\/em\u003e\u003c\/p\u003e","brand":"Emerald Publishing Limited","offers":[{"title":"Default Title","offer_id":48741929582935,"sku":"9781837536238","price":90.25,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781837536238.jpg?v=1720059343"},{"product_id":"attachment-in-the-classroom-a-practical-guide-for-schools-9781903269084","title":"Attachment in the Classroom: A Practical Guide","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eEvery day, teachers and other school staff have to deal with children who present challenging behaviour during their learning process at school. 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Each unit of 10 tips is easy to use and will aid or inspire you whether you are dipping in for a quick idea or looking for more comprehensive guidance.  Here are 10 reasons to use it as part of your teacher training practice:  1.\tLearn more about the different aspects of a teacher trainer's role  2.\tGet support with making the transition from teacher to trainer  3.\tMake your training more engaging 4.\tGet inspiration for preparing input sessions 5.\tRecap techniques and activities you haven't used in a while  6.\tSupplement your repertoire with fresh new ideas  7.\tDevelop your mentoring skills 8.\tUse alternative approaches to observation 9.\tFine-tune your feedback skills 10.\tIntegrate online training techniques","brand":"Pavilion Publishing and Media Ltd","offers":[{"title":"Default Title","offer_id":48742733676887,"sku":"9781913414160","price":36.95,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781913414160.jpg?v=1720062605"},{"product_id":"student-feedback-on-teaching-in-schools-using-student-perceptions-for-the-development-of-teaching-and-teachers-9783030751524","title":"Student Feedback on Teaching in Schools: Using","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThis open access book provides a comprehensive and informative overview of the current state of research about student perceptions of and student feedback on teaching. After presentation of a new student feedback process model, evidence concerning the validity and reliability of student perceptions of teaching quality is discussed. This is followed by an overview of empirical research on the effects of student feedback on teachers and instruction in different contexts, as well as on factors promoting the successful implementation of feedback in schools. In summary, the findings emphasize that student perceptions of teaching quality can be a valid and reliable source of feedback for teachers. The effectiveness of student feedback on teaching is significantly related to its use in formative settings and to a positive feedback culture within schools. In addition, it is argued that the effectiveness of student feedback depends very much on the support for teachers when making use of the feedback. As this literature review impressively documents, teachers in their work - and ultimately students in their learning - can benefit substantially from student feedback on teaching in schools.\u003c\/p\u003e  \u003cp\u003e \u003c\/p\u003e  \u003cp\u003e\u003ci\u003e“This book reviews what we know about student feedback to teachers. It is detailed and it is a pleasure to read. To have these chapters in one place – and from those most up to date with the research literature and doing the research - is a gift.”\u003c\/i\u003e\u003c\/p\u003e  \u003cp\u003e\u003ci\u003eJohn Hattie\u003c\/i\u003e\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003ePART I: Student perceptions of teaching–Usefulness and theoretical considerations.- Chapter 1. Functions and success conditions of student feedback in the development of teaching and teachers (Benedikt Wisniewski).- Chapter 2. What is a perception? A theoretical overview of perspectives on student perceptions of teaching quality. (Rikkert Van der Lans).- Chapter 3. Student Voice as Espoused, Enacted and Experienced. How Research Can Bridge Policy and Practice. (Val Hall).- Chapter 4. A systematic review on student perception questionnaires (Hannah Bijlsma).- PART II: Concerns about student perception of teaching quality.- Chapter 5. Student perceptions of teaching quality: Dimensionality and halo effects (Sebastian Röhl).- Chapter 6. Understanding (dis)agreement in student ratings of instruction and classroom climate (Jonathan Schweig).- Chapter 7. Association between student surveys and classroom observation measures of teaching effectiveness (Rikkert van der Lans).- Chapter 8. Student Ratings of Teaching Quality in Primary School Revisited (Benjamin Fauth).- Chapter 9. Student ratings of teaching quality: Current research and practical implications (Richard Göllner).- Chapter 10. A Review of Recent Research on Student Surveys as a Measure of Teacher Effectiveness (Ryan Balch).- PART III: Teachers’ usage of student feedback at schools.- Chapter 11. A general introduction to data use in schools (Cindy Poortman).- Chapter 12. What Can We Learn from Research on Multisource Feedback in Organizations? (John Fleenor).- Chapter 13. Lessons Learned from Research on Student Feedback in Higher Education.- Chapter 14. An overview on intervention studies using student feedback. (Sebastian Röhl).- Chapter 15. Reciprocal Student-Teacher-Feedback on Cooperation (Jan-Erik Schmidt).\u003c\/p\u003e","brand":"Springer Nature Switzerland AG","offers":[{"title":"Default Title","offer_id":48743048413527,"sku":"9783030751524","price":34.99,"currency_code":"GBP","in_stock":true}]},{"product_id":"measuring-professional-competence-for-the-teaching-of-mathematical-modelling-a-test-instrument-9783030780708","title":"Measuring Professional Competence for the","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThis open access book presents a structural model and an associated test instrument designed to provide a detailed analysis of professional competences for teaching mathematical modelling. The conceptualisation is based on the COACTIV model, which describes aspects, areas and facets of professional competences of teachers. The manual provides an overview of the essential teaching skills in application-related contexts and offers the tools needed to capture these aspects. It discusses the objectives and application areas of the instrument, as well as the development of the test. In addition, it describes the implementation and evaluates the quality and results of the structural equation analysis of the model.\u003c\/p\u003e  Teaching mathematical modelling is a cognitively challenging activity for (prospective) teachers. Thus, teacher education requires a detailed analysis of professional competence for teaching mathematical modelling. Measuring this competence requires theoretical models that accurately describe requirements placed upon teachers, as well as appropriate evaluation tools that adequately capture skills and abilities in this field. This book presents an instrument that measures the professional competences in a sample of 349 prospective teachers.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eIntroduction.- Objectives and application areas.- Test development.- Implementation of the test.- Test quality.- Selected results.- References.- Attachment.- Modelling experiences.- Beliefs about mathematical modelling.- Self-efficacy about assesing mathematical modelling.- Modelling specific pedagogical content knowledge.- Test booklet.\u003c\/p\u003e\u003cbr\u003e","brand":"Springer Nature Switzerland AG","offers":[{"title":"Default Title","offer_id":48743049462103,"sku":"9783030780708","price":44.99,"currency_code":"GBP","in_stock":true}]},{"product_id":"disciplinary-literacy-and-gamified-learning-in-elementary-classrooms-questing-through-time-and-space-9783030803483","title":"Disciplinary Literacy and Gamified Learning in","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThis textbook provides real world examples of how disciplinary literacy can incorporate gamified learning opportunities in elementary classrooms (grades K-5 or ages 5-11). It also presents concrete examples of how to seamlessly integrate literacy within other subjects in engaging and unique ways. Furthermore, this text offers practical information related to pedagogy, content, and differentiation for each lesson. Preservice teachers, practicing teachers, instructional coaches, and administrators can benefit from this user-friendly text and its companion digital components, allowing for replication of lessons based on national standards, backed by best-practices, and supported by differentiated pedagogy.\u003cbr\u003eThis unique volume begins with engineering marvels that span across centuries and locations. The eight chapters focus on the following marvels in chronological order: Great Pyramid of Giza, Stonehenge, Leaning Tower of Pisa, Great Wall of China, Machu Picchu, Panama Canal, Golden Gate Bridge, and International Space Station. By focusing on these specific examples of human ingenuity, opportunities are created to delve into the historical and social aspects of each chapter’s focus. There are also occasions to explore the artistic merit and the art created about and around each focus. Additional teaching opportunities lie in understanding the science, engineering, technology, and math embedded in all featured marvels.\u003cbr\u003eEach chapter features an adventure roadmap in the form of a narrative quest set against the chapter’s marvel that guides teachers and student players through embedded activities. Activities are designed for lower elementary school (grades K-2 or ages 5-8) and upper elementary school (grades 3-5 or ages 8-11). Instructional support for both novice and career teachers is provided through differentiation strategies, resource materials, and teaching tips.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e“The authors … provide pictures to showcase certain quests, as well as YouTube links to videos to further aid teachers. Elementary teachers could easily select all … activities for their students to complete. The tasks are also able to be modified to fit teacher needs. Each chapter includes new activities for each of the three quests so that teachers gain a wealth of knowledge about different strategies to help engage students in not only mathematics, but cross-disciplinary tasks.” (Ann Wheeler, MAA Reviews, July 3, 2022)\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eGetting Started.- The Great Pyramid of Giza.- Stonehenge.- The Leaning Tower of Pisa.- The Great Wall of China.- Machu Picchu.- The Panama Canal.- The Golden Gate Bridge.- The International Space Station.","brand":"Springer Nature Switzerland AG","offers":[{"title":"Default Title","offer_id":48743050969431,"sku":"9783030803483","price":49.99,"currency_code":"GBP","in_stock":true}]}],"url":"https:\/\/bookcurl.com\/collections\/teacher-training.oembed?page=6","provider":"Book Curl","version":"1.0","type":"link"}